Error analysis on basic noun phrases in descriptive writing of VIIF students of SMP Pangudi Luhur 1 Yogyakarta.

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vii ABSTRACT

Paulina, Margaretha Okta. (2012). Error Analysis on Basic Noun Phrases in Descriptive Writing of VIIF Students of SMP Pangudi Luhur 1 Yogyakarta. Yogyakarta: Sanata Dharma University.

Basic noun phrases (BNP) are easily found in text books, magazines, newspapers, and other sources of information. Since BNP are common, they must be mastered and formed well. Mastering BNP enables the students to grasp general idea and specific information and also build good sentences and paragraphs. However, VII graders of SMP Pangudi Luhur 1 Yogyakarta had problems and frequently made errors in forming BNP. This study aims to identify BNP errors made by the students, discover possible causes of the students’ errors and make suggestions to improve students’ understanding of BNP.

The researcher undertook a document analysis. There were three research problems in this study: 1) What are BNP errors made by the students? 2) What are possible causes of their errors? and 3) What are suggestions to improve students’ understanding of BNP? In responding to the first and second research problems, the researcher analyzed documents which are the students’ descriptive writing. In identifying possible causes of the students’ errors and making suggestions, the researcher conducted interviews to three English teachers and also three students, one made the most errors, one made the fewest errors and one made the greatest range of different types of errors. The participants of the study were 38 VIIF graders and three English teachers of SMP Pangudi Luhur 1 Yogyakarta in the 2011/2012 academic year. The theories applied to obtain the data were theories of a descriptive text and BNP proposed by Quirk, Greenbaum, Leech & Svartvik (1972) and Lam (2004), and then to analyze the data, theories of error analysis, surface strategy taxonomy proposed by Dulay, Burt & Krashen (1983), causes of errors proposed by Brown (2000) and Indonesian noun phrases proposed by Alwi, Dardjowidjojo, Lapoliwa and Moeliono (1993) and Chaer (2009) were applied.

The finding showed that the students made 8 misformation errors in type 1 BNP. In type 2 BNP, the students made 76 omission errors (43.6%), 53 misformation errors (30.4%), 36 addition errors (20.9%) and 1 misordering error (0.5%). While, three possible causes of the students’ errors are interferences from the mother tongue, overgeralization and the context of learning. The result of the interview revealed that there are several suggestions to improve students’ understanding of BNP, namely giving feedback and increasing practice of the language through interesting activities. In addition, the researcher also offered recommendations for the teachers, students and the researchers who are interested in this topic.

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viii

ABSTRAK

Paulina, Margaretha Okta. (2012). Error Analysis on Basic Noun Phrases in Descriptive Writing of VIIF Students of SMP Pangudi Luhur 1 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Basic noun phrase (BNP) mudah ditemukan di buku modul, majalah, koran dan berbagai sumber informasi lainnya. Karena mudah ditemukan, maka

BNP harus dikuasai dan dibuat dengan benar. Dengan menguasai BNP, para siswa dapat memahami gagasan utama dan informasi rinci dan mampu membuat kalimat dan paragraf yang benar. Namun, siswa kelas VII SMP Pangudi Luhur 1 Yogyakarta mengalami kesulitan dalam membuat BNP. Mereka hampir selalu membuat kesalahan saat membuat BNP. Kajian ini bertujuan untuk mengidentifikasi BNP errors yang dibuat oleh para siswa, mengetahui penyebab siswa membuat kesalahan dan memberikan anjuran untuk meningkatkan pengetahuan siswa tentang BNP.

Peneliti melakukan document analysis. Ada tiga pertanyaan dalam kajian ini: 1) Kesalahan apa saja yang dibuat siswa? 2) Apa yang menyebabkan siswa-siswa membuat kesalahan? dan 3) Apa anjuran yang mungkin diberikan untuk meningkatkan pengetahuan siswa tentang BNP? Untuk menjawab pertanyaan pertama dan kedua, peneliti menganalisis dokumen yang merupakan karangan deskriptif para siswa. Untuk mengidentifikasi penyebab kesalahan siswa dan memberikan anjuran, peneliti mengadakan wawancara terhadap tiga guru Bahasa Inggris dan tiga siswa yang membuat kesalahan terbanyak, tersedikit dan yang paling bervariasi. Responden dalam kajian ini adalah 38 siswa kelas VIIF dan 3 guru Bahasa Inggris SMP Pangudi Luhur 1 Yogyakarta pada tahun ajaran 2011/ 2012. Teori yang digunakan untuk memperoleh data adalah teori tentang teks deskriptif dan teori BNP yang dikemukakan oleh Quirk, Greenbaum, Leech & Svartvik (1972) and Lam (2004) dan untuk menganalisa data, teori yang digunakan adalah teori error analysis, teori surface strategy taxonomy yang dikemukan oleh Dulay, Burt & Krashen (1983), teori penyebab kesalahan yang dikemukakan oleh Brown (2000) dan teori frasa nominal yang dikemukakan oleh Alwi, Dardjowidjojo, Lapoliwa & Moeliono (1993) dan Chaer (2009).

Hasil analisis menunjukkan bahwa siswa membuat 8 kesalahan

misformation di BNP type 1. Di BNP type 2, siswa membuat 76 omission

(43.6%), 53 misformation (30.4%), 36 addition (20.9%) and 1 misordering

(0.5%). Sementara itu, tiga penyebab siswa melakukan kesalahan adalah pengaruh dari bahasa ibu, overgeneralization dan context of learning. Hasil wawancara menunjukkan bahwa ada beberapa anjuran untuk meningkatkan pengetahuan siswa tentang BNP yaitu dengan memberikan feedback dan meningkatkan latihan bahasa melalui aktivitas yang menarik. Selain itu, peneliti juga memberikan saran untuk guru, siswa dan peneliti lainnya yang tertarik dengan bidang ini.

Kata kunci: kesalahan, analisis kesalahan, frase kata benda sederhana, teks deskriptif

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ERROR ANALYSIS ON BASIC NOUN PHRASES

IN DESCRIPTIVE WRITING OF VIIF STUDENTS

OF

SMP PANGUDI LUHUR 1 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Margaretha Okta Paulina Student Number: 081214009

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ERROR ANALYSIS ON BASIC NOUN PHRASES

IN DESCRIPTIVE WRITING OF VIIF STUDENTS

OF

SMP PANGUDI LUHUR 1 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Margaretha Okta Paulina Student Number: 081214009

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Conceive, believe, achieve…

(Anonymons)

This thusis is dudicatud to my parunts,

my brothur,

and uvuryonu who stays in my huart.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 5 December 2012

The Writer,

Margaretha Okta Paulina 081214009

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Margaretha Okta Paulina

Nomor Mahasiswa : 08 1214 009

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Error Analysis on Basic Noun Phrases in Descriptive Writing of VIIF Students of SMP Pangudi Luhur 1 Yogyakarta

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta,

Pada tanggal: 5 Desember 2012

Yang menyatakan

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vii ABSTRACT

Paulina, Margaretha Okta. (2012). Error Analysis on Basic Noun Phrases in Descriptive Writing of VIIF Students of SMP Pangudi Luhur 1 Yogyakarta. Yogyakarta: Sanata Dharma University.

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viii

ABSTRAK

Paulina, Margaretha Okta. (2012). Error Analysis on Basic Noun Phrases in Descriptive Writing of VIIF Students of SMP Pangudi Luhur 1 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Basic noun phrase (BNP) mudah ditemukan di buku modul, majalah, koran dan berbagai sumber informasi lainnya. Karena mudah ditemukan, maka

Hasil analisis menunjukkan bahwa siswa membuat 8 kesalahan

misformation di BNP type 1. Di BNP type 2, siswa membuat 76 omission

(43.6%), 53 misformation (30.4%), 36 addition (20.9%) and 1 misordering

Kata kunci: kesalahan, analisis kesalahan, frase kata benda sederhana, teks deskriptif

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ACKNOWLEDGEMENTS

First of all, I would like to express my never-ending gratitude to Lord Jesus Christ, who already created me, Mother Mary, who always blesses me and everyone who helps me in my frustrating thesis time. Without them, I am sure that this thesis would be still empty now.

I am so delighted to have this opportunity to express my deepest gratitude to my sponsor, Agustinus Hardi Prasetyo, S.Pd., M.A., for his patience, guidance, valuable suggestions and encouragement throughout this process. His way to criticize my thesis was like a whip for me; it reminded me to force myself to do my thesis with all my heart and to finish this thesis well. Big thanks are also expressed to the PBI lecturers and the staff for supporting me in completing this thesis in the right time.

I would like to thank Br. Valentinus Naryo, FIC, M.Pd., A. Ismargyaning Utami, S.Pd., Pricillia Linawati Cahya P., S.Pd., M.Hum., M. Dyah Lintang P., S.Pd, Isidorus Sumardiyono, Msi., the other teachers and the staff of SMP Pangudi Luhur 1 Yogyakarta for their kindness and priceless help. For VIIF students, I would like to thank them for their willingness to do the assignments. Sincere thanks are also expressed to the English teachers and the students who had become the interviewees.

I would also like to express my special gratitude to my dearest parents, Tanto Wiratno and Ana Sumiyarti for raising me until now and for my only one elder brother, Agustinus Handoko for being a great brother. I thank them for their

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support, love, prayers and beneficial suggestions. Their assistance in my life is a wonderful gift for me.

Special thanks go to Damianus Deni Kurnianto for being my number one supporter. His love, support, patience, attention and prayer have motivated me to finish this thesis and reminded me that there are still a lot of things to do to turn my dreams into reality.

I would also like to express my appreciation to my dear friends in PSM Cantus Firmus, PBI 2008, Nityambara, Ohunka, kost mb Desti, narlim and murai, PPL SMP PL 1 and KKN 24 for helping me in the process of finding who I am. Besides, their continuous questions about my graduation were like an alarm for me to wake me up and finish this thesis sooner and better.

My deepest gratefulness also goes to Pricillia Linawati Cahya P., S.Pd. M.Hum. and Yohannes Jatmiko Yuwono, S.Pd for their precious suggestions to improve this thesis. I also thank Marita Elisabeth Arnold for being my proofreader and a great teacher. I also thank her for her support and willingness to share her experiences in teaching English and learning languages. It was fun and inspiring! Sincere thanks also go to Sr. Margaret O’ Donohue FCJ, for her patience in helping me to correct and proofread this thesis. Throughout my lifetime I will remember their kindness and priceless help to me.

Last but not least, I would also like to express my gratitude to those whose names I cannot mention here, especially to everyone who had supported and helped me in finishing this thesis. Matur nuwun lan Berkah Dalem!

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xv

LIST OF FIGURES ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I. INTRODUCTION A. Background of the study ... 1

B. Problem of Formulation ... 4

C. Problem Limitation ... 4

D. Objectives of the study ... 5

E. Research Benefits ... 6

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. Error and Error Analysis... ... 9

a. Errors ... 9

b. Error Analysis ... 11

c. Types of errors ... 11

1) Linguistic Category Taxonomy ... 11

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xii

a) Omission ... 12

b) Addition ... 12

c) Misformation ... 13

d) Misordering ... 13

3) Comparative Analysis Taxonomy ... 14

4) Communicative Effect Taxonomy ... 14

d. The Causes of Errors ... 14

e. Suggestions to Improve Students’ Understanding ... 15

2. Basic Noun Phrases (BNP) ... 16

a. Type 1 BNP: Pronouns and Numerals ... 17

1) Pronouns ... 17

a) Personal Pronouns ... 17

b) Possesive Pronouns ... 17

c) Indefinite Pronouns ... 18

d) Demonstrative Pronouns ... 18

e) Interrogative Pronouns ... 18

2) Numerals ... 18

a) Cardinal Numbers ... 18

b) Ordinal Numbers ... 18

b. Type 2 BNP: Noun Head with Determiners ... 18

1) Determiners ... 19

a) Predeterminers ... 19

b) Central Determiners ... 20

c) Postdeterminers ... 21

2) Noun Heads ... 22

a) The countable nouns ... 22

b) The uncountable nouns or mass nouns... 22

c) The proper nouns... 22

3. A Descriptive Text ... 22

a. Purpose ... 23

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xiii

c. Language Feature ... 23

d. Types of Descriptive texts ... 23

1) Describing Process ... 23

2) Describing an Object ... 24

3) Describing a Place ... 24

4) Describing Personality ... 24

5) Describing an Event ... 24

4. Indonesian Grammar Theories ... 25

a. Indonesian Noun Phrases ... 25

b. Singular and Plural ... 26

1) Singular Concept ... 27

2) Plural Concept ... 27

c. Pronomina Penunjuk Atributif ... 29

B. Theoretical Framework ... 29

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 32

B. Research Setting ... 33

C. Research Participants/subjects ... 33

D. Instruments and Data Gathering Technique ... 34

1. Instruments ... 34

a. Documents ... 34

b. Interview Protocol ... 35

2. Data Gathering Technique ... 35

E. Data Analysis Technique ... 36

F. Research Procedure ... 40

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Errors in Basic Noun Phrases ... 43

1. Type 1... 46

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xiv

2. Type 2... 48

a. Omission ... 49

b. Addition ... 50

c. Misformation ... 52

d. Misordering ... 56

B. The Possible Causes of the Errors ... 56

1. Interferences from the Mother Tongue ... 58

2. Overgeneralization ... 59

3. Context of Learning ... 60

C. The Possible Suggestions to Improve Students’ Understanding about Basic Noun Phrases ... 62

1. Giving Feedback ... 63

2. Increasing Practice of the Language through Interesting Activities ... 64

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 66

B. Recommendations ... 68

1. For English Teachers... 68

2. For Students ... 69

3. For Future Researchers ... 69

REFERENCES ... 70

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LIST OF TABLES

Table Page

3.1 The Number of Basic Noun Phrases (BNP) and Errors Based on each

Error Sub-classifications ... 37

3.2 The Number of Type 1 BNP Errors ... 38

3.3 The Number of Type 1 BNP Errors ... 38

3.4 Errors in each Student’s Writing ... 38

3.5 The Summary of Type 1 BNP Error Sub-classifications and Their Examples... 39

3.6 The Summary of Type 1 BNP Error Sub-classifications and Their Examples... 39

3.7 Possible Correction ... 39

4.1 The Number of Basic Noun Phrases and the Errors ... 44

4.2 Type 1 BNP Errors (Misformation) ... 47

4.3 Type 2 BNP Errors (Omission) ... 49

4.4 Type 2 BNP Errors (Addition) ... 50

4.5 Type 2 BNP Errors (Misformation) ... 52

4.6 Type 2 BNP Errors (Misordering) ... 56

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xvi

LIST OF FIGURES

Figure Page

2.1 Basic Noun Phrases Type 1... 17 2.2 Basic Noun Phrases Type 2... 19 2.3 Frase Nominal (FN) or Indonesian Noun Phrase ... 25

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xvii

LIST OF APPENDICES

Appendix Page

Appendix 1 Surat Ijin Penelitian ... 78

Appendix 2 Sample of the Student’s Descriptive Writing ... 80

Appendix 3 The Number of BNP and the Errors Based on each Category . 82 Appendix 4 The Number of Errors in Type 1 ... 85

Appendix 5 The Number of Errors in Type 2 ... 87

Appendix 6 Errors in each Student’s Writing ... 90

Appendix 7 Possible Correction ... 98

Appendix 8 Interview Results ... 101

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1 CHAPTER I INTRODUCTION

This chapter provides general introduction to the research. There are six sections that will be discussed. They are the background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study and definition of terms.

A. Background of the Study

English, which is the foreign language and most commonly taught in Indonesia, is not easy to learn. There are three elements of English language that should be mastered, namely language structure usually called grammar, vocabulary and pronunciation. Radford (1997) says that grammar relates to the rule about the construction of sentences (p.1). He also says that grammar is traditionally concerned with the principles which determine the formation of words, phrases, and sentences. Similarly, Thornbury (as cited in Pramesi, 2010) argues that in order to acquire English accuracy, learners have to focus on form (p. 1). In other words, second language learners should focus on the form of grammatically correct words, phrases and sentences to master English grammar and acquire English accuracy.

Noun phrases, basic element of the English grammar, must be well-formed because they are common in English sentences. The existence of noun phrases in a sentence is obligatory, because they have a lot of functions in the sentence. They

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2 can function as subjects, direct objects, indirect objects, complements of the subject, complements of the object, objects of prepositions, and/or appositions. Noun phrases are a word or group of words that contain a noun or pronoun as the head and which are modified by other words, for example: the girl, that book, etc. Therefore, since noun phrases are frequently found and play an important role in forming English sentences, they should be well-formed.

Indonesian students learning English are expected to be able to form noun phrases well. Constructing well-formed noun phrases enables students to build good sentences and paragraphs. Moreover, since noun phrases are common and easily found in text books, magazines, newspapers, and other sources of information, the students who master noun phrases are able to grasp general idea and specific information in the texts as well.

In order to acquire well-formed noun phrases, the students are expected to practise a lot. One of errors that the researcher found in the process of learning was related to forming correct noun phrases. When the researcher became a student teacher and a temporary English teacher in SMP Pangudi Luhur 1 Yogyakarta for five months during the 2011/2012 academic year, most of the seventh graders found problems forming basic noun phrases. The researcher asked the seventh graders to change the singular form this is a potato into its plural form, these are many potatoes. Some of the students answered this is a potatoes,

these are two potato or these are a potatoes which are all incorrect. This example shows that the students still lack knowledge about nouns and numerals which are the main components of basic noun phrases.

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Considering this situation, the researcher was encouraged to analyze the students’ errors in forming noun phrases. However, in this study the researcher only focuses on the basic noun phrase, a type of a noun phrase, since it is an essential foundation of noun phrases. The researcher also uses a descriptive text type as an analytical tool for obtaining the data. As seen in the list of School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP), students are familiar with a descriptive text until they finish learning in their secondary school. Related to a descriptive text, everybody is expected to be able to describe anything in real life. Describing anything clearer requires detailed information and involves five senses such as sight, smell, hearing, touch and taste. Similarly, the students are also expected to be able to describe anything in a text as detailed as possible, for instance depicting the quantity, condition or quality of the things being described. Therefore, since the students’ descriptive text deals with the quantity, certain amount of numbers and nouns, basic noun phrases would be easily found there.

The students’ descriptive writing might show errors and mistakes. Ellis (1997) describes that mistakes are made by learners because they fail to show and perform what they have already understood. On the contrary, errors occur when learners do not master a concept or even misunderstand it (p. 17). Since distinguishing errors and mistakes is not simple, this study does not differentiate those two terms which are actually different. In other words, in this study the term errors refer to any of the students’ misproduction which shows misunderstanding

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4 or failure to perform what the students have already understood about basic noun phrase formation.

To sum up, this study focuses on errors in forming basic noun phrases made by seventh grade students and uses the students’ descriptive texts as the analytical tool to obtain the data. This study aims to find out the errors made by the students through the students’ descriptive writing, discover the possible causes of their errors and make suggestions to improve the students’ understanding of basic noun phrases through an interview. Hopefully, by knowing students’ errors, both the teachers and students are able to make better adjustments of what teachers need to develop the quality of the teaching-learning process and of what students need to improve and enrich their knowledge about basic noun phrases.

B. Problem Formulation

There are three problems that can be formulated:

1. What are the basic noun phrase errors made by the students?

2. What are the possible causes of the students’ basic noun phrase errors? 3. What are suggestions to improve the students’ understanding of basic noun

phrases?

C. Problem Limitation

This study focuses on basic noun phrases made by VIIF grade students. Basic noun phrases are obtained from the students’ descriptive writing. Thus, any

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errors in grammar, spelling, and punctuation of the whole paragraph of the students’ descriptive writing were disregarded.

Since the study deals with seventh grade, this study is relevant to the School Based Curriculum or KTSP which focuses on a text type, namely a descriptive text. A descriptive text is chosen because it is closely related to the students’ real life which is expected to be able to describe anything around them. Besides, it also uses simple English tense, namely simple present tense. Furthermore, it also deals with numbers and nouns which describe the quantity and the quality of the things being described, so the basic noun phrases would be easily found in the students’ descriptive writing.

The researcher is interested in selecting thirty eight students of RSBI (Rintisan Sekolah Bertaraf International) classes or International Designated Rating Schools VIIF class of SMP Pangudi Luhur 1 Yogyakarta in the 2011/2012 academic year to be the participants of the study. It is because the researcher found the problem there and hopefully this study provides feedback for them and other classes that have the same problems forming basic noun phrases.

D. Objectives of the Study

This study is conducted in responding to the research problems formulated in the problem formulation. Thus, the objectives of the study are to find out the errors made by the students, discover the possible causes of the students’ errors, and make several suggestions to improve students’ understanding of basic noun phrases.

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6 E. Research Benefits

The researcher expects that the findings of the study may give contribution for further development. Besides, there are some benefits aimed at the students, teachers, and other researchers. For students, hopefully this study helps the students to enrich their knowledge about basic noun phrases and improves their writing skill, especially in forming grammatically correct English basic noun phrases. It is also expected that the students would realize that the more they practice the more they have a good command of the material, in this case basic noun phrases.

For teachers, hopefully this study will help them to be aware of students’ needs and weaknesses so that they will make better improvement on their teaching techniques. It is also expected that whatever the reasons the students have for “getting it wrong,” the teachers should realize that students making errors is a natural part of the learning process. The last, for future researchers, hopefully, this study could inspire other researchers to conduct the study and follow up this study further.

F. Definition of Terms

It is important to give appropriate information about the definition that the researcher mentioned in this study to avoid misunderstanding and to lead the readers to a better understanding on the topic being discussed. Several terms that are used in this study will be briefly explained overleaf.

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1. Error Analysis

Richards, Platt, & Platt (1992) state that “error analysis is the study and the analysis of errors made by second language learners” (p. 127). Dulay, Burt & Krashen (1982) concludes that “error analysis has two major purposes: to provide data from which inferences about the nature of the language learning process can be made; and to show which part of the target language students have most difficulty producing correctly and which error type detract most from a learner’s ability to communicate effectively” (p. 138). In this study, the term error analysis refers to a study which identifies, describes and explains second language learners’ errors to provide data analysis and feedback.

In addition, in this study the researcher does not differentiate between errors and mistakes since distinguishing those two terms is not a simple task. Thus, in this study the term errors refer to any of the students’ misproduction which shows misunderstanding or failure to perform what the students have already understood about basic noun phrase formation.

2. Basic Noun Phrases

Quirk, Greenbaum, Leech & Svartvik (1972) state that basic noun phrase is a word or group of words which contain a noun or pronoun as the head. Basic noun phrase can be comprised of the head nouns with determiners or determiners modified by pre-determiners and/or post-determiners (p. 127). In this study, basic noun phrases are divided into two types. It is supported by Quirk et al. (1972) and Lam (2004) who also state that basic noun phrases are classified into two types. Type 1 basic noun phrase consists of head only, namely pronouns or numerals.

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8 While type 2 basic noun phrase, it is comprised of a noun as the head and determiners which occur before the head. In addition, this study focuses on basic noun phrases made by VIIF grade students. Thus, any errors in grammar and punctuation of the whole paragraph of the students’ descriptive writing were disregarded.

3. Descriptive Writing

In this study, the term descriptive writing refers to the students’ English assignment. The students are asked to write a descriptive text based on a picture provided in their worksheets. In that picture, there is a farm and several farm animals live there. The purpose of providing the picture in the student’s assignment is to help the students to focus only on that picture so that they can point out the actual object. Besides, it also helps the researcher to obtain data about basic noun phrases since there are several farm animals and objects drawn in the picture which deal with nouns and numerals.

4. VIIF Grade Students of SMP Pangudi Luhur 1 Yogyakarta

VIIF is one of the classes in SMP Pangudi Luhur 1 Yogyakarta. This is the first grade of junior high school level. VIIF grade students had problems in forming basic noun phrases. They frequently made errors in forming basic noun phrases. Therefore, to deal with identifying students’ basic noun phrase errors, the researcher conducted an error analysis on students’ descriptive writing.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter aims to discuss the fundamental theories underlying this study. There are two elements discussed in this chapter; theoretical description in which relevant theories and research studies on the topic are outlined and theoretical framework which relates these theories to the present study.

A. Theoretical Description

This section is divided into four subsections: error and error analysis, basic noun phrases, a descriptive text and Indonesian grammar theories.

1. Error and Error analysis

This subsection explains the five main theories supporting this study: a) errors, b) error analysis, c) types of errors, d) possible causes of errors and e) suggestions to improve students’ understanding of basic noun phrases.

a. Error

Defining the term errors is not a simple task because it has often been used synonymously with the term mistakes. Some scholars have tried to distinguish between those two terms. Ellis (1997) states that mistakes are derivations in usage that reflect the learners’ inability to use what they actually know of the target language. In other words, mistakes are made by learners because they fail to show and perform what they have already understood. In contrast to mistakes, Ellis describes errors as derivations in usage which result from gaps in learners’

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10 knowledge of the target language. In other words, errors occur when learners do not master a concept or even misunderstand it (p. 17).

On the other hand, Dulay, Burt, & Krashen (1982) use the term errors to refer to “any deviation from some selected norm of mature language performance, no matter what the characteristics or causes of the deviation might be” (p. 139).

Radford (1997) has proposed another way of defining errors. He states that misproductions and misinterpretations are performance errors. He defines competence as having tacit knowledge of the grammar of the language; while performance, which is the reflection of the competence, is the actual use of language in concrete situations (p. 2). Similarly, Brown (2000) defines competence as one’s underlying knowledge of a system, event, or fact whereas performance is the realization of competence (p. 30).

Considering that distinguishing errors and mistakes is not simple, this study does not differentiate those two terms. This study drew on the theories of error proposed by Ellis (1997), Dulay et al. (1982) and Radford (1997). In other words, in this study the term errors refers to any of the students’ misproduction which shows misunderstanding or failure to perform what the students have already understood about basic noun phrase formation.

b. Error Analysis

According to Richards et al. (1992), error analysis is the study and analysis of the errors made by second language learners. Error analysis may be carried out for several reasons: in order to identify strategies which learners use in language learning, to try to identify the causes of learner errors, to obtain information on

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common difficulties in language learning, and as an aid to teaching or in the preparation of teaching materials (p. 127).

Dulay et al. (1982) add that error analysis is the study of learners’ error and closely related to contrastive analysis. They state, based on contrastive analysis, that the differences between the first and the second languages were thought to account for the majority of a second language learner’s errors (p. 140).

According to Corder (1967), as cited by Ellis, Rod, & Barkhuizen (2005), error analysis (EA) is “a set of procedures for identifying, describing, and explaining learner errors.” They add that learner’s errors have three significant roles in error analysis. They serve a pedagogic purpose by showing teachers what learners have learned and what they have not yet mastered; a research purpose by providing evidence about how languages are learned; and a learning purpose by acting as devices by which learners can discover the rules of the target language (i.e. by obtaining feedback on their errors) (p. 51). In brief, error analysis is a study which identifies, describes and explains second language learners’ errors to provide data analysis and feedback.

c. Types of Errors

Dulay et al. (1982) present the most useful and commonly used bases for the descriptive classification of errors. They are (1) linguistic category; (2) surface strategy taxonomy; (3) comparative analysis; and (4) communicative effect. 1) Linguistic Category Taxonomy

The linguistic category taxonomy classifies errors “according to either or both the language component or the particular linguistic constituent the error

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12 affects.” Language component include phonology (pronunciation), syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style). Constituents include the elements that comprise each language component.

2) Surface Strategy Taxonomy

Surface strategy taxonomy highlights the ways surface structures are altered. This taxonomy more concerns with identifying students’ cognitive process of acquiring a new language. This taxonomy is divided into four sub-classifications, namely omission, addition, misformation, and misordering.

a) Omission

Omission errors are characterized by the absence of an item that must appear in a well-formed sentence, for example, *Mary president new company

instead of Mary is the president of the new company.

b) Addition

Addition errors are characterized by the presence of an item which must not appear in a well-formed sentence. There are three types of addition errors, namely double marking, regularization, and simple addition. Double marking refers to an error which contains two or more items that are marked for the same feature e.g. *We didn’t went there. Besides, regularization errors that fall under the addition category are those in which a marker that is typically added to a linguistic item is erroneously added to exceptional items of given class that do not take a marker. For example, sheeps and putted are both regularizations in which the regular plural and past tense markers –s and –ed, respectively, have been

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added to items which do not take markers. The last type of addition errors is simple addition. If an addition error is not a double marking or a regularization, it is called a simple addition.

c) Misformation

Misformation errors are characterized by the use of the wrong form of morpheme or structure. While in omission errors the item is not supplied at all, in misformation errors the learner supplies something, although it is incorrect, for example, *the dog eated the chicken. As in the case of addition, misformations are not random. There are three types of misformations errors, namely regularization errors, archi-forms, and alternating forms.

Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, as in *runned, *gooses

for geese. Archi-forms refer to forms selected by the learners. Dulay et al. (1982) give example, a learner may temporarily select just one of the English demonstrative adjectives this, that, these, and those, to do the work for several of them, as seen in that dog and *that dogs. The last type is alternating forms. Alternating forms refer to apparently fairly free alternation of various member of a class with each other as seen in *those dog and *this cats (p. 160).

d) Misordering

Misordering errors are characterized by the incorrect placement of a morpheme or group of morpheme in a well-formed sentence. For example, *he is all the time late instead of he is late all of the time.

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14 3) Comparative Analysis Taxonomy

Dulay et al. (1982) state that the classification of errors in a comparative taxonomy is based on comparisons between the structure of second language and certain other types of constructions (p. 163). According to Johnson and Johnson (1999), as cited in Harendita (2009), in comparative taxonomy, the second language learners’ errors are classified by similarity with the children’s first language learner deviations from target language norms and/or similarity with the errors made by second language speakers from different first language background (p. 14).

4) Communicative Effect Taxonomy

The communicative effect taxonomy deals with errors from the perspective of their effect on the listener or reader. It focuses on distinguishing between errors that seem to cause miscommunication and those that do not. d. The Causes of errors

Making mistakes or errors cannot be avoided in learning a language. There are some possible causes of language learners’ errors that they made when they were learning a language. Brown (2000) states, there are three major factors which contribute to the learners’ errors. First, interlingual transfer, it is interference from the mother tongue during the second language learning process. Second, intralingual transfer; it refers to the overgeneralization within the target language. The more they acquire parts of a new system, the more intralingual transfer is manifested. Third, it is context of learning. Context refers to, for

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example, the classroom with its teacher and material. The teacher or the materials may lead the students to make faulty hypothesis about the language (pp. 223-225). e. Suggestions to Improve Students’ Understanding

Some scholars have proposed some suggestions to improve students’ understanding of material being taught. Dulay et al. (1983), as cited in Harendita (2009); state that exposure to formal language environment, which consists of rule explanation and mechanical practice, can be helpful to increase students’ understanding about the material explained (p. 16). Besides, Ellis (2002) also state that practice stage aims to “transfer what they know from short-term to long-term memory” (p. 168). In addition, Dörnyei (2001) also suggests that the teacher should be able to make the learning stimulating and enjoyable. They should break the monotonous learning, make tasks more interesting and increasing the involvement of the students (p. 73). In other words, interesting practices and enjoyable activities would enable the students to keep and understand the material in long-term memory.

In addition, according to Harmer (2007), the teachers should give feedback in order to help to clarify the language in the students’ mind. He also states that the explanation from the students’ peers can help out (p. 97). Similarly, Lewis (2002), states that some benefits can be obtained from feedback. Feedback provides information, language input and advice about learning. It also can lead students towards taxonomy and can be a form of motivation (pp. 3-4).

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16 2. Basic Noun Phrases (BNP)

Noun phrases are easily found because they are normally used in a sentence. Close (1975) states that a noun phrase is a group of words in which a noun is the head and in which the other words modify the head. He adds that noun phrases can function as subject, direct object, indirect object, complement of the subject, complement of the object, object of prepositions, and apposition (p. 21). In addition, Quirk, Greenbaum, Leech & Svartvik (1972) classify noun phrases into two categories, namely basic noun phrases and complex noun phrases.

Basic noun phrases consist of pronouns of different types or numerals. They also comprise the head nouns with determiners or determiners modified by pre-determiners and/or post-determiners. Quirk et al. (1972) state

…’basic noun phrase’ consisting of pronouns and numerals and of nouns with articles or other closed-system items that can occur before the noun head including predeterminers like all, determiners like these, ‘ordinals’ like last, and quantifiers like few (p. 127).

In other words, Quirk et al. (1972) classify basic noun phrases into two types; 1) pronouns or numerals, 2) noun head with closed system items. Similarly, Lam (2004) also states that there are two types of basic noun phrases; 1) pronouns or numerals as the head, 2) noun heads with determiners.

In contrast to basic noun phrase, complex noun phrases have three classes which set up on the basis of their position; they are the head, the premodification and the postmodification. Premodification compromises all the items placed before the head. Determiners may be added to these pre-heads. While post-modification takes place after the head notably prepositional and adverbial phrases, finite or non-finite clauses and relative clauses (p. 857). Since the study

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dealt with basic noun Considering that basi used those two types o data. The types of bas a. Type 1 Basic Basic noun ph numerals. Either pro occurrence of a basic either pronouns or num a mass noun, a proper written:

1) Pronouns Leech & Svart as a whole noun phra substitutes or replacem a) Personal pron

(1) He, himsel (2) They eat gr b) Possessive pro

(3) They prefe (4) We keep o

oun phrases, complex noun phrases would no asic noun phrases are divided into two types es of basic noun phrases as the guidance to iden asic noun phrases are briefly presented below. ic Noun Phrase: Pronouns or Numerals phrases type 1 consists of head only, those a

ronouns or numerals are the minimal requi ic noun phrase. If the noun phrase consists of a numerals, the head must be realized as a plural per noun or a pronoun. Thus, basic noun phrase

Figure 2.1: Basic Noun Phrases Type 1

artvik (1975) state that pronouns are words wh hrase or as the head of a noun phrase. Many cements for noun phrases in context (p. 275). ronouns:

self feeds the animals. t grass.

pronouns:

efer hers to yours.

ours.

Basic Noun Phrase Type 1 Pronouns or Numerals

not be discussed. es, the researcher entify and classify

e are pronouns or quirement for the of a head only like al countable noun, ases type 1 can be

hich can function ny of them act as

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18 c) Indefinite pronouns:

(5) Someone keeps this farm clean and tidy. (6) Everyone will be happy to see this farm. d) Demonstrative pronouns:

(7) Those are black horses. (8) This is my favorite piglet. e) Interrogative pronouns:

(9) What is a husbandry? (10) Where is the cock? 2) Numerals

According to Quirk et al. (1972), apart from pronouns, numerals including cardinal numbers (‘one’, ‘two’, etc.) and ordinal numbers (‘first’, ‘second’, tenth, last etc.) can form basic noun phrases (p. 225), as in:

a) Cardinal Number

(11) Two is better that one. b) Ordinal Number

(12) So the last will be first, and the first last.

b. Type 2 Basic Noun Phrase: The Head with Determiners

Type 2 basic noun phrase is comprised of a noun as the head and determiners which occur before head. Quirk, Greenbaum, Leech & Svartvik (1990) distinguish determiners into three classes which set up on the basis of their position in the noun phrase in relation to each other; they are predeterminers,

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central determiners an can be written:

1) Determiners a) Predetermine

All, both, half

Quirk et al. (1 or demonstratives bu following ‘quantitati predeterminers have obligatory with person

(13) All of the Double, twice,

The second ty singular nouns denotin

(14) My salary

One-third, two

Leech & Svart used with non-counts

(Predeterminers/Ce

and postdeterminers (p. 72). Thus, type 2 ba

Figure 2.2: Basic Noun Phrases Type 2

iners

alf, etc

(1990) state that predeterminers can occur only but, since they are quantifiers, they do not ative’ determiners: every, some, any, no,

ve of-constructions, which are optional w sonal pronouns (p. 75):

he horses stand near their pen.

ice, three/ four… times, etc

type occurs with non-count and plural count n oting number, amount, etc:

ary is double their salaries.

two-fifths, etc

artvik (1975) state that the fraction one-third, tw

nts and with singular and plural count noun Basic Noun Phrase Type 2

Determiners

Central Determiners/Postdeterminers)

basic noun phrase

nly before articles ot occur with the

o, enough. These with nouns and

nt nouns, and with

, two-fifths, etc are ouns. Quirk et al.

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20 (1972) add that those fractions can also be followed by determiners and have the alternative of-construction. For instance,

(15) He did it in one-third (of) the time it took me. b) Central Determiners

Articles

According to Quirk et al. (1990), the definite and indefinite articles are the most common central determiners and their distribution is dependent upon the class of the accompanying noun. Relating definiteness to number, there is the following system for count and non-count nouns:

COUNT NON-COUNT

SINGULAR definite the book the music

indefinite a book music

PLURAL definite the books

indefinite books zero article

Beside the sole definite article the, there are two indefinite articles a and zero, the former occurring with singular count nouns, its zero analogue with non-count and plural count nouns. Both the and a have a different form when the following word begins with a vowel, though the does not display the difference in writing:

The bird [ðə_{] ~ the owl [ði]} _{A bird [}ə_{] ~ an olw [}ə_{n] (p. 73)}

Demonstratives Adjectives

Determiners this and that occur with non-count and singular count nouns while these and those occur with plural count nouns:

(16) I prefer this music to that music.

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Possessives

There are five determiners which are called possessive, namely my, our, your, his, her, its, their, etc.

(18) I admire her house. (19) Their bodies are so fat.

Quantifiers

Like indefinite article, there are determiners that co-occur only with singular count nouns:

(20) We need to interview every/each student separately. (21) There is no parking permitted on either side of the street. (22) Parking is permitted on neither side of the street.

Like zero articles, there are determiners that can co-occur only with non-count and plural count nouns:

(23) I would like some bread/some rolls, please. (24) We haven’t any bread/any rolls left.

c) Postdeterminers

According to Quirk et al. (1990), postdeterminers take their place immediately after determiners just as predeterminers take their place immediately before determiners. Postdeterminers fall into two classes (p. 77):

Ordinal numerals such as first, second, last, other etc.

Quantifiers such as two, ninety, many, few, plenty of, a lot of.

Where they can co-occur, items (a) usually precede items (b); for example: (25) The first two horses are black.

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22 (26) A black horse is just watching other two horses from their cages. Among the (b) items, there are two important distinctions involving few and little. First, few occurs only with plural count nouns, little only with non-count nouns. Second, when preceded by a, each has a positive meaning; without a, each has negative meaning. Thus:

(27) I play a few games (ie ‘several’). I play few games (ie ‘hardly any’) (28) She ate a little bread (ie ‘some’). She ate littlebread (ie ‘hardly any’) 2) Noun Head

A head noun is the most important member which characterizes the basic noun phrase. Therefore, the existence of a head in the basic noun phrase is obligatory. There are some kinds of nouns which function as the head; they are: a) The countable nouns:

(29) Horses are strong enough to bring some loads. b) The uncountable nouns or mass nouns:

(30) The farm is running out of water. c) The proper nouns:

(31) Smith has a large farm.

3. A Descriptive Text

D’Angelo (1980) describes that a descriptive text is closely related to a mental process. It means picturing images verbally in speech or writing and arranging those images in some kind of logical pattern and also giving the sense

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of impressions (p. 116). Its purpose, generic structure, and the language feature are explained below:

a. Purpose

The goal of description is to enable the reader to visualize everything as much detailed as possible. McMurrey (1983: 239) adds that the description requires detailed information and sense impressions which involve five senses such as sight, smell, hearing, touch, and taste.

b. Generic Structure

The generic structure of a descriptive text is 1) identification (mention the special participant that will be described), 2) description (mention the part, quality, quantity, and characteristics of the object being described), and 3) conclusion.

c. Language Features

The language features of a descriptive text are the use of noun phrases, adjectives, linking verbs, simple present and past tense, and degree of comparison. d. Types of A Descriptive Text

According to McKay (1983), a descriptive text is divided into five types. The types of descriptive texts are outlined below.

1) Describing a Process

Describing a process is to explain how something is done. The grammatical focus of describing process is imperatives and the use of chronological order.

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24 2) Describing an Object

The best way to describe the physical characteristics of an object is to point out the actual object or to show a picture of it. A description of the important characteristics of the objects such as its quantity and quality is an obligatory. The grammatical focus of describing an object is noun phrases, articles and subject-verb agreement.

3) Describing a Place

The same as an object, the best way to describe a place is to show someone the actual place or to take a picture of it. The grammatical focus of type describing a place is subject-verb agreement and articles (a, an, the).

4) Describing Personality

The focus of describing personality is on describing one characteristic of an individual and providing specific details that illustrate that characteristic. The grammatical focus of describing a personality is past tense or present tense, pronoun reference and descriptive adjectives of human characteristics.

5) Describing an Event

In describing an event, it is important to indicate the order in which things occurred. One way to make this sequence clear is the choice of verb tense and connecting devices such as before, after, and while. The grammatical focus of describing an event is verb tense and adverbial clauses of time.

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4. Indonesian G There are se subsection. Those the similarities and diff students’ ability in grammar theories are: and c) pronomina pen

a. Indonesian N Chaer (2009) s group of nouns that c the syntax. They can 121). Alwi, Dardjowi Indonesian noun phra that group of words precede the head no

pewatas depan that

penggolong or classif Thus, Indonesian noun

Figure 2.3:

Numeralia 'numera

Grammar Theories

several Indonesian grammar theories pre heories were chosen because they were selecte ifferences to English grammar. They also n forming basic noun phrases. The discus re: a) Indonesian noun phrases, b) singular and

enunjuk atributif. Noun Phrases

9) says that Frase nominal (FN) orIndonesian n t contains a noun as the head and fills one or t an function as subject, object and complement

widjojo, Lapoliwa and Moeliono (1993) state hrase can be followed by a noun or more than

is ended with one of pronomina penunjuk

noun called pewatas depan or pre modifier. at are commonly used; they are numeralia

sifier. Numerals take their place before the clas oun phrases can be written:

3: Frase Nominal (FN) or Indonesian Frase Nominal

eral' Penggolong'classifier' nomina

presented in this cted based on their so influenced the ussed Indonesian and plural concept

n noun phrase is a r two functions of ent in a clause (p. te that the head of han a noun. Then,

k atributif. Nouns er. There are two

a or numeral and lassifiers (p. 315).

n Noun Phrase

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26 Numeral is used to count people, animals, things and concept. Like English, Indonesian differentiates numerals into two types; they are cardinal numeral (e.g. satu ‘one,’ dua ‘two,’ banyak ‘many,’ semua ‘all,’ se- ‘a/ an,’ tiap

‘every’ etc.) and ordinal numeral (e.g. keenam ‘sixth,’ dua koma lima (2.5) ‘two point five,’ etc). Besides, according to Dwijatmoko (1992), penggolong or classifier shows the kind of noun which comes with a quantifier. Its use is optional. There are a lot of classifiers used in Bahasa Indonesia. He adds that there are three main classifiers used; namely orang, which literally means ‘person,’ for persons, buah, which literally means ‘fruit,’ for inanimate things and

ekor, which literally means ‘tail,’ for animals (p. 30). Nomina ‘noun’ is similar to countable and uncountable nouns in English, for example teman ‘friend,’ buku

‘book’ and kera ‘monkey.’ Since the use of quantifiers in bahasa Indonesia is optional, they can be either used or omitted. For instance,

(32) Belilah tiga buah buku tulis.

(33) Belilah tiga buku tulis.

Those two examples have the same meaning although classifier buah is omitted in example (33).

b. Singular and Plural

Both Bahasa Indonesia and English have singular and plural concepts. Indonesian calls singular as tunggal and plural as jamak. According to Gradiana (2010), the functions of singular and plural noun in Bahasa Indonesia and English are similar, but the concepts of the words indicating the nouns are different in terms of consistency (p. 24).

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1) Singular Concept

Bahasa Indonesia uses se- to indicate singular noun. For instance, (34) Seorang murid sedang membaca sebuah buku.

(35) Seorang murid sedang membaca buku.

The example (34) illustrates that there is a student who is reading a book.

Se-, which is a classifier, in seorang murid means one student. Similarly, se- in

sebuah buku also refers to one book. However, the use of se- is optional. Alwi et al. (1993) state that classifiers indicating tunggal ‘singular’can be omitted since it does not change the meaning of the sentence (p. 314). Thus, se- can be omitted like in the example (35). Although the word sebuah is omitted, its meaning is still the same as the example (34). In other words, the example (35) does not use

sebuah, but it is understood that it is impossible to read many books in the same time (p. 313). On the other hand, to indicate tunggal or singular in English, article

a must be added to every singular generic and singular indefinite countable nouns. 2) Plural Concept

Chaer (2009) says that in Bahasa Indonesia, people usually use numerals and quantifiers like banyak ‘many,’ sedikit ‘few,’ beberapa ‘some,’ semua ‘all,’

setengah ‘half’and kurang lebih ‘more or less’to indicate quantity and plurality. In addition, the words indicate unit like kilo ‘kilo,’ hektar ‘hectare,’ gelas ‘glass’ and cangkir ‘cup’ should also be added and put before the uncountable nouns to indicate quantity (pp. 52-53).

(36) Ada banyak hewan di peternakan itu.

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28 In other words, in Bahasa Indonesia, numerals and quantifiers (optional) are added before nouns to indicate plurality. Similarly, in English, numerals and quantifiers are also added before nouns to indicate plurality. Besides, in English plural marker -s/-ies/-es must also be put in the end of regular countable nouns to indicate plurality.

Besides, in Bahasa Indonesia, plurality can also be stated by pengulangan

or ‘reduplication.’ Reduplication means the repetition of parts or the whole word which appearing the new meaning to mark a grammatical or semantic contrast, for instance, orang-orang ‘people,’ meja-meja ‘tables.’ However, Alwi et al. (1993) state that a word can also mean plural without adding any words indicating plurals (p. 313). For instance,

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Depending on its context, the example above means all dogs like bones. It is unacceptable among Indonesian people to say anjing-anjing suka tulang-tulang. Alwi et al. (1993) agree that reduplication is not identical with plural form because reduplication supports other meaning. Reduplication can be used to refer similarities, for example, kekanak-kanakan ‘childish,’ and mobil-mobilan ‘playing cars.’ In other words, though reduplication can be used to show plural form, it cannot be used to indicate plural generic nouns. In brief, in Bahasa Indonesia

numeral and quantifiers (optional) are added to nouns to indicate plurality. On the other hand, in English plural marker -s/-ies/-es should be put to regular countable nouns to indicate plurals.

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c. Pronomina Penunjuk Atributif

Bahasa Indonesia has pronomina penunjuk atributif which has almost the same function as demonstratives in English grammar. Pronomina penunjuk atributif is used as pewatas subyek or postmodifier. It is used when the speaker and the listener share the same reference yet the pronomina penunjuk atributif

depends on the distance between the speaker and the thing referred, not the countability. Alwi et al. (1993) explains there are two pronomina penunjuk atributif used in Indonesia, namely ini and itu. Ini is used to refer to things both singular and plural which are near the speaker. While itu, itis used to refer to both singular and plural things which are far from the speaker (p. 287). For instance

(39) Pohon itu ditanam oleh Reinwardt.

(40) Bunga-bunga itu ditanam oleh Pak Hasan.

Those explanations show that Bahasa Indonesia does not differentiate ini

and itu based on countability. It is different from demonstrative rule which considers countability.

B. Theoretical Framework

This study focuses on the students’ basic noun phrase. As the framework, some points can be summed up. The researcher uses the theory of basic noun phrases proposed by Quirk et al. (1972) and Lam (2004) and a descriptive text to obtain the data. According to Quirk et al. (1972) and Lam (2004), a basic noun phrase is classified into two types. Type 1 basic noun phrase consists of head only, those are pronouns or numerals. While type 2 basic noun phrase, it is

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Respondent: Teacher 1

R : (Showing the list of some examples of basic noun phrases’ errors students made) In your opinion, why did the students make those errors?

T1 : The first I see, ehm.. Some of them are still confused to differentiate between singular and plural. For the plurals, they are also still confused how to differentiate between regular and irregular.

R : Yak, yg berubah dan tidak berubah. I see, for example, the irregular “sheep.” T1 : Yak, yak. That’s right.

R : So, why did the students make those errors? And the answer is because they cannot differentiate between singular and plural. What else?

T1 : And, maybe they can but they are not aware about the small differences. They know, but they do not aware. Belum tentu mereka ngga tau tapi mungkin mereka mungkin tidak teliti. R : Then, what recommendation will you suggest to improve the students’ understanding

about basic noun phrases?

T1 : We have to remind them many, many times, I think. R : Maybe, dengan latihan atau drills?

T1 : By doing a lot of drills, and also examples. Ehm, examples first and then they are asked to do exercises, many, many times. Once or twice is not enough I think.

R : So, the recommendation you suggest is about the drills.

T1 : Ehm, before the drills, giving example or clear models and then the drills.

R : Ehm, what do you think about correction? Maybe before they submit their final writing, the teacher corrects or gives feedback to the students.

T1 : Ehm, good idea! They do not only find the mistakes but they can also revise them. The teacher can do that herself or the other student can do that.

R : Hm, peer feedback? T1 : Yaaa. Peer feedback.

R : Hm okay, jadi suggestions nya…clear models, examples and drills.

T1 : Ya, first teacher gives clear models, and then drills, after that giving feedbacks. It can be from the teacher or the other student, and then asked them to make it better.

R : Okay. I think, that’s enough. Thank you, bu. T1 : You are welcome.

Respondent: Teacher 2

R : (Showing the list of some examples of basic noun phrases’ errors students made) In your opinion, why did the students make those errors?

T2 : Because they don’t have enough capability about basic noun phrases.

R : Then, what recommendation will you suggest to improve the students’ understanding about basic noun phrases?

T2 : The teacher should be aware of it. R : Aware?

T2 : Not only aware but the teachers should fix his/ her own teaching. Explain clearly. Maybe after you have done your research, and then you give it to the teacher, and then the teacher can make some improvements in teaching. Perhaps, they should pay more attention about noun phrases, singular and plural nouns. Any else?

R : What should the students do to improve their understanding about basic noun phrases? T2 : It depends on the situations, see the outcomes and the feedbacks. Kondisi dan kemampuan

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Kamu sudah praktek maka kamu tau kondisi siswa seperti apa, dan kamu pasti tau bagaimana untuk mengatasinya.

R : Hmm, oke,, I think that’s all. Thank you, Bu. T2 : You are welcome.

Respondent: Teacher 2 and 3

R : (Showing the list of some examples of basic noun phrases’ errors students made) In your opinion, why did the students make those errors?

T3 : Because they did not know the rules, they were not aware of the rules. They did not master the grammar.

R : So, what recommendation will you suggest to improve the students’ understanding about basic noun phrase?

T3 : Actually, in language teaching, the aspect is not about the students. They cannot stand by themselves to master the language. But there are a lot of factors: teachers, the students themselves, situation, and exposure in English. They play important rule in language teaching. But if you ask me about my suggestion, I will suggest that the students of course they should listen to the teacher and the teacher should develop customized certain method to help the student manage that one.

T2 : In my conclusion, the teachers should be able to adapt some methods, techniques which are suitable with the student’ competence, condition etc. That is the most difficult part for the teachers, when the students cannot get the “click”, so find it.

T3 : It actually deals with grammar teaching learning. In my opinion, in our country, because English is taught as foreign language instead of Second language, I guess, for teen, drilling is one of the most effective way the teacher should drill the students.

T2 : Not only drilling.

T3 : One of. One of the most effective way and then the teachers should be able to help them understand that noun phrase in our native language in our Indonesian is this way and the appetite in English is that way. Teachers should help the students to find out the differences and also similarities in both grammars. So if the students know or fully aware of all that differences and that the way I should think, I should direct my way of thinking this way, I think it will help them better to master the noun phrase because we know that it’s totally different, right; the noun phrase in Indonesian and the noun phrase in English. Okay, that’s my opinion.

T2 : The most important thing is that the teacher should realize the importance of grammar. Grammar should be taught in seven grade of junior high school. Thank you.

R : What do you think about “peer feedback”?

T3 : Peer feedback will work in a class where all of the students are good enough but if the class where the students are not that good of course we cannot employ peer feedback. I think the feedback will be beneficial, if the feedback comes from the teachers, for teen, for students with the characteristic like ours here in Pangudi Luhur, especially in regular classes, but in RSBI I think it will work.

R : Baiklaaa, kalau boleh saya menyimpulkan, berarti suggestion nya adalah pertama, guru menentukan metode yang tepat, kemudian…

T3 : Sebenarnya begini, pertama-tama guru harus memotivasi siswa lalu bisa, ya pertama harus memotivasi dan siswa punya excitement to learn itu akan lebih membantu gurunya, disamping gurunya harus propose metode yang bagus. Jadi intinya, guru memotivasi siwa, siswanya excited untuk belajar, lalu baru setelah itu dengan metode yang customized itu tadi, yang bagus dengan karakternya.

(3)

T2 : Tau kan kamu metode untuk mengajar young learners? “Having fun with English.” Itu yang harus kita ambil. “Fun” nya itu darimana kita dapatkan. Ketika hati kita sudah klik dengan students dan students terutama jangan hanya hati kita. Kalau hati kita, susah nantinya, tapi hatinya murid harus kita raih dulu, baru pengajaran akan berjalan dengan sukses. Having fun with students, English is fun, itu yang perlu digaris bawahi untuk mengajar remaja. Muda Remaja. Sudah?

T3 : Sebenarnya kalau anak-anak sudah termotivasi, enak sekali membawa mereka ke tujuan yang kita sudah set. Jadi ya selain membangun motivasi, ya intinya membangun motivasi dulu. Tapi anak-anak juga punya tanggung jawab sih karena mau ngga mau mereka kan hidup di sistem. Di sistem pendidikan kita kan harus bahasa inggris bahasa masuk bahasa internasional. Mau ngga mau mereka harus terima itu. They should open their heart actually. Jadi tidak boleh 100% responsibility nya di guru, no, we share gitu lo, baik antara guru, orang tuanya mereka dan mereka sendiri. That’s my opinion.

R : Okay, terima kasih, Bu atas waktu yang diberikan. T2, T3: Ya sama-sama. Semoga cepat selese.

R : Amin.

Responden 1= S1 (student #6, He made the most frequently errors) Responden 2= S2 (student #24, She made the most various errors) Responden 3= S3 (student #28, He made fewest errors)

R : Kalian tahu ngga, apa itu basic noun phrase? S1, S2, S3: …

R : Basic noun phrase itu bagian dari noun phrase. Kalian tau noun phrase ngga? S1, S2, S3: …

R : Misalnya aku bilang two students are in the class. Apa sih yang maksud dengan two students di awal kalimat itu?

S1 : Dua siswa.

R : Bagus. Two students are in the class. Fungsi dua siswa di kalimat tadi sebagai apa ya kira? Kan dalam kalimat bahasa Inggris itu ada Subject, Verb, and Object.

S1 : Subject.

R : Good. Nah, sekarang kita liat, two dan students itu kan 2 kata yang berbeda, tetapi dia sama-sama berfungsi sebagai subject dalam kalimat “Two students are in the class.” Itulah yang dimaksud dengan noun phrase. Noun phrase itu adalah satu kata atau kumpulan kata yang membentuk satu kesatuan kata yang mana biasanya berfungsi sebagai subyek, objeck, dan sebagainya. Nah sekarang kalo misalnya noun phrase berfungsi sebagi object gimana? Kalau contoh yang “Two students are in the class” kan two students nya berfungsi sebagai subject. Coba kalian sekarang membuat contoh kalimat yang mana ada noun phrasenya. S1 : Fungsinya apa?

R : Apa aja, bisa subjek, objek atau yang lainnya. S1 : Object deh. I have three (unclear speech) R : Three apa?

S1 : I have three televisions. R : Good. coba kamu sekarang.. S2 : I have three fish. I have three fishes.

R : Ya, ngga papa. Bisa dua-duanya. Coba kamu (edited) S3 : I have two books (unclear speech).

R : Oke, bagus. Udah bisa semua ya.. nah, tadi kan (edited) uda bilang two books. Berarti kalau misalnya two books, berarti book nya ditambahi –s, terus kalau satu buku berarti gimana?

(4)

S1 : One book.

R : Ya, atau sebuah buku? S1 : A book.

R : Kalau 3 buku? S1 : Three books.

R : Oke sekarang coba .. nomer absennya 6 tadi siapa? S2 : Aku.

R : Coba ini ya kamu lihat. Ini. Ini kan ada beberapa kalimat dari karangan kamu yang taktulis di kertas ini. Kira-kira di kalimat nomer 5 ini ada yang salah ngga? “It consists of 3 horses, 2 cows, 3 goats, 5 sheeps, 3 pigs, 2 ducks, and 4 chickens.” Atau ngga ada yang salah.

S2 : Ngga ada?

R : Ngga ada. Ni coba dilihat, ini ada yang tak cetak miring. 5 sheeps. Ini yang salah. Kira-kira kenapa salah?

S2 : O iya ya ada ya. Apa ya namanya.. R : Hayoo.

S2 : Aku lupae.

R : Nah kalau misalnya satu. Sheep itu apa? Sheep itu apa? S2 : Sheep itu domba.

R : Domba. Satu domba? S2 : A sheep.

R : Dua domba?

S2 : Sheeps. Eh, two sheeps.

R : Nah, sheep itu pengecualian, jadi walaupun banyak dia ngga perlu pake –s. Berarti ini harusnya gimana?

S2 : Five sheep.

R : Ya bener. Ngga pake –s ya. Tau ya salahnya ya. Trus lagi. Nah ini no 6 coba dibaca. S2 : There are various kind of cute animal in the an attractive husbandry.

R : Ya, apa ini maksudnya? Ini punyamu bukan? Ada ngga di sini, ada kan di karanganmu kan? Nah salahnya dimana kira-kira?

S2 : Itu yang dicetak miring itu. “the an attractive husbandry.” R : Ya, trus ini kenapa salah kira-kira?

S2 : (Unclear speech)

R : Sudah ada “the” ada “an” juga. Jadi harusnya pake salah satu aja. Di noun phrase itu kalau pake article ya satu aja gitu. Jadi harusnya gimana coba?

S2 : Dibaca dari awal? R : He’e.

S2 : There are various kind of cute animal in theattractive husbandry.

R : Ya.. bisa-bisa. In the attractive husbandry. Oke, sudah. Ini banyak salahnya ya. (unclear speech)

R : Nah sekarang coba (edited) nomer 24. Coba baca no 4 coba. Ini yang salah yang mana? S3 : Ini harusnya pake –s.

R : Ya harusnya pake –s, berarti?

S3 : “There are three horses, two chickens, two chicks, two ducks, two pigs, three goats, five sheeps, and two cows.” Lanjut, kalau yang nomer 11? Harusnya gmana?

S3 : One of ... R : One of?

(5)

R : Ya, berarti the nya setelah of ya, bukan di depan. Tau salahnya dmana ya? Nah, sekarang (edited). Kamu nomer 28 ya..

S1 : Ya.

R : Ini ada satu salah. Animals that are on the farm are bla bla bla. Ini kenapa salah? S1 : Ngga tau. Animals.

R : Harusnya? perlu article ngga itu? Ini khusus atau general? semua hewan atau hanya hewan yang ada di situ?

S1 : Semua.

R : Semua hewan? Semua hewan yang ada di dunia atau yang hanya ada di farm itu? S1 : Ya di farm itu.

R : Ya berarti itu specific ya. Berarti kalo specific butuh article yang tepat. Kira-kira article nya apa? Article. Article itu apa aja sih?

S1 : Ngga tau.

R : Article itu ada “the, a, dan an.” “The” itu untuk yang specific trus kalo “a dan an” untuk yang general. Nah, kira-kira yang pas yang mana?

S1 : The. The animals.

R : Oke, tau ya salahnya dimana?

Nah, sekarang saya tanya ke semuanya. Kira-kira kenapa kalian membuat kesalahan seperti itu? Kenapa kok membuat kesalahan seperti itu?

S3 : Bingung.

R : Bingungnya kenapa? Bingungnya karena kurang teliti atau gimana? Atau karena memang kurang atau belum tau?

S3 : Ya ada yang kurang teliti ada juga yang belum tahu. R : Belum taunya apanya yang belum tau?

S3 : Ya tadi itu yang the, the itu.

R : Ooo belum tau article nya. Trus apalagi? S3 : Belum tau article, bingung sama kurang teliti S1 : Buru-buru,

R : Kenapa keburu-buru?

S1 : Ya buru-buru aja. Kadang ngerjakannya malam terus besok paginya dikumpul. R : Ooo berarti perlu di koreksi lagi itu sebenernya.

S1 : Ya saya sendiri.

R : Ooo dari kamu sendiri. Kamu ngga minta temen? Kenapa ngga minta teman minta dikoreksiin?

S1 : Ngga kepikiran sih.

R : Ooo ngga kepikir. trus ntar setelah tau kaya gini, nanti kepikiran ngga kalau mau minta dikoreksi ke temennya?

S1 : Bisa itu, bisa.

R : Trus kira-kira itu bisa membantu ngga? Semakin lebih baik ngga itu nanti? S1 : Bisa membantu ya.

R : Kalo (edited) gmana? Kenapa membuat kesalahan-kesalahan seperti itu. Banyak lo salahnya lo.

S2 : Itu soalnya nganu, apa. Guru lesku yang ngawur, kayaknya ngga bisa. R : Ooo jadi guru les kamu yang ngerjain tugas ini?

S2 : Ya ngga. (unclear speech) koyoe ngga bisa. (edited)

R : Ooo. Nah ini tadi kan kesalahan kamu tadi kan kebanyakan kurang –s, kurang article. Itu kenapa kira-kira?

(6)

R : Ooo trus kamu juga lupa (edited) S1 : Aku ngga tau kalau yang tentang article. R : Kamu?

S3 : Ngga tau.

R : Ooo semua belum tau ya article nya ya. Nah, ni kalo misalnya huruf depan kata bendanya huruf hidup misalnya “apple,” berarti article nya “a” atau “an”?

S1, S3 : “An.”

R : Kalo misalnya student? S1 : “A.”

R : Aa… bisa gitu lo. Berarti kalian tau sebenarnya. S1 : Lupa.

R : Oh lupa. Sudah ya. Terus gini. Nah, karena kalian sudah tau kalau kalian sudah membuat errors, padahal kalian tau sebenarnya harus menulis gimana. Nah, sekarang kalian punya saran ngga gimana caranya untuk meningkatkan pengetahuan kalian tentang noun phrase ini gimana?

S1 : Banyak latihan.

R : Ya banyak latihan.terus? S1 : (Unclear speech)

R : Kalo kamu gmana (edited)

S2 : Percaya sama orang yang bisa bahasa inggris. (Unclear speech) R : Kalo buat di kelas gimana?

S2 : Memperhatikan guru, semakin teliti, R : Trus apalagi? Kalau kamu?

S3 : Lebih teliti dan banyak latihan.

R : Oke, wawancaranya cukup sekian aja. Terima kasih buat waktunya. S1, S2, S3: Sama-sama mbak.

Error analysis on basic noun phrases in descriptive writing of VIIF students of SMP Pangudi Luhur 1 Yogyakarta.

ERROR ANALYSIS ON BASIC NOUN PHRASES

IN DESCRIPTIVE WRITING OF VIIF STUDENTS

OF

SMP PANGUDI LUHUR 1 YOGYAKARTA

ERROR ANALYSIS ON BASIC NOUN PHRASES

IN DESCRIPTIVE WRITING OF VIIF STUDENTS

OF

SMP PANGUDI LUHUR 1 YOGYAKARTA

Conceive, believe, achieve…

(Anonymons)

This thusis is dudicatud to my parunts,

my brothur,

and uvuryonu who stays in my huart.

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Error analysis on basic noun phrases in descriptive writing of VIIF students of SMP Pangudi Luhur 1 Yogyakarta.

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This thusis is dudicatud to my parunts,

my brothur,

and uvuryonu who stays in my huart.

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