An analysis of students’ error in learning noun clause: a case study in the second grade students of SMA Darul Ma’arif

AN ANALYSIS OF STUDENTS’ ERROR IN
LEARNING NOUN CLAUSE
(A Case Study in the Second Grade Students of SMA Darul Ma’arif)
“Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial
Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Arts) in
English Language Education

By:
Nur Baithy
107014000376

DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014

ABSTRACT

Nur Baithy (NIM: 107014000376). An Analysis of Students’ Error in

Learning Noun Clause; A Case Study in the Second Grade Students of SMA
Darul Ma’arif. Skripsi of English Education at Faculty of Tarbiyah and Teachers’
Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

This research was carried out to find empirical evidence of the most common
errors in learning noun clause made by the second grade students of SMA Darul
Maarif academic year 2013/2014. The total respondents of this research consisted
of 21 students.
The objective of this research is to analyze the students’ error in learning noun
clause. The limitation of the problem is to classify the students’ errors based on
Dullay’s surface structure taxonomy. The method used in this research was a case
study. In collecting the data, the written test about the use of noun clause in
sentences was given to the students. The formula that is used to this descriptive
analysis is: P= F/N x 100%.
The result of the research showed that the most common type of error is omission;
its frequency is 94 or 48%. The second is misformation; its frequency is 54 or
28%. The third is addition with 32 errors or 16%. Then, the lowest error frequency
is misordering with 16 errors or 8%. In conclusion, there were still many errors
done by the second grade students of SMA Darul Maarif in learning noun clause.

i

ABSTRAK

Nur Baithy (NIM: 107014000376). Analisa Kesalahan Siswa dalam Belajar
Klausa Nomina; Studi Kasus pada Siswa Kelas Dua SMA Darul Ma’arif. Skripsi
Jurusan Pendidikan Bahasa Inggris di Fakultas Tarbiyah dan Keguruan
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Penelitian ini dilaksanakan untuk menemukan bukti empiris kesalahan yang
umumnya terjadi dalam belajar klausa nomina yang dilakukan oleh siswa-siswa
kelas dua SMA Darul Ma’arif tahun ajaran 2013/2014. Jumlah responden dalam
penelitian ini terdiri dari 21 siswa.
Tujuan dari penelitian ini adalah untuk menganalisa kesalahan siswa dalam
belajar klausa nomina. Pembatasan masalahnya adalah untuk mengklasifikasi
kesalahan-kesalahan siswa berdasarkan surface structure taxonomy yang
dikemukakan Dullay. Metode yang digunakan dalam penelitian ini adalah studi
kasus. Dalam pengumpulan data, tes tertulis tentang penggunaan klausa nomina
dalam kalimat diberikan kepada siswa. Rumus yang digunakan untuk analisa
deskriptif ini adalah: F/N x 100%.

Hasl dari penelitian menunjukkan bahwa tipe kesalahan yang paling sering terjadi
adalah omission; frekuensinya sebanyak 94 atau 48%. Kedua adalah
misformation; frekuensinya sebanyak 54 atau 28%. Ketiga adalah addition dengan
32 kesalahan atau 16%. Kemudian, frekuensi kesalahan yang paling rendah adalah
misordering dengan 16 kesalahan atau 8%. Dapat disimpulkan bahwa, masih
banyak terdapat kesalahan-kesalahan yang dilakukan oleh siswa-siswa kelas dua
SMA Darul Ma’arif dalam belajar klausa nomina.

ii

ACKNOWLEDGEMENT

All praise be to Allah the lord of this universe, by the grace of Allah the
highest finally the writer is able to finish her „skripsi’ after long effort of writing.
Peace, blessing and salutation be upon our great prophet Muhammad, his family,
his descendants, and his followers who strived in Islam.
In this precious occasion, the writer would like to express her greatest
gratitude and honor to her family, especially her mother, who have given the
writer support and advices during her study in English Education Department.
The writer also would like to address her greatest thanks and appreciation

to her kind advisor, Drs. Nasifuddin Jalil, M. Ag., who has guided, helped,
suggested, and corrected during developing until accomplishing this „skripsi’.
May Allah always bestow blessing along his life.
Her gratitude and appreciation are also addressed to:
1. Nurlena Rifa’i, M.A., Ph.D., as the Dean of Faculty of Tarbiya and
Teachers’ Training of State Islamic University Syarif Hidayatullah
Jakarta.
2. Drs. Syauki, M.Pd., as the chairman of English Education Department.
3. Zaharil Anasy, M.Hum., as the secretary of English Education
Department.
4. All lecturers of English Education Department who have taught and
educated the writer during her study.
5. The principal of SMA Darul Ma’arif Jakarta Selatan for giving the
writer permission in conducting the research.
6. All friends of English Education Department who have encouraged,
motivated and given to the writer memorable times during her study.
7. To any other persons who cannot be mentioned one by one for their
contribution during finishing this „skripsi’.

iii

iv

May Alloh the Almighty always bless them all.
Hopefully, this „skripsi’ can be beneficial in broadening the perception of
Error Analysis for the writer particularly and for anyone who read this „skripsi’
generally. The writer realizes that this „skripsi’ is still far from being perfect.
Hence, she accepts any constructive suggestions to make this „skripsi’ better.

Jakarta, July 18th 2014

The Writer

iv

TABLE OF CONTENTS
ABSTRACT ...........................................................................................................

i

ABSTRAK .............................................................................................................

ii

ACKNOWLEDGEMENT ....................................................................................

iii

TABLE OF CONTENT ........................................................................................

v

LIST OF TABLES ................................................................................................ vii
LIST OF CHARTS ............................................................................................... viii
CHAPTER I

: INTRODUCTION
A. The Background of the Study .................................................
B. The Limitation of the Problem ................................................
C. The Formulation of the Problem .............................................

D. The Use of the Study ...............................................................

1
4
4
4

E. The Organization of Writing ...................................................

5

CHAPTER II : THEORETICAL FRAMEWORK
A. Error Analysis
1. The Concept of Error Analyis ...........................................
2. The Distinction between Error and Mistake .....................
3. The Causes of Error ..........................................................
4. The Types of Error ............................................................
5. The Procedure of Error......................................................
B. English Sentence
1. Simple Sentence ................................................................

2. Compound Sentence..........................................................
3. Complex Sentence.............................................................
C. English Clauses
1. Adjective Clause ...............................................................
2. Adverbial Clause ...............................................................
3. Noun Clause ......................................................................
D. Noun Clause

6
7
8
10
12
14
15
15
16
19
21

1. Subordinator „that’ in Noun Clause .................................. 22
2. Subordinator Question Words in Noun Clause ................. 22
3. Subordinator „If or Whether’ in Noun Clause................... 23

v

vi

CHAPTER III : RESEARCH METHODOLOGY
A. The Method of the Research ...................................................
B. The Place and Time .................................................................
C. The Population and Sample ....................................................
D. The Instrument of the Research ..............................................
E. The Technique of Data Analysis .............................................
CHAPTER IV : RESEARCH FINDINGS
A. The Description and Analysis of Data ................................
1. The Using of Subordinator „That’ in Noun Clause ........
2. The Using of Subordinator Question Words
in Noun Clause ...............................................................
3. The Using of Subordinator „If or Whether’ in

Noun Clause ....................................................................
4. The Description and Analysis of Types of Error ............
5. The Description and Analysis of Causes of Error ...........
B. The Data Interpretation ...........................................................

24
24
24
25
25

26
26
31
36
41
44
47

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .............................................................................. 49
B. Suggestion ............................................................................... 49
Bibliography
Appendixes

THE LIST OF TABLES
1. Table 4.1: The Table of Tested Area ..........................................................
2. Table 4.2: Question no.2.............................................................................
3. Table 4.3: Question no.3.............................................................................
4. Table 4.4: Question no.7.............................................................................
5. Table 4.5: Question no.11...........................................................................
6. Table 4.6: Question no.12...........................................................................
7. Table 4.7: Question no.1.............................................................................
8. Table 4.8: Question no.5.............................................................................
9. Table 4.9: Question no.6.............................................................................
10. Table 4.10: Question no.10.........................................................................
11. Table 4.11: Question no.13.........................................................................
12. Table 4.12: Question no.4...........................................................................
13. Table 4.13: Question no.8...........................................................................
14. Table 4.14: Question no.9...........................................................................
15. Table 4.15: Question no.14.........................................................................
16. Table 4.16: Question no.15.........................................................................
17. Table 4.17: Table of Total Error Frequency ...............................................
18. Table 4.18: The Recapitulation of Students’ Types of Error .....................

vii

24
24
25
26
26
27
29
29
30
31
32
34
35
36
36
37
38
39

THE LIST OF CHARTS
1. Figure 4.1 : The Students’ Types of Errors ………………………......

viii

39

THE LIST OF APPENDICES
1. Surat Pengajuan Judul Skripsi
2. Surat Bimbingan Skripsi
3. Surat Perubahan Judul Skripsi
4. Surat Permohonan Izin Penelitian
5. The Instrument of the Research
6. Surat Keterangan Sekolah

ix

CHAPTER I
INTRODUCTION

A. The Background of the Study
English as the language is the world’s most widely used by society for

communication and international contact.

It also has become the popular

language which is learnt by most people in many areas because English serves in
many sectors. The existence of English in many areas makes English be the most
recommended language to be learnt in every country.
In English learning process, there are two skills that will be learned by the
English learners; receptive and productive skills. The receptive skills are listening
and reading, learners do not need to produce language to do these, they just have
to receive and understand it. These skills are sometimes known as passive skills.
In the other hand, the productive skills are speaking and writing, learners doing
these, need to produce language. They are also known as active skills.
Based on the meaning, productive skills mean to produce language, so it can
be defined that, with speaking and writing, a language learner can express their
ideas and their thoughts in written or spoken way. In speaking, if a speaker makes
any mistakes, it can be tolerated as long as the listener can get the meaning.
However, in writing, a writer does not just put words on a page of paper to
express the ideas or thoughts. Effective writing is focused, fresh and appropriate.
The purpose and organization are clear; words and sentences reflect a sense of
style; words mean what they are invented to; spelling observes standard usage;
grammatical structures for the ideas they have, and punctuation makes
relationship clear. 1
Discussing about sentence, there are three basic sentence types: simple,
compound, and complex. From those types of sentence, students often find the
1

Betty Mattix Dietsch, Reasoning and Writing Well, (New York, Mc Graw Hill, 2000),

p.8

1

2

difficulties in learning complex sentence. Students have the problem in English
sentence pattern when they have to combine two sentences which consist of one
independent clause, and one dependent clause. An independent clause is a clause
that can stand by itself.
In adapting a new language, students will find new different language patterns
from their mother language. Its condition also can be found in the process of
learning noun clause. As the consequences of adaptation to the new language rule,
students might find some difficulties which can lead them to make mistakes or
errors in using noun clause in a sentence. The writer got such case when she did
PPKT (Praktik Profesi Keguruan Terpadu) in a Vocational High School. In the
last of the second term, the first grade students learnt reported speech, which
includes noun clause. Most of the students still confused in using the
subordinators properly and the students have misunderstood toward noun clause
because they have not fully mastered the noun clause rule.
Here, the writer would like to show some mistakes made by the learners.
He said that (Ann is married).
Question: What did he say?
-

Noun Clause: I do not know what did he say. (Student’s answer)

The student’s answer in this sentence is incorrect. In this case, the writer analyzed
this mistake as incorrectness in word order. The student thought the sentence
began with what is an interrogative sentence. In fact, it is an affirmative sentence
which using noun clause. Therefore, the answer is what he said.
Based on the explanation above, the writer understands how important of
doing error analysis. Through error analysis, the most common writing error in
applying noun clause in sentences that the students made can be identified and the
sources of error can be found. By knowing at least the common error, the students
are expected not to do the same error again next time.
The above explanation stimulates the writer to conduct the research on the
students’ difficulties in learning noun clause. The study is done in the second

3

grade students of SMA Darul Ma’arif. Therefore, the writer would like to discuss
it in her “skripsi” under the title “An Analysis of Students’ Error in Learning
Noun Clause”

B. The Limitation of the Problem
To make this research easy to understand, the writer limits the discussion on
the errors made by the second grade students of SMA Darul Ma’arif on the use of
Noun Clause. The students’ acquisition in English noun clause will be obtained
from the result of test given by the writer. The classification of errors will be
based on Dullay’s surface structure taxonomy: omission, addition, misformation,
and misordering.

C. The Formulation of the Problem
Based on the background of the study there are problems, which can be
formulated among the second grade of SMA Darul Ma’arif. The problems can be
stated as follow: What types of errors do the second grade students of SMA Darul
Ma’arif commonly make when they use noun clause in sentences?”

D. The Objective of the Study
Based on the formulation of the problem above, the objectives of this study
mainly intend to find empirical evidence of students’ errors in the second grade of
SMA Darul Ma’arif in using noun clause.

E. The Significance of the Study
The use of this study is expected to provide a contribution of knowledge for
students who still find problem and confuse when learning noun clause, so they
can overcome their difficulties in their learning activity. Then, for the teacher of
English language, it is also expected to be useful information, so they will know
how far the students comprehend about noun clause, the errors made by students
when they learn this subject matter, and the causes of those errors. Besides, the

4

result of this study will direct the English teacher to do some evaluation and
revision in their teaching-learning activity so it is expected that both teacher and
students will have a good collaboration to overcome all problems that happen
especially in learning noun clause. Next, for further researchers: it can be as a
reference in conducting similar study in the next time. Finally, for the writer
particularly and readers broadly who are concerned with this study, it is as one of
resource which can enhance their perception and knowledge in learning reported
speech of question sentence.

CHAPTER II
THEORETICAL FRAMEWORK

A. Error Analysis
Talking about language learning, there must be a long time process in a way to
acquire it. In language learning process, it is normal when someone makes
mistakes. By these mistakes, a language learner should get feedback from others,
slowly but surely, he can learn to produce the acceptable speech.1
The early days when Contrastive Analysis was the only approach in viewing
the errors made by language learner, it was believed that comparing learner’s
native language and learner’s second language would describe anything needed to
know to plan a good language-teaching programme.2
Its approach is unable to carry the problem of errors happened in learning
language. Some linguists, such as S. P. Corder, Selinker, Nemser, and J. C.
Richards developed a new perspective providing a wide coverage of errors than in
Contrastive Analysis, Error Analysis.3 The explanation below will tell more about
error analysis and how it views errors.
1. The Concept of Error Analysis
The word of error analysis consists of two words, error and analysis.
Littlewood says in his book that error analysis is based on the assumption
that the product is still sufficiently regular to enable teachers to make

1

H. Douglas Brown, Principles of Language Learning and Teaching, fourth edition,
(New York, Englewood Cliffs: Prentice Hall Regents, 2000), p. 217
2
Keith Johnson, An Introduction to Foreign Language Learning and Teaching, second
edition, (Edinburgh: Pearson Education Limited, 2008), p. 69
3
Jack C. Richards, Error Analysis, Perspectives on Second Language Acquisition,
(London: Longman, 1978), p. 29

5

6

generalization about the systems and this assumption seems to have been
justified in practice.4
In its history, error analysis has been developed as a new way of looking
at errors made by the second language learner. It appeared in the sixties as a
branch of applied linguistic to find that errors made by learner were not only
because of the learner’s native language, but also the errors reflected some
learning strategies, as a reaction to contrastive analysis theory. 5 It can be
said that error analysis is a systematic errors that appear in language learner.
Language teachers who listen to the speech of their students probably notice
the errors first. But the truth is that everyone makes errors in speaking, even
native speakers.6
From the statement above, it can be seen that error analysis helps
language teacher to see if the language learner made the error, it is not
considered as a bad thing, but it is an important part of learning a language.

2. The Distinction Between Error and Mistake
In the process of language learning, it is rare to be found that a language
learner can produce a new language he learnt in a full correct way. For a
learner, making error is a very usual thing on the way to acquire the
language he learnt. The incorrectness which the learner made is
distinguished into error and mistake.
The first linguist who made a clear distinction between error and mistake
is S. P. Corder. Corder in Masachika says
Errors refer to errors of competence which are systematic and
represent transitional stages in the development of grammatical
rules or the final stage of the learner’s knowledge. Mistakes, on
the other hand, refer to errors of performance which are
occasional and haphazard and are related to such factors as
4

William T. Little Wood, Foreign and Second Language Learning, (Cambridge:
Cambridge University Press, 1984), p.32
5
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin
University Journal of the Faculty of Education, 2005, p.262
6
http://www.carla.umn.edu/learnerlanguage/error_analysis.html, retrieved on August,
th
20 2013.

7

fatigue, memory lapses, and psychological conditions such as
strong emotion.7
In line with this statement, Dictionary of Language Teaching and
Applied Linguistics in Vacide Erdogan said that
A learner makes a mistake when writing or speaking because
lack of attention, fatigue, carelessness, or some other aspects of
performance. Mistakes can be self-corrected when attention is
called. Whereas, an error is the use of linguistic item in a way
that a fluent or native speaker of the language regards it as
showing faulty or incomplete learning. In other words, it occurs
because the learner does not know what is correct, and thus it
cannot be self corrected. 8
Martin Parrot has his own statement in distinguishing what error and
mistake is. According to him, “errors are considered to be evidence of the
learner’s developing competence in the foreign language. Mistakes, on the
other hand, are generally non-systematic and do not necessarily reflect the
learner’s underlying competence”.9 In a simple way, the statement from Jack
C. Richard is taken as a conclusion, he said that mistakes are referring to
errors of performance, errors are referring to the systematic errors of the
learner which are able to reconstruct the learner’s knowledge of the
language.10
3. The Causes of Error
Error analysis sees error as inevitable part in the process of foreign
language learning. These are the causes or the factors are found in some
books related to this material. John Norrish states in his book that there are
three causes of errors:11
a. Carelessness

7

Ishida Masachika. (1982). Error Analysis And Its Significance In Second Language
Teaching : a brief survey of the theoretical aspect of error analysis. 現代英米研究(12), 1-13. P. 4
8
Erdogan, op. cit., p.263
9
Martin Parrot, Tasks for Language Teachers, (Cambridge: Cambridge University Press,
2002), pp. 68-69
10
Richards, op. cit., p. 25
11
John Norrish, Language Learners and their Errors, (Hongkong: The Macmillan Press
Limited, 1983), pp. 21-27

8

Carelessness is often closely related to the lack of motivation. Many
teachers will admit that it is not always the student’s fault if the learner
loses his interest; perhaps the materials or the style of presentation does
not suit the learner.

b. First Language Interference
First language interference is also called mother tongue interference.
Skinner’s behaviorist statement that language is a set of habits makes the
first language of a learner interfere him when the learner tries to learn
new language or second language.12
c. Translation

Different with Norrish, Brown suggests that there are four causes of
error; interlingual transfer, intralingual transfer, context of learning and
communication strategies.13
a. Dictionary of Language Teaching and Applied Linguistics in
Erdogan defines interlingual errors as being the result of language
transfer, which is caused by the learner’s first language.14
b. Intralingual transfer is a major factor in second language learning.
It happened as learners progress in the second language, their previous
experience and their existing subsumers begin to include structures
within the target language itself.
c. A third cause is context of learning. Students often make errors
because of misleading explanation from the teacher, faulty presentation
of a structure or word in a textbook or even because of improperly
contextualize pattern.

12

Ibid.
Brown, op. cit., pp. 223-227
14
Erdogan, op. cit., p.264
13

9

d. Learners use language production strategy in order to enhance
getting their message across, but at times these techniques can become a
source of error. It is called communication strategy.
While Parrot mentions four causes of errors and mistakes in his book:15
a. „Interference’ from the learner’s first language
b. Over-generalisation of the rules of the target language
c. Responding to the demands of complex communication
d. Carelessness

4. The Types of Errors
Besides discussing about how to distinguish error and mistake, and what
causes of error, this subchapter will also discuss about types of errors. The
first step in analyzing process is the identification and description of errors.16
From this idea, it can be said that errors which become an important part in
language learning must be identified and also be described. Ellis in Erdogan
maintains “classifying errors in these ways can help us to diagnose learners’
learning problems at any stage of their development and to plot how changes
in error patterns occur over time.”17
There are a number of different types of errors. In Douglas Brown’s
book, Principles of Language Learning and Teaching, it is stated that the
types of errors are classified into four:18
a. The most generalized types of error are addition, omission,
substitution, and ordering.
b. Phonology or orthography, lexicon, grammar, and discourse.
c. Global or local errors. Global errors prevent the message of
communication from being understood. While local errors do not
prevent the message of communication.
15

Parrot, loc. cit.
Brown, op. cit., pp. 220
17
Erdogan, loc. cit.
18
Brown, op. cit., p. 222
16

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d. The last is covert and overt errors. Overtly erroneous utterances are
unquestionably ungrammatical at the sentence level. Covertly
erroneous utterances are grammatically well-formed at the sentence
level but are not interpretable within the context of communication.

Another types of errors are explained in the book Language Two which
is written by Heidi Dulay, Marina Burt, and Stephen Kreshen. This type is
based on Surface Structure Taxonomy. According to Dulay, “analyzing
errors from a surface strategy perspective holds much promise for
researchers concerned with identifying cognitive processes that underlie the
learner’s reconstruction of the new language.”19
On Surface Structure Taxonomy, errors are classified into four;
omission, addition, misformation, and misordering.
a. Omission
Omission errors are characterized by the absence of an item that
must appear in a well-formed utterance. The item could be functional or
content words.
For example

: Marlyn is go to the zoo

It should be

: Marlyn is going to the zoo.

b. Addition
Addition is the opposite of omission. In addition, it is characterized
by the presence of an item which must not appear in a well-formed
utterance.
For example

: She does not wants to study.

It should be

: She does not want to study.

c. Misformation
Misformation errors are characterized by the use of wrong form of
the morpheme or structure.
19

Heidi Dulay, Marina Burt, Stephen Krashen, Language Two, (New York: Oxford
University Press, 1982) p. 150

11

For example

: We sang with the childs.

It should be

: We sang with the children.

d. Misordering
It is said that misordering errors are signed with the false placement
of a morpheme or group of morphemes in an utterance.
For example : I want to know who are you.
It should be : I want to know who you are.20
After comparing the types of error explained by Brown and Dullay, then
Surface Structure Taxonomy is decided to be used on this study to identify
the errors later in chapter four.

5. The Procedures of Error Analysis
In language teaching, either a native language or a second language
teaching, studying about the students’ errors is very important. However,
there are some procedures in conducting error analysis. Ellis has the
explanation about how to analyze the students’ errors:
a. Collection of a sample of learner language
The type of data collected can have a marked effect on the results of
an error analysis. It includes data from the learner of a given test or task.
b. Identification of errors
In this step, it requires determination of some elements in the sample
of learner language deviating from the target L2 in some ways.
c. Description of errors
The description of learner errors involves a comparison of the
learner’s idiosyncratic utterances with a reconstruction of target
language utterances.
d. Explanation of errors

20

Ibid., pp. 154-163

12

This stage is the most important in trying to understand the process
of SLA (Second Language Acquisition). It concerns with establishing
the source of the error.
e. Evaluating errors
Error evaluation involves a consideration of the effect that errors
have on the person’s addressed. The design includes on who the
addressees will be, what errors will be judged, and how those will be
judged.21

Based on the explanation, it can be said on the other word that the
procedures in analyzing errors include collecting the data from the language
learners first, then identifying the errors, describing the errors based on the
classification, the next is explaining error by taking the possibility of why
and how it happens, and the last step is evaluating the error.

B. English Sentence
According to Cambridge Advances Learner’s Dictionary, sentence is a group
of words, usually containing a verb, which expresses a thought in the form of a
statement, question, instruction or exclamation and starts with a capital letter
when written.22 A word “sentence” is taken from Latin “sententia” which meant
feeling or opinion. In the context of grammar, the meaning of sentence is an
utterance that expresses a feeling or opinion.23 Nesfield in his book gives another
definition; sentence is a combination of words that contains at least one subject
and a predicate.24 From those three definitions, it should be said that a sentence is
a unity of words that each word has its own function to express someone’s
thought.
21

Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University
Press, 2008), pp. 46-57
22
Elizabeth Walter, Cambridge Advances Learner’s Dictionary, (Cambridge: Cambridge
University Press, 2008), p. 1300
23
Marjolijn Verspoor and Kim Sauter, English Sentence Analysis: An Introductory
Course, (Philadelphia: John Benjamins Publishing Company, 2000), p. 33
24
J. C. Nesfield, M. A., Outline of English Grammar: Revised Edition, (New York:
Macmillan and Company Limited, 1957), p. 129

13

Basically, there are three types of sentence in English. They are simple,
compound and complex. In some literatures, there is also compound-complex
sentence. Each type of sentence depends on the types of clauses they contain.
Here, three basic types of sentence will be explained.
1. Simple Sentence
As it is called, a simple sentence only has one subject and one predicate,
or one clause. In the simple sentence, the clause is called independent clause
which meant a clause can stand alone. Marjolijn states that a simple sentence
consists of one main clause only. However, this does not mean that the
sentence has to be very short.25 There are four forms in simple sentence:
statement, question, request, and exclamation.
Here is an example of simple sentence:
Alice went to her village this morning.
In this sentence, the only subject is Alice and the verb is went. To her village
this morning is as complement. By this sentence, the meaning is clear. It can
be known who does something (the doer) and what the doer does. However,
the simple sentence is an independent clause- one complete thought that can
stand-alone.26

2. Compound Sentence
Most compound sentences result from joining two or more independent
clauses, that is, two or more simple sentences, with a comma and a
coordinating conjunction-and, or, nor, but, for-or by semicolon alone.27
Both sentences in compound sentence have equal important ideas. It means
that compound sentence has two subjects and two verbs. The conjunction
that will be used depends on the relationship between the ideas in the two
clauses. If the second clause provides additional information, and will be
25
26

Verspoor, op. cit., p. 35
Betty Mattix Dietsch, Reasoning and Writing Well, (New York, Mc Graw Hill, 2000),

p. 95
27

Donald W. Good and Thomas L. Minnick, Handbook, (New York: Macmillan
Publishing Co., Inc., 1979), p. 75

14

used. If the second clause is in contrast to the first, but will be used, or, yet,
or nor. If the second clause has a cause-and-effect relationship with the first,
for, or so will be used in this case.28
Compound sentence may also be formed by using a semicolon, with or
without the coordinating conjunction. It also can be formed by using a
semicolon and a conjunctive adverb such as moreover, in addition, besides,
otherwise,
accordingly.

however,

still,

nevertheless,

therefore,

consequently,

29

Example:
With a coordinating conjunction
Nina was sick, so she did not go to office.
With a semicolon alone
Nina was sick; she did not go to office.
With a conjunctive adverb
Nina was sick; therefore, she did not go to office.

3. Complex Sentence
The third type is complex sentence, it is made of one independent clause
and one or more dependent clause. A dependent clause is a group of words
that includes a subject and a predicate but that cannot stand alone: it depends
on an independent clause for its meaning to be clear.30
For example:
The boy who is wearing a black hat is my son.

28

29

Dietsch. loc. cit.
Marcella Frank, Modern English, (Englewood Cliffs, New Jersey: Prentice Hall, 1972),

p. 7
30

Minnick, op. cit., p. 76

15

The independent clause from the sentence above is The boy is my son, who
is wearing a black hat is dependent one.
The difference between compound and complex sentence is that in a
compound sentence both parts are really just simple, independent sentences.
In a complex sentence, the dependent clause cannot stand on its own and
functions as a constituent of the main clause.31 Generally one idea is more
important than another one. The idea, which is more important, is called
main idea or independent clause. Then, the second one is called subordinate
or dependent clause.

C. English Clauses
This subchapter will discuss about kind of clauses. As it is mentioned before,
there are dependent and independent clauses. Independent clause is a clause that
can stand alone, but dependent clause cannot stand-alone. Dependent clause has
three kinds; adjective, adverbial, and noun clause.

1. Adjective Clause
An adjective clause is a dependent clause which is used as an adjective;
it modifies a noun or a pronoun.32 Betty Azar also states “An adjective
clause is a dependent clause that modifies a noun. It describes, identifies, or
gives further information about a noun”.33
In some books, adjective clause is also called as relative clause. Usually,
an adjective clause is preceded by the relative pronouns who, whom, which,
whose, and that. Adjective clause may also be preceded by the subordinate
conjunctions such as when, where, and why.34
These are the uses of adjective clause subordinator35:
31

Verspoor, op. cit., p. 38
George E. Wishon and Julia M. Burks, Let’s Write English: Revised Edition, (New
York: Litton Educational Publishing International, 1980), p. 165
33
Betty Schrampfer Azar, Understanding and Using English Grammar , (New Jersey,
Prentice Hall 1992), p.238
34
Burks. loc. cit.
35
Azar, op. cit., pp. 238-250
32

16

a. Who and whom are used in referring people. Although both are used
to modify people, but they have different function. Who is for subject
of adjective clause, whom is for object.
e.g.: I have a friend. She likes apple very much.
= I have a friend who likes apples very much.
b. Which is used when referring to things. It can be used as a subject or
object of adjective clause.
e.g.: Ellen watched a movie last night. The movie was so bad.
= The movie which Ellen watched last night was so bad.
c. Whose is used to show possession. It carries the same meaning as
possessive pronouns.
e.g.: I live in a dormitory. Its residents come from many countries.
= I live in a dormitory whose residents come from many countries.
d. That can be used when referring to both people and things. It can be
as subject or object.
e.g.: Juan just bought a car. The car is stalled on the road now.
= The car that Juan just bought is stalled on the road now.
e. When is used to modify a noun of time (year, day, time, century,
etc.).
e.g.: April is the month. Abbey was born in that month.
= April is the month when Abbey was born.
f. Where can be used in an adjective clause to modify a place.
e.g.: The city is beautiful. Mary lives there.
= The city where Mary lives is beautiful.
g. Why is used to explain a reason.36
e.g.: Give me one good reason! The reason you came late.
= Give me one good reason why you came late.

36

Frank, op. cit., p. 47

17

2. Adverbial Clause
Another kind of dependent clause is adverbial clause. According to J. C.
Nesfield “An adverb clause does the work as an adverb to some verb,
adjective, or adverb belonging to some other clause.”37 Adverbial clauses
usually express place, time, manner, comparison, reason, cause, purpose,
result, condition, contrast, concession.

38

The following is a table of

adverbial clause and its subordinator conjunction found from some books.
No
1)

Clause Marker
Place

Subordinator Conjunction
Where
Wherever

2)

3)

Time

Manner

When

As soon as

While

As long as

Since

By the time

Before

Now that

After

Once

Until

As if
As though

4)

Comparison

As / (not) so + adj. or adv. + as
-er / more + adj. or adv. + than

5)

6)

Reason or Cause

Purpose

Because

Whereas

In as much as

Now that

Since

As long as

That

So

So that

For the purpose that

In order that
7)

Result

So +adj. or adv. + that
Such (a) +noun + that
So that

37
38

Nesfield, op. cit, p. 133
Burks, op. cit., pp. 155-157

As

18

8)

Condition

If

Provided / Providing that

Unless

In the event that

On condition that Whether
9)

Contrast or Concession

Although

Even if

Though

Wherever

Even though

Whenever

No matter if

Whatever

While

As much as

In spite / despite of the fact that
Not with standing that

A subordinator conjunction comes between an independent clause and a
dependent clause to show their relationship. An adverbial clause coming
first in a sentence is always set off by a comma.39 For example:
After my dad passed away, my mother started her business.
Dependent clause
Independent clause
Adverbial clause of time
Ordinarily, an adverbial clause which comes at the end of a sentence is not
preceded by a comma.40 For example:
She dresses as if she were the daughter of a millionaire.
Ind. Clause Dep. Clause (adverbial clause of manner)
However, only restrictive adverbial clauses such as -place, time, manner,
condition, and comparison- coming at the end of a sentence is not preceded
by a comma. 41
An adverbial clause is also can be changed into an adverbial phrase. Like
an adjective phrase, an adverbial phrase does not have a subject or a verb. It
consists of a present or past participle and an adverbial clause time marker.42

39

Martha Kolln and Loretta Gray, Rhetorical Grammar: Grammatical Choices,
Rhetorical Effects, (Boston: Pearson Education, Inc., 2010), Sixth Edition, p. 159
40
Lincoln, op. cit., p. 302
41
Pies et al, op. cit., p. 63
42
Wisniewska, op. cit., p. 394

19

An adverbial clause can be changed into an adverbial phrase only if the
subject of the main clause and the adverbial clause are the same.
For example:
(Adverbial clause) Before I came to London, I took some English classes.
(Adverbial phrase) Before coming to London, I took some English classes.
(Adverbial clause) While we were waiting for the bus, we saw the police
arrest a pickpocket at the edge of the crowd.
(Adverbial phrase) While waiting for the bus, we saw the police arrest a
pickpocket at the edge of the crowd.

3. Noun Clause
Dependent clause can also function as nominal, filling noun phrase
position. A dependent clause which has the function as a noun called noun
clause.43 A noun clause acts as a noun in a sentence. Burks says, “The noun
clauses may be introduced by subordinate conjunctions or relative
pronouns”.44

D. Noun Clause
This subchapter will discuss about noun clause in broader explanation. As
mentioned before, noun clause is a dependent clause which has a function as a
noun. Here, more definition related to noun clause taken from some grammar
experts’ statements will be given. Marcella Frank in her book says, “A noun
clause consists of a subject and predicate that functions as a noun”. 45 It is also
supported by Lincoln, “a noun clause is a clause used as a noun within a sentence.
A noun clause can serve as subject, object, or predicate noun”.46 Nesfield noted
that a noun clause is subject to all the liabilities and duties of a noun proper.47
Like other kind of clause, noun clause has its subordinators. They are question
words, „if/whether’, and „that’. Each of them has its own use.
43

Pies et.al., op. cit., p. 70
Burks, op. cit., p. 174
45
Frank, op. cit., p. 62
46
Lincoln, op. cit., p. 305
47
Nesfield, op. cit., p. 130
44

20

1. Subordinator ‘That’ in Noun Clause
The main clause usually comes first. The word that, used to introduce a
statement. When that introduces a noun clause, has no meaning in itself. It
just marks the beginning of the clause. In this case, that as the subordinator
can be omitted.48 For example:
I know that Rama is a smart boy.

Both sentences

I know Rama is a smart boy.

have the same meaning

It is different when that is used as the subject of the sentence, that is
not omitted. For example:
That plants need water in order to grow is true.

2. Subordinator Question Words in Noun Clause
A noun clause may be introduced with question words, they are; when,
where, why, how, who, whom, what, which, whose. Although this kind of
clause begins with a question word, but it does not mean that it is an
interrogative sentence.
For example:
Direct question: How old is she?
Noun clause in a statement: I need to know how old she is.
This type of noun clause is usually called as indirect question. Indirect
question has two functions, as Wisniewska states in her book:49
a. Indirect question is used to express something that is not known or to
express uncertainty. For example:
I want to know why he left Hana.
Main Clause Noun Clause

48
49

Ibid., h. 270
Wisniewska, op. cit., p. 322

21

b. Indirect question is used to ask politely for information. For
example:
Do you know when they are coming?
Main Clause

Noun Clause

3. Subordinator ‘That’ in Noun Clause
If or whether is used to change a yes/no question into a noun clause. It
does not follow question word order, but it follows statement word order.
“In formal English, whether is more acceptable, but if is quite commonly
used, especially in speaking.”50
Example:
(If or whether placed as a subject)
Whether he saw me is not important.
(If or whether placed as a subjective complement)
The question is whether he will call.
(If or whether placed as an object of verb)
I want to know if Syella can accompany me or not.

50

Azar, op. cit., p. 268

CHAPTER III
RESEARCH METHODOLOGY
A. The Place and Time of the Research
The research was conducted at SMA Darul Ma’arif which is located on Jl. RS
Fatmawati no.45 Cipete Selatan, Cilandak, South Jakarta. The research was
carried on April, 29th 2014.

B. The Method of the Research
The method of the research in this study can be categorized into descriptive
analysis. The descriptive analysis is concerned with a qualitative analysis. After
the data are gotten by counting the total of each error classification to know the
highest frequency of the students’ error, data is interpreted with qualitative
analysis.
In this case, the procedures of Error Analysis is chosen based on Ellis, which
is collecting all of the data at the same time, then analyzing them by identifying
the errors, describing the errors based on the classification, explaining the errors,
and the last is evaluating which means correcting the errors. Based on the
limitation of the problem that stated in chapter one, then the error classification
used in this research are based on Dullay’s Surface Structure Taxonomy:
omission, addition, misformation, and misordering

C. The Population and Sample of the Research
In this study, the second grade students of SMA Darul Ma’arif was taken as
the population. There are three classes: one class of science and two classes of
social. Not the whole population was decided to take as sample in this research.
Only one class (science class) which consists of 23 students was taken. When
researching, there were 2 students who were absent, so the total of respondents is
21 students.

22

23

D. The Technique of Data Collecting
The data was collected by giving test to the students. In doing research, the
written test was used as an instrument to obtain the data, the test is about the use
of noun clause in sentences. The test consists of 15 questions. Those questions
asked the students to complete the sentences by using the right order of noun
clauses. First, the test papers were distributed to all students. Then, after the
students finished, the papers were collected and the incorrect words were circled.
After that, the students were asked to correct the circling words and collecting the
papers again. After all the data have been collected, then the data was analyzed.

E. The Technique of Data Analysis
For the next step of this research, the data was processed and analyzed by
using non-statistic analysis because the data collected is qualitative data. The
technique of data analysis used in this research is descriptive analysis technique
(percentage), the formula as follows:
P = F X 100 %
N
P = Percentage
F = Frequency of error made
N = Number of sample which is observed

CHAPTER IV
RESEARCH FINDINGS

A. The Description and Analysis of Data
This 15 test items were composed and given to the students of SMA Darul
Ma‟arif on Tuesday, April 29, 2014. The sample is second grade students of
Science. The test items are focused on the use of noun clause. the description of
each item as follow:
Table 4.1
The Table of Tested Area
No

Subordinators Using in Noun Clause

Number of items

1

That

2, 3, 7, 11, 12

2

Question Words (what, when, where, 1, 5, 6, 10, 13
who, why, how)

3

If or Whether

4, 8, 9, 14, 15

1. The Using of Subordinator ‘That’ in Noun Clause
Table 4.2
Question no.2
Q: Your dress is so beautiful.
Students

Identification

Description

of Errors

of Errors

1, 8, 17

Nadia said to me (1)Omission
that (1) dress is
so beautiful.
2, 5, 6, 7, Nadia said to me (1)Misformation
9, 12, 14
that your(1)
dress is so
beautiful.
3, 21
Nadia said to me (1)Omission

24

Explanation

Correction

(1)It should be
„my‟ before the
word „dress‟
(1)The word
„your‟ should be
replaced by „my‟

Nadia said to me
that my dress is so
beautiful.

(1)There must be

Nadia said to me

Nadia said to me
that my dress is so
beautiful.

25

(1) your(2) (3) is
so beautiful.

(2)Misformation
(3)Omission

4, 11

Nadia said to me
Do(1) you(2)
know(3) that
your(4) dress is
so beautiful.

(1)Addition
(2)Addition
(3)Addition
(4)Misformation

13

Nadia said to me
(1) your(2) dress
is very(3)
beautiful

(1)Omission
(2)Misformation
(3)Misformation

subordinator
„that‟ after main
clause.
(2)„your‟ should
be replaced with
„my‟.
(3)There must be
the word „dress‟
before „is‟
(1)Added „do‟
(2)Added „you‟
(3)Added „know‟
(4)„your‟ should
be replaced by
„my‟.
(1)Subordinator
„that‟ is needed
before main
clause.
(2)„your‟ should
be replaced by
„my‟
(3)It should be
„so‟ as written on
the given question

that my dress is so
beautiful.

Nadia said to me
that my dress is so
beautiful.

Nadia said to me
that my dress is so
beautiful.

Table 4.3
Question no.3
Q: Smoking can cause cancer.
Students

6

13

Identification

Description

of Errors

of Errors

It is true
whether(1)
smoking can
cause cancer
It is true if(1)
smoking can
cause cancer

(1)Misformation

(1)Misformation

Explanation

(1)The
subordinator
should be „that‟,
not „whether‟
(1) The
subordinator
should be „that‟,
not „if‟

Correction

It is true that
smoking can cause
cancer.
It is true that
smoking can cause
cancer.

26

Table 4.4
Question no.7
Q: Orlando Bloom is a good actor.
Students

3, 13

17

21

Identification

Description

Explanation

Correction

of Errors

of Errors

We already
know if
/whether(1)
Orlando Bloom
is a good actor
We a