ERROR ANALYSIS IN SUBJET-VERB AGREEMENT FOUND IN STUDENTS’ WRITING AT LANGUAGE TRAINING CENTER OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA I. BAB V ANIKO
58
Chapter Five
Conclusion and Recommendation
As the last chapter of this research, this chapter presents the summary and
the recommendations. This chapter is used to summarize the research results.
Besides, in this chapter the researcher also gives recommendation to the people
who are related to the discussion of this research.
Conclusion
Students who write an essay should learn and understand subject- verb
agreement. It is because the basic standard to make a sentence is having at least
one subject and one verb. That is why subject-verb agreement becomes an
important aspect in writing. Even though subject-verb agreement seems simple,
the students still produced an error.
Based on those problems, the researcher was interested in knowing the
types of error on the use of subject-verb agreement. Then, the researcher limits
this research only with seven subjects or called as keywords. There were I, we,
you, they, she, he, and it. This research investigated the error types on the use of
subject-verb agreement when using those seven keywords on an essay, and it also
counted the number of those errors to gain specific result and categorized the error
into level. It could be low, middle or high. The research participants were IR
students batch 2016 who took essay writing class at LTC of UMY.
Then, after doing the research, the researcher found four error types. They
were additions, misformation, misordering and omissions (Dulay, Burt, &
Krashen, 1982 as cited in Ellis, 2003). Then, on the use of subject-verb agreement
59
in essay writing class, IR students batch 2016 had errors in all error types.
However, not all of subject- verb agreement keywords had all of error types.
Keywords “I”, “We”, “You”,“They”, “She”, and “It” had all of errors type which
were addition, misformation, misordering, and omission. However, for keywords
“He” did not have all of error types. For keywords “He” only had three error types,
which were misformation, misordering, and omission. Keywords “He” did not have
addition error type.
From those errors, it could be concluded that most of subject-verb
agreement errors was found in misformation with 159 sentences or 43.80 %. It
means the students still selected incorrect aspects of language (Ellis, 2003). The
second position was omissions with 141 sentences or 38.90%. It means the
students still ommitted the subject or verb when they made a sentence (Ellis,
2003). The third position was addition with 36 sentences or 10.00 %. It means that
the students still put an aspect of language that is not needed in the sentence (Ellis,
2003). Finally, the last position or the minimum subject-verb agreement error was
found in misordering with 27 sentences or 7.50%. It means the students did
incorrect command of part of speech in the sentence (Ellis, 2003).
The final result measure that the total number of errors was 363 of 2,581
sentences. The percentage was 14.19 %. It means that the error level were low
(Sugiono, 2010). It was good result for the teacher and the stakeholder at LTC of
UMY. It reflects that the teaching learning process at LTC of UMY was good
enough in subject-verb agreement competence.
60
Recommendations
After the research findings have been known, the researcher proposes
some recommendations dealing with this research. The researcher has some
recommendations for students, teachers, and the next researcher.
For the students. The students are recommended to know the possible
errors and learn deeper subject-verb agreement. It is because this is the basic rule
when writing a sentence. Students should understand subject-verb agreement so
that the students know how to use subject-verb agreement and prevent them to
produce error in the future.
For the teachers. Based on the result of this research, the teachers can
know the errors in the use of subject-verb agreement in writing made by the
students and can be a reflection for them in teaching tenses.The teachers already
give competence of subject-verb agreement to the students. Then, the teachers are
recommended to give a test about subject-verb agreement. This test is to measure
the students understanding on subject-verb agreement. The teachers would know
whether the students had understood about subject-verb agreement or not, before
continuing to the next session. It is because the writing foundation in making a
good sentence is on subject-verb agreement.
For the next researcher. The next researchers are recommended to
investigate in the same topic. However it will be better if the next researchers
investigate subject-verb agreement of not only I, we, you, they, she, he, and it but
also other subjects such as everyone, anyone, noun or noun phrase. Then, the next
researchers are also recommended to use a test in data collection method.
61
For stakeholders. Based on the research findings that shows that error
percentage were low draws that the program, syllabus, or curricullum at LTC of
UMY was good. The researcher recommend the stakeholders create the interesting
module text which can be easily understood by the students included subject-verb
agreement error matery. Hence, the stakeholders should know the problems faced
by the students in learning subject-verb agreement regarding to create the
program, syllabus or curriculum, and module text.
Chapter Five
Conclusion and Recommendation
As the last chapter of this research, this chapter presents the summary and
the recommendations. This chapter is used to summarize the research results.
Besides, in this chapter the researcher also gives recommendation to the people
who are related to the discussion of this research.
Conclusion
Students who write an essay should learn and understand subject- verb
agreement. It is because the basic standard to make a sentence is having at least
one subject and one verb. That is why subject-verb agreement becomes an
important aspect in writing. Even though subject-verb agreement seems simple,
the students still produced an error.
Based on those problems, the researcher was interested in knowing the
types of error on the use of subject-verb agreement. Then, the researcher limits
this research only with seven subjects or called as keywords. There were I, we,
you, they, she, he, and it. This research investigated the error types on the use of
subject-verb agreement when using those seven keywords on an essay, and it also
counted the number of those errors to gain specific result and categorized the error
into level. It could be low, middle or high. The research participants were IR
students batch 2016 who took essay writing class at LTC of UMY.
Then, after doing the research, the researcher found four error types. They
were additions, misformation, misordering and omissions (Dulay, Burt, &
Krashen, 1982 as cited in Ellis, 2003). Then, on the use of subject-verb agreement
59
in essay writing class, IR students batch 2016 had errors in all error types.
However, not all of subject- verb agreement keywords had all of error types.
Keywords “I”, “We”, “You”,“They”, “She”, and “It” had all of errors type which
were addition, misformation, misordering, and omission. However, for keywords
“He” did not have all of error types. For keywords “He” only had three error types,
which were misformation, misordering, and omission. Keywords “He” did not have
addition error type.
From those errors, it could be concluded that most of subject-verb
agreement errors was found in misformation with 159 sentences or 43.80 %. It
means the students still selected incorrect aspects of language (Ellis, 2003). The
second position was omissions with 141 sentences or 38.90%. It means the
students still ommitted the subject or verb when they made a sentence (Ellis,
2003). The third position was addition with 36 sentences or 10.00 %. It means that
the students still put an aspect of language that is not needed in the sentence (Ellis,
2003). Finally, the last position or the minimum subject-verb agreement error was
found in misordering with 27 sentences or 7.50%. It means the students did
incorrect command of part of speech in the sentence (Ellis, 2003).
The final result measure that the total number of errors was 363 of 2,581
sentences. The percentage was 14.19 %. It means that the error level were low
(Sugiono, 2010). It was good result for the teacher and the stakeholder at LTC of
UMY. It reflects that the teaching learning process at LTC of UMY was good
enough in subject-verb agreement competence.
60
Recommendations
After the research findings have been known, the researcher proposes
some recommendations dealing with this research. The researcher has some
recommendations for students, teachers, and the next researcher.
For the students. The students are recommended to know the possible
errors and learn deeper subject-verb agreement. It is because this is the basic rule
when writing a sentence. Students should understand subject-verb agreement so
that the students know how to use subject-verb agreement and prevent them to
produce error in the future.
For the teachers. Based on the result of this research, the teachers can
know the errors in the use of subject-verb agreement in writing made by the
students and can be a reflection for them in teaching tenses.The teachers already
give competence of subject-verb agreement to the students. Then, the teachers are
recommended to give a test about subject-verb agreement. This test is to measure
the students understanding on subject-verb agreement. The teachers would know
whether the students had understood about subject-verb agreement or not, before
continuing to the next session. It is because the writing foundation in making a
good sentence is on subject-verb agreement.
For the next researcher. The next researchers are recommended to
investigate in the same topic. However it will be better if the next researchers
investigate subject-verb agreement of not only I, we, you, they, she, he, and it but
also other subjects such as everyone, anyone, noun or noun phrase. Then, the next
researchers are also recommended to use a test in data collection method.
61
For stakeholders. Based on the research findings that shows that error
percentage were low draws that the program, syllabus, or curricullum at LTC of
UMY was good. The researcher recommend the stakeholders create the interesting
module text which can be easily understood by the students included subject-verb
agreement error matery. Hence, the stakeholders should know the problems faced
by the students in learning subject-verb agreement regarding to create the
program, syllabus or curriculum, and module text.