III. METHOD OF RESEARCH
3.1 Research Design
This thesis conducts field research. In field research, the researcher collects the data by asking the students to write a short report paragraph about their daily activity.
This research uses a qualitative descriptive method. Qualitative methodology is a procedure generates data in the form of descriptive words in written or spoken from
people and observed behavior Moleong 2006: 3. According to Straus and Corbin in Syamsudin 2007: 73, qualitative research is a research which the discovery is not
obtained through statistic procedure or any other calculation form.
3.2 Location and Time
The location of the study is in SMP Negeri 2 Pancur Batu. The study did in the even semester of 2012. The subjects of the study are the ninth grade student with total
number 43 students taken from one class only. The objects of the study are all writings made by the students as additional task special for data of the study that analyze using
qualitative descriptive approaches. This study aims to explain errors that made by the ninth grade students in SMP Negeri 2 Pancur Batu and some phenomenon that students
face while writing process.
3.3 Sources of Data
The sources of the data are sentences in simple sentence form made by the ninth grade students of SMP Negeri 2 Pancur Batu.
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3.3.1 Background of Teachers and Students
There are altogether 76 teachers in the school where 7 of them are teaching English subject. All the teachers hold diploma up to master degree in both in education
and non education field. There are also 5 honorary teachers who teach in this school. There is about 930 students study in the school.
3.4 Data Collection Procedure
In collecting the data, the researcher asks the students to compose a short report paragraph entitled “My daily activities’ within a period of 60 minutes and a minimum of
100-150 words. All the papers are hand written and they are allowed to consult their dictionary when writing the report.
3.5 Step of the Research
The data will be classified based on one of Dulay, Burt, and Krashen classification of error; surface strategy taxonomy. The data will be analyzed using Ellis’
steps in analyzing errors: a.
Identifying errors.
The researcher compares the learners’ produce with what seems to be normal or “correct” sentence in the target language.
A man and a little boy was watching him. A man and a little boy were watching him Ellis 1997:16.
b. Describing errors.
Once all the errors have been identified, they can be described and classified into types such as, grammatical categories or based on the learners’ utterance to the target
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language form. Related to the last example, the error type is “misinformation”, the use of “was watching” instead of “were watching” Ellis 1997:18.
c. Explaining errors.
In this step, the researcher tries to explain how and why an error occurs. Based on the example above, the learner has constructed some kind of rule, a different rule from
the target language Ellis 1997:19. d.
Explaining errors.
Error evaluating is needed to help learners learn a target language well. By evaluating the learners could avoid some interferences such as global errors that violate
the overall structure of the sentence Ellis 1997 : 20 The researcher uses general frequency of distribution theory to identify the
percentages of the errors.
n = x 100 notes :
n = percentage of errors
fx = total of frequency of the sub categories error
N = total error of all categories
Bungin 2005:182
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IV. ANALYSIS AND FINDING
4.1 Data Analysis
In this section, the researcher wants to analyze the errors made by the ninth grade students of SMP Negeri 2 Pancur Batu especially the class IX
-1
. From the research the researcher finds that there are 32 report paragraphs from 32 respondents. From 511
sentences there are 843 errors namely: 409 errors of misformation, 212 errors of omission, 126 errors of misordering, and 96 errors of addition.
4.2 Finding
4.2.1 The Errors of Misformation There are 409 errors of misformation which consist of: misformation of verb,
misformation of preposition, misformation of conjunction, misformation of noun, misformation of adverb, misformation of adjective, misformation of gerund,
misformation of modal, misformation of be, misformation of article, misformation of pronoun, and misformation of determiner.
a Misformation of verb.
This table shows the samples for the misformation of verb. Samples
Correction I dinner with my family
then I bath after I afternoon sleep
I have dinner
with my family.
After study, I always clen my hause Then I
take a bath .
After that I take a nap
. After studying, I always
clean my house
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