CONCLUSION AND SUGGESTION
Based on the data analysis in Chapter IV, the researcher comes to the
following conclusion. The researcher also proposes suggestion to the English
teachers, students and other researchers to make improvement in the future.
A. Conclusion
In this chapter, the researcher presents the summary of the findings, including the
answers to the questions he addresses in this research. He also presents the conclusion
that can be derived from those findings. Of course, he does not mean to
make generalization from his conclusion. It is merely within the subject and the
object studied in this research. Here, the researcher has found 338 sentences containing errors. The
sentences are taken from the narrative composition written by the students of
Grade five of KMI Daarut Taqwa Islamic boarding school in Klaten Grade eleven
of senior high school.
Based on the objectives of the study:
1 The result of the analysis is that the fourteen students’ compositions
which contain errors are grouped into two types of errors, both are in
morphological and syntactic errors. Morphological errors are classified
into Bound Morphemes and Free Morphemes. The errors in Bound
Morphemes happens in two cases; omission of bound morphemes s or
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es as plural marker which has 10 cases 2,96 and omission of bound
morphemes s or es in Verb 1 as the third person singular marker which
consists of 4 cases 1,19, while the errors in free morphemes are found
in 4 cases; similar in meaning which has 12 cases 3,55, literal
translation with 9 cases 2,66 and the last is the misspelling with the
most cases for 75 sentences 22,19.
2 In this study it is clear that the students produce more errors in syntax as
the researcher finds 200 cases comprising errors on TO BE, verb,
preposition, subject, pronoun and noun.
In TO BE, there are 3 types of errors. The first is on omission of BE
in passive voice with 3 cases 0,89, the second is on omission of BE as
predicate Copula BE with 34 cases 10,06 and the last is addition of BE
in the present tense with 23 cases 6,8. The others are errors on verb;
omission of verb as predicate 8 errors 2,36, the use of Verb 2 instead
of verb 1 consists of 4 errors 1,19, the use of verb ing instead of verb 0
are 11 errors 3,25 and the use of verb 1 instead of verb 2 with 42
errors 12,43. Article; omission of article 13 errors 3,85, addition of
article 3 errors 0,89. Preposition; misselection of preposition 17 errors
5,03, omission of preposition 8 errors 2,36 and addition of
preposition 4 errors 1,19. Subject; omission of subject 4 errors
1,19, addition of subject 9 errors 2,66. Pronoun; substituting one
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function with another function of pronoun 6 errors 1,77 and the last is
noun: substituting noun with adjective 3 errors 0,89 and misordering
noun phrases 8 errors 2,36.
3 The sources of errors found in this study are put into three categories:
language transfer, strategy of second language learning and
overgeneralization. In language transfer the errors are in the level of
vocabulary, phrase and sentence with 49 errors or 14,50. The errors in
strategy of second language learning has 89 errors or 26,33. The errors
in overgeneralization is the highest with 200 errors or 59,17 .
The researcher can draw conclusion that the students of grade five in
Daarut Taqwa Islamic boarding school academic year 2013‐2014 have been
confronted mostly with the syntax as well as morphology. He also concludes that
these errors happen as inevitable things in their process of learning the language.
With this perspective, learners’ errors may be considered as positive part
of the process. Teachers should be optimistic that their students will get better
proficiency by going through these process. Making mistakes as well as making
errors are just human. It is the teachers who are then responsible to treat as well
as possible of how can students can get rid of their problems and difficulties they
encounter.
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B. Pedagogical Implication
