Error Analysis of Verbs : Errors in Paragraph and Narrative Writing Mid-Term Test Made By The First-Year Students of The English Department, Maranatha Christian University.
ABSTRACT
Dalam skripsi ini, saya akan membahas kesalahan-kesalahan penggunaan
verba Bahasa Inggris yang dilakukan oleh mahasiswa-mahasiswi Paragraph
and Narrative Writing 2010, Universitas Kristen Maranatha.
Dalam menganalisis data, saya menggunakan beberapa teori error
analysis dari John Norrish, S. P. Corder, Heidi C. Dulay dan Mariana K. Burt,
dan Jack C. Richards. Teori-teori ini membantu saya untuk mengerti lebih lanjut
tentang analisis kesalahan dalam mempelajari bahasa asing. Teori-teori ini
mencakup jenis-jenis kesalahan dan penyebab kesalahan-kesalahan tersebut.
Saya menemukan bahwa dari beberapa jenis kesalahan yang pada
umumnya dilakukan, jenis misformation: alternating form adalah jenis
kesalahan yang paling banyak ditemukan, karena mahasiswa cenderung
menggunakan bentuk kata yang salah. Selain itu, penyebab dari kesalahan
tersebut, yang paling banyak ditemukan adalah interference, karena mahasiswa
masih banyak terpengaruh oleh bahasa ibunya.
Dari hasil analisis tersebut dapat saya simpulkan bahwa kesalahankesalahan penggunaan verba Bahasa Inggris, sebagian besar disebabkan karena
ketika mahasiswa-mahasiswi tersebut mempelajari bahasa asing, mereka masih
terpengaruh dengan bahasa ibunya, yaitu Bahasa Indonesia.
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS................................................................................... i
TABLE OF CONTENTS ...................................................................................... ii
ABSTRACT .......................................................................................................... iii
CHAPTER ONE: INTRODUCTION
Background of the Study............................................................................. 1
Statement of the Problem ............................................................................ 4
Purpose of the Study ................................................................................... 5
Method of Research .................................................................................... 5
Organization of the Thesis .......................................................................... 5
CHAPTER TWO: THEORIES OF ERROR ANALYSIS
2.1 Definition of Error................................................................................. 7
2.2 Error Analysis ....................................................................................... 7
2.3 Approaches in Error Analysis ............................................................... 8
2.3.2 Contrastive Analysis .................................................................... 8
2.2.3 Non-Contrastive Approach .......................................................... 8
2.4 Types of Error ....................................................................................... 9
2.4.1 Omission ...................................................................................... 9
2.4.2 Addition........................................................................................ 9
2.4.3 Misformation .............................................................................. 10
2.4.4 Misordering ................................................................................ 11
2.5. Causes of Error................................................................................... 11
2.5.1 Interlanguage .............................................................................. 11
2.5.2 Intralingual and Developmental Error ....................................... 12
CHAPTER THREE: ERROR ANALYSIS OF VERBS ................................. 14
CHAPTER FOUR: CONCLUSION ................................................................. 44
BIBLIOGRAPHY ............................................................................................... 48
APPENDICES
Appendix A: Data 1-12 ............................................................................. 49
Appendix B: Table of the types of error .................................................. 64
Appendix C: Table of the causes of error ................................................. 65
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APPENDICES
Appendix A
Data 1 (Student A)
48
Interview result
No
1.
2.
Sentence
*There so many
place they can
visiting.
*There so many
place they can
visiting.
Reason
Tidak mengerti struktur yang sebenarnya, mengira
bahwa are atau is tidak harus ada setelah kata there.
Karena mau menyatakan mereka masih biasa datang
(terjadi di masa sekarang/sedang berlangsung) maka
verb + -ing di gunakan dalam kalimat.
3.
*They usually comes Karena subjek yang digunakan they adalah jamak,
maka kata kerja yang digunakan adalah comes
at Friday.
(dengan suffix -es) yang menyatakan jamak, seperti
pada kata books.
4.
*Most visitor
usually goes to Dago
or Cihampelas.
Menceritakan bahwa orang-orang sejak dulu sering
ke Bandung, maka kata kerja yang digunakan adalah
goes (dengan suffix -es), kata lampau.
5.
*They can got
anything they want
about fashion.
Menceritakan bahwa orang-orang yang sejak dulu
sering ke Bandung ‘telah’ mendapatkan apapun yang
mereka mau. Untuk menyatakan masa lampau, maka
kata kerja yang dipakai adalah got.
6.
*They usually goes
to Lembang.
Alasan yang sama dengan nomor empat.
7.
*Most visitors says
that Lembang is a
nice place
Alasan yang sama dengan nomor tiga.
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Data 2 (Student B)
Interview result
No
1.
Sentence
*Usually they comes from
another city.
Reason
Sesuai dengan peraturan yang berlaku.
2.
*Bandung has so many
place to eat without spends
a lot of money.
Tidak begitu paham perbedaan antara spend
dan spends.
50
Data 3 (Student C)
Interview result
No.
1.
Sentence
*Another reason why people
like to spend their holiday in
Bandung, because Bandung was
a fashion city that have a many
factory outlet…
Reason
Menggunakan was dengan maksud
untuk menceritakan berita tentang
Bandung itu sudah lama terdengar
(menceritakan dengan bentuk lampau).
2.
*Another reason why people
like to spend their holiday in
Bandung, because Bandung was
a fashion city that have a many
factory outlet…
Belum begitu mengerti penggunaan
dan perbedaan dari have dan has.
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Data 4 (Student D)
52
Interview result
No. Sentence
Reason
1.
*Bandung has many
places that you can visit
when you spent your
holiday.
Tidak tahu perbedaan dan penggunaaan dari
spend maupun spent.
2.
*Even though there are
many industries that has
build here, Bandung
people’s still keep the
environment health.
Tidak tahu perbedaan dan penggunaan have
dan has.
3.
*Even though there are
many industries that has
(…) build here, Bandung
people’s still keep the
environment health.
Tidak mengerti struktur yang benar.
4.
*Even though there are
many industries that has
build here, Bandung
people’s still keep the
environment health.
People adalah subjek tunggal, peoples adalah
subjek jamak. Karena menggunakan people,
maka kata kerja yang dipakai adalah is.
5.
*Even though there are
many industries that has
build here, Bandung
people’s still keep the
environment health.
Tidak mengerti struktur kalimat yang benar.
6.
*For all the reason
Bandung become an enjoy
place to spend.
Tidak mengerti struktur kalimat yang benar.
7.
*For all the reason
Bandung become an enjoy
place to spend.
Mengikuti sebuah struktur yang pernah di
pelajari sebelumnya, yaitu give me something
to eat.
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Data 5 (Student E)
Interview result
No. Sentence
1.
*They are talk the price of
factory outlet is cheap.
Reason
Menulis sesuai dengan contoh kalimat yang
lain seperti I am happy.
2.
*They are like foods
Alasan yang sama dengan yang pertama.
3
*Bandung have a cool air,
that’s make other peoples
like to stay in Bandung
*Bandung have a cool air,
that’smake other peoples
like to stay in Bandung.
Masih bingung cara membedakan penggunaan
kata have dan has.
*From all the reason
Bandung it’s a good place
to spend
Mengikuti sebuah contoh kalimat, yaitu it’s
alright. Bentuk it’s adalah satu kesatuan.
4.
5.
Mengikuti struktur kalimat yang pernah
dipelajari sebelumnya, seperti subjek yang
diikuti oleh kata kerja.
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Data 6 (Student F)
Interview result
No
Sentence
Reason
1.
*Bandung is one of famous city Ditulis sesuai
struktur bahasa
which be holiday place for many Indonesia: yang mana menjadi…
people to wasting time with they
family
2.
*Bandung is one of famous city
which be holiday place for many
people to wasting time with they
family
3.
*Many people like to shopping Tidak tahu peraturan dari like + v-ing
here,
/ like + to + v
4.
*Thirdly,
for
some
reason Berpikir bahwa Bandung adalah kata
Bandung have greatly people
benda jamak.
55
-ing dipakai karena menceritakan
kejadian yang akan terjadi di masa
depan,
menggunakan
present
continuous tense.
Data 7 (student G)
Interview result
No. Sentence
1.
*Usually in other city, there’s
haven’t the cool weather, they
always felt
hot about their
weather.
2.
*Usually in other city, there’s
haven’t the cool weather, they
hot about their
always felt
weather.
*Finally, another reason why the
3.
people like to spend their holiday
in Bandung is because they can
choose any place for they to
shopping.
56
Reason
Dituliskan berdasar terjemahan
langsung, di sana tidak ada dan tidak
mengetahui struktur dari there + is no.
Tidak tahu.
Sering mendengar kata shopping
dalam kehidupan sehari-hari.
Data 8 (Student H)
Interview result
No. Sentence
Reason
1.
*There have many mountains and Tidak tahu adanya struktur there + are
trees and green forest
in di dalam bahasa Inggris.
Bandung,
2.
*These place is a popular place in Belum mengetahuin these adalah kata
Bandung than make us relax and jamak yang harus diikuti are (jamak).
enjoy.
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Data 9 (Student I)
Interview result
No. Sentence
Reason
1.
*We have to dare to speculate the Tidak menguasai kosep dari kalimat
price of the things which will be pasif dalam bahasa Inggris.
buy by us with the solder if there
are no Bandrol.
2.
*We have to dare to speculate the
price of the things which will be
buy by us with the solder if there
are no Bandrol.
Tidak mengerti perbedaan dalam
penggunaan antara there are dan there
is
58
Data 10 (Student J)
Interview result
No. Sentence
Reason
1.
*Many years ago Bandung Tidak tahu struktur dari Bandung + is (to
known as city that has a cold be) + known
weather and great mountain
view, but now people knows
Bandung as city to shopping
2.
*Many years ago Bandung Tidak tahu bahwa peraturannya adalah
known as city that has a cold people (jamak)+ know (tanpa suffix -s)
weather and great mountain
view, but now people knows
Bandung as city to shopping
3.
*For all the reason people like
to spend their holiday in
Bandung than any other city.
Tidak mengetahui adanya peraturan
preference: like + verb-ing dalam British
English.
59
Data 11 (Student K)
Interview result
No. Sentence
1.
*I think they are like spend their
holiday in Bandung because
Bandung is nice city.
Reason
Mengikuti struktur dari kalimat yang
sering didengar misalnya, they are
happy.
2.
*I think they are like spend their Tidak tahu adanya peraturan preference:
holiday in Bandung because like + verb-ing.
Bandung is nice city.
3.
*Bandung have a lot interesting Tidak tahu cara menggunakan has dan
place to enjoy.
have.
4.
*Bandung have many place we Tidak tahu cara menggunakan has dan
can visited like kampung Gajah. have.
5.
*Bandung have many place we
can visited like kampung Gajah.
Tidak tahu cara menulis kalimat pasif
dalam bahasa Inggris.
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Data 12 (Student L)
Interview result
No. Sentence
Reason
1.
*There are three reasons why Tidak tahu struktur yang benar.
people like to spend their
holidays in Bandung.
2.
*Bandung have cold weather Tidak tahu perbedaan dan penggunaan
every day.
dari has dan have.
3.
*If they want to ….. back to Tidak perlu kata go, karena sudah
nature,
Bandung
have diwakili oleh kata back
strawberry park..
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Appendix B
Table of the Types of Error
Type of Error
Data
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Total
Omission
●
●
Addition: double
marking
Addition:
regularization
●
●●●●
●
●
●
●
9
Addition:
simple addition
●●●●●
●
Misformation:
regularization
●●●
●
●
●
●
0
1
13
0
Misformation:
Archi - form
Misformation:
Alternating form
●
●●
●
●●
●
●
●
●●
●
●●●
●●
6
Misordering
●
●●
●
22
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Appendix C
Table of the Causes of Error
Cause of Error
Data
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Total
Interlanguage
Interference
●
●●
●
●●
●
●
●
●●
●
●
●●
●●
17
Intralingual and developmental error
Over-generalization
●
●●●
●
5
Ignorance of the rule restrictions
Incomplete application of rules
●●
●
●
●●
●●●
●●
●
●
●●●
●
12
●
●
●
8
False concept hypothesized
●●●●
●
●
●●
●
●
●
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CHAPTER ONE
INTRODUCTION
Background of the Study
Nowadays, cooperative relationship across the nations is getting better and
better such as in politics, economics, science, technology, and also culture. In this
relation, language as a system of communication in speech and in writing has a
significant role. Through language, people connect with other people across the
nations.
Since language is a communication tool, it is important in this modern age
to learn a foreign language, for instance, the English language, which has
officially been adopted as the world‟s lingua franca. People around the world can
communicate with one another by using the English language even though they
come from different countries. Due to the benefit of mastering the English
language, people are encouraged to learn English. They can learn the English
language at school, at an English course or by themselves.
In learning another language, the learners will often find difficulties;
moreover, if the structure in their mother tongue is different from the target
language. The different structures of each language can often cause difficulties in
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acquiring another language. It may also lead the learners to an erroneous system
of acquiring another language. John Norrish, a linguist, defines error as a
“systematic deviation that happens when a learner has not learnt something and
consistently „gets it wrong‟” (7).
Corder states that it happens to be an error when a sentence contains a
systematic deviation toward the rule system of the target language (Richards 1).
To make it clear, the sentences containing errors can be represented in the patterns
such as did he comed, what you are doing, he coming from Israel, and I can to
speak French (173).
Learning the English language for several years does not necessarily mean
that the learner has mastered the language well. In reality, some students who
have learned English for years still make some errors. The errors may occur both
in primary language skills, known as listening and speaking, and in secondary
language skills, known as reading and writing. Yet among those language skills,
even for the native speaker, the writing skill is more difficult than the others
(Norrish 63). The writing skill has the same function as the speaking skill, that is
to transmit messages. However, in spoken communication there are gesture, facial
expression, stress, intonation and occasional repetition that can help in conveying
the message (64); whereas written communication does not have any additional
help like that in the spoken communication. For that reason, Norrish states that “a
writer is forced to ensure the information he wishes to convey is clear and
unambiguous” (64). Based on the above facts, I decide to analyze errors in writing
a composition with a certain expectation that I can find many errors. In this
analysis, I will focus on the error of verbs because between the first language and
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the target language, there are many differences in the structure. On top of that; in
writing a composition, the students tend to make errors in the verb scope. After
that, I will find out the causes of the errors that the students have made.
In order to understand the error analysis, I take a look at some
explanations from several linguists such as John Norrish and S. P. Corder.
Furthermore, in analyzing the data, I use Heidi C. Dulay and Mariana K. Burt‟s
theory about contrastive analysis hypothesis and I also use Jack C. Richards‟
theory to identify the types of errors and the causes of errors through his noncontrastive approach in error analysis.
Since I decide to analyse the occurrence of errors in writing, the data taken
is in the written form. I choose the particular data because the emergence of errors
can be more clearly noticed in writing. The source of data is taken from the
writing of the first-year students of the English Department, Maranatha Christian
University. Specifically, the data is taken from thirty-three students who take
Paragraph and Narrative Writing class 2010. Therefore, the topic of my study is
“Error Analysis of Verbs: Errors in Paragraph and Narrative Writing Mid-Term
Test Made by the First-Year Students of the English Department, Maranatha
Christian University”.
I choose this particular source because in their first year, most of the new
students are still developing their skills in learning the English language;
therefore, it is possible that errors still emerge. To guarantee that the data are
valid, the data are taken from the students‟ mid-term examination, so that the
writing compositions are purely written by the students themselves, without any
assistance from their friends or their relatives. After selecting the writing
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compositions that have many incorrect words, I interview the students who have
written the compositions. This interview is made in order to know whether the
incorrect word is classified into error or mistake. The result of the interview can
be seen in the appendix.
The mid-term examination is divided into three parts with a different
instruction for each part. The first part is related to the use of active or passive
voice in various tenses. The second part is related to punctuation marks. The last
part is writing a paragraph. However, the data taken is only focused on the third
part because in this part the students are instructed to write a paragraph using their
own words.
It is expected that the result of this study can help the learners of English
to understand the types of errors and the causes of the errors, so they will not
repeat the same errors; moreover, it is also expected that the result of this study
can enlighten teachers of English in finding a new method to deal with the causes
that can lead to the students‟ making errors. And finally, it is expected that the
result of this study can help researchers to expand their knowledge about the types
and the causes of verb errors when they do a research in the same field.
936 words
Statement of the Problem
In this analysis, the problems are formulated in the following questions:
1. What types of verb errors are made by the first-year students in Paragraph and
Narrative Writing mid-term test?
2. What are the causes of the errors?
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Purpose of the Study
Based on the statement of the problem, the purposes of the study are:
1. to show the types of verb errors made by the first-year students in Paragraph
and Narrative Writing mid-term test.
2. to show the causes of the errors.
Method of Research
In writing this thesis, I search the theories that can be used in analysing the
data and after that I collect the data. In the process of analysis, I use the following
procedures: (1) reading the work of the students, (2) marking the sentences that
have wrong verbs, (3) classifying the wrong verbs into mistake or error by
interviewing the students based on their work, (4) identifying the type of the
errors based on Richards‟ theory, (5) revealing the cause of the errors based on the
interview result, and finally I draw a conclusion on the most and the least common
types of errors and causes of errors made by the students.
Organization of the Thesis
The thesis consists of four chapters. It starts with Introduction, which
contains Background of the Study, Statement of the Problem, Purpose of the
Study, Methods of Research and Organization of the Thesis. In Chapter Two, I
present the theoretical framework which introduces the theories which are used in
analyzing the data. The third chapter is the analysis of the errors made by the firstyear students of the English Department. Finally, in Chapter Four, I draw some
conclusions from the result of the analysis. At the end of the thesis is the
bibliography, a list of the references that the researcher uses in this thesis,
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followed by Appendices, which consist of the students‟ mid-term test, the
interview result, the table of the types of error and the table of causes of error.
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CHAPTER FOUR
CONCLUSION
In this chapter, I will show the types and the causes of the errors found in
the data analysis. Then, I will draw my own conclusion on the error analysis of
verb based on the frequency of the appearance of the type error and the cause of
the error. I also add my thought about how the most common cause in the analysis
influences the student in learning another language.
In Chapter Three, I have analysed twelve data that consist of forty-five
errors. Data analysis, fourteen errors are categorized into misformation: archi
-form, thirteen errors are categorized into addition: simple addition, nine errors
are categorized into omission, and six errors are categorized into misformation:
alternating forms. One error is categorized into addition: regularization. One
error is categorized into misformation: regularization and one is categorized
into misordering. However, out of the fourty-five errors presented, I could not
find any error categorized as addition: double marker (see appendix B).
Based on the findings, I conclude that out of the fourty-five errors, the
most common type of error made by the students is misformation: archi-form
Out of the fourteen errors that are classified into misformation: archi-form, four
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errors are related to the limited knowledge of the student, and ten errors are
related to the wrong use of verb in relation to the subject. The use of wrong verb
can be seen as a result of the different rules between the student’s first language
and the target language. For instance, in Indonesian there is no difference in using
a verb in relation to the time and there is no difference in using a verb in relation
to the subject. As a result, misformation: archi-form becomes the most common
type of errors that the students have made.
On
the
other
hand,
addition:
regularization,
misformation:
regularization and misordering are the least common types of error made by the
students. I find that only one student regularizes the form of a word with the
previous word he has heard frequently in his daily life, which is shopping. Most
students have understood the structure in English. In relation to the structure, a
problem may occur only when the student uses to be, which does not exist in the
Indonesian structure. That is why misordering becomes the least common type of
error made by the students.
When I relate the types of errors found to the causes, I find that out of the
twenty-two errors of misformation: archi-form, seven errors are caused by the
interference from the student’s first language, four errors are caused by
ignorance of the rule restrictions, two errors are caused by false concept
hypothesised, and only one is caused by incomplete application of rules. Out of
thirteen errors which are classified into addition: simple addition, four errors are
caused by the ignorance of the rule restrictions, three errors are caused by overgeneralization two errors are caused by false concept hypothesized, two errors
are caused by interference from the student’s first language, and two errors is
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caused by the incomplete application of rules. Out of the nine errors that are
classified into omission, four errors are caused by incomplete application of
rules, three errors are caused by interference, one error is caused ignorance of
the rule restrictions and one error is caused by the over-generalization. Out of
the six errors that are classified into misformation: alternating forms, three
errors are caused by the interference, one error is caused by incomplete
application of rules, one error is caused over-generalization and one is caused
by false concept hypothesized. In addition, there is one error categorized as
addition: regularization that is caused by the ignorance of the rule restrictions,
one error categorised into misformation: regularization and another error
categorized as misordering which is caused by over-generalization.
Based on the analysis result above, I find that the errors are mostly caused
by interference; there are fifteen errors. Ten errors are caused by the ignorance
of the rule restrictions. Nine errors are caused by incomplete application of
rules. Six errors are caused by overgeneralization and five errors are caused by
false concept hypothesized (See appendix C).
In learning other languages, it is acceptable to use the concept of the
student’s first language as long as it helps the student to understand the target
language correctly. In some cases, the concept helps the student to learn the target
language well, for instance, when the structure in the first language is the same as
that in the target language. The students will compare the concept in their first
language with that in the target language; besides, the concept in the target
language will be easily stored in the student’s mind because they are similar.
However, from the data analysis, I find that in most cases, the errors are caused by
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the interference from the students’ first language. I believe the errors happen
because the students still keep the concept of their first language. By keeping that,
the students are often led to making errors, especially when the rules and the
concept between the first language and the target language are different. For
example, compared to English, there are many rules which do not exist in
Indonesian. English has its own rule about the tenses, while Indonesian does not.
The English language concerns with the verb relating to the subject, while in
Indonesian there is no difference in using a verb in relation to the subject.
After working on the study of the error analysis, I believe that learning
another language is not a simple task. Learning new different rules in the target
language needs time and strong will. Personally, I suggest that the students not
use the strategy of learning other languages based on the concept of their first
language too often. The student can use this strategy as long as the pattern, rules,
and structures are the same as those in the target language. Otherwise, the student
will keep making errors if they keep applying the wrong concept. Furthermore, as
a student who learns another language, she or he should learn the pattern, rules,
and structures existing in the target language, so that he or she should not make an
error. In addition, for those who are interested in a research in the same field, my
suggestion is that he should expand his knowledge about the theory of error
analysis, and always bear in mind that interviewing the person who makes the
error is an important part of the research.
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BIBLIOGRAPHY
References:
Dulay, Heidi, M. Burt & Stephen Krashen. Language Two. New York Oxford:
Oxford University press, 1982. Print.
Hartanto, John S.,S Koentjoro & Manaf Asmoro Seputro. Accurate, Brief and
Clear English Grammar. Edisi Baru. Surabaya: Indah, 2003. Print.
Hornby. A. S. Guide to Patterns and Usage in English. New York Oxford:
Oxford University press, 1975. Print.
Norrish John. Language Learners and Their Error- Essential Language Teaching
Series. London & Basing Stoke: The Macmillan Press Limited, 1983. Print.
Oxford Advanced Learner’s Dictionary. New York Oxford: Oxford University
press, 1995. 223,505. Print.
Richards, Jack C, ed. Error Analysis Persperctive On Second Language. London:
Longman, 1974. Print.
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Dalam skripsi ini, saya akan membahas kesalahan-kesalahan penggunaan
verba Bahasa Inggris yang dilakukan oleh mahasiswa-mahasiswi Paragraph
and Narrative Writing 2010, Universitas Kristen Maranatha.
Dalam menganalisis data, saya menggunakan beberapa teori error
analysis dari John Norrish, S. P. Corder, Heidi C. Dulay dan Mariana K. Burt,
dan Jack C. Richards. Teori-teori ini membantu saya untuk mengerti lebih lanjut
tentang analisis kesalahan dalam mempelajari bahasa asing. Teori-teori ini
mencakup jenis-jenis kesalahan dan penyebab kesalahan-kesalahan tersebut.
Saya menemukan bahwa dari beberapa jenis kesalahan yang pada
umumnya dilakukan, jenis misformation: alternating form adalah jenis
kesalahan yang paling banyak ditemukan, karena mahasiswa cenderung
menggunakan bentuk kata yang salah. Selain itu, penyebab dari kesalahan
tersebut, yang paling banyak ditemukan adalah interference, karena mahasiswa
masih banyak terpengaruh oleh bahasa ibunya.
Dari hasil analisis tersebut dapat saya simpulkan bahwa kesalahankesalahan penggunaan verba Bahasa Inggris, sebagian besar disebabkan karena
ketika mahasiswa-mahasiswi tersebut mempelajari bahasa asing, mereka masih
terpengaruh dengan bahasa ibunya, yaitu Bahasa Indonesia.
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS................................................................................... i
TABLE OF CONTENTS ...................................................................................... ii
ABSTRACT .......................................................................................................... iii
CHAPTER ONE: INTRODUCTION
Background of the Study............................................................................. 1
Statement of the Problem ............................................................................ 4
Purpose of the Study ................................................................................... 5
Method of Research .................................................................................... 5
Organization of the Thesis .......................................................................... 5
CHAPTER TWO: THEORIES OF ERROR ANALYSIS
2.1 Definition of Error................................................................................. 7
2.2 Error Analysis ....................................................................................... 7
2.3 Approaches in Error Analysis ............................................................... 8
2.3.2 Contrastive Analysis .................................................................... 8
2.2.3 Non-Contrastive Approach .......................................................... 8
2.4 Types of Error ....................................................................................... 9
2.4.1 Omission ...................................................................................... 9
2.4.2 Addition........................................................................................ 9
2.4.3 Misformation .............................................................................. 10
2.4.4 Misordering ................................................................................ 11
2.5. Causes of Error................................................................................... 11
2.5.1 Interlanguage .............................................................................. 11
2.5.2 Intralingual and Developmental Error ....................................... 12
CHAPTER THREE: ERROR ANALYSIS OF VERBS ................................. 14
CHAPTER FOUR: CONCLUSION ................................................................. 44
BIBLIOGRAPHY ............................................................................................... 48
APPENDICES
Appendix A: Data 1-12 ............................................................................. 49
Appendix B: Table of the types of error .................................................. 64
Appendix C: Table of the causes of error ................................................. 65
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APPENDICES
Appendix A
Data 1 (Student A)
48
Interview result
No
1.
2.
Sentence
*There so many
place they can
visiting.
*There so many
place they can
visiting.
Reason
Tidak mengerti struktur yang sebenarnya, mengira
bahwa are atau is tidak harus ada setelah kata there.
Karena mau menyatakan mereka masih biasa datang
(terjadi di masa sekarang/sedang berlangsung) maka
verb + -ing di gunakan dalam kalimat.
3.
*They usually comes Karena subjek yang digunakan they adalah jamak,
maka kata kerja yang digunakan adalah comes
at Friday.
(dengan suffix -es) yang menyatakan jamak, seperti
pada kata books.
4.
*Most visitor
usually goes to Dago
or Cihampelas.
Menceritakan bahwa orang-orang sejak dulu sering
ke Bandung, maka kata kerja yang digunakan adalah
goes (dengan suffix -es), kata lampau.
5.
*They can got
anything they want
about fashion.
Menceritakan bahwa orang-orang yang sejak dulu
sering ke Bandung ‘telah’ mendapatkan apapun yang
mereka mau. Untuk menyatakan masa lampau, maka
kata kerja yang dipakai adalah got.
6.
*They usually goes
to Lembang.
Alasan yang sama dengan nomor empat.
7.
*Most visitors says
that Lembang is a
nice place
Alasan yang sama dengan nomor tiga.
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Data 2 (Student B)
Interview result
No
1.
Sentence
*Usually they comes from
another city.
Reason
Sesuai dengan peraturan yang berlaku.
2.
*Bandung has so many
place to eat without spends
a lot of money.
Tidak begitu paham perbedaan antara spend
dan spends.
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Data 3 (Student C)
Interview result
No.
1.
Sentence
*Another reason why people
like to spend their holiday in
Bandung, because Bandung was
a fashion city that have a many
factory outlet…
Reason
Menggunakan was dengan maksud
untuk menceritakan berita tentang
Bandung itu sudah lama terdengar
(menceritakan dengan bentuk lampau).
2.
*Another reason why people
like to spend their holiday in
Bandung, because Bandung was
a fashion city that have a many
factory outlet…
Belum begitu mengerti penggunaan
dan perbedaan dari have dan has.
51
Data 4 (Student D)
52
Interview result
No. Sentence
Reason
1.
*Bandung has many
places that you can visit
when you spent your
holiday.
Tidak tahu perbedaan dan penggunaaan dari
spend maupun spent.
2.
*Even though there are
many industries that has
build here, Bandung
people’s still keep the
environment health.
Tidak tahu perbedaan dan penggunaan have
dan has.
3.
*Even though there are
many industries that has
(…) build here, Bandung
people’s still keep the
environment health.
Tidak mengerti struktur yang benar.
4.
*Even though there are
many industries that has
build here, Bandung
people’s still keep the
environment health.
People adalah subjek tunggal, peoples adalah
subjek jamak. Karena menggunakan people,
maka kata kerja yang dipakai adalah is.
5.
*Even though there are
many industries that has
build here, Bandung
people’s still keep the
environment health.
Tidak mengerti struktur kalimat yang benar.
6.
*For all the reason
Bandung become an enjoy
place to spend.
Tidak mengerti struktur kalimat yang benar.
7.
*For all the reason
Bandung become an enjoy
place to spend.
Mengikuti sebuah struktur yang pernah di
pelajari sebelumnya, yaitu give me something
to eat.
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Data 5 (Student E)
Interview result
No. Sentence
1.
*They are talk the price of
factory outlet is cheap.
Reason
Menulis sesuai dengan contoh kalimat yang
lain seperti I am happy.
2.
*They are like foods
Alasan yang sama dengan yang pertama.
3
*Bandung have a cool air,
that’s make other peoples
like to stay in Bandung
*Bandung have a cool air,
that’smake other peoples
like to stay in Bandung.
Masih bingung cara membedakan penggunaan
kata have dan has.
*From all the reason
Bandung it’s a good place
to spend
Mengikuti sebuah contoh kalimat, yaitu it’s
alright. Bentuk it’s adalah satu kesatuan.
4.
5.
Mengikuti struktur kalimat yang pernah
dipelajari sebelumnya, seperti subjek yang
diikuti oleh kata kerja.
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Data 6 (Student F)
Interview result
No
Sentence
Reason
1.
*Bandung is one of famous city Ditulis sesuai
struktur bahasa
which be holiday place for many Indonesia: yang mana menjadi…
people to wasting time with they
family
2.
*Bandung is one of famous city
which be holiday place for many
people to wasting time with they
family
3.
*Many people like to shopping Tidak tahu peraturan dari like + v-ing
here,
/ like + to + v
4.
*Thirdly,
for
some
reason Berpikir bahwa Bandung adalah kata
Bandung have greatly people
benda jamak.
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-ing dipakai karena menceritakan
kejadian yang akan terjadi di masa
depan,
menggunakan
present
continuous tense.
Data 7 (student G)
Interview result
No. Sentence
1.
*Usually in other city, there’s
haven’t the cool weather, they
always felt
hot about their
weather.
2.
*Usually in other city, there’s
haven’t the cool weather, they
hot about their
always felt
weather.
*Finally, another reason why the
3.
people like to spend their holiday
in Bandung is because they can
choose any place for they to
shopping.
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Reason
Dituliskan berdasar terjemahan
langsung, di sana tidak ada dan tidak
mengetahui struktur dari there + is no.
Tidak tahu.
Sering mendengar kata shopping
dalam kehidupan sehari-hari.
Data 8 (Student H)
Interview result
No. Sentence
Reason
1.
*There have many mountains and Tidak tahu adanya struktur there + are
trees and green forest
in di dalam bahasa Inggris.
Bandung,
2.
*These place is a popular place in Belum mengetahuin these adalah kata
Bandung than make us relax and jamak yang harus diikuti are (jamak).
enjoy.
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Data 9 (Student I)
Interview result
No. Sentence
Reason
1.
*We have to dare to speculate the Tidak menguasai kosep dari kalimat
price of the things which will be pasif dalam bahasa Inggris.
buy by us with the solder if there
are no Bandrol.
2.
*We have to dare to speculate the
price of the things which will be
buy by us with the solder if there
are no Bandrol.
Tidak mengerti perbedaan dalam
penggunaan antara there are dan there
is
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Data 10 (Student J)
Interview result
No. Sentence
Reason
1.
*Many years ago Bandung Tidak tahu struktur dari Bandung + is (to
known as city that has a cold be) + known
weather and great mountain
view, but now people knows
Bandung as city to shopping
2.
*Many years ago Bandung Tidak tahu bahwa peraturannya adalah
known as city that has a cold people (jamak)+ know (tanpa suffix -s)
weather and great mountain
view, but now people knows
Bandung as city to shopping
3.
*For all the reason people like
to spend their holiday in
Bandung than any other city.
Tidak mengetahui adanya peraturan
preference: like + verb-ing dalam British
English.
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Data 11 (Student K)
Interview result
No. Sentence
1.
*I think they are like spend their
holiday in Bandung because
Bandung is nice city.
Reason
Mengikuti struktur dari kalimat yang
sering didengar misalnya, they are
happy.
2.
*I think they are like spend their Tidak tahu adanya peraturan preference:
holiday in Bandung because like + verb-ing.
Bandung is nice city.
3.
*Bandung have a lot interesting Tidak tahu cara menggunakan has dan
place to enjoy.
have.
4.
*Bandung have many place we Tidak tahu cara menggunakan has dan
can visited like kampung Gajah. have.
5.
*Bandung have many place we
can visited like kampung Gajah.
Tidak tahu cara menulis kalimat pasif
dalam bahasa Inggris.
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Data 12 (Student L)
Interview result
No. Sentence
Reason
1.
*There are three reasons why Tidak tahu struktur yang benar.
people like to spend their
holidays in Bandung.
2.
*Bandung have cold weather Tidak tahu perbedaan dan penggunaan
every day.
dari has dan have.
3.
*If they want to ….. back to Tidak perlu kata go, karena sudah
nature,
Bandung
have diwakili oleh kata back
strawberry park..
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Appendix B
Table of the Types of Error
Type of Error
Data
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Total
Omission
●
●
Addition: double
marking
Addition:
regularization
●
●●●●
●
●
●
●
9
Addition:
simple addition
●●●●●
●
Misformation:
regularization
●●●
●
●
●
●
0
1
13
0
Misformation:
Archi - form
Misformation:
Alternating form
●
●●
●
●●
●
●
●
●●
●
●●●
●●
6
Misordering
●
●●
●
22
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Appendix C
Table of the Causes of Error
Cause of Error
Data
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Total
Interlanguage
Interference
●
●●
●
●●
●
●
●
●●
●
●
●●
●●
17
Intralingual and developmental error
Over-generalization
●
●●●
●
5
Ignorance of the rule restrictions
Incomplete application of rules
●●
●
●
●●
●●●
●●
●
●
●●●
●
12
●
●
●
8
False concept hypothesized
●●●●
●
●
●●
●
●
●
11
CHAPTER ONE
INTRODUCTION
Background of the Study
Nowadays, cooperative relationship across the nations is getting better and
better such as in politics, economics, science, technology, and also culture. In this
relation, language as a system of communication in speech and in writing has a
significant role. Through language, people connect with other people across the
nations.
Since language is a communication tool, it is important in this modern age
to learn a foreign language, for instance, the English language, which has
officially been adopted as the world‟s lingua franca. People around the world can
communicate with one another by using the English language even though they
come from different countries. Due to the benefit of mastering the English
language, people are encouraged to learn English. They can learn the English
language at school, at an English course or by themselves.
In learning another language, the learners will often find difficulties;
moreover, if the structure in their mother tongue is different from the target
language. The different structures of each language can often cause difficulties in
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acquiring another language. It may also lead the learners to an erroneous system
of acquiring another language. John Norrish, a linguist, defines error as a
“systematic deviation that happens when a learner has not learnt something and
consistently „gets it wrong‟” (7).
Corder states that it happens to be an error when a sentence contains a
systematic deviation toward the rule system of the target language (Richards 1).
To make it clear, the sentences containing errors can be represented in the patterns
such as did he comed, what you are doing, he coming from Israel, and I can to
speak French (173).
Learning the English language for several years does not necessarily mean
that the learner has mastered the language well. In reality, some students who
have learned English for years still make some errors. The errors may occur both
in primary language skills, known as listening and speaking, and in secondary
language skills, known as reading and writing. Yet among those language skills,
even for the native speaker, the writing skill is more difficult than the others
(Norrish 63). The writing skill has the same function as the speaking skill, that is
to transmit messages. However, in spoken communication there are gesture, facial
expression, stress, intonation and occasional repetition that can help in conveying
the message (64); whereas written communication does not have any additional
help like that in the spoken communication. For that reason, Norrish states that “a
writer is forced to ensure the information he wishes to convey is clear and
unambiguous” (64). Based on the above facts, I decide to analyze errors in writing
a composition with a certain expectation that I can find many errors. In this
analysis, I will focus on the error of verbs because between the first language and
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the target language, there are many differences in the structure. On top of that; in
writing a composition, the students tend to make errors in the verb scope. After
that, I will find out the causes of the errors that the students have made.
In order to understand the error analysis, I take a look at some
explanations from several linguists such as John Norrish and S. P. Corder.
Furthermore, in analyzing the data, I use Heidi C. Dulay and Mariana K. Burt‟s
theory about contrastive analysis hypothesis and I also use Jack C. Richards‟
theory to identify the types of errors and the causes of errors through his noncontrastive approach in error analysis.
Since I decide to analyse the occurrence of errors in writing, the data taken
is in the written form. I choose the particular data because the emergence of errors
can be more clearly noticed in writing. The source of data is taken from the
writing of the first-year students of the English Department, Maranatha Christian
University. Specifically, the data is taken from thirty-three students who take
Paragraph and Narrative Writing class 2010. Therefore, the topic of my study is
“Error Analysis of Verbs: Errors in Paragraph and Narrative Writing Mid-Term
Test Made by the First-Year Students of the English Department, Maranatha
Christian University”.
I choose this particular source because in their first year, most of the new
students are still developing their skills in learning the English language;
therefore, it is possible that errors still emerge. To guarantee that the data are
valid, the data are taken from the students‟ mid-term examination, so that the
writing compositions are purely written by the students themselves, without any
assistance from their friends or their relatives. After selecting the writing
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compositions that have many incorrect words, I interview the students who have
written the compositions. This interview is made in order to know whether the
incorrect word is classified into error or mistake. The result of the interview can
be seen in the appendix.
The mid-term examination is divided into three parts with a different
instruction for each part. The first part is related to the use of active or passive
voice in various tenses. The second part is related to punctuation marks. The last
part is writing a paragraph. However, the data taken is only focused on the third
part because in this part the students are instructed to write a paragraph using their
own words.
It is expected that the result of this study can help the learners of English
to understand the types of errors and the causes of the errors, so they will not
repeat the same errors; moreover, it is also expected that the result of this study
can enlighten teachers of English in finding a new method to deal with the causes
that can lead to the students‟ making errors. And finally, it is expected that the
result of this study can help researchers to expand their knowledge about the types
and the causes of verb errors when they do a research in the same field.
936 words
Statement of the Problem
In this analysis, the problems are formulated in the following questions:
1. What types of verb errors are made by the first-year students in Paragraph and
Narrative Writing mid-term test?
2. What are the causes of the errors?
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Purpose of the Study
Based on the statement of the problem, the purposes of the study are:
1. to show the types of verb errors made by the first-year students in Paragraph
and Narrative Writing mid-term test.
2. to show the causes of the errors.
Method of Research
In writing this thesis, I search the theories that can be used in analysing the
data and after that I collect the data. In the process of analysis, I use the following
procedures: (1) reading the work of the students, (2) marking the sentences that
have wrong verbs, (3) classifying the wrong verbs into mistake or error by
interviewing the students based on their work, (4) identifying the type of the
errors based on Richards‟ theory, (5) revealing the cause of the errors based on the
interview result, and finally I draw a conclusion on the most and the least common
types of errors and causes of errors made by the students.
Organization of the Thesis
The thesis consists of four chapters. It starts with Introduction, which
contains Background of the Study, Statement of the Problem, Purpose of the
Study, Methods of Research and Organization of the Thesis. In Chapter Two, I
present the theoretical framework which introduces the theories which are used in
analyzing the data. The third chapter is the analysis of the errors made by the firstyear students of the English Department. Finally, in Chapter Four, I draw some
conclusions from the result of the analysis. At the end of the thesis is the
bibliography, a list of the references that the researcher uses in this thesis,
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followed by Appendices, which consist of the students‟ mid-term test, the
interview result, the table of the types of error and the table of causes of error.
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CHAPTER FOUR
CONCLUSION
In this chapter, I will show the types and the causes of the errors found in
the data analysis. Then, I will draw my own conclusion on the error analysis of
verb based on the frequency of the appearance of the type error and the cause of
the error. I also add my thought about how the most common cause in the analysis
influences the student in learning another language.
In Chapter Three, I have analysed twelve data that consist of forty-five
errors. Data analysis, fourteen errors are categorized into misformation: archi
-form, thirteen errors are categorized into addition: simple addition, nine errors
are categorized into omission, and six errors are categorized into misformation:
alternating forms. One error is categorized into addition: regularization. One
error is categorized into misformation: regularization and one is categorized
into misordering. However, out of the fourty-five errors presented, I could not
find any error categorized as addition: double marker (see appendix B).
Based on the findings, I conclude that out of the fourty-five errors, the
most common type of error made by the students is misformation: archi-form
Out of the fourteen errors that are classified into misformation: archi-form, four
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errors are related to the limited knowledge of the student, and ten errors are
related to the wrong use of verb in relation to the subject. The use of wrong verb
can be seen as a result of the different rules between the student’s first language
and the target language. For instance, in Indonesian there is no difference in using
a verb in relation to the time and there is no difference in using a verb in relation
to the subject. As a result, misformation: archi-form becomes the most common
type of errors that the students have made.
On
the
other
hand,
addition:
regularization,
misformation:
regularization and misordering are the least common types of error made by the
students. I find that only one student regularizes the form of a word with the
previous word he has heard frequently in his daily life, which is shopping. Most
students have understood the structure in English. In relation to the structure, a
problem may occur only when the student uses to be, which does not exist in the
Indonesian structure. That is why misordering becomes the least common type of
error made by the students.
When I relate the types of errors found to the causes, I find that out of the
twenty-two errors of misformation: archi-form, seven errors are caused by the
interference from the student’s first language, four errors are caused by
ignorance of the rule restrictions, two errors are caused by false concept
hypothesised, and only one is caused by incomplete application of rules. Out of
thirteen errors which are classified into addition: simple addition, four errors are
caused by the ignorance of the rule restrictions, three errors are caused by overgeneralization two errors are caused by false concept hypothesized, two errors
are caused by interference from the student’s first language, and two errors is
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caused by the incomplete application of rules. Out of the nine errors that are
classified into omission, four errors are caused by incomplete application of
rules, three errors are caused by interference, one error is caused ignorance of
the rule restrictions and one error is caused by the over-generalization. Out of
the six errors that are classified into misformation: alternating forms, three
errors are caused by the interference, one error is caused by incomplete
application of rules, one error is caused over-generalization and one is caused
by false concept hypothesized. In addition, there is one error categorized as
addition: regularization that is caused by the ignorance of the rule restrictions,
one error categorised into misformation: regularization and another error
categorized as misordering which is caused by over-generalization.
Based on the analysis result above, I find that the errors are mostly caused
by interference; there are fifteen errors. Ten errors are caused by the ignorance
of the rule restrictions. Nine errors are caused by incomplete application of
rules. Six errors are caused by overgeneralization and five errors are caused by
false concept hypothesized (See appendix C).
In learning other languages, it is acceptable to use the concept of the
student’s first language as long as it helps the student to understand the target
language correctly. In some cases, the concept helps the student to learn the target
language well, for instance, when the structure in the first language is the same as
that in the target language. The students will compare the concept in their first
language with that in the target language; besides, the concept in the target
language will be easily stored in the student’s mind because they are similar.
However, from the data analysis, I find that in most cases, the errors are caused by
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the interference from the students’ first language. I believe the errors happen
because the students still keep the concept of their first language. By keeping that,
the students are often led to making errors, especially when the rules and the
concept between the first language and the target language are different. For
example, compared to English, there are many rules which do not exist in
Indonesian. English has its own rule about the tenses, while Indonesian does not.
The English language concerns with the verb relating to the subject, while in
Indonesian there is no difference in using a verb in relation to the subject.
After working on the study of the error analysis, I believe that learning
another language is not a simple task. Learning new different rules in the target
language needs time and strong will. Personally, I suggest that the students not
use the strategy of learning other languages based on the concept of their first
language too often. The student can use this strategy as long as the pattern, rules,
and structures are the same as those in the target language. Otherwise, the student
will keep making errors if they keep applying the wrong concept. Furthermore, as
a student who learns another language, she or he should learn the pattern, rules,
and structures existing in the target language, so that he or she should not make an
error. In addition, for those who are interested in a research in the same field, my
suggestion is that he should expand his knowledge about the theory of error
analysis, and always bear in mind that interviewing the person who makes the
error is an important part of the research.
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BIBLIOGRAPHY
References:
Dulay, Heidi, M. Burt & Stephen Krashen. Language Two. New York Oxford:
Oxford University press, 1982. Print.
Hartanto, John S.,S Koentjoro & Manaf Asmoro Seputro. Accurate, Brief and
Clear English Grammar. Edisi Baru. Surabaya: Indah, 2003. Print.
Hornby. A. S. Guide to Patterns and Usage in English. New York Oxford:
Oxford University press, 1975. Print.
Norrish John. Language Learners and Their Error- Essential Language Teaching
Series. London & Basing Stoke: The Macmillan Press Limited, 1983. Print.
Oxford Advanced Learner’s Dictionary. New York Oxford: Oxford University
press, 1995. 223,505. Print.
Richards, Jack C, ed. Error Analysis Persperctive On Second Language. London:
Longman, 1974. Print.
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