55 started asking the questions to the interviewee. In order to keep the information
which was given orally by the interviewees and to save time in doing the interview, the researcher used a voice recorder when the researcher interviewed
the interviewees. Gall et al. 2007 state that the researcher could obtain a complete verbal record by using the audio recording, and it can be studied much
more throughly than data in the form of interviewer notes p. 256. In addition, a recorder also speeds up the interview process because the interviewer does not
need to write the information from the interviewee Gall et al., 2007, p. 256.
E. Data Analysis Technique
In this research, the researcher used students’ written work of their Progress Test II and the data which was given orally by interviewees as the data to
analyze. In this part, the researcher explains how the researcher analyzed the data in his research.
1. The Data from Students’ Written Work
The researcher analyzed each student’s written work through these steps: first, the researcher numbered each student’s written work. Second, the researcher
underlined the subject-verb agreement errors made by every student in his or her written work. Third, the researcher put those underlined subject-verb agreement
errors into a table. Fourth, the researcher analyzed and then classified those identified subject-verb agreement errors to types of errors based on the surface
structure taxonomy as mentioned in Chapter II. Thus, the surface structure taxonomy applied to classify the subject-verb agreement errors in students’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56 written work can further be divided into four categories of errors. They are 1
omission, 2 addition which is subdivided into regularization, double marking, and simple addition, 3 misinformation which is subdivided into regularization,
archi-forms and alternating-forms, and 4 misordering. Fifth, the researcher counted the percentage of each type of errors to which sentences written by all
students belong. The researcher used the formula presented below in order to count the percentage of each type of errors that all students made in their written
work of the Progress Test II.
A X
100 B
A =
The total number of each type of errors B
= The total number of all errors made by all students in their
written work
Then, the researcher used Table 3.1. in order to analyze each student’s written
work and then to find out the percentage of each type of errors to which sentences written by every student in the Progress Test II belong.
Table 3.1 The Classification and the Examples of the Errors Made by the Students Blank
Std.
Students’ Subject-Verb
Agreement Error sentences
Brief Explanation of the Errors Found
in the Sentences Based on Types of Errors
Types of Errors Omi-
ssion
Addition Misinformation Mis-
ordering R DM SA R Ar-F
Al-F
Total Number of Errors Total Number of
Each Type of Errors The Percentage of
Each Type of Errors that All Students Made
Note:
R : Regularization DM: Double Marking SA: Simple Addition Ar-F: Archi-forms Al-F: Alternating-forms
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57 Sixth, the researcher wrote the percentage of each type of errors on subject-verb
agreement made by all students. After obtaining the percentage of each type of errors on subject-verb agreement made by all students, the researcher could know
which type of subject-verb agreement errors that was mostly made by students in class B of Paragraph Writing. Seventh, after analyzing the subject-verb agreement
errors in Table 3.1., the writer used Table 3.2. in order to summarize what he found in Table 3.1.
Table 3.2 The Number of Subject-Verb Agreement Errors Made by the Students Blank
No Category
of Errors Sub Category
of Errors Number
of Errors and Its Percentage
Samples of Errors
1. Omission -
2. Addition Regularization
Double-Marking Simple Addition
3. Misinformation Regularization
Archi forms Alternating forms 4. Misordering
-
Finally, the writer discussed what he had analyzed in the Tables using the theories, dealt with subject-verb agreement, presented in Chapter II.
2. The Data from the Interview
