AN ERROR ANALYSIS OF USING INFLECTIONAL MORPHOLOGICAL STRUCTURE IN WRITING RECOUNT TEXT BY THE ELEVENTH GRADE STUDENTS.
AN ERROR ANALYSIS OF USING INFLECTIONAL
MORPHOLOGICAL STRUCTURE IN WRITING RECOUNT
TEXT BY THE ELEVENTH GRADE STUDENTS
A THESIS
Submitted to Fulfill the Partial Requirements
For the Degree of Sarjana Pendidikan
By :
FANI FADHILLAH
Reg. Number: 2112121007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Fadhillah, Fani. Registration Number: 2112121007. An Error Analysis of
Using Inflectional Morphological Structure in Writing Recount Text by the
Eleventh Grade Students. A Thesis. English Educational Program, State
University of Medan, 2015
This research deals with the eleventh grade students’ inflectional morphological
structure errors in writing recount texts. The objectives of the study are (1) to
identify and classify the types of inflectional morphological structure errors which
are found in writing recount text by the eleventh grade students in four schools at
Binjai, (2) to find out the causes of inflectional morphological structure errors
which are found in writing recount text by the eleventh grade students in four
school at Binjai. The research uses a qualitative design in which the data are taken
from the sentences of texts. The data are collected and described based on
Valero’s model as a guideline. The errors found are classified into causes of errors
based on Erdogan’s Model. The researcher applies random technique to get a
representative sample; from four schools at Binjai, 100 students are chosen as the
sample. The analysis found that there are four types of affixation errors occurred;
they are omission 58 cases (47.5%), addition 19 cases (15.6%), substitution 29
cases (23.8%), and miss-ordering 16 cases (13.1%). Besides, intralingual
contributes 90 cases (73.8%) and interlingual 32 cases (26.2%) in causing errors
happened. So, the most dominant type of inflectional morphological structure
errors made by the eleventh grade students in writing recount text is omission. It
is hoped that the result of this research is useful for everyone who wants to study
about affixation errors.
Keywords: Inflectional Morphological Structure Errors, Recount Text
ACKNOWLEDGMENT
The greatest thankfulness to Allah SWT for blessing, strength, capability,
and patience, so the writer can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Faculty Languages and Arts, State University of Medan.
The scintillating, historical, and meaningful process of realizing this thesis,
surprisingly has created the involvement between the writer and a great number of
people who gave guidance, suggestion, and assistance for which the writer would
like to extend her wholehearted and special gratitude for:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Nora Ronita, S.Pd., S.S., M.Hum., the Head of English Education
Study Program.
Prof. Dr. Busmin Gurning, M.Pd and Rita Suswati, S.Pd.,
M.Hum., her thesis advisor
Prof. Dr. Hj. Sumarsih, M.Pd., Dra. Meisuri, M.A., and Indra
Hartoyo, S.Pd., M.Hum., her thesis reviewers.
All the lecturers of English department who have taught, guided,
and advised her throughout the academic years.
Her beloved parents, Juli Umar (alm) and Suwarsini, for their love,
pray, motivation, material, and spiritual supports, lesson and all of the
things they gave that can make the writer understands and appreciates
the meaning of struggle in life. The writer’s sincere gratitude also goes
to her dearest brothers, M. Syahrizal, Agus Prayudha, and Ari
Handoko and her lovely sisters, Windi Astari, and Rina Pradita
Sari and all families.
Mas Marwansyah, for love, time, laughter, happiness, supports,
togetherness and everything he gave that can make the writer
experienced other sides of life.
Regular A 2011 of English Educational Program,especially for her
best friends Ricka Setiawati, Risa Afianti and Ricka Setiawati as
their great classfor the love and togetherness throughout four years;
her friends in PPLT SMK Swasta Harapan Stabat for many
experiencies and togetherness.
Headmasters, English Teachers and Students of SMA Negeri 5
Binjai, SMA Negeri 7 Binjai, SMA Swakarya Binjai, and SMA
Melati Binjai for time and cooperation. Thank you.
Medan, January 2016
The Writer,
Fani Fadhillah
Reg. No. 2112121007
TABLE OF CONTENTS
Pages
ABSTRACT......................................................................................
ACKNOWLEDGEMENT………………………………………..
TABLE OF CONTENT…..……………………………………….
LIST OF TABLES………………………………………………...
LIST OF APPENDICES…………………………………………
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION
A. The Background of the Study…………………………….
B. The Problems of the Study…………………………………
C. The Scope of the Study……………………………………
D. The Objectives of the Study……………………………….
E. The Significance of the Study……………………………..
1
5
6
6
7
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework…………………………………….
1. Morphology…….……………………………………….
2. Morpheme……………………………………………….
a. Free Morpheme……...………………………………..
1) Lexical Morphemes………………………………..
2) Functional Morphemes…………………………….
b. Bound Morpheme...…………………………………..
1) Prefix………………………………………………
2) Suffix……………………………………………...
3. Affixation………………………………………………..
a. Derivation…………………………………………….
b. Inflection……………………………………………..
4. Writing……………………...……………………………
5. Recount Text……………………………………………..
a. Generic Structure……………………………………..
b. Language Features…………………………………….
6. Error Analysis…………………………………………….
7. Errors and Mistakes………………………………………
8. Advantages of Error Analysis……………………………
9. Types of Errors……………………………………………
a. Omission……………………………………………….
b. Addition………………………………………………
c. Substitution…………………………………………….
8
8
9
10
11
11
11
12
13
14
15
15
17
18
18
18
20
21
23
23
24
24
24
d. Miss-ordering………………………………………….
10. Causes of Errors…………………………………………..
a. Interlingual Transfer……………………………………
b. Intralingual Transfer……………………………………
B. Relevant Studies………………………………………………
C. Conceptual Framework……………………………………….
24
25
25
25
26
28
CHAPTER III RESEARCH METHOD
A. Research Design………………………………………………
B. The Source of Data……………………………………………
C. The Sample of Data…………………………………………..
D. The Procedure of Collecting Data……………………………
E. The Technique of Analyzing Data…………………………….
29
29
29
30
31
CHAPTER IV DATA ANALYSIS AND FINDINGS
A. Data Analysis…………………………………………………
1. Omission…………………………………………………..
2. Addition………………………………………………….
3. Substitution………………………………………………
4. Miss-Ordering……………………………………………
B. Findings……………………………………………………..
C. Discussion…………………………………………………...
32
34
38
42
45
48
49
CHAPTER V CONCLOSIONS AND SUGGESTIONS
A. Conclusions………………………………………………….
B. Suggestions………………………………………………….
REFERENCES……………………………………………………..
APPENDECES……………………………………………………..
51
52
54
56
LIST OF TABLES
Pages
Table 1.1 The Percentage of the Eleventh Grade Students’ Score in
Writing………………………………………………………
2
Table 2.1 The Examples of Prefix……………………………………...
12
Table 2.2 The Examples of Suffix……………………………………..
14
Table 2.3 The English Inflections……………………………………...
16
Table 2.4 The Example of Recount Text………………………………
19
Table 4.1 The Percentage of Data Analysis of the Inflectional
Affixation Errors in Recount Text………………………….
33
LIST OF APPENDICES
Pages
Appendix A. Writing Test………………………………………………..
56
Appendix B. Students’ Work Sheet………………………………………
57
Appendix C. The Classification of Errors (I)……………………………
61
Appendix D. The Classification of Errors (II)…………………………..
70
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a tool which is used to communicate in social life.
Especially, English that is the International language that has been learned by the
students since they were in the basic level of education. When students learnt
English, they are focused on mastering four language skills: Listening, Speaking,
Reading, and Writing. Among the basic skills, writing is considered to be the most
complicated skill because in writing the writer should be able to combine and
express her/is opinions or ideas in good written form. Ansyar et.al (2011) state
that in writing, the writer should not neglect the language components (structure,
vocabulary, and spelling) because the content of writing can only be understood if
those language components are written in correct form.
Based on the preliminary observation of the English teacher of SMA
Negeri 5 Binjai on April 9th 2015, the researcher asked the teacher about the
students’ writing score list for the first semester. The researcher saw the minimum
criteria mastery (KKM or Kriteria Ketuntasan Minimum) was applied 75
meanwhile the students’ writing score were still low. Most of students could not
exceed the minimum criteria mastery (KKM) which applied by school for English
lesson. For more detail, the students’ accumulated score are shown on the table
1.1.
Table 1.1 the Percentage of the Eleventh Grade Students’ Score in Writing
1st Semester
>75
≥75
MORPHOLOGICAL STRUCTURE IN WRITING RECOUNT
TEXT BY THE ELEVENTH GRADE STUDENTS
A THESIS
Submitted to Fulfill the Partial Requirements
For the Degree of Sarjana Pendidikan
By :
FANI FADHILLAH
Reg. Number: 2112121007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Fadhillah, Fani. Registration Number: 2112121007. An Error Analysis of
Using Inflectional Morphological Structure in Writing Recount Text by the
Eleventh Grade Students. A Thesis. English Educational Program, State
University of Medan, 2015
This research deals with the eleventh grade students’ inflectional morphological
structure errors in writing recount texts. The objectives of the study are (1) to
identify and classify the types of inflectional morphological structure errors which
are found in writing recount text by the eleventh grade students in four schools at
Binjai, (2) to find out the causes of inflectional morphological structure errors
which are found in writing recount text by the eleventh grade students in four
school at Binjai. The research uses a qualitative design in which the data are taken
from the sentences of texts. The data are collected and described based on
Valero’s model as a guideline. The errors found are classified into causes of errors
based on Erdogan’s Model. The researcher applies random technique to get a
representative sample; from four schools at Binjai, 100 students are chosen as the
sample. The analysis found that there are four types of affixation errors occurred;
they are omission 58 cases (47.5%), addition 19 cases (15.6%), substitution 29
cases (23.8%), and miss-ordering 16 cases (13.1%). Besides, intralingual
contributes 90 cases (73.8%) and interlingual 32 cases (26.2%) in causing errors
happened. So, the most dominant type of inflectional morphological structure
errors made by the eleventh grade students in writing recount text is omission. It
is hoped that the result of this research is useful for everyone who wants to study
about affixation errors.
Keywords: Inflectional Morphological Structure Errors, Recount Text
ACKNOWLEDGMENT
The greatest thankfulness to Allah SWT for blessing, strength, capability,
and patience, so the writer can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Faculty Languages and Arts, State University of Medan.
The scintillating, historical, and meaningful process of realizing this thesis,
surprisingly has created the involvement between the writer and a great number of
people who gave guidance, suggestion, and assistance for which the writer would
like to extend her wholehearted and special gratitude for:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Nora Ronita, S.Pd., S.S., M.Hum., the Head of English Education
Study Program.
Prof. Dr. Busmin Gurning, M.Pd and Rita Suswati, S.Pd.,
M.Hum., her thesis advisor
Prof. Dr. Hj. Sumarsih, M.Pd., Dra. Meisuri, M.A., and Indra
Hartoyo, S.Pd., M.Hum., her thesis reviewers.
All the lecturers of English department who have taught, guided,
and advised her throughout the academic years.
Her beloved parents, Juli Umar (alm) and Suwarsini, for their love,
pray, motivation, material, and spiritual supports, lesson and all of the
things they gave that can make the writer understands and appreciates
the meaning of struggle in life. The writer’s sincere gratitude also goes
to her dearest brothers, M. Syahrizal, Agus Prayudha, and Ari
Handoko and her lovely sisters, Windi Astari, and Rina Pradita
Sari and all families.
Mas Marwansyah, for love, time, laughter, happiness, supports,
togetherness and everything he gave that can make the writer
experienced other sides of life.
Regular A 2011 of English Educational Program,especially for her
best friends Ricka Setiawati, Risa Afianti and Ricka Setiawati as
their great classfor the love and togetherness throughout four years;
her friends in PPLT SMK Swasta Harapan Stabat for many
experiencies and togetherness.
Headmasters, English Teachers and Students of SMA Negeri 5
Binjai, SMA Negeri 7 Binjai, SMA Swakarya Binjai, and SMA
Melati Binjai for time and cooperation. Thank you.
Medan, January 2016
The Writer,
Fani Fadhillah
Reg. No. 2112121007
TABLE OF CONTENTS
Pages
ABSTRACT......................................................................................
ACKNOWLEDGEMENT………………………………………..
TABLE OF CONTENT…..……………………………………….
LIST OF TABLES………………………………………………...
LIST OF APPENDICES…………………………………………
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION
A. The Background of the Study…………………………….
B. The Problems of the Study…………………………………
C. The Scope of the Study……………………………………
D. The Objectives of the Study……………………………….
E. The Significance of the Study……………………………..
1
5
6
6
7
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework…………………………………….
1. Morphology…….……………………………………….
2. Morpheme……………………………………………….
a. Free Morpheme……...………………………………..
1) Lexical Morphemes………………………………..
2) Functional Morphemes…………………………….
b. Bound Morpheme...…………………………………..
1) Prefix………………………………………………
2) Suffix……………………………………………...
3. Affixation………………………………………………..
a. Derivation…………………………………………….
b. Inflection……………………………………………..
4. Writing……………………...……………………………
5. Recount Text……………………………………………..
a. Generic Structure……………………………………..
b. Language Features…………………………………….
6. Error Analysis…………………………………………….
7. Errors and Mistakes………………………………………
8. Advantages of Error Analysis……………………………
9. Types of Errors……………………………………………
a. Omission……………………………………………….
b. Addition………………………………………………
c. Substitution…………………………………………….
8
8
9
10
11
11
11
12
13
14
15
15
17
18
18
18
20
21
23
23
24
24
24
d. Miss-ordering………………………………………….
10. Causes of Errors…………………………………………..
a. Interlingual Transfer……………………………………
b. Intralingual Transfer……………………………………
B. Relevant Studies………………………………………………
C. Conceptual Framework……………………………………….
24
25
25
25
26
28
CHAPTER III RESEARCH METHOD
A. Research Design………………………………………………
B. The Source of Data……………………………………………
C. The Sample of Data…………………………………………..
D. The Procedure of Collecting Data……………………………
E. The Technique of Analyzing Data…………………………….
29
29
29
30
31
CHAPTER IV DATA ANALYSIS AND FINDINGS
A. Data Analysis…………………………………………………
1. Omission…………………………………………………..
2. Addition………………………………………………….
3. Substitution………………………………………………
4. Miss-Ordering……………………………………………
B. Findings……………………………………………………..
C. Discussion…………………………………………………...
32
34
38
42
45
48
49
CHAPTER V CONCLOSIONS AND SUGGESTIONS
A. Conclusions………………………………………………….
B. Suggestions………………………………………………….
REFERENCES……………………………………………………..
APPENDECES……………………………………………………..
51
52
54
56
LIST OF TABLES
Pages
Table 1.1 The Percentage of the Eleventh Grade Students’ Score in
Writing………………………………………………………
2
Table 2.1 The Examples of Prefix……………………………………...
12
Table 2.2 The Examples of Suffix……………………………………..
14
Table 2.3 The English Inflections……………………………………...
16
Table 2.4 The Example of Recount Text………………………………
19
Table 4.1 The Percentage of Data Analysis of the Inflectional
Affixation Errors in Recount Text………………………….
33
LIST OF APPENDICES
Pages
Appendix A. Writing Test………………………………………………..
56
Appendix B. Students’ Work Sheet………………………………………
57
Appendix C. The Classification of Errors (I)……………………………
61
Appendix D. The Classification of Errors (II)…………………………..
70
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a tool which is used to communicate in social life.
Especially, English that is the International language that has been learned by the
students since they were in the basic level of education. When students learnt
English, they are focused on mastering four language skills: Listening, Speaking,
Reading, and Writing. Among the basic skills, writing is considered to be the most
complicated skill because in writing the writer should be able to combine and
express her/is opinions or ideas in good written form. Ansyar et.al (2011) state
that in writing, the writer should not neglect the language components (structure,
vocabulary, and spelling) because the content of writing can only be understood if
those language components are written in correct form.
Based on the preliminary observation of the English teacher of SMA
Negeri 5 Binjai on April 9th 2015, the researcher asked the teacher about the
students’ writing score list for the first semester. The researcher saw the minimum
criteria mastery (KKM or Kriteria Ketuntasan Minimum) was applied 75
meanwhile the students’ writing score were still low. Most of students could not
exceed the minimum criteria mastery (KKM) which applied by school for English
lesson. For more detail, the students’ accumulated score are shown on the table
1.1.
Table 1.1 the Percentage of the Eleventh Grade Students’ Score in Writing
1st Semester
>75
≥75