ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4 Errors In Narrative Text Committed By Students In Grade Xi Of Vocational High School (SMK) State 4 Surakarta Academic Year 2014/2015.
ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN
GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4
SURAKARTA ACADEMIC YEAR 2014/2015
THESIS
Submitted
as a Partial Fulfillment of the Requirements
for Getting Master Degree of English Language Education
By
EKO MULYONO
S200140053
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
i
ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN
GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4
SURAKARTA ACADEMIC YEAR 2014/2015
THESIS
Submitted
as a Partial Fulfillment of the Requirements
for Getting Master Degree of English Language Education
By
EKO MULYONO
S200140053
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
MOTTO
vi
Persistence is the key of success. Success is not about how
much money you make. It is about the difference you make in
people's lives and the kindness you make in your heart.
Eko Mulyono
vii
DEDICATION
With the deep profound love, this research is devoted to:
1. My parents, Mrs. Aminah and Mr. Sutarso
2. My beloved sister, Susiati
3. My twin brothers, Waluyo and Widodo and my brother Heru Hermanto
4. My brother in law, Siswanto
5. My sister in law, Maryani and Fitriani
6. My brother in Java, Dwi Agung Kurniawan
viii
ACKNOWLEDGMENT
Assalamu’alaikum Warahmatullahi Wabarakatuh
Alhamdulillahirabbil’alamin, first of all, the writer would like to express his
deepest gratitude to Allah SWT who has given guidance and ability so that the
writer accomplish writing this research paper entitled “ERRORS IN
NARRATIVE TEXT COMMITTED BY STUDENTS IN GRADE XI OF
VOCATIONAL HIGH SCHOOL (SMK) STATE 4 SURAKARTA ACADEMIC
YEAR 2014/2015”. Secondly, he would like to the real revolutionary, Muhammad
SAW who had opened and broken the jahiliyah(darkness) period. However, this
success would not also be achieved without the help of many individuals and
institutions. Thus, on this occasion, the writer express the gratitude to:
1. Prof. Dr. Khudzaifah Dimyati as the director of graduate program of
Muhammadiyah University of Surakarta,
2. Prof. Dr. Markamah, M. Hum., as the head of Magister of Language Study of
Muhammadiyah University of Surakarta,
3. Dr. Dwi Haryanti as the writer’s first consultant who has guided and advised
him in the process of doing this research paper. Thanks for motivation,
wisdom, support and spare time for consultation,
4. Dr.Anam Sutopo, M. Hum as the writer’s second consultant who has guided
and advised him in writing this research paper. Thanks for guidance, advice,
support and motivation,
5. All of MPB Lecturers for all knowledge and guidance,
6. The principal, the English teacher of the Eleventh Grade students, all of the
teachers and administrative staffs,and the Eleventh Grade students of SMKN 4
Surakarta who give their great chance for me to accomplish this thesis. May
Allah will always bless you all, Amen.,
7. My beloved parents and my big families for their patience, understanding,
tolerance, supports, prayers and encouragement,
8. My best friend who consider me as his brother Dwi Agung Kurniawan (caurcaur) who always prays and supports me in every my way,
x
TABLE OF CONTENT
TITLE ..........................................................................................................
i
APPROVAL PAGE ....................................................................................
ii
NOTE OF ADVISOR 1 ..............................................................................
iii
NOTE OF ADVISOR 2 ..............................................................................
iv
PRONOUNCEMENT .................................................................................
v
MOTTO ......................................................................................................
vi
DEDICATION ............................................................................................
vii
ACKNOWLEDGEMENT ..........................................................................
viii
TABLE OF CONTENT ..............................................................................
x
LIST OF TABLE ........................................................................................
xiv
LIST OF FIGURE .......................................................................................
xv
ABSTRACT ................................................................................................
xvi
CHAPTER 1 INTRODUCTION
A. Background of the Study ...................................................
1
B. Limitation of the Study......................................................
10
C. Problem Statement ...........................................................
11
D. Objective of the Study ......................................................
11
E. Benefit of the Study ...........................................................
11
F. Research Paper Organization .............................................
13
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Study ................................................................
14
1. Wee's Study ..................................................................
14
xi
2. Hussain, et.al's Study ...................................................
16
3. Al-Khasawneh's Study .................................................
18
4. Hau Tse's Study............................................................
19
5. Koroglu's Study ............................................................
20
6. Krishnasamy's Study ....................................................
21
5. Uthman & Abdalla's Study ..........................................
23
8. Mohammed's Study ......................................................
24
9. Position of the Current Study .......................................
24
B. Underlying Theory .........................................................
28
1. Error Analysis ..............................................................
28
a. Notion of Error Analysis ............................................
28
b. Types of Error ............................................................
31
c. The Causes of Errors ..................................................
32
d. Error Description .......................................................
34
e. The Procedure of Error Analysis ................................
36
f. Error Identification ....................................................
38
g. Error Decription or Classification .............................
39
2. English Text .................................................................
47
a. Notion of Text ...........................................................
47
b. Narrative Text ...........................................................
49
C. Theoretical Framework .....................................................
51
CHAPTER III RESEARCH METHOD
A. Research Type ...............................................................
53
xii
B. Setting of The Research ...............................................
55
1. Research Place ............................................................
55
2. Research Time .............................................................
61
C. Subject of the Study .....................................................
61
D. Object of the Study.......................................................
62
E. Data and Data Source ...................................................
62
F. Technique of Collecting Data .......................................
62
G. Data Validity ................................................................
64
H. Technique of Analyzing Data ......................................
67
I. Research Procedure........................................................
69
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ...........................................................
70
1. Types of Errors Found in the Students' Writing ........
70
a. Lexical Error ..........................................................
71
b. Syntactical Error ....................................................
75
c. Discourse Error.......................................................
102
2. Frequency Each Type of Errors ..............................
106
3. The Causes of Errors ............................................
110
B. Discussion ......................................................................
115
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion.........................................................................
128
B. Suggestion .........................................................................
130
C. Pedagogical Implication ....................................................
132
xiii
BIBLIOGRAPHY .......................................................................................
133
APPENDIX .................................................................................................
137
xiv
LIST OF TABLE
Table 2.1: Error Identification............................................................... 39
Table 2.2 Taxonomy of Interlanguage Errors ....................................... 46
Table 3.1 Number of Classrooms Academic Year 2014/2015 ............. 60
Table 3.2 Number of Students 3 Years ................................................. 60
Table 3.3 Admissions Students New last 3 years ................................. 60
Table 3.4. The Time Schedule for Research ......................................... 61
Table 4.1 The Percentage of Each Type of Errors based on Lexical,
Syntax, and Discourse ......................................................... 108
Table 4.2 The Difference of Previous Finding with Current Finding
............................................................................................... 120
Table 4.3 The Similarity between Finding Current with Finding
Previous ................................................................................. 123
Table 4.4 The Comparative of Current Finding with Underlying
Theory .................................................................................... 127
xv
LIST OF FIGURE
Figure 4.1 Percentage of Error Types ........................................................ 106
Figure 4.2 Causes of Errors ........................................................................ 114
xvi
ABSTRACT
Eko Mulyono, S200140053. Errors in Narrative Text Committed by Students
in Grade XI of Vocational High School (SMK) State 4 Surakarta Academic
Year 2014/2015. Post Graduate Thesis. Graduate Program of Language
Studies Muhammadiyah University of Surakarta 2016.
This study aimes to identify the types of errors in the students’ writing, to
know the frequencies of each type of errors, and to investigate the causes of
errors. There are three types of errors occured in the students’ writing namely
lexical error, syntactical error, and discourse error. The errors can be categorized
into twenty four subcategories of errors: wrong spelling words (10,35%), wrong
selection words (15,53%), omission verb (0,74%), omission v-ing after
preposition for (0,55%), addition unnecessary verb (0,74%), using simple present
tense refers to simple past (22,37%), use simple future instead of past future
(2,40%), using irregular past verb tense after to infinitive (2,40%), addition final
ed after to infinitive (1,85%), addition v-ing after to infinitive (1,11%), addition
double marking verb (1,66%), omission to be (11,65%), addition to be (1,29%),
omission s/es in the use of plural noun (2,40%), addition s in singular noun
(1,29%), omission article (6,47%), addition unnecessary article (1,66%), wrong
article (1,11%), wrong subject pronoun (2,03%), wrong object pronoun (0,55%),
wrong possessive pronoun (2,03%), generic structure (2,96%), reference (2,03%),
wrong selection conjunction (4,81%). The most dominant error is in syntactical
error i.e. using simple present tense refers to simple past with the percentage
22,37%. Those errors are caused by four aspects, they are overgeneralization,
incomplete application of rules, ignorance of rule restrictions, and false concept
hypothesized.
Keywords: error analysis, causes of errors, interlanguage, grammar, writing
xvii
Abstrak
Penelitian ini bertujuan untuk mengidentifikasi jenis kesalahan dalam tulisan
siswa, untuk mengetahui frekuensi dari setiap jenis kesalahan, dan untuk
menyelidiki penyebab kesalahan. Ada tiga jenis kesalahan yang terjadi dalam
tulisan siswa yaitu kesalahan leksikal, kesalahan sintaksis, dan kesalahan wacana.
Kesalahan-kesalahan itu dapat dikategorikan ke dalam dua puluh empat
subkategori kesalahan: wrong spelling words (10,35%), wrong selection words
(15,53%), kelalaian omission verb (0,74%), omission v-ing after preposition for (0
, 55%), addition unnecessary verb (0,74%), using simple present tense refers to
simple (past 22,37%), use simple future instead of past future (2,40%), using
irregular past verb tense after to infinitive (2,40%), addition final ed after to
infinitive (1,85%), addition v-ing after to infinitive (1,11%), addition double
marking verb (1,66%), omission to be (11,65%), addition to be (1,29%), omission
s/es in the use of plural noun (2,40%), addition s in singular noun (1,29%),
omission article (6 , 47%), addition unnecessary article (1,66%), wrong article
(1,11%), wrong subject pronoun (2,03%), wrong object pronoun (0,55%), wrong
possessive pronoun (2, 03%), generic structure(2,96%), reference (2,03%), wrong
selection conjunction (4,81%). Kesalahan yang paling dominan ada di kesalahan
sintaksis yaitu using simple present tense refers to simple past dengan persentase
22,37%. Kesalahan-kesalahan tersebut disebabkan oleh empat aspek, yaitu
overgeneralization, incomplete application of rules, ignorance of rule restrictions,
dan false concept hypothesized.
Kata kunci: analisis kesalahan, penyebab kesalahan, antarbahasa, tata bahasa,
tulisan
GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4
SURAKARTA ACADEMIC YEAR 2014/2015
THESIS
Submitted
as a Partial Fulfillment of the Requirements
for Getting Master Degree of English Language Education
By
EKO MULYONO
S200140053
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
i
ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN
GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4
SURAKARTA ACADEMIC YEAR 2014/2015
THESIS
Submitted
as a Partial Fulfillment of the Requirements
for Getting Master Degree of English Language Education
By
EKO MULYONO
S200140053
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
MOTTO
vi
Persistence is the key of success. Success is not about how
much money you make. It is about the difference you make in
people's lives and the kindness you make in your heart.
Eko Mulyono
vii
DEDICATION
With the deep profound love, this research is devoted to:
1. My parents, Mrs. Aminah and Mr. Sutarso
2. My beloved sister, Susiati
3. My twin brothers, Waluyo and Widodo and my brother Heru Hermanto
4. My brother in law, Siswanto
5. My sister in law, Maryani and Fitriani
6. My brother in Java, Dwi Agung Kurniawan
viii
ACKNOWLEDGMENT
Assalamu’alaikum Warahmatullahi Wabarakatuh
Alhamdulillahirabbil’alamin, first of all, the writer would like to express his
deepest gratitude to Allah SWT who has given guidance and ability so that the
writer accomplish writing this research paper entitled “ERRORS IN
NARRATIVE TEXT COMMITTED BY STUDENTS IN GRADE XI OF
VOCATIONAL HIGH SCHOOL (SMK) STATE 4 SURAKARTA ACADEMIC
YEAR 2014/2015”. Secondly, he would like to the real revolutionary, Muhammad
SAW who had opened and broken the jahiliyah(darkness) period. However, this
success would not also be achieved without the help of many individuals and
institutions. Thus, on this occasion, the writer express the gratitude to:
1. Prof. Dr. Khudzaifah Dimyati as the director of graduate program of
Muhammadiyah University of Surakarta,
2. Prof. Dr. Markamah, M. Hum., as the head of Magister of Language Study of
Muhammadiyah University of Surakarta,
3. Dr. Dwi Haryanti as the writer’s first consultant who has guided and advised
him in the process of doing this research paper. Thanks for motivation,
wisdom, support and spare time for consultation,
4. Dr.Anam Sutopo, M. Hum as the writer’s second consultant who has guided
and advised him in writing this research paper. Thanks for guidance, advice,
support and motivation,
5. All of MPB Lecturers for all knowledge and guidance,
6. The principal, the English teacher of the Eleventh Grade students, all of the
teachers and administrative staffs,and the Eleventh Grade students of SMKN 4
Surakarta who give their great chance for me to accomplish this thesis. May
Allah will always bless you all, Amen.,
7. My beloved parents and my big families for their patience, understanding,
tolerance, supports, prayers and encouragement,
8. My best friend who consider me as his brother Dwi Agung Kurniawan (caurcaur) who always prays and supports me in every my way,
x
TABLE OF CONTENT
TITLE ..........................................................................................................
i
APPROVAL PAGE ....................................................................................
ii
NOTE OF ADVISOR 1 ..............................................................................
iii
NOTE OF ADVISOR 2 ..............................................................................
iv
PRONOUNCEMENT .................................................................................
v
MOTTO ......................................................................................................
vi
DEDICATION ............................................................................................
vii
ACKNOWLEDGEMENT ..........................................................................
viii
TABLE OF CONTENT ..............................................................................
x
LIST OF TABLE ........................................................................................
xiv
LIST OF FIGURE .......................................................................................
xv
ABSTRACT ................................................................................................
xvi
CHAPTER 1 INTRODUCTION
A. Background of the Study ...................................................
1
B. Limitation of the Study......................................................
10
C. Problem Statement ...........................................................
11
D. Objective of the Study ......................................................
11
E. Benefit of the Study ...........................................................
11
F. Research Paper Organization .............................................
13
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Study ................................................................
14
1. Wee's Study ..................................................................
14
xi
2. Hussain, et.al's Study ...................................................
16
3. Al-Khasawneh's Study .................................................
18
4. Hau Tse's Study............................................................
19
5. Koroglu's Study ............................................................
20
6. Krishnasamy's Study ....................................................
21
5. Uthman & Abdalla's Study ..........................................
23
8. Mohammed's Study ......................................................
24
9. Position of the Current Study .......................................
24
B. Underlying Theory .........................................................
28
1. Error Analysis ..............................................................
28
a. Notion of Error Analysis ............................................
28
b. Types of Error ............................................................
31
c. The Causes of Errors ..................................................
32
d. Error Description .......................................................
34
e. The Procedure of Error Analysis ................................
36
f. Error Identification ....................................................
38
g. Error Decription or Classification .............................
39
2. English Text .................................................................
47
a. Notion of Text ...........................................................
47
b. Narrative Text ...........................................................
49
C. Theoretical Framework .....................................................
51
CHAPTER III RESEARCH METHOD
A. Research Type ...............................................................
53
xii
B. Setting of The Research ...............................................
55
1. Research Place ............................................................
55
2. Research Time .............................................................
61
C. Subject of the Study .....................................................
61
D. Object of the Study.......................................................
62
E. Data and Data Source ...................................................
62
F. Technique of Collecting Data .......................................
62
G. Data Validity ................................................................
64
H. Technique of Analyzing Data ......................................
67
I. Research Procedure........................................................
69
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ...........................................................
70
1. Types of Errors Found in the Students' Writing ........
70
a. Lexical Error ..........................................................
71
b. Syntactical Error ....................................................
75
c. Discourse Error.......................................................
102
2. Frequency Each Type of Errors ..............................
106
3. The Causes of Errors ............................................
110
B. Discussion ......................................................................
115
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion.........................................................................
128
B. Suggestion .........................................................................
130
C. Pedagogical Implication ....................................................
132
xiii
BIBLIOGRAPHY .......................................................................................
133
APPENDIX .................................................................................................
137
xiv
LIST OF TABLE
Table 2.1: Error Identification............................................................... 39
Table 2.2 Taxonomy of Interlanguage Errors ....................................... 46
Table 3.1 Number of Classrooms Academic Year 2014/2015 ............. 60
Table 3.2 Number of Students 3 Years ................................................. 60
Table 3.3 Admissions Students New last 3 years ................................. 60
Table 3.4. The Time Schedule for Research ......................................... 61
Table 4.1 The Percentage of Each Type of Errors based on Lexical,
Syntax, and Discourse ......................................................... 108
Table 4.2 The Difference of Previous Finding with Current Finding
............................................................................................... 120
Table 4.3 The Similarity between Finding Current with Finding
Previous ................................................................................. 123
Table 4.4 The Comparative of Current Finding with Underlying
Theory .................................................................................... 127
xv
LIST OF FIGURE
Figure 4.1 Percentage of Error Types ........................................................ 106
Figure 4.2 Causes of Errors ........................................................................ 114
xvi
ABSTRACT
Eko Mulyono, S200140053. Errors in Narrative Text Committed by Students
in Grade XI of Vocational High School (SMK) State 4 Surakarta Academic
Year 2014/2015. Post Graduate Thesis. Graduate Program of Language
Studies Muhammadiyah University of Surakarta 2016.
This study aimes to identify the types of errors in the students’ writing, to
know the frequencies of each type of errors, and to investigate the causes of
errors. There are three types of errors occured in the students’ writing namely
lexical error, syntactical error, and discourse error. The errors can be categorized
into twenty four subcategories of errors: wrong spelling words (10,35%), wrong
selection words (15,53%), omission verb (0,74%), omission v-ing after
preposition for (0,55%), addition unnecessary verb (0,74%), using simple present
tense refers to simple past (22,37%), use simple future instead of past future
(2,40%), using irregular past verb tense after to infinitive (2,40%), addition final
ed after to infinitive (1,85%), addition v-ing after to infinitive (1,11%), addition
double marking verb (1,66%), omission to be (11,65%), addition to be (1,29%),
omission s/es in the use of plural noun (2,40%), addition s in singular noun
(1,29%), omission article (6,47%), addition unnecessary article (1,66%), wrong
article (1,11%), wrong subject pronoun (2,03%), wrong object pronoun (0,55%),
wrong possessive pronoun (2,03%), generic structure (2,96%), reference (2,03%),
wrong selection conjunction (4,81%). The most dominant error is in syntactical
error i.e. using simple present tense refers to simple past with the percentage
22,37%. Those errors are caused by four aspects, they are overgeneralization,
incomplete application of rules, ignorance of rule restrictions, and false concept
hypothesized.
Keywords: error analysis, causes of errors, interlanguage, grammar, writing
xvii
Abstrak
Penelitian ini bertujuan untuk mengidentifikasi jenis kesalahan dalam tulisan
siswa, untuk mengetahui frekuensi dari setiap jenis kesalahan, dan untuk
menyelidiki penyebab kesalahan. Ada tiga jenis kesalahan yang terjadi dalam
tulisan siswa yaitu kesalahan leksikal, kesalahan sintaksis, dan kesalahan wacana.
Kesalahan-kesalahan itu dapat dikategorikan ke dalam dua puluh empat
subkategori kesalahan: wrong spelling words (10,35%), wrong selection words
(15,53%), kelalaian omission verb (0,74%), omission v-ing after preposition for (0
, 55%), addition unnecessary verb (0,74%), using simple present tense refers to
simple (past 22,37%), use simple future instead of past future (2,40%), using
irregular past verb tense after to infinitive (2,40%), addition final ed after to
infinitive (1,85%), addition v-ing after to infinitive (1,11%), addition double
marking verb (1,66%), omission to be (11,65%), addition to be (1,29%), omission
s/es in the use of plural noun (2,40%), addition s in singular noun (1,29%),
omission article (6 , 47%), addition unnecessary article (1,66%), wrong article
(1,11%), wrong subject pronoun (2,03%), wrong object pronoun (0,55%), wrong
possessive pronoun (2, 03%), generic structure(2,96%), reference (2,03%), wrong
selection conjunction (4,81%). Kesalahan yang paling dominan ada di kesalahan
sintaksis yaitu using simple present tense refers to simple past dengan persentase
22,37%. Kesalahan-kesalahan tersebut disebabkan oleh empat aspek, yaitu
overgeneralization, incomplete application of rules, ignorance of rule restrictions,
dan false concept hypothesized.
Kata kunci: analisis kesalahan, penyebab kesalahan, antarbahasa, tata bahasa,
tulisan