ANALYZING THE STUDENTS’ GRAMMATICAL ERROR IN SPOOF TEXT WRITING OF THE TWELFTH GRADE AT THE FIRST SEMESTER OF SMAN 1 BELALAU LAMPUNG BARAT IN ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

  ANALYZING THE STUDENTS’ GRAMMATICAL ERROR IN SPOOF TEXT WRITING OF THE TWELFTH GRADE AT THE FIRST SEMESTER OF SMAN 1 BELALAU LAMPUNG BARAT

  IN ACADEMIC YEAR OF 2017/2018 A Thesis Submitted as a Partial Fulfillments of the Requirements for S1-Degree Winda Julianti NPM. 1311040289

Study Program : English Education

Advisor : Meisuri,M.Pd

Co-Advisor : Irawansyah,M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY LAMPUNG 2017

  ANALYZING THE STUDENTS’ GRAMMATICAL ERROR IN SPOOF TEXT WRITING OF THE TWELFTH GRADE AT THE FIRST SEMESTER OF SMAN 1 BELALAU LAMPUNG BARAT

  IN ACADEMIC YEAR OF 2017/2018 A Thesis Submitted as a Partial Fulfillments of the Requirements for S1-Degree Winda Julianti NPM. 1311040289

Study Program : English Education

Advisor : Meisuri,M.Pd

Co-Advisor : Irawansyah,M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY LAMPUNG 2017

  

ABSTRACT

Analyzing the students’ Grammatical Error in Spoof Text Writing at the First

Semester of the Twelfth Grade of SMAN 1 Belalau Lampung Barat in the

By

  

Winda Julianti

  Making error is a fundamental process in the students’ learning. Teacher should be pay attention to these problems in order to give correction and explanation to the students. This research is intended (1) To find out the types of errors that the students made in making spoof text based on Surface Strategy Taxonomy (2) To find out the proportion (frequency and percentage) of errors encountered by the students in making spoof text.

  The research employed the descriptive qualitative research analysis. The subject of the research was the students at the First Semester of the Twelfth Grade of SMAN 1 Belalau Lampung Barat in the Academic Year of 2017/2018, while the sample is 27 students. In data collecting technique, the writer used documentation of students’ task that was given by their English teacher. Then, the writer analyzed the students’ errors in their sentences based on Surface Strategy Taxonomy, they are omission, addition, misformation, and misordering. After analyzing the data, the writer found that there are 80 incorrect items out of 27 essays. The proportions (frequency and percentage) of the students’ error in making Spoof Text are omission errors 20 items or 25%, addition errors with 5 items or 6.25%, misformation errors with 51 items or 63.75%, and misordering with 4 items or 5%. Therefore, the result of the research shows that misformation errors are the highest error that made by the students.

  Keyword: Spoof Text, Error Analysis, Error and Mistake.

  

DECLARATION

  I hereby declare that this thesis entitled “Analyzing the Students’ Grammatical error in Spoof Text Writing by the Twelfth Grade Student at the First Semester of SMAN 1 Belalau Lampung Barat in the Academic year of 2017/2018” is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources and they are properly acknowledged in my thesis.

  Bandar Lampung, Desember 2017 The Writer,

WINDA JULIANTI

  

MOTTO

ّمُﺛ ﱠﻧِﺈَﻛﱠﺑَرَﻧﯾِذﱠﻠِﻟاوُﻠِﻣَﻋَءوﱡﺳﻟاٍﺔَﻟﺎَﮭَﺟِﺑﱠﻣُﺛاوُﺑﺎَﺗْﻧِﻣِدْﻌَﺑَﻛِﻟ َٰذاوُﺣَﻠْﺻَأ َوﱠﻧِإ َكﱠﺑَرْﻧِﻣﺎَھِدْﻌَﺑٌروُﻔَﻐٌﻣﯾِﺣَر

  “Then indeed your Lord, to those who have done wrong out of ignorance and then report after that and correct themselves- indeed, your Lord. Therefore, is Forgiving

  1

  and Merciful.” (Q.S. An-Nahl: 119)

1 Abdullah Yusuf Ali, The Meaning of The Holy Qur’an (Maryland: Amana

  

DEDICATION

  This thesis is dedicated to :

  1. My beloved parents, Mr.Safiruddin and Mrs.Rohma, who always support emotionally and materially with prayer, love, and patience.

  2. My beloved sisters and brother, Sri Arlina Sari S.IP, Elva Widya Ningsih S.IP and Nasution Angga Dinata who always give me motivation.

  3. My beloved Almameter of Raden Intan State Islamic University Lampung.

CURRICULUM VITAE

  The name of the writer is Winda Julianti. She was born in Belalau, Liwa Lampung Barat exactly on July 20th, 1994. She is the third child from four children from Mr.Safiruddin and Mrs.Rohma.

  She graduated from elementary school SDN 1 Kejadian, Belalau Lampung Barat in 2006. Then she continued her study at SMPN 1 Belalau Lampung Barat and graduated in 2009. Next, she continued her study at SMAN 1 Belalau Lampung Barat and graduated 2012. After that she entered UIN Raden Intan Lampung in 2013, she took English Education Study Program,Tarbiyah and Teaching Training Faculty.

  During the writer studied in UIN Raden Intan Lampung, she did not follow some organizationsin the campus, but she followed the organization outside the campus, namely student union and youth of west Lampung. She has joined it since 2013.

  

ACKNOWLEDGEMENT

  First of all, all praises be to Allah, the Most Beneficent and the Most Merciful, for His blessing and mercy which is given to the writer during his study and in completing this final task. Then sholawat and salam be upon the prophet Muhammad PBUH.

  This thesis is presented to the English study program of Raden Intan State Islamic University Lampung. The primary aim of writing this thesis is to fulfill the requirement to obtain S1 degree. Therefore, the writer would like to thank the following people for their ideas, time, and guidance for this thesis:

  1. Prof. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty State Islamic University of Raden Intan Lampung.

  2. Meisuri, M.Pd, the chairman and the advisor for giving guidance and helping her to finish the thesis of English Education study program at Raden Intan State Islamic University Lampung.

  3. Irawansyah, M.Pd, the co-advisor for giving guidance and supporting to finish this thesis.

  4. Drs. Ansori,M.Pd, the headmaster of SMAN 1 Belalau Lampung Barat for allowing her to conduct the research at the school and Nina Husnita S.Pd, as English teacher for giving contribution while she was conducting the research at the school.

  5. Her best friends: Nova Lena, Fahrun Nisya , Syirad Nasrul Wahidi, Mahfud Saefuddin, Yogi Ardiyanto, Nisa Nirmala, Krisna Patmasari, Lesi Anggaria , Islamic University Raden Intan Lampung who cannot be mentioned individually here.

  6. All lecturers of English Education Department in Raden Intan State Islamic University Lampung who taught the writer since the first year of her study.

  Finally, it has to be admitted that nobody is perfect and writer is fully aware that there are still many weakness in this thesis. Therefore, the writer sincerely welcomes critism and suggestion from the reader to enhance the quality of this thesis. Furthermore, the writer expects that the thesis is useful for the researcher particularly and the readers generally, especially fot those who are involved in English teaching profession.

  Bandar Lampung, Desember 2017 The writer

  Winda Julianti

  

TABLE OF CONTENTS

COVER ..................................................................................................................... i ABSRACT ................................................................................................................ ii ADMISSION ............................................................................................................ iv DECLARATION ..................................................................................................... v MOTTO .................................................................................................................... vi DEDICATION ......................................................................................................... vii CURRICULUM VITAE......................................................................................... ix ACKNOWLEDGEMENT ..................................................................................... x TABLE OF CONTENTS ....................................................................................... xii LIST OF TABLES .................................................................................................. xv LIST OF APPENDICES ........................................................................................ xvi

  24 G. Concept of Spoof Text ............................................................

  37 F. Data Analysis ..........................................................................

  36 E. Research Procedure .................................................................

  36 D. Instrument ................................................................................

  35 C. Data Collecting Technique .....................................................

  34 B. Research Subject .....................................................................

  30 CHAPTER III RESEARCH METHODOLOGY A. Research Design ......................................................................

  28 I. Concept of Grammatical Aspect ............................................

  25 H. Concept of Grammar...............................................................

  22 F. Concept of Text .......................................................................

  CHAPTER I INTRODUCTION A. Background of Problem ...........................................................

  17 E. Concept of Writing..................................................................

  15 D. Concept of Surface Strategy Taxonomy ................................

  12 C. Concept of Classification of Error Analysis ..........................

  10 B. Concept of Error Anaysis .......................................................

  9 CHAPTER II Review of Related Literature A. Concept of Error and Mistake ................................................

  8 E. Scope of the Research ..............................................................

  8 D. Use of the Research .................................................................

  8 C. Objective of the Research ........................................................

  1 B. Formulation of the Problem ....................................................

  38

  CHAPTER IV RESULT AND DISCUSSION A. The situation of SMAN 1 Belalau Lampung Barat ............... 40 B. Result of the Research ............................................................. 43 C. Types of students Grammatical Errors in Spoof text ............ 43

  1. The Data of Students’ Ommision Errors ......................... 43

  2. The Data of Students’ Addition Errors ............................ 45

  3. The Data of Students’ Misformation Errors .................... 46

  4. The Data of Students’ Misordering Errors ...................... 47

  D. The Percentage of Students’ Grammatical Errors in Spoof Text Writing ..................................................................................... 50

  E. Discussion ................................................................................ 51

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ..............................................................................

  54 B. Suggestion ................................................................................

  55 1. For the Teacher ..................................................................

  55 2. For the Students .................................................................

  55 3. For the other Reseahers.....................................................

  56 REFERENCES .....................................................................................................

  60 APPENDICES ......................................................................................................

  61

  LIST OF TABLES

  1. Data Script of Teacher in the Preliminary Research ............................................. 7

  2. Population of the twefth grade class of SMAN 1 Belalau Lampung Barat in Academic Year 2017/2018 ............................................................................... 35

  3. The Building of SMAN 1 Belalau Lampung Barat in the Academic Year 2017/2018 ............................................................................................................... 41

  4. The Data of Students’ Omission Errors ................................................................. 44

  5. The Data of Students’ Addition Errors .................................................................. 45

  6. The Data of Students’ Misformation Errors .......................................................... 46

  7. The Data of Students’ Misordering Errors ............................................................ 48

  8. The Classification of the errors commited by Each Students............................... 49

  9. The Percentage of Students’ Errors........................................................................ 51

  

LIST OF APPENDICES

  Appendix Page

  1.Sample of students’ task ............................................................................................. 58

  2.The Data of Students’ Errors ...................................................................................... 62

  3.Classification of the Students’ Errors ........................................................................ 69

  5.The Calculation Percentage of the Error Types ........................................................ 70

  6.Instrument of the Research ......................................................................................... 72

  7.Data of Sample ............................................................................................................ 73

  8.Guideline of Interviews in Preliminary Research ..................................................... 74

  9.Interviews Script of Teacher in the Preliminary Research ....................................... 75

  10.Data Script of Teacher in the Preliminary Research ............................................... 76

  11.Sillabus of SMAN 1 Belalau Lampung Barat ......................................................... 77

  12.Control Card .............................................................................................................. 79

  13.Official Pre-Research Letter ..................................................................................... 80

  14.Official Research Letter ............................................................................................ 81

  15.Application Pre-Research Letter .............................................................................. 82

  16.Application Research Letter ..................................................................................... 83

  

CHAPTER l

  

INTRODUCTION

A. Background of the Problem

  Language is fundamental human faculty used for creative expression,

  2 face-to-face communication, scientific inquiry, and many others purposes.

  Therefore, language enables someone to communicate or interact to each other clearly by using vocal, written or gestural symbols.

  All countries use English as a communication tool as native language, a second language, and a foreign language. In other countries such as Singapure, India and Malaysia, English is as second language, but in Indonesia English is used as a foreign language. Although as a foreign language, English must be learned by students and common people to help them to interact with foreigner. It support by Al-Qur’an in Q.S Ar-Rum: 22, as follows:

  ِﰲ ﱠنِإ ْﻢُﻜِﻧاَﻮْﻟَأَو ۚ◌ ْﻢُﻜِﺘَﻨ ِﺴْﻟَأ ُف َﻼِﺘْﺧاَو ِضْرَْﻷاَو ِتاَوﺎَﻤﱠﺴﻟا ُﻖْﻠَﺧ ِﻪِﺗﺎَﻳآ ْﻦِﻣَو َﲔِﻤِﻟﺎَﻌْﻠِﻟ ٍتﺎَﻳ َﻵ َﻚِﻟَٰذ

  “And among His signs is the creation of the heaven and the earth, and the differences in your language and colours; indeed in this are signs for people

2 Elly Van Geldren. A History of the English Language, (Amsterdam:John Benjamins

  3

  who know. It means, everybody who born in this world in condition not knowing anything and Allah gives an ear, an eyes and a brain to learn more In English, there are four skills namely listening, speaking, reading

  4

  and writing. So, both speaking and writing are productive skill, because when people speak, they will produce spoken product and when people write, they will produce written product. Meanwhile, listening and reading are respective skills. It means, when people listen and read, there is no product that produced. The cruel skill in human’s live to interact with others is writing. It means that writing as important thing in human’s live provides a way for people to transfer information with others.

  Writing is a language skill to express our ideas or provide information to another in written form. It is a tool of communication and it is important to be included in teaching English. According to Zamach in Nurma, writing is an important form of communication in day to day life, and it is especially important in high school and college. Besides that, writing is also one of most

  5

  difficult skills to master. Furthermore, Rohman in Nurma explains that writing is usually described as a process, something which shows continuous

  3 Abdullah Yusuf Ali, The Meaning of The Holy Qur’an (Maryland: Amana Publications,2004),p.657-658 _{4 5} Sanggam Siahaan, Issue in Linguistic, (Yogyakarta: Graha Ilmu, 2008),p.214.

  Zamach,”Problem in Writing Spoof”,Nurma,Khairul,Volume 3 No 1,March 2016,p.14

  6

  change in time like growth in organic nature. It is supported by Sutanto in Nurma who states that writing is a process of expressing ideas or thoughts in have the ideas and the means to do it. Besides writing is one of the four main skills in English and it can enlarge one’s perceptions and clarify one’s

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  thoughts. Furthermore, writing is the most complex skill because expressing our ideas in a paragraph needs an accurate arrangement of vocabularies. The people have to relate the words intosentences with complete components that show logical relationships. In other words, the sentences must be meaningful and grammatical.

  The students have to master the vocabulary and structure first before being able to compose. Meyers states that writing skill requires the skill of organizing ideas, putting the right vocabularies and using grammar as the

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  structure of the composition. It means that, writing is physical act which is need practice and process to develop as well as communicate ideas while notice accuracy in vocabulary and grammar that can make it good, and also, as stage where writer can produce a rough draft of the paper.

  Then, in writing students have to include many things that are used as criteria. A good deal of attention is placed on ‘model’ compositions that ₆ students would emulate and how well a student’s final product measured up ₇ Rohman, Loc.Cit. ₈ Susanto, Loc. Cit.

  Meyers,alan Gateways to academic writing (New York:Longman,2005)p.2 againts a list of criteria that included content, organization, vocabulary use, grammatical use, and mechanical consideration such as spelling and

9 Grammar is really important in learning English because by using

  grammar, people can understand what they want to write or the people want to write. Gun and McCallum state that grammar is an important and necessary skill that a student must have. It becomes unimportant if the student can not use it accurately in communication. A learner of English needs to learn

  10

  grammar and use it correctly. Ellis says that in learning grammar,learners face two difficulties such as the difficulty in understanding a grammatical rules/features and the difficult in internalizing grammatical features so that

  

11

  they are able to use them correctly. So, the writer can conclude that having a good grammar system of a language, learners will be helpful in delivering their ideas, messages and feelings either to the listeners or readers. Language without grammar would be disorganized and causes some communicative problems, like grammatical errors in writing. Hence, learners need to know the grammatical system of language they can communicate with others in ₉ order to transfer the message properly. _nd Brown,Teaching by Principles and Interactive Approach to LanguagePedagogy. 2 ed.

  (London:Longman.2001)p.335 ₁₀ Gunn and McCallum,”The Grammatical Errors on the paragraph Writings”,Nadiahma’mun,Volume 5 No.1,April 2016.p.2 ₁₁ Ellis,”The Grammatical Errors on the paragraph Writings”,Nadiahma’mun,Volume 5

  No.1,April 2016.p.2

  In this research, the writer took writing skill to be analyzed. According to the Curriculum KTSP, there are two kinds of text that should be learned by monolog text, there are 12 genres that should be mastered by Senior High School students. They are procedure, recount, narrative, descriptive, news item, report, analytical exposition, spoof, hortatory exposition, explanation, discussion, and review text.

  One of the texts that should be mastered by senior high school students is spoof text. Spoof text is a text wich tells a potentially factual story that has happened in the past with an unpredictable and funny ending. Its

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  social function is to entertain and share the story. A spoof, specifically, is one kind of text taught to twelfth grade students at senior high schools in Indonesia. It is a text which tells a story that could be factual about something that happened in the past with an unpredictable and funny ending. It is important for students to study spoof texts, because they can be used to express or to tell about an event with a humorous twist or a funny ending.

  Therefore, students should know the purpose, the organization, and the language features of a spoof. But it is a fact that, after learning this material, many students still cannot write a spoof correctly.

12 Nurma Dhona Handayani,”Problem in Writing Spoof”,Nurma,Khairul,Volume 3 No

  The writer predicts that problems may be caused various aspects. The first is that the students may not understand the form of a spoof well. The foreign language, not used in daily communications. The third is that students may not get enough practice in writing a spoof, so they may make mistakes since the students are not familiar with the stucture for writing a spoof and are not able to find suitable words and arrange sentences well. Besides that, there are some grammatical aspects used in spoof text, e.g., action verb, connectives, adverbial phrases of times and place, and simple past tense.In conclusion, the students have difficulties to grammatical, especially in using past tense. Therefore, the student often make errors on their writing. Making Errors are a natural and unavoidable part of the process of learning English.

  Richards et.al state that error analysis is the study of error made by the

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  second and foreign language learners. Meanwhile, Brown states error analysis as the process to observe, analyze, and classify the deviations of the rules of the second language and then to reveal the systems operated by learners. According to Dulay et al, the error analysis can be characterized as an attempt to account for learner errors that could not be explained or predicted by contrastive analysis or behaviorist theory, and to bring the field ₁₃ of applied linguistics into step with the current climate of theoretical opinion.

  Richards et,al,”Error Analysis in the Teaching of English”,Sunardi Hasyim,Volume 4 According to Dulay, studying learners errors serves two major purposes: (1) it provides data from which inferences about the nature of the language learning developers which part of the target language students have most difficulty producing correctly and which error types detract most from a learners ability

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  to communicate effectively. Dulay et al, classify the errors into four categories. It consists of: (1) linguistic category taxonomy; (2) surface strategy taxonomy; (3) comparative taxonomy; (4) communicative

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  taxonomy. Based on the clasifications of the error above, the writer used surface strategy taxonomy as the base to describing the clarification of the errors that students made, since surface strategy taxonomy focuses on aspects on the errors themselves and it emphasizes on analyzing the way surface structure are changed. Furthermore, surface strategy taxonomy has four error types: firstly, ommision is type of error which is characterized by the absence of an item that must appear in a well-formed utterance in other words, an utterance of a sentence is said is said to exhibit ommision errors if it omits any necessary item used in well-formed sentence or utterance. Secondly, addition, these errors are characterized by the presence of a item that must not appear in ₁₄ a well-formed utterance. Thirdly, misformation, these errors are characterized

  Dulay et al, Language Two(New York:Oxford University Press,1982)p.141 ₁₅ Brown,”Error Analysis in the Teaching of English”,Sunardi Hasyim,Volume 4 No.1,June 2002.p.2 by incorrect form of morpheme of stucture. And the last, misordering, these errors are characterized by incorrect placement of a morpheme or group of There is previous research studies about error analysis as follows: Susi

  Widayati, entitled An Analysis of students’ Grammatical Error in Using Verbs in their Descriptive Writing at the First Semester of the Eight Grade of SMPN

  2 Katibung South Lampung. In this research focuses on the analyzing the students’ grammatical errors especially in Using Verb. She was found that there were 92 incorrect items of 30 essays. The proportions of students’ error in using descriptive writing omission error were26 items,addition3 items, misformation error with 60 items , and the last misordering errors were3 items. Therefore the result of the research showed that misformation errors are the highest error made by students. From the previous research it can be conclude that the highest error happen in misformation. It shows that all of the students produced errors in surface strategy taxonomy including omission, addition, misformation and misordering.

  In this case, the students have difficulty in grammar writing spoof text. They lacked of grammar aspect in writing. In this research,the students’ problems in grammar were shown through simple past tense. When the writer conducted preliminary research in SMAN 1 Belalau Lampung Barat, the teacher gave an example of student error in writing text in the form of past tense.As follows :

  Table 1 Data Script of Teacher in the Preliminary Research

  I had a funny friend and sometimes he looks so unusual. It should be “ I had a funny friend and sometimes he looked so unusuall”. Mr. Masinogift us an exercise and we tried to do it by ourselves. It should be“ Mr. Masino gave us an exercise and we tried to do it by ourselves”.Then Mr. Marsino asked us to come in front of class to answered the excercise”. It should be “ Then Mr.Marsino asked us to come in front of class to answer the excercise”.but he not realized that he still in the higher floor. It should be” but he did not realized that he still in the higher floor. Suddently he slipped and was rolling down in front of class with his giant body. It should be ”Suddently he slept and was rolling down in front of class with his giant body”

  Source : English Teacher in SMAN 1 Belalau Lampung Barat

  Referring the example above, it can be concluded that many students often produced many ungrammatical sentences. Therefore, English teacher sometimes still finds some errors made by the students. In addition, the writer is very interesting to conduct the research with title : Analyzing the Students’ Grammatical Errors in Spoof Text Writing at the Twelfth Grade at the First Semester of SMAN 1 Belalau Lampung Barat in the Academic Year of 2017/2018.

B. Formulation of the Problems

  In the relation to the background that has been explained before, the writer formulates the research problems as follows :

  1. What are the proportion (frequency and the percentage) of each type errors based on Surface Strategy Taxonomy? past tense in their spoof text writing based on Surface Strategy Taxonomy?

C. Objectives of the Research

  The objective of the research as follows:

  1. To find out the proportion (frequency and percentage)of error made by the students on surface taxonomy.

  2. To find out the types of errors on grammatical errors are made by the students in spoof text writing based on surface strategy taxonomy.

D. Use of the Research

  This research is expected to give the following benefits:

  1. Theoretically, this research is expected to give information about grammatical errors on the students in using spoof writing text , with the expectation that the students in the future can increase their capability.

  2. Practically, this research is expected to inform English teacher about kinds of error, it means the teachers can help their students in teaching learning grammar in using spoof text well.

E. Scope of the Research

  1. Subject of the Research 1 Belalau Lampung Barat in Academic Year of 2017/2018.

  2. Object of the Research The object of the research were the students’ grammatical errors in their Spoof writing.

  3. Place of the Research The research was conducted at SMAN 1 Belalau Lampung Barat.

  4. Time of the Research The research was conducted at the twelth grade of the first semester in Academic Year of 2017/2018.

CHAPTER II THE FRAME OF THEORIES A. Concept of Error and Mistake The different system of language could make language learners do

  some errors and mistakes. Within the concept of EA, they refer to two different phenomena and intentionality plays a decisive role in this distinction. According to James, An error arises “only when there was no

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  intention to commit one”. We often use the term “mistake and error” both in written and spoken forms. Lexically, error means something done wrong or mistake. This statement means that an error includes mistake, or in other words, they can be used interchangeably.

  Theoritically, error is caused by their lack of knowledge of the language rules. Endang states that errors are systematic, consistent deviance which is characteristic of the learner’s linguistic system at given stage of

  17

  learning. Therefore, according to Dulay et al error is the flowed side of learner speech and writing. They are those parts of conversation or composition. Those deviate from some selected orm of mature language

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  performance. While mistake is the result of imperfection in producing ₁₆ speech due to fatigue, inattention and slip factors. Statement of Endang, ₁₇ James,Readings on Applied Linguistics(Surakarta:Muhammadiyah University,2009)p.139 FauziatiEndang,Readings on Applied Linguistics(Surakarta:Muhammadiyah

  University,2009)p.135 ₁₈ Dulay et al,Language Two, (New York:Oxpord University Press, 1982)p.138

  mistakes are deviations due to performance factors such as memory

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  limitation, fatigue, and emotional strain. They are typically irregular and to them.

  The learners often make errors in learning English, especially when they try to arrange sentences or use tenses in their writing. As a result, they write sentences ungrammatically. Actually, ungrammatical errors have great influence when the learners write sentences that can be influenced by the first language which is different from the second language in written form. Furthermore, Dulay et al states that teachers and mothers who have waged long and patient battles against their students or children’s language errors have come to realize that making errors is an inevitable part of learning.

  20 People canot learn language without first systematically commiting errors.

  This is emphasized by Brown that error analysis is the fact that learners do make errors, and those errors can be observed, analyzed, and classified to reveal something of the system operating within the learners, led to surge of

  21

  study of learners’ error. It means that if the teacher knows what types of errors, it could make the teacher easier in teaching the goal of learning. By ₁₉ this means the teacher can improve teachers language teaching through error ₂₀ Ibid,p. 135 ₂₁ Dulay et al. Op. Cit.p.138

H. Doughlas Brown, Principles of Language Learning and Teaching(New York:Longman,

  analysis. QS.Al-Baqarah has been explained about error but they do not know that they done something.

  َﻻَأ ُﻢُﻬَـﻧوُﺪ ِﺴْﻔُﻤْﻟﺎْﻨِﻜَٰﻟَو َﻼَﻧوُﺮُﻌ ْﺸَﻳ ْﻢُﻬﱠـﻧِإ

  “Are not they indeed the mischief-makers? But they perceive

  22 not”.(Al-Baqarah:12)

  We must collect all of the wrong sentences before we analyze it. The first job to do is identifying those errors. But practically we cannot always tell the difference between error and mistake without careful analysis. Sometimes, if, on one or two occasions, an English learner states ‘Mike cans

  sings,’ but on the other occasion says ‘Mike can sing,’ it is difficult to

  determine whether ‘cans’ is a mistake or an error.But in this case, the writer does not want to difference them. All of the deviations include error.This is emphasized by Dulay thatthe distinction between performance and competence errors is extremely important, but it is often difficult to determine the nature of a deviation without careful analysis. In order to falicilitate reference to deviations that have not yet been classified as performance or competence errors. We use error to refer to say deviation

22 Availableon,http://www.theonlyquran.com/quran/Albaqarah/English_Mohammed_M_Pickt/

  from selected norm of language performance, no matter what the

  23 characteristics or causes of the deviation might be.

  In this research, practically, the writer holds on the idea proposed by Dulay,et.al. as the basis of determining the deviation done by the learners. In short, any deviation would be considered as an error.

B. Concept of Error Analysis

  Error, although it is inseparable from the process of language learning, it is still important to be treated in order to help the learners eliminate their errors production. In preparing the most appropriate treatment to be given, teachers need to know specifically about the students error. In this case, the teacher should make a careful study on it. The most common way used to study the error is through what we call “Error Analysis”.

  Error analysis has an important role in the study of language acquisition in general and in examining second and foreign language in particular. It is means that by knowing students errors in their subject will be easy the teacher to control, and to increase the students writing ability, and to minimize their errors that made in spoof text. The distinction between performance or competence errors is extremly important, but it is often difficult to determine the nature of deviation without careful analysis. In

23 Ibid, p.139

  order to facilitate reference to deviations that have not yet been classified as performance or competence errors. attempt to account for learner errors that could not be explained or predicted by contrastive analysis or behaviorist theory, and to bring the field of applied

  24

  linguistics into step with the current climate of theoretical opinion. Besides that, Saville-Troike states error analysis (EA hereafter) is “the first approach to the study of SLA which includes an internal focus on learners’ creative

  25

  ability to construct language”. Another concept of error analysis is given By Brown. He classify error analysis as the process to observe, analyze, and classify the deviations of the rules of the second language and the to reveal

  

26

  the systems operated by learner. Support by Crystal that error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using

  27 any of the principles and procedures provided by linguistics.

  Based on the statements above, it can be asserted that error analysis is procedure used to study the observable errors that the learners make by ₂₄ describing, classifying and evaluating about students error. The procedures

  Dulay et al, Language Two(New York:Oxford University Press,1982)p.141 ₂₅ Saville-Troike,Readings on Applied Linguistics(Surakarta:Muhammadiyah University,2009)p.135 ₂₆ Brown”Error Analysis in the Teaching of English”,SunardiHasyim,Volume 4 no 1,June 2002.p.42 ₂₇ Crystal, Op Cit. .p.42

  of error checking are: firstly, underlining the errors items. Secondly, signifying the errors items. Try to assess the students errors in number of technique of describing.

  According to Dulay, studying learners errors serves two major purposes: (1) it provides data from which inferences about the nature of the language learning process can be made; and (2) it indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which error types detract most from a

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  learners ability to communicate effectively. The result of error analysis can be useful for the teacher to identify the progress of language learning that shows how far the students can master the language they are learning. Moreover it can be used to guide the remedial action; it informs which language area should be emphasized in the remedial action.

C. Classification of Error Analysis

  Dulay et al present the most useful and commonly used bases for the

  29

  descriptive classification of errors. To classify the types of errors, Dulay says, there are four classifications of error namely linguistic category taxonomy, surface strategy taxonomy, comparative taxonomy,

  28 ₂₉ Ibid.,p.138 Dulay et al,Readings on Applied Linguistics(Surakarta:Muhammadiyah

  30

  communicative effect taxonomy. Of the four taxonomies, one of them employed in the present study.

1. Linguistic Category Taxonomy

  Dulay explain linguistic category taxonomy classify error according to either or both the language component include phonology (pronounciation), sytax and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style). Constituents

  31 include the elements that comprise each language component.

  2. Surface Strategy Taxonomy The surface strategy taxonomy is classification system “based on the ways in which the learner’s erroneous version is different from the presumed target version”. It highlights the ways the surface structures

  32

  deviate. For example, learners may omit necessary items of add unnecessary ones; they may misform items or misorder them. By using surface strategy taxonomy the error classification can give a clear description about cognitive process that underlie the learner’s reconstruction of the new language or language being learned. It also makes us aware that learners’ errors result from their active way in using the interim principles to produce the target language. Under this category,

  30 ₃₁ Dulay et al, Language Two(New York:Oxford University Press,1982)p.140 ₃₂ Ibid,p.140 Ibid,p.150

  errors can be classified in to four types: omission, addition, misformation, and misordering.

  The classification of errors in comparative taxonomy is based on comparison between structures of second language errors and certain

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  other types of constructions. If we are to use comparative taxonomy to classify the errors of an Indonesian learning English, we might compare the structure of the student’s errors to that of errors reported for children acquiring English as a first language.

  4. Communicative Effect Taxonomy This type taxonomy classifies errors based on “the perspective of their effect on the listener or reader”. It deals much with distinguishing between errors that seem to cause miscommunication and those that do

  34

  not. Research on this matter has shown that errors that reflect the overall organization of the sentence usually do not hinder communication. Based on this taxonomy,categorize errors into “Global Error” and “Local Errors.”

  Based on the statements above, the materials are suitable for the students have to be known by the teacher by having the input from those ₃₃ who involved in education field, because in teaching- learning process not

  Ibid,p.163 ₃₄ Ibid,p.189

  only involve both, teacher and students but also the materials itself. If the students have many problems in learning process, it is the teachers duty to process.

  In this research, the writer used surface strategy taxonomy to analyze the students errors, because surface strategy taxonomy focuses on aspects on the errors themselves and it emphasizes on analyzing the way surface structure are changed. Regarding that the errors in using grammar are closely related to the students ability in composing writing spoof text. Therefore, surface strategy taxonomy is described further below.

D. Concept of Surface Strategy Taxonomy

  James states that surface strategy taxonomy is classification system “based on the ways in which the learner’s erroneous version is different from

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  the presumed target version”. In addition, according to Dulay et al, a surface strategy taxonomy highlights the ways surface structures are altered: Learners may omit necessary items of add unnecessary ones; they may

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