SUBJECT-VERB AGREEMENT ERRORS IN WRITING THE ANALYTICAL EXPOSITION TEXT.

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SUBJECT-VERB AGREEMENT ERRORS IN WRITING

THE ANALYTICAL EXPOSITION TEXT

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of SarjanaPendidikan

By:

HELTI MARGARETHA TARIGAN

Registration Number: 2103121020

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ABSTRACT

Tarigan, Helti Margaretha. 2103121020. Subject-Verb Agreement Errors in Writing the Analytical Exposition Text. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.

This study dealt with subject-verb agreement errors in writing the analytical exposition text. The study was aimed at: (1) finding out the students’ subject-verb agreement errors in writing the analytical exposition text, (2) finding out the type of the students’ subject-verb agreement errors dominantly made in writing the analytical exposition text, and (3) finding out the causes of the students’ subject -verb agreement errors in writing the analytical exposition text. This study was conducted by using qualitative research design. The subject of the study was the students of grade XI of six private schools in the school year 2014/2015 at Marelan District. The data were obtained from 150 students’ compositions. The method used in analyzing data was error analysis stages. This results showed that (1) subject-verb agreement errors commited by students were addition, omission, and misselection, (2) the type of errors that dominantly made by students was the misselection errors (54.2% of the total errors), and (3) the causes of errors were interlingual and intralingual influences that led the students to have incorrect hyphotesis about subject-verb agreement concepts.

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ACKNOWLEDGEMENT

First of all, the writer would like to express her deepest gratitude to Almighty God, Jesus Christ for His amazing grace, uncountable blessing, love, opportunity and strength given to the writer during her study and in completing this thesis which entitled: Subject-Verb Agreement Errors in Writing the Analytical Exposition Text. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra. Masitowarni Siregar, M.Ed., as the Head of English Education Study Program.

 Dr. Anni Holila Pulungan, M.Hum., as her Thesis Advisor.  Prof. Amrin Saragih, M.A., Ph.D., as her Academic Advisor.

 Prof. Dr. Busmin Gurning, M.Pd., Sir Indra Hartoyo, S.Pd, M.Hum., Dra. Meisuri, M.A., and Dra. Tjut Ernidawati, M.Pd.,as her Reviewers and Examiners.

 All the Lecturers of English department who have taught, guided, and advised her throughout the academic years.

 Mam Euis, as the administration staff of English Department, for her attention, assistance, and information in completing it.

 Suprayogi, S.Pd. (the Headmaster of SMAS Bina Taruna), Ir. Adolf Martin Surbakti (the Headmaster of SMAS Brigjend Katamso II), Drs. Sandi Basuki (the Headmaster ofSMAS Budi Agung), A. Muin Tarigan, S.Pd. (the Headmaster of SMAS Harapan Mekar), Razali, S.Pd. (the Headmaster of SMAS Indonesia Membangun (YAPIM) Taruna Marelan) and Drs. Hasbi Mansyur, M.M. (the Headmaster of SMAS PGRI 12), for their permission and opportunities in allowing the writer to do observation and to collect data.

 All the Teachers and Students at SMAS Bina Taruna, SMAS Brigjend Katamso II, SMAS Budi Agung, SMAS Harapan Mekar, SMAS Indonesia Membangun (YAPIM) Taruna Marelan, and SMAS PGRI 12 for the good cooperation.

 Her beloved parents, Jasa Tarigan and Ngakumalem br. Sembiring, her grandmother, T. Ginting, her brother, Beslin Septianta Tarigan, her cousins, Desriana Maya Sari Tarigan and Happytha Okiida

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Genki Tarigan, and all her families for their endless love, pray, inspiration, motivation, mental and everything that they have given to the writer.

 Her friends in Reguler Dik. A’ 2010, as her great class for the love and togetherness throughout four years; her friends in PPLT Y.P. Panca Jaya Galang 2013 for many experiences and togetherness; her bestfriends (Elsa, Roida, Okta, Erna, Mariana, Desriyani a.k.a. Ecy, Dewi S., Vera, Rika, and Sri Lestari) for being the great companions and supporters.

 Her family in UKMKP, the Macarios Small Group (Ka’ Mori, Ka’ Ivana, Elsa and Roida).

 Her partners in conducting research at private schools in Marelan, Syarifah a.k.a. Ipeh and Satria, for their patience with her during searching for the schools and collecting data.

The writer realizes that this thesis still has the paucity, she conveniently welcomes any suggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.

Medan, Maret 2015 The writer,

Helti Margaretha Tarigan Reg. No. 2103121020

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Pages

ABSTRACT ··· i

ACKNOWLEDGEMENT ··· ii

TABLE OF CONTENTS ··· iv

LIST OF TABLES ··· vi

LIST OF APPENDICES ··· vii

CHAPTER I. INTRODUCTION ··· 1

A. The Background of The Study ··· 1

B. The Problems of The Study ··· 5

C. The Objectives of The Study ··· 5

D. The Scope of The Study ··· 6

E. The Significance of The Study ··· 6

CHAPTER II. REVIEW OF LITERATURE ··· 8

A. Theoretical Framework ··· 8

1. Writing ··· 8

a. Analytical Exposition Writing ··· 9

2. Subject and Verb ··· 11

3. Subject-Verb Agreement ··· 15

4. Error ... ··· 20

5. Error Analysis ··· 21

B. Relevant Studies ··· 23

C. Conceptual Framework ··· 24

CHAPTER III. RESEARCH METHODOLOGY ··· 27

A.Research Design ··· 27

B.Subject of Research ··· 27

C.Data Collection ··· 27

1. Data Sources ··· 27

D.The Procedure of Collecting Data ··· 28

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CHAPTER IV. THE DATA AND DATA ANALYSIS··· 29

A.The Data ··· 29

B.Data Analysis··· 31

1. Identification of Errors ··· 32

a. S-VA Errors ··· 34

b.S-VA Mistakes ··· 40

2. Classification of Errors ··· 42

a. Errors of Omission ··· 42

b. Errors of Addition ··· 47

c. Errors of Misselection ··· 50

3. Percentage of Errors ··· 55

4. Explanation of Sources of Errors ··· 56

a. Sources of Errors in Disagreement: Singular Subject - Plural Verb ··· 56

b. Source of Errors in Disagreement: Plural Subject - Singular Verb ··· 57

C.Findings ··· 58

D.Discussion ··· 59

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ··· 62

A.Conclusions ··· 62

B.Suggestions ··· 62

REFERENCES ··· 64

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LIST OF TABLES

Pages

Table 2.1 Forms of Simple Present and the Simple Progressive ··· 16

Table 2.2 Forms of Simple Past: be ··· 16

Table 2.3 Forms of Past Progressive ··· 16

Table 2.4 Forms of Present Perfect ··· 17

Table 2.5 Forms of Present Perfect Progressive ··· 17

Table 4.1 Recapitulation of Data ··· 30

Table 4.2 Concepts of Simple Present Tense Taught by Teachers ··· 32

Table 4.3 Concepts of Present Perfect Tense Taught by Teachers··· 33

Table 4.4 Errors of Omission ··· 42

Table 4.5 Errors of Addition··· 47

Table 4.6 Errors of Misselection ··· 50

Table 4.7 Percentage of Errors per School ··· 55

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vii

LIST OF APPENDICES

Pages

Appendix A. Essay Test: Analytical Exposition Text ... 67

Appendix B. Subject of Research ... 69

Appendix C. Data of Research ... 73

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is one of four skills that should be mastered in learning English. English learning curriculum in Indonesia expects students to be able to communicate their thoughts in written texts that are included to interpersonal texts (various types of expressions in communicating), functional texts (such as posters and advertisements) and monologue texts (such as narrative, recount, exposition, and other genres). The texts written grammatically right is one criteria demanded by curriculum. This indicates that grammar, that is a set of rules of how lingustic units structured, is important for the success of writing. Once writers learn the parts of sentences and how they work together to determine the meaning and effect of a sentence, they can begin to understand what good writing is all about (Chakravarty, 2004: 1).

In fact, many students fail in composing the good writing because of errors in grammar. One common error in English writing texts is subject-verb agreement errors, and it may occur due to various forms of subject (Scott, 2014). Subject and verb of a sentence must be agree in number and person. The key of this concept is to identify the subject of the sentences, determine whether it is singular or plural, and then choose a correct verb (Devine, 2002: 19). Errors in identifying the subject lead to the verb errors. So, one needs to understand the singularity and plurality of subject ,as well as how the subject arranged in words, and what must be done to the verb in relation to the subject to make a right sentence.

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It could be said, errors in subject-verb agreement can lead to misunderstanding. For example, someone who does not aware of present tense concept in which singular subject must be paired with an base form of a verb plus addition of –s to form plural subject, he writes Simon, my neighbour, go sailing. Readers might interpret that the subject of the sentence is made up of two people, that are Simon and my neighbour. Apparently, the subject of which is referred to by the author actually just Simon; the ‘my neighbour’ is only an additional information that refers to Simon.

Based on the preliminary observation took place in SMA YAPIM Marelan, the writer found that the eleventh grade students had problems with subject-verb agreement matters in their writing. The writer examined some writings of them randomly and found that most of the students did not bother to add the affix -s in the end of verbs they used and to use plural ‘be’ when they put a plural noun as subject of a sentence in composing present tense. For example, a student wrote The student make the teacher very angry instead of The student makes the teacher very angry and Parents is worry when kids _ with bad friends instead of Parents are worry when kids are with bad friends .When the writer showed the incorrect forms to some of them, they could not find what was wrong with the forms. Their cluelessnes of the deviations means that they misunderstood the subject-verb agreement in simple present tense.

Many researches related to subject-verb agreement errors in writing several monologue texts have been conducted. A research on errors in recount text made by the Tenth Grade Students of SMAN 1 Siantan concluded that the

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students’ errors in subject-verb agreement were caused by students’ incompetence in identifying the subject whether it is singular or plural (Ramli, 2013).

There was also a research done by Wahyudi (2014) at Maulana Malik State Islamic University Malang. The research was to found out how well university students in comprehending English subject-verb agreement by analyzing errors in the concept. He found out that the highest frequency of subject-verb agreement error made was error of omission. Factors that might be inferred are: firstly, there seems to be phonological transfer from the first language to Indonesia; secondly, the learners might not unequivocally comprehend the use of ‘to be’; and thirdly, the learners were not able to differentiate between active sentence and passive sentence.

Another research was conducted by Nayan (2009). The subjects of the research were the third semester students of Universiti Teknologi MARA Malaysia who were from several ethnic groups including Malays, Javanese, Bugis, Minang and other indigenous ones. They were asked to write a term paper about issues they were interested on. The result was that the students had more tendency to make errors in the general rule of subject-verb agreement due to the interlanguage factor in which they do not have this kind of rule in their native language. The students did not aware of their errors and make any effort to find the ‘correct’ rules applied in English. It means that students need feedbacks and encouregement from anyone who knows the right concept.

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Responding to the issues described in researches and observation, it seems very reasonable if the Indonesian students makes errors in subject-verb agreement. In contrast with English, Indonesian language, as like Malaysian’s, itself does not has the subject-verb agreement concept. In learning the foreign kind of rule, Indonesian students might be puzzled by questions as ‘what subject is singular or plural?’ and ‘what to do on the verb if the subject is singular or plural?’

Errors are caused by lacked knowledge about a target language (Hubart, 1983). An error is not a lack of performance that can be awared and corrected by an English learner as soon as he recall the incorrect utterance, but a lack of competence in which feedbacks from anyone who understands which ones the correct terms are in a target language are needed to correct the incorrect. In order to overcome errors, analysis on the errors production should be done. Error analysis provides data about in which parts of target language learners have tendency to produce incorrect forms and shows teachers what difficulties faced by students are (Brown, 1987). By analyzing errors, teachers will know the students’ misunderstanding so that they can effectively correct it by giving feedbacks so that the students can profit by mistakes, and designing some effective ways in teaching to avoid misunderstanding in particular concepts of target language.

Therefore, since students’ lacked knowledge in subject-verb agreement concept is a problem in their attempt to make a good writing, it deserves to be analyzed. It has been many studies done in this field, but the farther, more recent data is necessary to add information and provide a comparison. The writer was

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interested in conducting research to provide the information by collecting data from Indonesian students—in this study are the eleventh grade students from private schools in a district of Medan, who had just learned to write analytical exposition text.

B. The Problems of the Study

The problems of this study are formulated as:

1. What kinds of subject-verb agreement errors are made by the students in writing the analytical exposition text?

2. What error is dominantly made by the students in the relationship between subject and verb in writing the analytical exposition text?

3. What are the causes of the students’ subject-verb agreement errors in writing the analytical exposition text?

C. The Objectives of the Study The study is aimed at finding:

1. the students’ subject-verb agreement errors in writing the analytical exposition text;

2. the type of error dominantly made by the students in the relationship between subject and verb in writing the analytical exposition text;

3. the causes of the students’ subject-verb agreement errors in writing the analytical exposition text.

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D. The Scope of the Study The study is limited to:

 The writing test was only given to the 11th grade natural science program students of private high schools in Medan Marelan District.

 There are some genres of writing taught to Indonesian students but this study is focused on a genre taught to the 11th grade students, that is analytical exposition text. It means that analysis is done on sentences that use present tense for the tense is a grammatical feature of the genre.

E. The Significance of the Study

Theoretically, the expected significance of the study is to provide some useful information for anyone who intends to increase the understanding of subject-verb agreement errors, or for those who find the study as an appropriate reference for the further research.

Practically, the findings of this study are expected to be useful for:

1. Teachers, to know the students’ errors in comprehending the agreement between subject and verb so that they will make efforts in giving feedbacks and considering the students’ lack of competence in applying any strategy or technique of teaching English.

2. Students, to be helped in realizing their errors in the subject-verb agreement and profiting by mistakes to overcome the said errors and reduce the errors made in the next semester.

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3. The readers, to encourage them to learn and study more about the subject-verb agreement, errors and their analysis, analytical exposition text, and the other related concepts.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

There are some conclusions based on data analysis conducted on analytical exposition writing of the elevent grade students of six private high schools in Marelan districs to answer the problems of the study:

1. The kinds of subject-verb agreement errors made by students were: omission errors, addition errors, and misselection errors.

2. The type of error dominantly made by the students in the relationship between subject and verb was the misselection errors (54.2% of the total errors).

3. The causes of students’ subject-verb agreement errors were interlingual

transfer (the nonexistance of addition of suffix –s in the students’ first language) and intralingual transfer (difficulties in selecting auxiliaries).

B. Suggestions

Responding to what concluded from the data analysis, this study presents some suggestions that are supposed to be theoretically and practically helpful for teachers, students, and other researchers.

1. For the teachers

The teachers should create activities that allow the students to learn further about subject-verb agreement, give more exercises on constructing statements, especially the Present Tense statements to make the students

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accostumed to the rules of subject-verb agreement before them applying it in composing any kind of texts genre, and, if it is possible, fix misconception of S-VA in every student that made errors by trying individual direct approaches 2. For the students

The students should be aware of their errors and fix them to avoid repeating the same errors, and practice more in writing sentences using singular and plural subjects.

3. For other researchers

Other researchers should conduct further studies on subject-verb agreement in every kind of text genre that involve the wider rank of subject, for example the participants in the study are students taken from two or more districts, for making the results more representable.

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REFERENCES

Ann, Hogue. 2007. Introduction to Academic Writing, Third Edition. New York: Pearson Education.

Azar, Betty Schrampfer. 2013. Fundamentals of English Grammar, Third Edition. New York: Longman.

Azar, Betty Schrampfer and Hagen, Stacy A.. 2006. Basic English Grammar, Third Edition. New York: Longman.

Bourke.(2014). Analytical Exposition Text.

https://cbcc.qld.edu.au/Analytical_Exposition_Text.doc/30 November 2014/13:20

Brown, Douglas H.. 1980. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.

_______. 2000. Principle of Language Learning and Teaching. New Jersey: Prentice Hall.

_______. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy Second Edition. New York: Addison Wesley Longman.

Bryne, Donn. 2002. Teaching Writing Skills. Singapore: Longman.

Chakravarty, Auditi. 2004. Grammar and Usage for Better Writing. New York: Amsco School Publications.

Corder, Stephen Pit. 1973. Introducing applied linguistics. Great Britain: Penguin Book.

Devine, Felice Primeau. 2002. Goof-Proof Grammar. New York: Learning Express, LLC.

Dubib, Dalal A. Al. 2013. Error Analysis of Subject-Verb Agreement. Thesis. Riyadh: Department of English Language and Literature of Al-Imam Mohammad bin Saud Islamic University.

Dulay, H., Burt, M., & Krashen, S. 1982. Language Two. New York: Oxford University Press.

Eastwood, John. 2012. Oxford Learner’s Pocket Grammar. New York: Oxford University Press.

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Ellis, R. 1997. The Study of Second Language Acquisition. Oxford: Oxford University Press.

Harmer, Jeremy. 2001. The practice of Language and Teaching. New York: Pearson Education.

Herlinawati. 2011. Error Analysis on the Third Grade Students’ Writing Narrative Paragraph Assignment at MTsN Pajajaran Pamulang. Thesis. Jakarta: English Department of State Islamic University Syarif Hidayatuallah.

Hubard, Peter et al. 1983. A Training Course for TEFL. New York: Oxfort University Press.

Kam, C.A. and Kam, K.H.. 1999. Longman Dictionary of Grammar and Usage. Singapore: Addition Wesley.

McLean, Scott. 2014. Writing for Success. Washington DC: Flat World Education.

Morley, David G. 2000. Syntax in Functional Grammar. London: Continuum. Murcia, M.C.. 2001. Teaching English as a Second or Foreign Language. United

States: Heinle & Heinle.

Nayan, Surina. 2009.A Study of Subject-Verb Agreement: From Novice Writers to Expert Writers. International Education Studies, Vol.2, No.3 (190-194) Ramli, Doni. 2013. An Analysis on Students’ Errors in Writing Recount Text.

Journal Pendidikan & Pembelajaran, Vol.2, No.2 (1-4)

Ratnah. 2013. Error Analysis on Tenses Usage Made by Indonesian Students. Journal of Education and Practice, Vol.4, No.6 (159-169)

Rosa, Rusdi Noor. 2005. Error Analysis in Writing Argumentative Essay. Thesis. Medan: English Applied Linguistics Graduate Program of The State University of Medan.

Simpson, Ron. 2010. Correct English: Pedoman Belajar Bahasa Inggris. Translated by Febrianti Ika Dewi. 2012. Jakarta: PT Indeks.

Stapa, Siti Hamin. 2010. Analysis of errors in subject-verb agreement among Malaysian ESL learners. , Vol 16, No.1 (1-18)

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Wahyudi, Ribut. 2012. Error Analysis on Subject-Verb Agreement: The Case of a University Student in Indonesia, Research on Humanities and Social Sciences Journal, Vol.2, No.4 (20-25)

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3. The readers, to encourage them to learn and study more about the subject-verb agreement, errors and their analysis, analytical exposition text, and the other related concepts.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

1. The kinds of subject-verb agreement errors made by students were: omission errors, addition errors, and misselection errors.

2. The type of error dominantly made by the students in the relationship between subject and verb was the misselection errors (54.2% of the total errors).

3. The causes of students’ subject-verb agreement errors were interlingual transfer (the nonexistance of addition of suffix –s in the students’ first language) and intralingual transfer (difficulties in selecting auxiliaries).

B. Suggestions

Responding to what concluded from the data analysis, this study presents some suggestions that are supposed to be theoretically and practically helpful for teachers, students, and other researchers.

1. For the teachers

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The students should be aware of their errors and fix them to avoid repeating the same errors, and practice more in writing sentences using singular and plural subjects.

3. For other researchers

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REFERENCES

Ann, Hogue. 2007. Introduction to Academic Writing, Third Edition. New York: Pearson Education.

Azar, Betty Schrampfer. 2013. Fundamentals of English Grammar, Third Edition. New York: Longman.

Azar, Betty Schrampfer and Hagen, Stacy A.. 2006. Basic English Grammar, Third Edition. New York: Longman.

Bourke.(2014). Analytical Exposition Text.

https://cbcc.qld.edu.au/Analytical_Exposition_Text.doc/30 November 2014/13:20

Brown, Douglas H.. 1980. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.

_______. 2000. Principle of Language Learning and Teaching. New Jersey: Prentice Hall.

_______. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy Second Edition. New York: Addison Wesley Longman.

Bryne, Donn. 2002. Teaching Writing Skills. Singapore: Longman.

Chakravarty, Auditi. 2004. Grammar and Usage for Better Writing. New York: Amsco School Publications.

Corder, Stephen Pit. 1973. Introducing applied linguistics. Great Britain: Penguin Book.

Devine, Felice Primeau. 2002. Goof-Proof Grammar. New York: Learning Express, LLC.

Dubib, Dalal A. Al. 2013. Error Analysis of Subject-Verb Agreement. Thesis. Riyadh: Department of English Language and Literature of Al-Imam Mohammad bin Saud Islamic University.

Dulay, H., Burt, M., & Krashen, S. 1982. Language Two. New York: Oxford University Press.

Eastwood, John. 2012. Oxford Learner’s Pocket Grammar. New York: Oxford University Press.

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Ellis, R. 1997. The Study of Second Language Acquisition. Oxford: Oxford University Press.

Harmer, Jeremy. 2001. The practice of Language and Teaching. New York: Pearson Education.

Herlinawati. 2011. Error Analysis on the Third Grade Students’ Writing Narrative Paragraph Assignment at MTsN Pajajaran Pamulang. Thesis. Jakarta: English Department of State Islamic University Syarif Hidayatuallah.

Hubard, Peter et al. 1983. A Training Course for TEFL. New York: Oxfort University Press.

Kam, C.A. and Kam, K.H.. 1999. Longman Dictionary of Grammar and Usage. Singapore: Addition Wesley.

McLean, Scott. 2014. Writing for Success. Washington DC: Flat World Education.

Morley, David G. 2000. Syntax in Functional Grammar. London: Continuum. Murcia, M.C.. 2001. Teaching English as a Second or Foreign Language. United

States: Heinle & Heinle.

Nayan, Surina. 2009.A Study of Subject-Verb Agreement: From Novice Writers to Expert Writers. International Education Studies, Vol.2, No.3 (190-194) Ramli, Doni. 2013. An Analysis on Students’ Errors in Writing Recount Text.

Journal Pendidikan & Pembelajaran, Vol.2, No.2 (1-4)

Ratnah. 2013. Error Analysis on Tenses Usage Made by Indonesian Students. Journal of Education and Practice, Vol.4, No.6 (159-169)

Rosa, Rusdi Noor. 2005. Error Analysis in Writing Argumentative Essay. Thesis. Medan: English Applied Linguistics Graduate Program of The State University of Medan.

Simpson, Ron. 2010. Correct English: Pedoman Belajar Bahasa Inggris. Translated by Febrianti Ika Dewi. 2012. Jakarta: PT Indeks.

Stapa, Siti Hamin. 2010. Analysis of errors in subject-verb agreement among Malaysian ESL learners. , Vol 16, No.1 (1-18)

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Wahyudi, Ribut. 2012. Error Analysis on Subject-Verb Agreement: The Case of a University Student in Indonesia, Research on Humanities and Social Sciences Journal, Vol.2, No.4 (20-25)

SUBJECT-VERB AGREEMENT ERRORS IN WRITING THE ANALYTICAL EXPOSITION TEXT.