An Analysis of the students error in writing compound sentence : a case study with third year students of MA al-hikmah Jakrta academic year 2006/2007

AN ANALYSIS OF THE STUDENTS' ERRORS
IN WRITING COMPOUND SENTENCE

(A Case Study With the Third Year Students of "MA" AI-Hikmah Jakarta,
Academic Year 2006/2007)

A "Skripsi"
Presented to the Faculty of "Tarbiyah" and Te:1chers' Training

In Partial Fulfillment One of the Requirements for the Degree of Strata I (S I)

By:
AININ JARIAH
NIM.I02014023725

THE ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
1428 H 12007 M

AN, ANALYSIS OF THE STUDENTS'
ERRORS
,
IN WRITING COMPOUND SENTENCE
(A Case Study With the Third Year Students'of"MA" AI-Hikmah Jakarta, Academic
Year 2006/2007)

A "Skripsi"
Presented to the Faculty of "Tarbiyah" and Teachers' Training
In Partial Fulfillment One of the Requirements for the Degree of Strata 1 (SI)

By:

AININ .fARlAH
NIM.I02014023725

APPROVED BY:

ｹｾ＾］ Ｍ

Drs. ZAENAL ARIFIN TOY, M.Sc
NIP. 150031215

THE ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
1428 II 12007 M
)

ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers Training
celiifies that the' Skripsi' (Scientific Paper) entitled"An Analysis of The Students'
Errors in Writing Compound Sentenee (A Case Study With the Third Year
Students of "MA" AI-I-1ikmah Jakarta, Academic Year 200612007)", wtitten by Ainin
Jariah, student's registration number : 102014023725, was examined by the
committee on September 25, 2007, and was declared to have passed and, therefore,
fulfilled one of the requirements for the academic title of 'S.Pd (Bachelor of Arts)' in

English Language Education at the Depmiment of English Education.
Jakarta, September 25, 2007
Examination Commiittee
CHAIRMAN

: Drs. Nasrun Mahmud, M.Pd
NIP. 150 041070

SECRETARY

: Nida Busna, M.Pd
NIP. 150326910

EXAMINERS

: 1. Dr. M. Farkhan, M.Pd
NIP. 150299480

Ackncwledge by:
Dean of Tarbiyah and Teachers Training Faculty

NIP. 150

)

.)

ACKNOWLEDGEMENT

In the name ofAllah SWT The Beneficent and The Merciful

All praise be to Allah SWT Lord of the world, Who gives affection to people
all over the world. Peace and blessing be upon the lovely prophet Muhammad SAW,
his families, his companions and his followers.
Because of the guidance of Allah, the writer has finished her "Skripsi" entitled
: "Analysis of Students' Error in Writing Compound Sentence". The primary aim of
writing this "Skripsi" is to complete a partial fulfillment one of the requirement for
the degree of strata 1 (SI) in the faculty of "Tarbiyah".
Her great honor and gratitude to her beloved parents Moh. Dawi and Ratna
Chairiyah, her sister Indah Susanti and her brother Achmad Djailani, SE., who always

give their support, motivation and moral encouragement to finish her study at UIN
Syarif Hidayatullah Jakarta.
The writer realizes that she would never finish writing tills "Skripsi" without
the help of some people around her, therefore she would like to give special thanks
to:
1. Prof. Dr. Dede Rosyada, M.A., The Dean of "Tarbiyah" and Teachers' Training

Faculty State Islamic University SyarifHidayatullah Jakarta
2.

Drs. Nasrun Mahrnud, M.Pd as The Head of English Department State Ie1anlic
University SyarifHidayatullah Jakarta

11

3. Drs. Zaenal Arifin Toy, M.Sc as her advisor who has given his time, support,
guidance, kindness, contributions and patience in correcting and helping her in
finishing this "Skripsi"
4. All lecturers at English Department, for their knowledge, motivation and patience
during her study in UIN SyarifHidayatulIah Jakarta

5. Drs. Mukhlis, The Headmaster of MA Al-Hikmah Jakarta, who has given his
permission and guidance to the writer in doing this research at his school
6. Suhara, A.md, The English teacher of "MA" Al-Hikmah Jakarta, who has given
his time to the writer in doing this research in his class
7. Special thanks to her friends in "Rental Hasanah", they are; Andi, Oky, Hasan,
and Neneng. And also to all her friends of English Society, especially for Diah,
Diana, Furi, and Dayan.
May Allah bless them all, Amien. Finally, the writer realizes that this "Skripsi" is not
perfect. Therefore, the writer would like to accept any contributive suggestions to
make this "Skripsi" better.

Jakarta, August 30, 2007

The Writer

III

TABLE OF CONTENTS

Acknowledgement

, .. .. .

.. .. ..... ... i

Table of Contents...........................................................................

III

Chapter I. Introduction
A. The Background of Study

.

B. The Scope of The Study

2

C. The Objectives of The Study......

..

..

.. .

... 3

D. The Method of The Students
E. The Organization of Study..

3
.. .. ..

.. .

...

... ..

...

3

Chapter II. Theoretical Framework
A. Writing..................................................................... 6
1. The Definition of Writing

6

2. Types of writing

8

3. The Purpose of Writing

9

B. Sentence...................................................................

1. Definition of Sentence

9
9

2. Simple Sentence......

.. ..

3. Compound Sentence

10
12

111

IV

4. Complex Sentence................................................... 13
5. Compound-complex Sentence

,... 14

C. Error

14

1. Definition of Error

14

2. Distinction Between Error and Mistakes. ..

..

...

.. .... ] 5

3. Types of Error

16

D. Error Analysis in Sentence............................................. 18
1. Sentence Patterns.. . ....
2. Dictions

.. ...

,. .. ......

... ..... ....
.. ...

3. Usage

..

.. ......... ..... 19
........

.. 19

,.

20

4. Tenses

21

Chapter III. Research Methodology and Findings
A. Research Methodology

22

1. Time and Location..

...

.......

......

.........

22

2. Technique of Sample Taking.......................................

22

3. Technique of Data Collecting

22

4. The Instrument of Research......................................

23

5. Technique of Data Analysis

23

B. Research Finding. .

.. ....

... ... ..

...

24

1. Data Description......

24

2. Data Analysis

"
IV

25

v

3. Data Interpretation...................................................

29

Chapter IV. Conclusion and Suggestion
A. Conclusion...............................................................

31

B. Suggestion...............................................................

31

References.................................................................................

33

Appendices

"

CHAPTER I
INTRODUCTION

A. The Background of Study

One of the four language skills in English, writing is the most difficult
subject. The difficulty in writing English is £1ced by the students start when they
have to write a Word, Phrase, Clause and Sentence (whether in simple sentences,
compound sentences, although complex sentences). The difficulty in writing a
sentence starts when the students have to establish the Subject, Verb (either
transitive or intransitive), Object, Tense, Active and Passive Voice, and Logical
Thinking.
In learning English writing especially in writing compound sentence, the

students face some difficulties in using the right conjunction, parallel
construction, and its tenses. The difficulties not only come from the students
selves, but also their own English teacher, it cause of the teacher give them the
learning of writing skill and its task rarely. Based on the description, the writer
will focus on writing Compound Sentences in Senior High School especially in
"!vIA" Al-Hikmah Jakarta.
These are the examples of errors in writing compound sentences:
" Pasteurization of milk destroys any tuberculosis bacteria, other bacteria may
remain.

2

The sentence needs a coordinate conjunction bUI to join the two clauses to be
complete. The correct sentence is:
Pasleurizalion of milk destroys any luberculosis bacleria, bUI olher bacleria
may remain.

" 1 like 10 make Ihe beslllse ofmy limes so J Ily hard nollo wasle lime.

A comma must be used with a coordinate conjunction that joins two main
clauses. The correct sentence is:
1like to make the best use ofmy IimeS,jiQ J II)' hard nol to wasle lime.

When the students write simple sentences, they are influenced by their
mother tongue, moreover when they have to fuse those sentences to be a
compound sentence. The other causes that make the students made some errors in
writing compound sentences are their limitedness in vocabularies and they do not
understand the compound sentence pattern.
Based on the explanation above, the writer would like to carry out a
research under title: "ANALYSIS OF THE STUDENTS' ERRORS IN
WRITING COMPOUND S.ENTENCES" (A Case Study With The Third
Yem' Students of "MA" AI-Hikmah Jakarta, Academic Year 2006/2007).

B. The Scope of Study

To avoid misunderstanding and clarify the problem, it is necessary to
make the limitation of the problem. The writer will limit the discussion on

3

coordinate conjunctions, parallel constructions, and tenses in compound sentence
writing in the third year of"MA" AI-Hikmah Jakarta.
Based on the limitation above, the formulation of problem is to find out
"What kind oferror that the students do most in wriling compound sentence?".

C. The Ob.iectives of Study

The objective in this study is one of the important things in order the
study will reach the target what the writer hopes. The writer wants to know the
students' error in learning sentences especially in compound sentences.

D. The Method of Study
In this research, the writer employed survey method using compound
sentence writing test as its technique. The writer then identified the errors the
students made in their writing and calculated them using simple statistic formula.

E. The Organization of Writing
The writer divides this "skripsi" into five chapters, and the descriptions
are as follow:
Chapter One is Introduction, which consists of Background of Study,
The Scope of Study, TIle Objectives of Study, Method of Study, and Organization
of writing.

4

Chapter Two is the English teaching of "MA" AI-Hikmah Jakarta,
which consists of The School and Teaching Objectives, English Teaching
Material, English Teaching-Learning Process, Teaching-Learning of Writing,
Language Teaching Approach and Methods, Time Allocation, and English
Teacher's ProfIle.
Chapter Three is Theoretical Framework, which consists of three sub
chapters, they are VlIiting, Sentence, and Error Analysis Writing sub chapter
discusses about The Definition of Writing, Types of Writing, and The Purpose of
Writing. Sentence sub chapter discusses about Definition of Sentence, Simple
Sentence, Compound Sentence, Complex Sentence, and Compound-complex
Sentence. Error Analysis sub chapter discusses about errors in Sentence Pattern,
Diction, Usage, and Tenses.
Chapter Four is Methodology and Research Finding. Research
Methodology sub chapter discusses about Time and Location, Technique of
Sample Taking, Technique of Data Collecting, The Instrument of Research, and
Technique of Data Analysis. Research Finding sub chapter discusses about Data
Analysis and Data Interpretation.
Chapter Five is Conclusion and Suggestion. In this chapter the writer
tries to describe some conclusions and to the suggestion that is related to the
problem.

6

CHAPTER II
THEORKOCAL FRAMEWORK

A. Writing
Writing is one part of the language skills besides speaking, listening, and
reading. Writing is more difficult rather than the other skills because it embraces
many subject matters. To know more about writing, the writer will discuss further
in this "Skripsi".
1. The Definition of Writing

According to Oxford Advanced Learner's Dictionary, writing is to make
letters or other symbols (ideograph) on a surface. l It means that writing is an
activity to arrange a group of letters or symbols, which have a meaning on a
medium.
Grabowski (1996) notes that:
.. Writing, as compared to speaking, can be seen as a more standardized
system which must be acquired through special instruction. MastelY of this
standard system is an important prerequisite of cultural and educational
participation and the maintenance of one's rights and duties... the fact that
writing is more standardized than speaking allows for a higher degree of sanctions
when people deviate from that standard.,,2
Writing is not only making a line of sentences, which have no interconnection between each other or without paying attention to the meaningful
I A.S. Hornby, Oxford Advenced Learner's Dictionary ofCurrent English, (New York:
Oxford University Press, 1987), p. 996
2 Sara Chusing Weigle, Assessing Writing, (New York: Cambridge University Press,
2002),p.4

6

7

aspects. So, the teacher should teach the writing skill based on the meaningfulness
approach to their students. Sara Chusing Weigle states that "Writing is an
important part of the curriculum in schools from the earliest grades onward, ad
that most children in countries that have a formal education system will learn to
write, at least at a basic level, in that setting.,,3
About the ability of writing, Sara Chusing Weigle says that:
"The ability to write efiectiveiy is becommg InCreasInglY Imponant In our glOom
community and instruction in writing is thus assuming an increasing role in both
second- and foreign-language education. Writing has become more important as
tenets of communicative language teaching - that is, teaching language as a
system of communication rather than as an object of study - have taken hold in
both second- and foreign-language settings.,,4

Barnet defined writing is a physical act. It requires material and energy. And
like most physical acts, to be performed skillfully, to bring pleasure to both
performer and audience, it requires practice. s
It can conclude from the definitions given that writing should be seen as the
way to express ideas from the writer's knowledge without forgetting the linguistic
rules.

Ibid, p. 3
Sara Chusing Wegle, op.cit, p.l
5 Silvian Barnet, Barnet and Stubbs's Practical Guide to Writing. (Boston: Little, Brown
and Company, 1975), p. 3
3

4

8

2. Types of Writing
The various forms of writing (short sentence, stories, novels, editorial, etc),
as regard to their sentence organization generally can be divided into three kinds:
Narration, Description, and Exposition.
a. Narration
Essentially a narrative tells a story, true or fictional. It is chiefly
concerned with events in past time, but it often includes exposition and
description. The organization is normally chronological, though fairly often it
begins at the end, for a dramatic opening, and then presents the earlier parts of
the story in chronological order. 6
b. Description
Description represents in words our sensory impressions, usually of a
place, a person, or an object. In much descriptive writing visual imagery
dominates, but descriptions that depend only on the sense of sight are often
impoverished. 7
c. Exposition
Expository writing caries information, usually the essay's foundation.
The rules for exposition are clarity, conciseness, and vigor.s

Ibid, p. 125
Silvian Barnet, Op cit, p. 114
, Donald Hall, Writing Well, (Boston: Little, Brown and Company), p. 224

6

9

3. The Purpose of Writing

Marjorie Farmer describes the purpose of writing as follows:

* To clarify a thought, a feeling, an impression, or an experience for a reader,
* To provide information for readers,
* To persuade readers to accept an idea,
* To create a piece of imaginative literature that a reader might enjoy. 9
Adam U. Kempler said that "we write for many reasons: to inform, to argue,
to complain, to correct, to solve problems, to organize, to make money, to
remember, to entertain, to mourn, to articulate emotion, to express imagination, to
pass test, to fulfill assignments, to explore the world and ourselves, and to enjoy
life.,,10

B. Sentence
1. Definitiou of Sentence

Writing a sentence is a part of students' task in English learning that must
have a meaning to explain their thinking. Sam S. Warib said that "Sentence is the
organization of words or a word that have a purpose, understanding or the perfect

9 Marjorie Fanner, Composition and Grammar II, Steps in The Writing Process, (San
Francisco: Laid law Brothers Pub, a Division ofDoubleday & Company, Inc. 1985). P. 13
10 Adam U. Kempler, Adventures in Writing, An Introduction to The Writing Process with
Readings, (Upper Saddle River: Prentice Hall, 2003), p. 6

10

meaning" (Kalimat adalah susunan dari kata-kata atu kata yang mempunYal
maksud, pahalll atau pengertian yang sempuma).ll
When we discuss about the definition of sentence, Paul Robert says that
"There are only two definitions widely used in gralnmar books: 12
1. A sentence is a group of words expressing a complete thought.

2. A sentence is a group of words containing a subject and a predicate."
Jespersen said that "A sentence is a (relatively) complete and independent
human utterance-the completeness and the independence being shown by its
standing alone or its capability of standing alone, i.e., of being uttered by itself.

13

From the definition above we conclude that sentence is a group of words
containing a subject and' a predicate which have a meaning.

2. Simple Sentence

The most natural sentence structme is the simple sentence: it is the first
kind which children learn to speak, and it remained by the most common
sentences in the spoken language of people of all ages. In written work, simple
sentences can be very effective for grabbing a reader's attention or for summing
up an argument, but you have to use them with are: too many simple sentences

Ii

Sam S. Warib, Tata Bahasa Inggris Lengkap. (Surabaya: Bintang Usaba Jaya, t994),

12

Paut Roberts, Understanding Grammar. (New York: Harper & Row Publishers, 1954),

13

Ibid, p. 192

p.39
p.292

11

can make your writing seem childish. When you do use simple sentences, you
should add transitional phrases to connect them to the sUD"ounding sentences. 14
A simple sentence is a sentence that has only one clause. 15 111is means that
the sentence has one subject and verb. For exanlples:
The cat quickly ran into the bushes
SUBJECT

VERB

The infOrmation seems unimportant
SUBJECT

VERB

Simple sentence takes the form of: 16
a. a statement

He lives in New York.

b. a question

How old are you?

c. a request

Please close the door. (The subject you is understood)

d. an exclamation

What a terrible temper she has!

If a sentence contains two or more verbs joined by a coordinating
conjunction, we still describe it as a simple sentence:
The pig got up and slowly walked away
Melrose raced the motor, shot out of the

ｾｹ｡ｷ･ｶｩｲ､

and hurtled down the

street
It is a simple sentence also ifthere are two coordinate subjects:

Edgar and Stanley kissed and made up

http://www.arts.uottawa.cafwritcentlhypergrammar/sntstrct.html
Deborah Philips, Longman Introductory Course For The TOEFL Test, (New York:
Pearson education, 1952), p. 344
16 Marcella Frank, Modern English Part 11, (Eoglewood Cli1fs: Prentice Hall, 1972), p. I
14

15

12

Here the verbs share the subjects, and the subjects share the verbs. Only when
each verb has its separate subject do we have more than one clause and hence a
compound or complex sentence. 17

3. Compound Sentence

Compound sentence contains two or more sentence joined into one by
punctuation alone, punctuation and a conjunctive adverb, and a coordinate
conjunction. Here are the examples of compound sentence: 18
1. Punctuation alone
The weather was very bad; all classes were canceled

2. Punctuation and a conjunctive adverb
The weather was velY bad; therefi>re all classes were canceled

3. A coordinate conjunction
The weather was very bad, so all the classes were canceled

Compound sentence is a sentence that has more than one main clause.
This means that the sentence has more than one subject and verb and that each
subject and verb is joined to another subject and verb with a coordinate connector
(and, but, so, or) and a comma. 19

17

Paul Roberts, Understanding Grammar, (New York: Harper & Row publishers, 1954),

p.306
18 Marcella Frank, Modern English Part II Sentences and Complex Structure,
(Englewood Cliffs: Prentice Hall, Inc, 1972), p. 1
19 Deborah Philips, Longman Introductory Course For The TOEFL Test, (New York:
Pearson education, 1952), p. 346

13

The cook must stir the stew, or the dinner will burn
SUBJECT VERB

SUBJECT

VERB

The woman dropped her watch, and then she stepped on it, but iJ. still worked
SUBJECT VERB

SUBJECT VERB

SUBJECT

VERB

4. Complex Sentence

A complex sentence

IS

very different from a simple sentence or a

compound sentence because it makes clear which ideas are most important.
A complex sentence is a sentence that has a main clause and at least one
subordinate clause. This means that the sentence has a subject and verb in the
main clause and another subject and verb in each subordinate clause and that each
subordinate clause is joined to the main clause with a subordinate connector. 20
The store has been in the same location since iJ.first opened
SUBJECT VERB

SUBJECT

VERB

A dependent clause in complex sentence contains a full subject and
predicate beginning with a word that attaches the clause to an independent clause
(called the main clause). 21
a. adverbial clause

All classes were canceled because the weather
was bad

b. adjective clause

Children who are under twelve years must be
accompanied by their parents.

'" Deborah Philips, Op cit, p. 348
21 Marcella Frank,Modern English Parlll, (Englewood ｃｬｩｦｾＺ

Prentice Hall, 1972), p. 1

14

c. noun clause

I can't understand why you did such a thing

5. Compound-complex Sentcnce
Compound-complex sentence contains two or more independent clauses
and one or more dependent clauses. 22
All classes were canceled because the weather was bad, and students were
told to listen to the radio tofind out when classes would begin again.

C. Error
1. Definition of Error

The students can make error when they write and it is natural for them. As
a learner of a foreign language, the error indicated the level of proficiency. We
can say that error is unacceptable and inappropriate forms that caused by learners'
lack of knowledge and because of their weakness in understanding the pattern.
The important thing is we can not avoid it. M. Light Bown said that "Teachers
have responsibility to help learners do their best, and this sometimes means
drawing their attention to persistent errors.,,23
At this point, some definitions of error are in order. H.D. Brown defmes
an error as "Noticeable deviation from the adult granunar of a native speaker,

22 Ibid, p. 1
n M. Light Bown, How Languages Are Learned Revised Edition, (New York: Oxforc
Hand Book, 2000) p. 166

15

reflecting the interlanguage competence of the learner.,,2' Edge (1989:9 - 11) says
and error is "what a learner can not self-correct,,25
Errors occur for many reasons. One obvious cause is interference from the
native language. In this case, a student may make enor because he assumes that
the target language and his native language are similar, but in fact, they are
different. Another obvious cause is an incomplete knowledge of target language
and the complexity of target language.

\
2. Distinction Between Error and Mistake
Error is usually compared with mistake. It is important to make distinction
between error and mistake because both of them are differeilt. In this sub-chapter,
the writer will explain it with some quotations. Pit Corder's (1974) distinction
between what is a mistake and what is an enor has serious implications for the
teaching of writing. 26
Here is the other quotation of distinction between error and mistake:
Corder made a distinction between a mistake and an error. Whereas "a rmSUlKe E
random perfonnance slip caused by fatigue, excitement, etc., and therefore can be
readilv self-corrected. an enor is a systematic deviation made by learners who
have not yet mastered the rules of the L2. a learner cannot self-correct an enor
because it is a product reflective of his or her cunent stage of L2 development or
underlying competence.,,27
24 William Ancker, Errors and Corrective Feedback: Updated theory and Classroom
Practice, English Teaching Forum Vol. 38 No.4, (Oct, 2000), P.21
25 Ibid, p. 21
26 Graeme K. Porle, Mistake, Errors, and Blank Checks, English Teaching Forum VoL 31
No.1 (Jannary, 1993), p. 42
27 Diane Larsen- Freeman and Michael H. Long, An Introduction to Second Language
Acquisition Research, (London: Longman, 1992), p. 59

16

3. Types of Error

To know more about error, the writer tries to write the types of error from
some sources. According to Corder, errors divided into four categories: omission
of some required element, addition of some unnecessary or incorrect element,
selection of an incorrect element, and miss ordering of element. Here are the
explanations:
1. Omission

Certain linguistic forms may be omitted by the learners because of their
complexity in production. Omission also occurs in morphology. Learners
often leave out the third person singular morpheme _os, the plural marker -s
and the past tense inflection -ed. A learner could say, for example: "a strange
thing happen to me yesterday". Instead of: "a strange thing happened to me
yesterday".
2. Addition
Learners not only omit elements which they regard as redundant but they
also add redundant element.
For example: - 1thinks
the books is here
instead of: "I think" and "the book is here"
3. Selection
Learners commit errors in pronunciation, morphology, syntax and
vocabulary due to the selection of the wrong phoneme, morpheme, structure

J7

or vocabulary item. For example: "My friend is oldest than me". Instead of:
"My friend is older than me".
4. Ordering
Misordering can occur

111

morphological level misordering of bound

morpheme in English is perhaps less frequent, given their limited number; but
in the example "He is get upping now", the learners attaches the inflection ing to the particle ofthe two words verb "gct Up".28
Students' eo-ors may be distinguished as follows:
I. Errors Performance are unsystematic and not very serious, because the
students themselves can correct them when their attention is drawn to them.
These errors are attributed to carelessness, lapse of memory, ill health,
emotional state, etc., and they should not worry us.
2. Errors of competence are persistent and systematic and in consequence

serious, and their treatment calls for careful analysis to discover their cause.
These errors represent the leamers' traditional competence. 29
The main sources of errors are intelference from the mother tongue
interference, and from the target language. Mother tongue interference is the most
obvious in the translation exercise for those who have to do it for certain public
examinations. Interference from the target language, and the number of tbis type
of error seems to increase in the "transitional dialect" (Corder 1971) or
28

Nsakla Lengo, What is an Error?, English Teaching Forum (Jnly, 1995), p.22-24
co Nicos N. Michaelides, Error Analysis: An Aid to Teaching, English Teaching Forum
Vol. XXVIII No.4 (Ocl, 1990), p. 28

18

"interianguage" (Selinker 1972), which denotes the unstable nature of the foreign
learners' "idiosyncratic dialect" at this stage. 30

D. Error Analysis in Sentence
For the writer, an error analysis is an effort to get information about the
students' difficulty iu learning a language especially to write it aud error analysis
is also used to figure out the error that most students do in writing. Knowing the
students' error enables the teacher to give the remedial and may change the way
ofteaching.
S.K Sharma defines error analysis is a process based on analysis of
learners' errors with one clear objective: evolving a suitable and effective
teaching-learning strategy and remedial measures necessary in certain clearly
marked out areas of the foreign language.31
An error analysis can give a picture of the type of difficulty learners are

experiencing. For the class teacher an en·or analysis can give useful information
about a new class. By using error analysis as monitoring device, the teacher can
assess more objectively how his teaching is helping his students. S.K Sharma said
the reason why should error analysis be undertaken:
·'Error analysis can be a very useful device both at the beginning and during the
various stages of a foreign language teaching program. At the beginning, it can
reveal to the teacher, the course designer, or the textbook writer the "knotty" areas
'0 Ibid,

p. 29
S.K Sharma, Error Analysis: Why and How?, English Teaching Forum Vol. XIX No.3
(July, (981), p. 21
31

19

of the language confronting the pupils. The frequency counts of errors, supported
by the findings of contrastive linguistics, can be immensely helpful in setting up
teaching priorities. Teaching time and effort can be allocated accordingly for
optimal results. During the teaching program itself, error analysis performed on a
limited scale can reveal both the "successes" and the "failures" of the program.
Proper remedial measures can be devised and employed both to consolidate the
successes and (more importantly) to eliminate the failures as the program
progress. Error analysis can thus provide strong support for remedial teaching.,,32

1. Sentence Patterns

When we discus on sentences pattern, the writer takes a quotation to
explain the subject. For the second language student, the difference between
English sentences that is correct and comprehensible and one that is incorrect
is often a matter of recognizing that English sentences are generally shorter
and are punctuated differently than sentences in other language. 33
Errors in sentences call attention to them selves and distract and
confuse the readers. The subject of a sentence must agree with the verb: if the
one is plural or singular the other must also be plural or singular.

2. Dictions

We know that some words can change a complete sentence (an
independent clause) into an incomplete sentence (a dependent clause), here is
the example:
He watched too much television

complete sentence

"Ibid, p. 21-22
33 Joy M. Reid, The Process ofcomposition, (Englewood Cliffs: Prentice-Hall), p.l7I

20

Because he watched too much television

Fragmene 4

Being able to use the English language effectively will be enormously
helpful for writing. Diction (word) problems such as incorrect spelling, a
limited vocabulary, or like the example above will also hinder the writing. So,
we have to be careful in using the words.

3. Usage
Usage is one of the most error that students' do in writing. Here are
three of the main reasons why the usage is important:
I. Rightly or not, society in general judges us on the basis of how we use
words.
2. Knowing standard English usage enriches our understanding of the way
words work, thus enabling us to vary the ways we can employ language as
readers, speakers, and writers.
3. Writers who tend to use nonstandard English cause their readers to stop
and wonder what they mean much more often than those who know and
use standard English. 35

Ibid, p.l7S
Common Errors in Student writing.
http://www.clt.astate.edu/composition/common errors.hlm
34
35

21

4. Tenses
Tenses are used to extend a meanmg, desire, expressIOn, news,
measure, etc in written or oral to be realized and to be understood clearly and
correctly. When the event occurs in English, we have to use the correct and
appropriate tense.
Here are two definitious about tenses, the first definition is from Sam
S. Warib, He said that 'Tense is an image or explanation when the event,
news, expression, and action occur in a sentence: present, past, and future. Or
the alteration of type of the verb that agree with the time when the event occur
and the alteration oftime,,36 (translated by the writer)
The second definition is "Tense is a form takcn by a verb to indicate
the time at which the action or state is viewed as occurring".37 The students
made mistakes or errors because they did not understand well the grammar
rules, it is also caused by intra-lingual transfer overgeneralization.

36

Sam S. Warib, Tata Bahasa Inggris Lengkap, (Surabaya: Bintaug Usaha Jaya, 1994),

p. 7
37 Sylvia Chalker, Edmund Weiner, The Oxford Dictionary ofEnglish Grammar, (New
York: Oxford University Press), p. 395

CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology
1. Time and Location

The research took place at "MA" AI-Hikmah Jakarta which is located on
JI. Bangka II no. 24 Pela Marnpang South Jakarta. The writer began this research
on Tuesday, Janmuy 23, 2007 until March 1,2007.

2. Technique of Sample Taking
The number of total population of the third year students is 33 students,
and consists of two separated classes, 15 students in the boys class (III A) and 18
students in the girls class (III B). Based on those classes the writer took all the
students as sarnple.

3. Technique of Data Collecting
The next step of this research is collecting the data. To collect the data
based on the topic of discussion, the writer did an observation by visiting the
school and make a conversation with the English teacher to know the
students' ability and capability in writing skill. The writer gave a test of
compound sentences to the students.

22

4. The Instrument of Research

To collect the data of this research, the writer gave a test of compound
sentence to the third year students of "MA" Al-Hikmah focused on conditional
conjunction, parallel construction, and tenses. The test consisted of 25 items and
the description is as follows:

I. 10 items were about sentence combined by adding a connective of
conditional conjunctions, they are: and, but, or, and so.

2. 10 items were about sentence combined by adding a connective of
parallel constructions, they are: both, both of, either, neither,
both...and, either. ..or, and neithcr. ..nor.
3. 5 items were about multiple choice of tenses which consist of simple

present tense, simple past tense, simple future tense, present perfect
tense, and present perfect progressive tense.

5. Technique of Data Analysis

The technique that the writer used was quantitative descriptive technique
(percentage), with the percentage from the frequency of information (wrong
answer) and divided with number of sample. Its formula is:

F
p= -

X 100%

N

Notes:

P = Percentage
F = Frequency of error occurred
N = Number of sample38

B. Research Finding

1. Data Description

As stated in the preceding chapter, that this 'skripsi' is focused on the
error done by the third grade students of "MA" AI-Hikmah Jakarta in writing
compound sentences. To get the data the writer gave the test of compound
sentences to the students and the table of the test is as follows:
Table 1
Compound Sentence Items and Its Distribution
No

Compound Sentence Items

Items

1

Coordinate Conjunctions

Part A: 1,2,3,4,5,6,7,8,9,

Nmnber of items
10

10
2

Parallel Constructions

Part B: 1,2,3,4,5 and Part

10

C: 1,2,3,4,5
3

Tenses

Part D: 1,2,3,4,5

5

38 Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo
Persada, 1997), p. 40

2. Data Analysis

In analyzing the data, the researchers were careful to differentiate
between deviations from native speaking norms resulting from negative transfer
from the native language and those resulting from lack to proficiency in the target
language. 39
In this pact, the data from the test was analyzed and the description is as
follows:

39 David Nunan, Research Methods in Language Learning, (New York: Cambridge
University Press, 1992), p. 155

Table 2
Table Frequency of Error in Conditional Conjunctions in
Compound Sentence
Category

Number of

Frequency of

Percentage of

Items

Error

Error

Coordinate

Al

1

3.03%

Conjunction, they are:

A2

16

48.08%

and, but, or, so

A3

10

30.30%

A4

9

27.27%

A5

17

51.52%

A6

17

51.52%

A7

16

48.48%

A8

5

15.15%

A9

5

15.15%

A10

5

15.15%

10 Items

101

30.61%

No

1

Total

To find out the whole average IS usmg formula:

F
X 100%

p=
Nx 10

101
X 100%

p=

33 x 10

101
p=

X 100%
330

p = 0.3061 X 100%

P = 30.61%

The table above, it shows that the total percentage of the students' error in
coordinate conjunctions is 30.61 %. The highest frequency of error happens in
number 5 and 6, with 51.52% and the lowest frequency of error happens in
number 1, with 3.03%. It is obvious that there are some students feel difficult to
use appropriate coordinate conjunctions to complete the sentence. It happens
because of their limitedness of vocabulary. When they did the test, they felt
confuse to choose the appropriate conditional conjunctions because they did not
know what the sentence talked about, it means that they did not know the
meanmg.

Table 3
Table Frequency of Error in Parallel Coustructious in Compound Sentence
Category

No

2

Number of

Frequency of

Percentage of

Items

Error

Error

B1

15

45.45%

B2

18

54.55%

Parallel Constructions

B3

15

45.45%

m

Compound

B4

26

78.79%

they

are

B5

30

90.91%

both, both of, either,

C1

5

15.15%

neither, either ... or,

C2

6

18.18%

neither ... nor, and

C3

8

24.24%

both ... and

C4

I:I

33.33%

C5

18

54.55%

10 items

152

46.06%

Sentence,

Total

To find out the whole average is using formula:

F
P

X 100%
NxlO

152
X 100%

P
33 x 10
152

p=

X 100%
330
P = 0.4606 X 100%
P=46.06%

The table above shows that the total of students' error in parallel
constructions is 46.06%. The highest frequency of error happens in number B5,
with 90.91 % and the lowest frequency of error happens in number CI, with
15.15%. It happened because they stilI confuse to use the parallel constructions
correctly. They did not know which of the best parallel construction that they
have to complete the sentences in that test, they need more practice to use the
appropriate of parallel constructions to omit their confusion about it.

Table 4
Table Frequency of Error in Tenses in Compound Sentence
Number of

Frequency of

Percentage of

Items

Error

Error

Simple Past Tense

1

1

3.03%

Present Perfect Tense

2

15

45.45%

Simple Present Tense

3

12

36.36%

Simple Future Tense

4

13

39.39%

Present

5

31

93.94%

5 items

152

92.12%

Category

No

3

Perfect

Progressive Tense
Total

To find out the whole average is using formula:
F

P=

X 100%
NxlO

152
X 100%

p=
33 x 5
152
P=

X 100%
165

P = 0.9212 X 100%

P = 92.12%

The table above shows that the total of students' error in tenses is
56.26%. The highest frequency of error happens in number 5, with 93.94% about
present perfect progressive tense, and the lowest frequency of error happens in
number 1, with 3.03% about simple past tense. The students have been learning
all the tenses for three years in their school ("MA" AI-Hikmah Jakarta), but they
were still confuse and difiicult to identify what kind of tenses that they have to
use.

3. Data Interpretation

Besides the writer gives data analysis, she gives data interpretation in
this chapter. Julian C. Stanley said that "for analysis is worthless without
interpretation and interpretation is impossible without analysis" (Julian C. Stanley
1964, p. 319).40 Finally, the sequence of error in compound sentence is presented.
The frequency of error could be seen at the following table:

'0 Drs. Wayan Nurkancana,

113

Evaluasi Pendidikan, (Jakat1a: Usaha Nasional, 1986), p.

TableS
The Sequence of Error in Writing Compo1llnd Sentence
Frequeney of Error

Percentage of Error

No

Category

1

Tenses

152

92.12%

2

Parallel Constructions

152

46.06%

3

Coordinate Conjunctions

101

30.61%

Total

135

56.26%

The table above. most of the students made errors in tenses with
frequency of error 92.12%. Based on that frequency, the teacher should pay more
attention in teaching tenses and grammar rules of compound sentence. It indicates
that the students still weak to use the tenses and they need more practice. The
teacher should explain more about English writing of compound sentence and
help the students to solve their problems in learning compound sentence.

CHAPTER IV
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the analysis and the description of data in the previous
chapter, it can be conclude that after analyzed through the research, the writer got
the data about students' errors which commonly made in writing compound
sentence. The data proved that the frequency of errors in the average from 25
items of compound sentence, the enors in tenses and parallel constructions are the
highest frequency. From 33 students, more than half (56.26%) of them made
enors in this area of'i\TIting compound sentence.

B. Suggestion

Based on the research, the writer would like to suggest as follows:
1. The teacher should explain the compound sentence clearly to the students and
make sure that the students understood about it.
2. The teacher should give more exercises to the students' writing skill,
especially in compound sentences.
. 3. The teacher ought to motivate his students to be more relax in learning
English and tell them that English is easy and do not be afraid to make
mistakes, because that is a process to gain a success.

33

'4. The teacher should give the opportunities to the students to be more active in
learning English.
5. The teacher should be creative in developing the teaching learning activities in
classroom, especially in developing their ability and fluency in writing
compound sentences.
6. The headmaster not only place the teacher based on his ability, but also based
on his graduation, especially in English subject.
, 7. The students must improve themselves in understanding the tenses and spend
their time more in practicing their writing skill so they can convey their ideas
correctly and write it in a good paragraph.
.' 8. It is better for the students to get familiar with the dictionary and get the
correct use of every word.
9. It is better for the students to learn more about the joined sentences

III

compound sentence so they can use the joined sentences correctly.
lO. If the students have problems in writing, they must solve it with their teacher
and also with their friends.

Appendix 1

Name
Class

A. Complete the sentences using the coordinate conjunctions (and/orlbut/so)
Example: It may raining tonight, or it may be clear
I. I forgot my coat, ｾ

I got very cold

2. The lawn needs water every day, ｟ｾ
3. The cloth has been cut, ｾ
4. It was raining, ｾ

it will turn brown

the pieces have been sewn together

we decided not to go camping

5. The dress did not cost too much,
6. The sun was shining, ｾ
7. It was raining outside, ｾ

the quality seemed excellent

it was blue
I took my umbrella

8. The book was not long, ｾ

it was difficult to read

9. The bill must be paid immediately, _ _ the electricity will be turn off
10. The new student was very shy,

B. Complete

the

sentences

using

the teacher did not calion him

the

parallel

constructions

(bothlboth

Appendix 1
Name
Class

A. Complete the sentences nsing the coordinate conjunctions (and/orlbut/so)
Example: It may raining tonight, Q!. it may be clear
I. I forgot my coat, _ _ I got very cold

2. The lawn needs water every day, _ _ it will tum brown
3. The cloth has been cut, _ _ the pieces have been sewn together
4. It was raining,

we decided not to go camping

5. The dress did not cost too much, _ _ the quality seemed excellent
6. The sun was shining, _ _ it was blue
7. It was raining outside, _ _ I took my wnbrella
8. The book was not long, _ _ it was difficult to read
9. The bill must be paid immediately, _ _ the electricity will be tum off
10. The new student was very shy, _ _ the teacher did not call on him

B. Complete

the

sentences

using

the

parallel

o:fleither/neither)
Example: "What day is it today - the 18m or the 19["?"

"Neither. It's the 20th •
I. "Do you want tea or coffee?"

constructions

(both/both

-', I really don't mind."

"

2. _____ my parents are from Jakarta.
3. _ _ _ _ Tom's parents is English. His father is Spaniard and his mother
is Japanese.
4. I've got two sister and one brother. My brother

IS

working out but

_____ my sisters are still at school.
5. I tried twice to phone George, but

_

times he was out.

C. Complete the sentences by using both...ancl/neither. .. nor/either. .. or
Example: Tom was late and so was Ann
Both Tom and Ann were late

1. She didn't write and she didn't phone
She

wrote

phoned

2. Jim is on holiday and so is Carol
_ _ _ _ Jim

Carol are on holiday

3. They want to play tennis and they want to play golf
They want

to play tennis

to play golf

4. Jim hasn't got a car. Carol hasn't got a car either
_____ Jim

Carol has got a car

5. It was a very boring film. It was very long too
The film was

boring

very long

D. Choose the best answer
.

1. The bookcase broke, so the books
b. disarrayed

a. disarray

in the floor

c. disarraying

d. have disarray

__ already studied either math or physics

2.

a. has

b. has been

c. have

d. have been

3. The plant _____ water every day, or it will fade
a.needs

b.need

4. Both Jim and Carol
a. will be go

c.needed

d. will need

to the museum tomorrow

b. will have been going

c. will going d. will go

5. Ten years ago there was no statue in front of this building, but it
there for three years now
a.

IS

b. has been

c. had been

d. was

_

Appendix 2
Answer Key
6. and

A. 1. so
2. or

7. so

3. and

8. but

4. so

9. or

5. but

10. so

B. 1. either

2. both of
3. neither
4. both of
5. both

C. 1. She neither wrote nor phoned
2. Both Jim and Carol are on holiday
3. They want either to play tennis or play golf
4. Neither Jim nor Carol has got a car
5. The film was both boring and very long

D.l. B

2.C

3.A

4.D

5.B

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