THESIS Analysis Of Errors Found In English Textbooks For Elementary School Students In Salatiga.
THESIS
ANALYSIS OF ERRORS FOUND IN ENGLISH TEXTBOOKS
FOR ELEMENTARY SCHOOL STUDENTS IN SALATIGA
Submitted as a Partial Fulfillment of the Requirements for the Master
Degree in Language Studies at Muhammadiyah University of Surakarta
By
Ika Sulistyarini
NIM. S 200 100 026
GRADUATE PROGRAM IN LANGUAGE STUDIES
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
ii
iii
ADVISOR APPROVED
ANALYSISOF ERRORSFOUNDIN ENGLISHTEXTBOOKS
IN SALATIGA
SCHOOLSTUDENTS
FORELEMENTARY
by
Prepared
I K AS U L I S T Y A R I N I
on
by theboardof examiner
thisthesishasbeenexamined
6'",20'12
September
andhasbeendeclaredeligible
BOARD
THEEXAMINER
AdvisorI
PtoT. ur. J
Advisor
-D.rs,.9isil.Hl
AdvisorIII
/.3j
li
K"*t)
;';/d
ffi
(,x
; ii ir.,.1
:l
i
-s
D i m y a t iS
, . H . ,M . H u m .
Khudzaifah
v
MOTTO
You can if you think you can
( George Reeves )
Life is change. Growth is optional. Choose wisely
( Karen Kaiser Clark )
vi
DEDICATION
With the deepest love, this thesis is dedicated to:
1.
my beloved parents “Tamadi, S.Pd and Sri Purwaningsih”
and my brother
2.
Aditya Wahyu Nugroho, S.E.,
‘Thanks for your endless loves, prays, supports and encouragement’.
vii
ACKNOWLEDGEMENT
First of all, the researcher would like to express her greatest gratitude to
Allah S.W.T., the Most Grateful and the Most Merciful, who has given her
remarkable blessings and guidance so that she can accomplish this thesis.
Her deepest gratitude also goes to Prof. Dr. Bambang Setiaji as Rector of
Muhammadiyah University of Surakarta, who has given a chance for her to have
education at Muhammadiyah University of Surakarta.
She also like to express her gratitude to Prof. Dr. Khudalifah Dimyati,
S.H., M.Hum as Director of the Postgraduate
Program of Muhammadiyah
University of Surakarta, who has given a chance for her to bear education at
Muhammadiyah University of Surakarta.
Her deepest gratitude is also devoted to Prof. Dr. Markhamah, M.Hum as
Coordinator of the Graduate Program in Language Studies of Muhammadiyah
University of Surakarta, who has given opportunities and supports throughout the
accomplishment of this thesis.
The researcher is very much indebted to Prof. Dr. Joko Nurkamto, M.Pd.
as the First Advisor who has guided her with his encouragement, ideas, advice,
correction, patience, kindness, and valuable time during the process of writing
this thesis.
viii
Her biggest thanks also goes to Drs. Sigit Haryanto, M.Hum as the
Second Advisor for his corrections, comments and suggestions for the betterment
of this thesis.
The researcher also likes to express her thankfulness to the authors of the
textbooks since by using their textbooks the researcher can get the data and finish
this thesis.
Her deepest gratitude to my father and mother for being the best parents
in the universe, thank you for loving and encouraging her all the time. Thank you
also for her beloved brother, Aditya.
The researcher also particularly grateful to all friends in Graduate
Program in Language Studies Muhammadiyah University Of Surakarta,
especially Bu Tati, Bu Laela, Bu Rohimah, Bu Niken, Bang Abrar, Bang
Hamjah, Bang Muslimin, Pak Didi, and Galuh for the joyful times we have
shared. I love you all.
Finally, thank you very much for everyone that always supports her
during her study and thesis writing.
Ika Sulistyarini
S 200 100 026
ix
TABLE OF CONTENT
TITLE .........................................................................................................
i
NOTE OF ADVISOR 1 .............................................................................
ii
NOTE OF ADVISOR 2 .............................................................................
iii
APPROVAL ...............................................................................................
iv
PRONOUNCEMENT ................................................................................
v
MOTTO ......................................................................................................
vi
DEDICATION ...........................................................................................
vii
ACKNWOLEDGEMENT .........................................................................
viii
TABLE OF CONTENT .............................................................................
x
LIST OF TABLES .....................................................................................
xiv
LIST OF FIGURES ....................................................................................
xv
LIST OF ABBREVIATIONS ....................................................................
xvi
ABSTRAK ................................................................................................. xvii
ABSTRACT ...............................................................................................
xix
CHAPTER I INTRODUCTION ...............................................................
1
A.
Background of the Study .............................................................
1
B.
Problem Statement .......................................................................
8
C.
Objectives of the Study ................................................................
9
D.
Benefits of the Study ....................................................................
9
E.
Limitations of the Study ..............................................................
10
F.
Research Paper Organization .......................................................
11
CHAPTER II REVIEW OF LITERATURE ............................................
12
A.
Previous Studies ...........................................................................
12
B.
Underlying Theories ....................................................................
17
1. Textbook ...................................................................................
17
a. Notions of Textbook .............................................................
18
x
b. Roles of Textbook ................................................................
19
2. Error Analysis ..........................................................................
22
a. Notions of Error Analysis ....................................................
22
b. Error and Mistake ................................................................
23
3. Contributions of Error Analysis to Language Teaching ..........
24
4. Classifications of Errors ...........................................................
25
a. Linguistic Category ..............................................................
25
b. Surface Strategy Taxonomy ................................................
26
c. Comparative Taxonomy .......................................................
31
d. Communicative Effect Taxonomy .......................................
32
5. Types of Errors .........................................................................
34
a. Plural Form ...........................................................................
34
b. Pronoun ................................................................................
35
c. Article ...................................................................................
37
d. Verb ......................................................................................
39
f. To Be ....................................................................................
41
g. Auxiliary do .........................................................................
41
h. Tense ....................................................................................
42
i. Preposition ...........................................................................
44
j. Conjunction ..........................................................................
46
k. Vocabulary ...........................................................................
47
6. Sources of Errors ......................................................................
48
a. Interlingual Factor ................................................................
48
b. Intralingual Factor ................................................................
50
7. Procedures of Error Analysis ....................................................
53
a. Identifying Errors .................................................................
53
b. Describing Errors .................................................................
53
c. Explaining Errors .................................................................
54
xi
CHAPTER III RESEARCH METHODOLOGY .....................................
55
A.
Type of the Research ...................................................................
55
B.
Objects of the Research ...............................................................
56
C.
Data and Data Sources .................................................................
56
D.
Method of Data Collection ............................................................
57
E.
Technique of Data Analysis .........................................................
57
F.
Time of the Research ....................................................................
60
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS .............
61
A.
Research Findings ........................................................................
61
1. Types of Errors ...........................................................................
61
a. Plural Forms ...........................................................................
62
b. Pronouns ................................................................................
64
c. Articles ...................................................................................
69
d. Verbs ......................................................................................
72
e. To Be ......................................................................................
75
f. Auxiliary do ...........................................................................
78
g. Tenses ....................................................................................
81
h. Prepositions ...........................................................................
82
i. Conjunctions ..........................................................................
83
j. Vocabularies ..........................................................................
84
2. Frequency of Errors ....................................................................
86
a. Start With English ..................................................................
86
b. Logika ....................................................................................
89
c. ETAS ......................................................................................
91
Sources of Errors ...................................................................
96
a. Interlingual Factor ..................................................................
96
1) Transfer of Structure .........................................................
97
3.
xii
b. Intralingual Factor ..................................................................
98
1) Over-generalization ...........................................................
99
2) Ignorance of Rule Restrictions .......................................... 100
3) Incomplete Application of Rules ...................................... 104
4) False Concepts Hypothesized ........................................... 104
c. Author Factor and the Process of Writing Factor................... 105
1) Rarely Using the Target Language ................................... 106
2) Rush Deadline ................................................................... 107
3) No Editor and No Proofreader .......................................... 108
4) Never Getting Training of Writing Textbook ................... 109
5) Never Having Experience in Writing Textbook Before .... 110
B. Discussion of the Findings .............................................................. 111
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
124
A.
Conclusions .................................................................................. 124
B.
Implications .................................................................................. 126
C.
Suggestions .................................................................................. 127
BIBLIOGRAPHY ...................................................................................... 129
APPENDICES ............................................................................................ 134
xiii
LIST OF TABLES
Table 1
: Plural Noun Forms .................................................................
34
Table 2
: Article Forms ..........................................................................
37
Table 3
: Verb Forms ............................................................................
39
Table 4
: Types of Preposition ..............................................................
44
Table 5
: Time Schedule of the Research .............................................
60
Table 6
: Frequency of Errors (SWE) ...................................................
87
Table 7
: Frequency of Errors (Logika) ................................................
89
Table 8
: Frequency of Errors (ETAS) ..................................................
91
xiv
LIST OF FIGURES
Figure 1
: Error Number Analysis for Start With English ....................
88
Figure 2
: Error Frequency Analysis for Start With English ................
88
Figure 3
: Error Number Analysis for Logika ......................................
90
Figure 4
: Error Frequency Analysis for Logika ...................................
91
Figure 5
: Error Number Analysis for ETAS ........................................
95
Figure 6
: Error Frequency Analysis for ETAS ....................................
95
xv
LIST OF ABBEVIATIONS
SWE
: Start With English
KKG
: Kelompok Kerja Guru
IKAPI
: Ikatan Penerbit Indonesia
xvi
ABSTRAK
IKA SULISTYARINI. S200100026. Analisa Kesalahan yang Ditemukan dalam
Buku-Buku Teks Bahasa Inggris untuk Siswa Sekolah Dasar di Salatiga. Tesis.
Magister Pengkajian Bahasa. Universitas Muhammadiyah Surakarta. 2012.
Penelitian ini dilakukan dengan tiga tujuan: mengidentifikasi jenis-jenis
kesalahan yang ditemukan dalam buku-buku teks bahasa Inggris untuk siswa sekolah
dasar di Salatiga, mengetahui jumlah dan frekuensi dari setiap jenis kesalahan, dan
menjelaskan penyebab atau sumber dari kesalahan-kesalahan tersebut.
Penelitian ini adalah penelitian kualitatif yang menganalisa kalimat-kalimat
yang salah dalam buku-buku teks yang digunakan oleh siswa sekolah dasar di
Salatiga pada semester 1 dan 2. Kesalahan-kesalahan tersebut dianalisa dengan
menggunakan prosedur analisa kesalahan, yaitu: identifikasi kesalahan, gambaran
kesalahan, dan penjelasan kesalahan.
Analisa kesalahan mengungkapkan bahwa ada sejumlah kesalahan yang
ditemukan dalam buku-buku teks bahasa Inggris untuk siswa sekolah dasar di
Salatiga. Kesalahan-kesalahan tersebut meliputi kesalahan pada bentuk jamak, kata
ganti, artikel, kata kerja, to be, kata kerja bantu do, tensis, preposisi, konjungsi, dan
kosa kata. Terkait dengan jumlah dan frekuensi tiap jenis kesalahan, temuan-temuan
tersebut adalah: Pertama, pada Start With English, penulis buku teks tersebut
membuat 18 kesalahan. Kesalahan-kesalahan tersebut digolongkan ke dalam tujuh
jenis kesalahan yang terdiri dari kesalahan pada bentuk jamak, kata ganti, artikel, kata
kerja, to be, kata kerja bantu do, dan preposisi. Dia membuat kesalahan pada bentuk
jamak dengan 4 kesalahan (22,22%), kata ganti dengan 3 kesalahan (16,67%), artikel
dengan 2 kesalahan (11,11%), kata kerja dengan 2 kesalahan (11,11%), to be dengan
3 kesalahan (16,67%) , kata kerja bantu do dengan 2 kesalahan (11,11%), dan yang
terakhir preposisi dengan 2 kesalahan (11,11%). Kedua, pada Logika , penulis buku
teks tersebut membuat 22 kesalahan. Kesalahan-kesalahan tersebut digolongkan ke
dalam lima jenis kesalahan yang terdiri dari kesalahan pada bentuk jamak, kata ganti,
artikel, tensis, dan preposisi. Dia membuat kesalahan pada bentuk jamak dengan 8
kesalahan (36,36%), kata ganti dengan 7 kesalahan (31.82%), artikel dengan 3
kesalahan (13,64%), tensis dengan 2 kesalahan (9,09%), dan preposisi dengan 2
kesalahan (9,09%) . Ketiga, pada ETAS, penulis buku teks tersebut membuat 123
kesalahan. Kesalahan-kesalahan trsebut digolongkan menjadi sembilan jenis
kesalahan yang terdiri dari kesalahan pada bentuk jamak, kata ganti, artikel, kata
kerja, to be, kata kerja bantu do, preposisi, konjungsi, dan kosa kata. Dia membuat
kesalahan pada bentuk jamak dengan 34 kesalahan (27.64%), kata ganti dengan 25
kesalahan (20,33%), artikel dengan 19 kesalahan (15,48%), kata kerja dengan 12
kesalahan (9,76%), to be dengan18 kesalahan (14,63%) , kata kerja bantu do dengan
6 kesalahan (4,88%), preposisi dengan 4 kesalahan (3,25%), konjungsi dengan 2
kesalahan (1,63%), dan kosa kata dengan 3 kesalahan (2,44%). Selain itu, hasil
analisa menunjukkan bahwa ada tiga sumber kesalahan, yaitu: (1) Faktor interlingual
xvii
yang terdiri dari transfer struktur, (2) faktor intralingual yang terdiri dari
overgeneralisasi, pengabaian batasan-batasan aturan, penerapan aturan-aturan yang
tidak lengkap, dan konsep yang salah, dan (3) faktor penulis dan faktor proses
penulisan yang terdiri dari kegunaan bahasa target yang jarang digunakan, deadline
yang terburu-buru, tidak adanya editor dan tidak adanya korektor, tidak pernah
mendapatkan pelatihan penulisan buku teks, dan tidak pernah mempunyai
pengalaman
dalam
menulis
buku
teks
sebelumnya.
Kata Kunci: Analisa Kesalahan, Buku Teks
xviii
ABSTRACT
IKA SULISTYARINI. S200100026. Analysis of Errors Found in English
Textbooks for Elementary School Students in Salatiga. Thesis. Graduate Program
in Language Studies. Muhammadiyah University of Surakarta. 2012.
This research was conducted with three purposes: identifying the types
of errors found in the English textbooks for the elementary school students in
Salatiga, knowing the total number and the frequency of each type of errors, and
explaining the causes or sources of those errors.
This research was a qualitative research which analyzed the erroneous
sentences in the textbooks used by the students of elementary schools in Salatiga in
the 1st and 2nd semester. The errors were analyzed by using the procedure of error
analysis, namely: error identification, error description, and error explanation.
The analysis of the errors revealed that there were a number of errors found
in the English textbooks for the elementary school students in Salatiga. The errors
included errors on plural forms, pronouns, articles, verbs, to be, auxiliary do, tenses,
prepositions, conjunctions, and vocabularies. Related to the total number and the
frequency of each type of errors, the findings were: First, in Start With English, the
author of the textbook made 18 errors. The errors were classified into seven types of
errors that consisted of errors on plural forms, pronouns, articles, verbs, to be,
auxiliary do, and prepositions. He made errors on plural forms with 4 errors (22.22
%), pronouns with 3 errors (16.67 %), articles with 2 errors (11.11 %), verbs with 2
errors (11.11 %), to be with 3 errors (16.67 %), auxiliary do with 2 errors (11.11 %),
and lastly prepositions with 2 errors (11.11 %). Second, in Logika , the author of the
textbook made 22 errors. The errors were classified into five types of errors that
consisted of errors on plural forms, pronouns, articles, tenses, and prepositions. She
made errors on plural forms with 8 errors (36.36 %), pronouns with 7 errors (31.82
%), articles with 3 errors (13.64 %), tenses with 2 errors (9.09 %), and prepositions
with 2 errors (9.09 %). Third, in ETAS, the author of the textbook made 123 errors.
The errors were classified into nine types of errors that consisted of errors on plural
forms, pronouns, articles, verbs, to be, auxiliary do, prepositions, conjunctions, and
vocabularies. She made errors on plural forms with 34 errors (27.64 %), pronouns
with 25 errors (20.33 %), articles with 19 errors (15.48 %), verbs with 12 errors (9.76
%), to be with 18 errors (14.63 %), auxiliary do with 6 errors (4.88 %), prepositions
with 4 errors (3.25 %), conjunctions with 2 errors (1.63 %), and vocabularies with 3
errors (2.44 %). Besides, the results of the analysis showed that there were three
sources of errors, namely: (1) interlingual factor made of transfer of structure, (2)
intralingual factor made of over-generalization, ignorance of rule restrictions,
incomplete application of rules, and false concepts hypothesized, and (3) author
factor and the process of writing factor because of the lack of exposure to the target
language, rush deadline, no editor and no proofreader, never getting training of
writing textbook, and never having experience in writing textbook before.
Keywords: Error Analysis, Textbooks
xix
ANALYSIS OF ERRORS FOUND IN ENGLISH TEXTBOOKS
FOR ELEMENTARY SCHOOL STUDENTS IN SALATIGA
Submitted as a Partial Fulfillment of the Requirements for the Master
Degree in Language Studies at Muhammadiyah University of Surakarta
By
Ika Sulistyarini
NIM. S 200 100 026
GRADUATE PROGRAM IN LANGUAGE STUDIES
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
ii
iii
ADVISOR APPROVED
ANALYSISOF ERRORSFOUNDIN ENGLISHTEXTBOOKS
IN SALATIGA
SCHOOLSTUDENTS
FORELEMENTARY
by
Prepared
I K AS U L I S T Y A R I N I
on
by theboardof examiner
thisthesishasbeenexamined
6'",20'12
September
andhasbeendeclaredeligible
BOARD
THEEXAMINER
AdvisorI
PtoT. ur. J
Advisor
-D.rs,.9isil.Hl
AdvisorIII
/.3j
li
K"*t)
;';/d
ffi
(,x
; ii ir.,.1
:l
i
-s
D i m y a t iS
, . H . ,M . H u m .
Khudzaifah
v
MOTTO
You can if you think you can
( George Reeves )
Life is change. Growth is optional. Choose wisely
( Karen Kaiser Clark )
vi
DEDICATION
With the deepest love, this thesis is dedicated to:
1.
my beloved parents “Tamadi, S.Pd and Sri Purwaningsih”
and my brother
2.
Aditya Wahyu Nugroho, S.E.,
‘Thanks for your endless loves, prays, supports and encouragement’.
vii
ACKNOWLEDGEMENT
First of all, the researcher would like to express her greatest gratitude to
Allah S.W.T., the Most Grateful and the Most Merciful, who has given her
remarkable blessings and guidance so that she can accomplish this thesis.
Her deepest gratitude also goes to Prof. Dr. Bambang Setiaji as Rector of
Muhammadiyah University of Surakarta, who has given a chance for her to have
education at Muhammadiyah University of Surakarta.
She also like to express her gratitude to Prof. Dr. Khudalifah Dimyati,
S.H., M.Hum as Director of the Postgraduate
Program of Muhammadiyah
University of Surakarta, who has given a chance for her to bear education at
Muhammadiyah University of Surakarta.
Her deepest gratitude is also devoted to Prof. Dr. Markhamah, M.Hum as
Coordinator of the Graduate Program in Language Studies of Muhammadiyah
University of Surakarta, who has given opportunities and supports throughout the
accomplishment of this thesis.
The researcher is very much indebted to Prof. Dr. Joko Nurkamto, M.Pd.
as the First Advisor who has guided her with his encouragement, ideas, advice,
correction, patience, kindness, and valuable time during the process of writing
this thesis.
viii
Her biggest thanks also goes to Drs. Sigit Haryanto, M.Hum as the
Second Advisor for his corrections, comments and suggestions for the betterment
of this thesis.
The researcher also likes to express her thankfulness to the authors of the
textbooks since by using their textbooks the researcher can get the data and finish
this thesis.
Her deepest gratitude to my father and mother for being the best parents
in the universe, thank you for loving and encouraging her all the time. Thank you
also for her beloved brother, Aditya.
The researcher also particularly grateful to all friends in Graduate
Program in Language Studies Muhammadiyah University Of Surakarta,
especially Bu Tati, Bu Laela, Bu Rohimah, Bu Niken, Bang Abrar, Bang
Hamjah, Bang Muslimin, Pak Didi, and Galuh for the joyful times we have
shared. I love you all.
Finally, thank you very much for everyone that always supports her
during her study and thesis writing.
Ika Sulistyarini
S 200 100 026
ix
TABLE OF CONTENT
TITLE .........................................................................................................
i
NOTE OF ADVISOR 1 .............................................................................
ii
NOTE OF ADVISOR 2 .............................................................................
iii
APPROVAL ...............................................................................................
iv
PRONOUNCEMENT ................................................................................
v
MOTTO ......................................................................................................
vi
DEDICATION ...........................................................................................
vii
ACKNWOLEDGEMENT .........................................................................
viii
TABLE OF CONTENT .............................................................................
x
LIST OF TABLES .....................................................................................
xiv
LIST OF FIGURES ....................................................................................
xv
LIST OF ABBREVIATIONS ....................................................................
xvi
ABSTRAK ................................................................................................. xvii
ABSTRACT ...............................................................................................
xix
CHAPTER I INTRODUCTION ...............................................................
1
A.
Background of the Study .............................................................
1
B.
Problem Statement .......................................................................
8
C.
Objectives of the Study ................................................................
9
D.
Benefits of the Study ....................................................................
9
E.
Limitations of the Study ..............................................................
10
F.
Research Paper Organization .......................................................
11
CHAPTER II REVIEW OF LITERATURE ............................................
12
A.
Previous Studies ...........................................................................
12
B.
Underlying Theories ....................................................................
17
1. Textbook ...................................................................................
17
a. Notions of Textbook .............................................................
18
x
b. Roles of Textbook ................................................................
19
2. Error Analysis ..........................................................................
22
a. Notions of Error Analysis ....................................................
22
b. Error and Mistake ................................................................
23
3. Contributions of Error Analysis to Language Teaching ..........
24
4. Classifications of Errors ...........................................................
25
a. Linguistic Category ..............................................................
25
b. Surface Strategy Taxonomy ................................................
26
c. Comparative Taxonomy .......................................................
31
d. Communicative Effect Taxonomy .......................................
32
5. Types of Errors .........................................................................
34
a. Plural Form ...........................................................................
34
b. Pronoun ................................................................................
35
c. Article ...................................................................................
37
d. Verb ......................................................................................
39
f. To Be ....................................................................................
41
g. Auxiliary do .........................................................................
41
h. Tense ....................................................................................
42
i. Preposition ...........................................................................
44
j. Conjunction ..........................................................................
46
k. Vocabulary ...........................................................................
47
6. Sources of Errors ......................................................................
48
a. Interlingual Factor ................................................................
48
b. Intralingual Factor ................................................................
50
7. Procedures of Error Analysis ....................................................
53
a. Identifying Errors .................................................................
53
b. Describing Errors .................................................................
53
c. Explaining Errors .................................................................
54
xi
CHAPTER III RESEARCH METHODOLOGY .....................................
55
A.
Type of the Research ...................................................................
55
B.
Objects of the Research ...............................................................
56
C.
Data and Data Sources .................................................................
56
D.
Method of Data Collection ............................................................
57
E.
Technique of Data Analysis .........................................................
57
F.
Time of the Research ....................................................................
60
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS .............
61
A.
Research Findings ........................................................................
61
1. Types of Errors ...........................................................................
61
a. Plural Forms ...........................................................................
62
b. Pronouns ................................................................................
64
c. Articles ...................................................................................
69
d. Verbs ......................................................................................
72
e. To Be ......................................................................................
75
f. Auxiliary do ...........................................................................
78
g. Tenses ....................................................................................
81
h. Prepositions ...........................................................................
82
i. Conjunctions ..........................................................................
83
j. Vocabularies ..........................................................................
84
2. Frequency of Errors ....................................................................
86
a. Start With English ..................................................................
86
b. Logika ....................................................................................
89
c. ETAS ......................................................................................
91
Sources of Errors ...................................................................
96
a. Interlingual Factor ..................................................................
96
1) Transfer of Structure .........................................................
97
3.
xii
b. Intralingual Factor ..................................................................
98
1) Over-generalization ...........................................................
99
2) Ignorance of Rule Restrictions .......................................... 100
3) Incomplete Application of Rules ...................................... 104
4) False Concepts Hypothesized ........................................... 104
c. Author Factor and the Process of Writing Factor................... 105
1) Rarely Using the Target Language ................................... 106
2) Rush Deadline ................................................................... 107
3) No Editor and No Proofreader .......................................... 108
4) Never Getting Training of Writing Textbook ................... 109
5) Never Having Experience in Writing Textbook Before .... 110
B. Discussion of the Findings .............................................................. 111
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
124
A.
Conclusions .................................................................................. 124
B.
Implications .................................................................................. 126
C.
Suggestions .................................................................................. 127
BIBLIOGRAPHY ...................................................................................... 129
APPENDICES ............................................................................................ 134
xiii
LIST OF TABLES
Table 1
: Plural Noun Forms .................................................................
34
Table 2
: Article Forms ..........................................................................
37
Table 3
: Verb Forms ............................................................................
39
Table 4
: Types of Preposition ..............................................................
44
Table 5
: Time Schedule of the Research .............................................
60
Table 6
: Frequency of Errors (SWE) ...................................................
87
Table 7
: Frequency of Errors (Logika) ................................................
89
Table 8
: Frequency of Errors (ETAS) ..................................................
91
xiv
LIST OF FIGURES
Figure 1
: Error Number Analysis for Start With English ....................
88
Figure 2
: Error Frequency Analysis for Start With English ................
88
Figure 3
: Error Number Analysis for Logika ......................................
90
Figure 4
: Error Frequency Analysis for Logika ...................................
91
Figure 5
: Error Number Analysis for ETAS ........................................
95
Figure 6
: Error Frequency Analysis for ETAS ....................................
95
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LIST OF ABBEVIATIONS
SWE
: Start With English
KKG
: Kelompok Kerja Guru
IKAPI
: Ikatan Penerbit Indonesia
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ABSTRAK
IKA SULISTYARINI. S200100026. Analisa Kesalahan yang Ditemukan dalam
Buku-Buku Teks Bahasa Inggris untuk Siswa Sekolah Dasar di Salatiga. Tesis.
Magister Pengkajian Bahasa. Universitas Muhammadiyah Surakarta. 2012.
Penelitian ini dilakukan dengan tiga tujuan: mengidentifikasi jenis-jenis
kesalahan yang ditemukan dalam buku-buku teks bahasa Inggris untuk siswa sekolah
dasar di Salatiga, mengetahui jumlah dan frekuensi dari setiap jenis kesalahan, dan
menjelaskan penyebab atau sumber dari kesalahan-kesalahan tersebut.
Penelitian ini adalah penelitian kualitatif yang menganalisa kalimat-kalimat
yang salah dalam buku-buku teks yang digunakan oleh siswa sekolah dasar di
Salatiga pada semester 1 dan 2. Kesalahan-kesalahan tersebut dianalisa dengan
menggunakan prosedur analisa kesalahan, yaitu: identifikasi kesalahan, gambaran
kesalahan, dan penjelasan kesalahan.
Analisa kesalahan mengungkapkan bahwa ada sejumlah kesalahan yang
ditemukan dalam buku-buku teks bahasa Inggris untuk siswa sekolah dasar di
Salatiga. Kesalahan-kesalahan tersebut meliputi kesalahan pada bentuk jamak, kata
ganti, artikel, kata kerja, to be, kata kerja bantu do, tensis, preposisi, konjungsi, dan
kosa kata. Terkait dengan jumlah dan frekuensi tiap jenis kesalahan, temuan-temuan
tersebut adalah: Pertama, pada Start With English, penulis buku teks tersebut
membuat 18 kesalahan. Kesalahan-kesalahan tersebut digolongkan ke dalam tujuh
jenis kesalahan yang terdiri dari kesalahan pada bentuk jamak, kata ganti, artikel, kata
kerja, to be, kata kerja bantu do, dan preposisi. Dia membuat kesalahan pada bentuk
jamak dengan 4 kesalahan (22,22%), kata ganti dengan 3 kesalahan (16,67%), artikel
dengan 2 kesalahan (11,11%), kata kerja dengan 2 kesalahan (11,11%), to be dengan
3 kesalahan (16,67%) , kata kerja bantu do dengan 2 kesalahan (11,11%), dan yang
terakhir preposisi dengan 2 kesalahan (11,11%). Kedua, pada Logika , penulis buku
teks tersebut membuat 22 kesalahan. Kesalahan-kesalahan tersebut digolongkan ke
dalam lima jenis kesalahan yang terdiri dari kesalahan pada bentuk jamak, kata ganti,
artikel, tensis, dan preposisi. Dia membuat kesalahan pada bentuk jamak dengan 8
kesalahan (36,36%), kata ganti dengan 7 kesalahan (31.82%), artikel dengan 3
kesalahan (13,64%), tensis dengan 2 kesalahan (9,09%), dan preposisi dengan 2
kesalahan (9,09%) . Ketiga, pada ETAS, penulis buku teks tersebut membuat 123
kesalahan. Kesalahan-kesalahan trsebut digolongkan menjadi sembilan jenis
kesalahan yang terdiri dari kesalahan pada bentuk jamak, kata ganti, artikel, kata
kerja, to be, kata kerja bantu do, preposisi, konjungsi, dan kosa kata. Dia membuat
kesalahan pada bentuk jamak dengan 34 kesalahan (27.64%), kata ganti dengan 25
kesalahan (20,33%), artikel dengan 19 kesalahan (15,48%), kata kerja dengan 12
kesalahan (9,76%), to be dengan18 kesalahan (14,63%) , kata kerja bantu do dengan
6 kesalahan (4,88%), preposisi dengan 4 kesalahan (3,25%), konjungsi dengan 2
kesalahan (1,63%), dan kosa kata dengan 3 kesalahan (2,44%). Selain itu, hasil
analisa menunjukkan bahwa ada tiga sumber kesalahan, yaitu: (1) Faktor interlingual
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yang terdiri dari transfer struktur, (2) faktor intralingual yang terdiri dari
overgeneralisasi, pengabaian batasan-batasan aturan, penerapan aturan-aturan yang
tidak lengkap, dan konsep yang salah, dan (3) faktor penulis dan faktor proses
penulisan yang terdiri dari kegunaan bahasa target yang jarang digunakan, deadline
yang terburu-buru, tidak adanya editor dan tidak adanya korektor, tidak pernah
mendapatkan pelatihan penulisan buku teks, dan tidak pernah mempunyai
pengalaman
dalam
menulis
buku
teks
sebelumnya.
Kata Kunci: Analisa Kesalahan, Buku Teks
xviii
ABSTRACT
IKA SULISTYARINI. S200100026. Analysis of Errors Found in English
Textbooks for Elementary School Students in Salatiga. Thesis. Graduate Program
in Language Studies. Muhammadiyah University of Surakarta. 2012.
This research was conducted with three purposes: identifying the types
of errors found in the English textbooks for the elementary school students in
Salatiga, knowing the total number and the frequency of each type of errors, and
explaining the causes or sources of those errors.
This research was a qualitative research which analyzed the erroneous
sentences in the textbooks used by the students of elementary schools in Salatiga in
the 1st and 2nd semester. The errors were analyzed by using the procedure of error
analysis, namely: error identification, error description, and error explanation.
The analysis of the errors revealed that there were a number of errors found
in the English textbooks for the elementary school students in Salatiga. The errors
included errors on plural forms, pronouns, articles, verbs, to be, auxiliary do, tenses,
prepositions, conjunctions, and vocabularies. Related to the total number and the
frequency of each type of errors, the findings were: First, in Start With English, the
author of the textbook made 18 errors. The errors were classified into seven types of
errors that consisted of errors on plural forms, pronouns, articles, verbs, to be,
auxiliary do, and prepositions. He made errors on plural forms with 4 errors (22.22
%), pronouns with 3 errors (16.67 %), articles with 2 errors (11.11 %), verbs with 2
errors (11.11 %), to be with 3 errors (16.67 %), auxiliary do with 2 errors (11.11 %),
and lastly prepositions with 2 errors (11.11 %). Second, in Logika , the author of the
textbook made 22 errors. The errors were classified into five types of errors that
consisted of errors on plural forms, pronouns, articles, tenses, and prepositions. She
made errors on plural forms with 8 errors (36.36 %), pronouns with 7 errors (31.82
%), articles with 3 errors (13.64 %), tenses with 2 errors (9.09 %), and prepositions
with 2 errors (9.09 %). Third, in ETAS, the author of the textbook made 123 errors.
The errors were classified into nine types of errors that consisted of errors on plural
forms, pronouns, articles, verbs, to be, auxiliary do, prepositions, conjunctions, and
vocabularies. She made errors on plural forms with 34 errors (27.64 %), pronouns
with 25 errors (20.33 %), articles with 19 errors (15.48 %), verbs with 12 errors (9.76
%), to be with 18 errors (14.63 %), auxiliary do with 6 errors (4.88 %), prepositions
with 4 errors (3.25 %), conjunctions with 2 errors (1.63 %), and vocabularies with 3
errors (2.44 %). Besides, the results of the analysis showed that there were three
sources of errors, namely: (1) interlingual factor made of transfer of structure, (2)
intralingual factor made of over-generalization, ignorance of rule restrictions,
incomplete application of rules, and false concepts hypothesized, and (3) author
factor and the process of writing factor because of the lack of exposure to the target
language, rush deadline, no editor and no proofreader, never getting training of
writing textbook, and never having experience in writing textbook before.
Keywords: Error Analysis, Textbooks
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