52 1 The study program whose aims to ...
2 In the English Education Study Program Sanata Dharma University, whose aims to...
Those examples have the same errors, which are the using of whose as the subject of adjective clause. The word whose here should be replaced by which or
that. Whose, which, and that have the same meaning, but they are different in the using. Whose is to show possession Azar: 1992. It combined with noun to form
an adjective clause. For example: The man whose car was stolen called the police. In this research, those two sentences did not show the possession. The students
should use which or that because of those sentences formed adjective clauses. As Azar 1992 said that which and that are used as the subject of an adjective clause.
She added that, which refers to things, and that refers to either people or things. In those sentences, the subjects are things, so, the sentences become
1 The study program whichthat aims to ... 2 In the English Education Study Program Sanata Dharma University,
whichthat aims to...
c. Context of Learning
Brown 2000 stated the third source is the error that resulted from the context of learning process. Context here is referring to the place where the
learners learn something or the language concept, or the materials or textbook they used to learn something or language concept. Ellis Barkhuizen 2005
called this process as natural or induced error. Brown also added that the students
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53 often make errors because of misleading explanation from the teacher, faulty
presentation of a structure or word in a textbook, or even because of a pattern that was rotely memorized in a drill but improperly contextualized.
In this research, the researcher does not find the error which is caused by this process. Based on the theory of Context of Learning, it needs such an
observation towards the students in learning language, whether in class or outside the class. The researcher in this research does not do that because this research
only focuses on analyzing the documents to get the research findings.
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CHAPTER V CONCLUSIONS AND RECOMMENDATION
This chapter presents the conclusions and suggestions. The conclusions are derived from the research findings and discussion which are based on the
research questions. The suggestions are addressed for the lecturers, students, and further researchers.
A. Conclusions
There are two conclusions derived from research findings and discussions which are based on the research questions. The first is answering the first research
question that is the errors done by semester seven students of English Language Education Study Program of Sanata Dharma University in writing their Chapter I
of Thesis Writing Research Proposal. After doing the research, the researcher found that there are four error types appear in the students’ writing products. They
are omission, addition, misinformation, and misordering. The researcher uses twenty five documents of Chapter I of Research Proposal produced by students in
Thesis Writing Course. From the research, there are 170 errors found based on the theory of surface structure taxonomy. The omission errors are 73 errors or 42.94
. The addition errors are 22 errors or 12.94 . The misinformation errors are 45 errors or 26.47 . The misordering errors are 3 errors or 1.76 . Besides, the
researcher also found other errors which
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