The next step is the explanation of the errors. The errors on transforming affirmative to negative and interrogative sentences of simple present tense will be
evaluated in order to figure out the sources of the errors. Then, the final step is to conclude the result of research.
C. The Technique of Sample Taking
There are six classes of the second year students of SMP YAPERA Ciledug, which consists of 210 students. The writer used a Random Sampling
technique to get the representative data. By purposive random sampling technique the writer has only taken 20 students from class VIII-5 as the sample. The writer
gave the test focused on transforming affirmative simple present pattern sentences into negative and interrogative pattern sentences. The test contains 10 questions,
every question divided into 3 parts. The students must transform affirmative into negative sentence, YesNo Question, and WH Question sentences.
D. The Procedure of Collecting Data
To get the specific data, the writer gave the test on transforming affirmative to negative and interrogative sentences of simple present tense to the
second year students of SMP YAPERA to find out the students’ grammatical error. The tests had 10 questions, and each question consists of three commands.
First is transforming positive sentence into negative sentence, the second is transforming positive sentence into yesno question, and the last is transforming
positive sentence into WH Question. The total of the questions are 30 questions.
E. Technique of Data Analysis
After collecting data from the test, the students’ grammatical errors on transforming affirmative to negative and interrogative sentence of simple present
tense will be qualitatively analyzed. To conduct An Error Analysis, it requires a certain methodology. James, in Sakoda’s paper, explained the procedures of Error
Analysis that has 6 stages. Stage 0 is for the elicitation and the registration of data, Stage 1 is to make the identification of errors, Stage 2 is to describe the errors,
Stage 3 is an explanation and a diagnosis of the errors, Stage 4 is an evaluation of the errors, and finally Stage 5 is a plan for prevention and feedback
1
.
Table 3.1 Algorithm for Error Analysis
2
1. Stage 0, giving a test to the students about transforming affirmative to negative and interrogative sentences of simple present tense.
2. Stage 1, analyzing the grammatical errors that students made on transforming affirmative to negative and interrogative sentences of simple present tense,
1
Namiko Sakoda, Error Analysis within Newspaper Reporting Written by Japanese Secondary School Students, 広島経済⼤学研究論集 Departmental Bulletin Paper, 27, 2004,
p.43.
2
Carl James, Errors in Language and Use: Exploring Error analysis, London: Longman, 1998, p. 269.
and analyzed the grammatical errors including classifying the errors into the types of errors by target modification taxonomy, Dulay, Burt, and Krashen’s,
and counting the percentage of each error types. 3. Stage 2, identifying the errors by using Dulay’s theory, namely: omission,
addition, misorder, and miselection. And classifying of errors into its grammatical category, namely: Verb tense, Auxiliary Verb, Question word,
and Punctuation. 4. Stage 3, explaining and diagnosing the errors that students made on
transforming affirmative to negative and interrogative sentences of simple present tense by modifications the students’ errors into 4 categories based on
Dulay’s theory, they are: omission, addition, misorder, and miselection. 5. Stage 4, the writer evaluates the errors.
6. Stage 5 is prevention and feedback. The main purpose of error analysis is to plan about the remedial action for the errors.
1. Identifying Types of Errors
To identify the error, the writer focused to the correct grammatical form which divides to negative, interrogative and WH Question sentences of simple
present tense. After analyzing the whole errors committed by the students, the writer
found 4 types of errors. Those are omission, misselection, addition, and misorder. Omission has been detected by the occurrences of the errors which omit
some letters and words. The writer has given symbol for the erroneous words. For instance, some students produced a sentence “
What time she have English class
today
” item number 4. The symbol indicates that something is missing. In other word, the sentence is incomplete. The sentence should be the WH question.
The first should be filled by auxiliary “does”. The second should be filled by the question mark “?”. It should be revised “What time does she have English
class today?.
