INTERLLANGUAG Interlanguage Errors Found In Descriptive Text Made By Student of SMA N 2 Wonogiri.

INTERL
LANGUAG
GE ERRORS FOUND IN
I DESCRIIPTIVE TE
EXT MADE BY STUDE
ENT
OF SMA N 2 WONO
OGIRI

RESEAR
RCH PROPO
OSAL

Submitted ass a Partial Fulfillment
F
of the Requ
uirements
for Geetting Bacheelor Degreee of Education
in
n English Ed
ducation Deepartment

By:
BONIS BE
ERNAS PAM
MBUDI
A320 100 302

SCH
HOOL OF TEACHER
R TRAINING AND ED
DUCATION
MUHAMMA
M
ADIYAH UN
NIVERSITY
Y OF SURA
AKARTA
2014 

ii

iii

 

TESTIMONY

In this occasion, the writer states that there is no proposed work before in this
research to get the Bachelor Degree in a certain university and as long as the writer
knows that there is also no work or idea that have ever been written or published by
other people, except referred written in this research paper and mentioned in the
bibliography.
If it is proved that there is mistake in the writer’s statements above later in the
future, so he will be wholly responsible.

Surakarta, 11 July 2014
The Writer

BONIS BERNAS PAMBUDI
A.320100302  

iv
 

MOTTO

“The are only two ways to live your life. One is as though nothing is a
miracle. The other is as though everything is a miracle”
(Albert Einstein)
 

“ Things are never quite as scary when you’ve got a best friend.”
(Bill Watterson)
 

v

 

DEDICATION

This research paper proudly dedicated to:
• My beloved Mom and Dad
• My beloved Sister

• And all my dearest friends.

vi 
 

 

ACK
KNOWLEDM
MENT

A
Assalamuala
aikum Warahhmatullahi Wabarakatuh
W

h.
In th
he name of God
G Most Grracious, Mosst Merciful Peace
P
and Good Blessing on
y all.
you
amdullilahiraabil alamin, glory to God
G Most Hiighest, Full of Grace and
a
Alha
M
Mercy,
the Sustainer of the worldd that becauuse of his bllessing and guidance, the
t
w
writer
is fin
nally able too finish his research papper which is entitled ” Interlanguaage

E
Errors
Found In Descripptive Text Made
M
By Studdent of SMA
A N 2 Wonoogiri” as one of
t requirem
the
ment for gettting bacheloor degree off education in Departmeent of Engliish
E
Education
in
n Muhamm
madiyah Univversity of Surakarta.
S
Prraise is alsoo given to the
t
g
great
messeenger, peacee be upon him,

h
glory person
p
who gives his blessing
b
to his
h
m
masses
in th
he next day.
In acccomplishingg this researrch paper, thhe writer gets much helpp and guidannce
f
from
otherss. Thereforee, he wouldd like to express his greatest graatitude to the
t
f
following
peeople;
1. Prof. Drr. Harun Jooko Prayitnoo, the Deann of schooll of teacherr training and

a
educatio
on of Muham
mmadiyah University
U
off Surakarta, for
f approvinng this researrch
paper,
2 Mauly Halwat
2.
H
Hikmat, Ph.D, as the heaad of English Departm
ment, who has
h
permitted him to wriite this reseaarch paper,
3 Dr. Dwii Haryanti, M.Hum as the first coonsultant whho inspiringg lecturer who
3.
w
makes th
he researcheer interested in teaching,, and who allready guideed and advissed

patiently
y in correctiing this research paperr. More thann millions of
o thanks and
a
deeply sorry from thhe writer’s heeart for her,

vii
 

 

4. Prof. Dr. Endang Fauziati, M.Hum as the second consultant who already gave a
large of help and motivation, guidance to improved on writing this research paper
for her. You’re the best mom,
5. All lecturers in English Department of Muhammadiyah University of Surakarta
bu Vivi, pak Titis, bu Dewi, pak Giri, bu Susi, pak Maryadi, pak Totok, pak Nur,
pak Abdillah, pak Azhari, bu Syahara, bu Laila, pak Joko, Almh bu Khuzaimah
who have given her knowledge, support and experience, thanks for the useful
knowledge and the wisdom,
6. Dalimin, S. Pd, M. Pd. as the headmaster of SMA N 2 Wonogiri for giving the

writer permision to have research in his institution,
7. Bu Sri Sunari, as the English teacher of SMA N 2 Wonogiri for giving
information and allowing the writer to observe the teaching learning proccess,
thank you so much,
8. His lovely and precious

Tunjung Pambudi as my beloved father and Susi

Ratnasari Mulia Rosa as my beloved mother thanks a lot for praying, loving,
motivating and supporting me,
9. His beloved sister “Dara Puspitasari” thank you so much for your time to make a
funny time,
10. His dearest best friends, all the KUROWO Members, who always gives the joy
and laughter when his feeling down, best regards for all the memory they have
given as a part of ‘life while we are young’ moment
11. All of members of Solo Magic Community, who always support, help, and give
nice experiences in my life,
12. All his friends in Department of English Education, his friends in V.O.G. His
friends in Drama Performance and his friends in teaching apprentice,
13. His faithful partners who always gives hands and shares everything in doing and

finishing this research, “Renanda, Febrianna, and Ditha Ayu” thank you so much,
14. All of the writer’s friend in English Department 2010 Academic Year. Thanks for
this warm and meaningful friendship,
viii
 

 

15. All of her families, friends and teachers that cannot be mentioned one by one,
who give support her a lot,
16. All of the members of THE NARRATOR, EDSO, And GEDSO, who teach me
about organization.
Last but not least, those who cannot be mentioned one by one, who
have supported him to finish the research paper and also to start his future.
The writer realizes that this research paper is still far from being
perfect, so the writer welcomes any constructive comment, criticism, and
suggestion from anyone. Finally, he hopes that this research paper would help the
other researchers who are interested in studying translation and enrich the readers
knowledge.
Waalamualaaikum Warahmatullahi Wabarakatuh.
Surakarta,

July 2014

Bonis Bernas Pambudi 

ix
 

 

SUMMARY

Bonis Bernas Pambudi. A320100302. INTERLANGUAGE ERRORS FOUND
IN DESCRIPTIVE TEXT MADE BY STUDENT OF SMA N 2 WONOGIRI.
Research Paper. Muhammadiyah University of Surakarta. 2014.
This study aims to describe the learners’ error made by tenth grade students of
SMA N 2 Wonogiri in their composition in writing descriptive text; to identify the
types of lexical errors, syntactical errors, and discourse errors; to explain the
frequency of each type of errors; and to describe the dominant type of errors. In
collecting the data the writer uses elicitation technique. There are some steps that the
researcher does in collecting data, they are: the writer enters the class, the writer asks
the students to write descriptive text, the writer reads the composition made by
students accurately, the writer marks the erroneous sentences, then the writer lists the
erroneous sentence and classifies the data into all types of error. In analyzing the data,
the writer uses James theory for classification of errors, and Etherton theory for the
frequency of each type of error.
The result of the analysis is that the fifty two students’ compositional works
produce 239 errors which are grouped into three main categories, namely: lexical
errors, syntactical errors, and discourse errors. The three categories are then
elaborated into components which have their own types those are omission and
addition. The elaboration can be sited as follow: ‘Lexical Errors’ consists of 98 errors
or 41% that cover ‘wrong spelling’ 88 errors or 36.82% and ‘use Indonesian word/
code switching’ 10 error or 4.2%.Syntactical Errors’ consists of 137 errors making
up 57.32% covers ‘plural from omission of (-S) as plural marker’ with 29 errors or
12.13% of errors, ‘the use of verb tense from V1 Without (S) for Third Person in
Singular’ with 6 errors or 2.51%, ‘the use of verb from The Use of Ving in Present
Form’ with 15 errors or 5.02% , ‘the use of verb from wrong form of Vo’ with 10
errors or 4.2% , ‘BE from omission of BE as full verb’ with 35 errors or 14.64%,
‘BE from the wrong form of BE’ with 8 errors or 3.42%, ‘article from addition of
article’ with 6 error or 2.51% of error, ‘article from omission of article’ with 16 errors
or 6.7% of errors. Errors on discourse are made up of 4 errors or 1.67%. The error
classified into one error, namely: discourse error from reference with 4 errors or
1.67%.
From the result of analysis it can be found that the dominant error is syntactical
error with the total number of errors 137 or 57.32%. Besides, there are two sources of
error namely interlingual transfer and intralingual transfer. The result of this study is
that most of the students still make errors in expressing their ideas. Therefore, there is
necessity of remedial teaching. 

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TABLE OF CONTENT

page
COVER ....................................................................................................

i

APPROVAL .............................................................................................

ii

ACCEPTENCE ........................................................................................

iii

TESTIMONY ...........................................................................................

iv

MOTTO ...................................................................................................

v

DEDICATION .........................................................................................

vi

ACKNOWLEDGMENT ..........................................................................

vii

SUMMARY .............................................................................................

x

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

xi

CHAPTER I: INTRODUCTION .............................................................

1

A. Background of the Study ............................................

1

B. Limitation of the Study .............................................

3

C. Problem Statement ....................................................

3

D. Objective of the Study ................................................

4

E.

Benefit of the Study ...................................................

4

F.

Research Paper Organization .....................................

5

xi
 

 

CHAPTER II: REVIEW OF RELATED LITERATURE .......................

7

A. Previous Studies .........................................................

7

B. Underlying Theory .....................................................

13

1. Interlanguage ........................................................

14

2. Error Analysis ......................................................

14

a. Notion of Error Analysis ................................

14

b. Pedagogical Purpose of Error Analysis ..........

17

c. Different Error and Mistakes ..........................

17

d. Classification of Error .....................................

18

3. Notion of Lexical Categorie .................................

29

4. Notion of Syntactical Categories .........................

30

5. Sources of Errors ..................................................

31

6. An English Text ....................................................

33

a. Notion of Text ................................................

33

b. Types of Text ..................................................

33

c. Notion of Descriptive Text ............................

39

7. General Concepts of Descriptive Writing ............

42

8. General Concepts of Simple Present Tense .........

43

CHAPTER III: RESEARCH METHOD .................................................

48

A. Type of Reseacrh .......................................................

48

B. Data and Data Source .................................................

48

C. Data Collection Technique..........................................

49

xii
 

 

D. Data Analysis Technique ............................................

50

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ................

52

A. Research Finding ........................................................

52

1. Type of Lexical Errors .........................................

52

a. Wrong Spelling ..............................................

53

b. The Use Indonesian Word ..............................

54

2. Type of Syntactical Error .....................................

55

a. Plural ..............................................................

55

b. The Use of Verb Tense ...................................

56

c. BE ...................................................................

60

d. Article .............................................................

61

3.Type of Discourse Error .........................................

63

a. Reference.........................................................

63

4.The Frequency of Each Type of Errors ..................

64

5.The Source of Error ................................................

67

a. Interlingual Transfer........................................

68

b. Intralingual Transfer........................................

69

B. Discussion ...................................................................

75

CHAPTER V: CONCLUSION, IMPLICATION, SUGGESTION .........

79

A. Conclusion ..................................................................

79

B. Pedagogical Implication ..............................................

81

C. Suggestion ...................................................................

83

xiii
 

 

BIBLIOGRAPHY

\

APPENDIX

xiv