This document is a thesis written by Eryk Priya Sucipta analyzing the descriptive writing errors of 11th grade students at Madrasah Aliyah Darul Ma'arif Jakarta. The study found that the most common errors were in capitalization (23.64%), verb tense (16.23%), adding unnecessary words (13.67%), word choice (12.25%), omitting necessary words (7.12%), singular-plural forms (6.26%), spelling (5.41%), word order (3.98%), unclear meaning (2.84%), incomplete sentences (2.56%), punctuation (2.27%), word forms (1.70%), articles (1.42%),
This document is a thesis written by Eryk Priya Sucipta analyzing the descriptive writing errors of 11th grade students at Madrasah Aliyah Darul Ma'arif Jakarta. The study found that the most common errors were in capitalization (23.64%), verb tense (16.23%), adding unnecessary words (13.67%), word choice (12.25%), omitting necessary words (7.12%), singular-plural forms (6.26%), spelling (5.41%), word order (3.98%), unclear meaning (2.84%), incomplete sentences (2.56%), punctuation (2.27%), word forms (1.70%), articles (1.42%),
This document is a thesis written by Eryk Priya Sucipta analyzing the descriptive writing errors of 11th grade students at Madrasah Aliyah Darul Ma'arif Jakarta. The study found that the most common errors were in capitalization (23.64%), verb tense (16.23%), adding unnecessary words (13.67%), word choice (12.25%), omitting necessary words (7.12%), singular-plural forms (6.26%), spelling (5.41%), word order (3.98%), unclear meaning (2.84%), incomplete sentences (2.56%), punctuation (2.27%), word forms (1.70%), articles (1.42%),
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
BY
ERYK PRIYA SUCIPTA 020106050
THE STUDY PROGRAM OF ENGLISH EDUCATION THE DEPARTMENT OF LANGUAGE AND EDUCATION THE SCHOOL OF TEACHER TRAINING AND EDUCATION THE UNIVERSITY OF MUHAMMADIYAH PROF. DR. HAMKA (UHAMKA) JAKARTA 2009
ABSTRACT
ERYK PS. Error Analysis of the Students Descriptive Writing of the Eleventh Grade of Madrasah Aliyah Darul Maarif Jakarta. Paper, Jakarta: The Study Program of English Education, the Department of Language and Art Education, the University of Muhammadiyah Prof. DR Hamka, 2009.
The objective of this research is to find out the most typical errors made by the students in writing. The writer uses a descriptive method. In collecting the data the writer administers a kind of writing test to the students. Then, the writer analyzes the writing errors done by the students. This research was conducted at Madrasah Aliyah Darul Marif on the eleventh grade students which consists 30 students.
From data calculation, the writer comes to a conclusion that the most typical errors in the students writing errors are errors in capitalization (23.64%), errors in verb tense (16.23%), errors in add a word (13.67%), errors in word choice are 43 (12.25%), errors in omit a word are 25 (7.12%), errors in singular-plural are 22 (6.26%), errors in spelling are 19 (5.41%), errors in word order are 14 (3.98%), errors in meaning not clear are 10 (2.84%), errors in incomplete sentence are 9 (2.56%), errors in punctuation are 8 (2.27%), errors in word form are 6 (1.70%), errors in Article are 5 (1.42%),errors in run-on sentence (0.56%). It indicates that most of students need more treatment and remedial teaching from the teacher toward their errors in English writhing and the eleventh grade students of Madrasah Aliyah Darul Maarif still need more practice in order to develop their writings.
ACKNOWLEDGEMENT Bismillah hirrahmanirrahim Alhamdulillahirrabbilalamin, because of His Blessing and Mercies, the writer could finish this paper. This paper, entitled Error Analysis of the Students Descriptive Writing of the Eleventh Grade of Madrasah Aliyah Darul Maarif Jakarta, has been written as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan, at The Study Program of English Education the Department of Language and Art Education, The School of Teacher Training and Education, The University of Muhammadiyah Prof. DR. HAMKA. The writer realized that this paper could not be completed without support from many people who had given the writer many ideas during the process of completing this paper. In this best opportunity the writer would like to express his deepest gratitude to: 1. The writers beloved parents who had been giving everything that never given by someone else. 2. Beloved Yono S. and his family who always give support for the writer. 3. Prima S, S. Sos. who always gives support, love and care for the writer. 4. Dra. Eni Burhayani, M. Pd. as the writers advisor who has given valuable guidance, criticism, suggestion and patience so the writer could finish this paper. 5. Dra. Martriwati, M. Pd. the head of Program of English Education, the Department of Language and Education, the School of teacher training and Education, The University of Muhammadiyah Prof. DR. HAMKA. 6. Drs. Sigit Sumarsono, M. Pd. and Dra. Roslaini, M. Hum. as the writers advisor and examiner.
7. All the lecturers of the University of Muhammadiyah Prof. DR. HAMKA. 8. The head master of Madrasah Aliyah Darul Marif and Mister Sauki, S. Pd. as the English teacher. 9. The writers best friends (Jimmy Ahmad, S. Pd. Budi Rifai, S. Pd. Rini Ifadati, S. Pd. Ahmad Fauzi, S.T. Opie Satriani, S.T. Dena, S.T. Asep, S.T, Betha, Deo, Widian, Rio, Aam, Harlan, Are and many others that the writer could not mention one by one because of the limitation of this space) who have given him support in finishing this paper. The writer realizes that this paper is far from perfect, thus he appreciates any opinion and suggestion for the improvement of this paper. Finally, the writer whishes that the paper would be useful for himself and all of the readers.
Jakarta, February 2009
The writer
TABLE OF CONTENT
ABSTRACT ........................................................................................................... i A KNOWLEDGEMENT ..................................................................................... ii TABLE OF CONTENT ........................................................................ v CHAPTER I : INTRODUCTION A. The Background of study ..................................................... 1 B. The Limitation of the study. ................................................ 5 C. The Question of the study. ....................................................... 5 D. The Objective of the study ................................................... 6 E. The Significance of the study ................................................ 6 F. The Organization of the paper ................................................ 6
CHAPTER II : THEORITICAL FRAME WORK A. Writing ................................................................................. 8 1.The Understanding of Writing ........................................... 8 2.The Purposes of Writing .................................................. 9 3.The Kinds of Writing .......................................................... 11 4.The Components of Writing ............................................. 12 5.Teaching Writing at MA Darul Maarif .............................. 12 B Error ........................................................................................ 13 1. The Understanding of Error ............................................. 13 2. Error versus mistake ................................................... 14 3. Sources and Causes of Errors ......................................... 15
4. Types of Errors .............................................................. 17 C. Error Analysis ........................................................................ 19 1.The Understanding of error analysis ................................... 19 2. The Aims of Errors ............................................................. 20 3. Procedures of Error Analysis ............................................. 21
CHAPTER III : THE IMPLEMENTATION OF THE RESEARCH A. The Methodology of Study .................................................... 22 1. The time and Location of the Research ............................ 22 2. The Population and Sample ............................................... 22 3. The Method of the Study. .................................................. 23 4. The Instrument of the Study ............................................. 23 5. The Technique Analysis of the Data ................................ 23 6. The Procedures of the Study ............................................. 24 B. The findings of the Study .................................................... 25 C. The Analysis of the Data ...................................................... 50 D. The Interpretation of the Data. .............................................. 56
CHAPTER IV : CONCLUSIONS AND SUGGESTIONS .................................. 58 A. Conclusions .......................................................................... 58 B. Suggestions .......................................................................... 58
REFRENCES APPENDIXES
CHAPTER I INTRODUCTION
A. The Background of the Study Language represents one of many things that can differentiate human being from the other creatures. It is used as a means or medium of communications that enables human being as social creature to interact one- another. Different people of different nationalities in the world require to communicate each other. Therefore, they need to master a language which widely spoken over the world. One of the international is English. It is spoken most people in the world. As an international language, English has taken very important role. It has become a lingua franca that is used by nations in the field of economics, business, industrial, politics, education and others. Therefore, English teaching program is very important to be applied started from elementary school to college education. In Indonesia itself, English is a main subject that must be applied at school. The department of national education (departemen pendidikan nasional) states, Penguasaan bahasa Inggris merupakan persyaratan penting bagi individu, masyarakat dan bangsa Indonesia dalam menjawab tantangan jaman pada tingkat global. Penguasaan bahasa Inggris dapat diperoleh lewat berbagai program, tetapi program pengajaran di sekolah
1
tampaknya merupakan sarana utama bagi sebagian besar anak Indonesia. 1
As a means of international communication, students have learnt English. As a language, there are four skills, they are listening, speaking, reading and writing that the students have to master. Curriculum 2004 states,
Salah satu tujuan bahasa Inggris adalah mengembangkan kemampuan berkomunikasi dalam bahasa Inggris baik dalam bentuk lisan maupun tulisan, kemampuan berkomunikasi tesebut meliputi mendengarkan (listening), berbicara (speaking), membaca (reading) dan menulis (writing). 2
From the four skills above, for educated persons writing plays important role for expressing ideas, describing feeling, and conveying messages to readers. Penny Ur states, The purpose of writing is the expression of ideas, the conveying message to readers, so the ideas themselves should arguably be seen the most aspect of writing. 3
Of the four skills of English (listening, speaking, reading and writing) writing is often considered as the most difficult one. Nunan states, It has been argued that learning to write fluently and expressively is the most difficulty of the macro skills of all language users regardless of whether the language in question in a first, second, or foreign language. 4
1 Depdiknas. Kurikulum dan Hasil Belajar (Jakarta: Departemen Pendidikan Nasional, 2002). p.5
2 Depdiknas. Kurikulum 2004 Standar Kompetensi (Jakarta: Departemen Pendidikan Nasional,2003).p.6 3 Penny Ur. A Course in Language Teaching (Cambridge: University Press,1996). p.163 4 David Nunan. Designing Task for the Communicative classroom (Cambridge: University Press, 1989).p.3
From the explanation above, it means to write fluently and expressively is not easy for the students who study either first language, second language or foreign language. They need attention and carefulness to learn this skill and get the purpose of writing. The difficulties to write well and correctly is often found by students at schools. If the difficulties consist of many grammatical mistakes, it will influence the readability of the students writing. Evans reminds, Since the medium of communication in your course is the written assignment, it is of the outmost importance that you write well to communicate your ideas to your instructor. If you writing is faulty, screwed up, in disrepute, then your instructor will have no idea what idea you are trying to explain. 5
The difficulties to write in English also occur to the most students of high schools in Jakarta, including the eleventh grade students of Madrasah Aliyah Darul Maarif Jakarta Selatan. One of the English teachers of the eleventh grade of Madrasah Aliyah Darul Maarif gave the writer the information that there have been many students who made errors in writing especially in the grammar aspect. It usually happens in the case when the English teacher asks the students to make sentences in English, on a short paragraph. In this case students find many difficulties when they try to write. The difficulties in writing, as it have been mentioned previously, caused by some factors such as the limitation of students vocabulary and the students still confused about what they have to do. From the information the
5 C.T. Evans. The Importance of Writing Well..http://novaonline.nvcc.ed/eli/evans/Writing Center/Importance.html
writer got, the teacher found a lot of mistakes in students writing because students have not proper understanding of the grammar aspect and the knowledge of vocabulary as well. Based on the writers experience when he taught the eleventh grade of Madrasah Aliyah Darul Maarif, the writer has assumed the mistakes made by the students is the problem that have to be analyzed and corrected through remedial programs. It enables the students can transfer their ideas in writing English well. The students will not make the same mistakes anymore for the next writing activity. This problem needs to be handled. To support it, the problem must be mapped through a scientific activity called error analysis. By doing error analysis, the teacher can identify and classify the students errors. Based on the results of error analysis, the writer can find the way to correct the errors and plan the appropriate remedial programs. Error analysis has several working procedures that are usually used by the researchers and teachers. The procedures consist of collecting sample, identifying errors, classifying errors based on the cause of errors, and then evaluating errors to see the seriousness of these errors. These procedures according to Tarigan: Analisis kesalahan adalah suatu prosedur kerja yang biasa digunakan oleh para peneliti dan guru bahasa, yang meliputi pengumpulan sampel, pengidentifikasian kesalahan yang terdapat dalam sample, penjelasan kesalahan tersebut, pengklasifikasian kesalahan itu berdasarkan penyebabnya, serta pengevaluasian atau penilaian taraf keseriusan kesalahan tersebut. 6
Based on the explanations above, the writer would like to analyze the students errors in their writing. The writer limits the respondents on the eleventh grade students of Madrasah Aliyah Darul Maarif Jakarta Selatan.
B. The Limitation of the Study Errors in the foreign language learning is very complex. In fact, they can be categorized into many types such as errors based on taxonomies, gramatical, lexical, semanthic aspect. Being aware of the complexity on the students error on writing task, the writer limits the study to find the most typical errors on grammatical aspect that the students make in description writing. There are several expert in the field of grammar taxonomies. i.e Willy A, Murphy and Azar. In this study, the writer would like to analyze the typical errors based on Azars. They are Singular - Plural, Word Form, Word Choice, Verb Tense, Add a Word, Omit a Word, Word Order, Incomplete Sentence, Spelling, Punctuation, Capitalization, Article, Meaning not Clear and Run-on Sentence. 7
7 Betty Schrampfer Azar. Understanding and Using English Grammar (Guide for Correcting Writing Error) (New Jersey: Prentice Hall,1989).p. A29-A30
C. The Question of the Study Based on what has been described in the background of the study, the problem that comes to the surface is What are the most typical errors made by the eleventh grade students of Madrasah Aliyah Darul Maarif?
D. The Objective of the Study The objective of this study is to find the answer of the problem as stated above which is the most typical errors made by the eleventh grade students of Madrasah Aliyah Darul Maarif.
E. The Significance of the Study The significance of this study is to inform the readers, especially the English teachers on the importance of doing error analysis on students writing to develop their writing ability in English.
F. The Organization of the Paper The organization of the paper is as follow: Chapter I deal with introduction, which includes the background of the study, the limitation of the study, the question of the study, the objective of the study, the significance of the study, and the organization of the paper. Chapter II is the theoretical framework, which consists of the writing, which is divided into: understanding of writing, the purpose of writing, the kinds of writing, the components of writing, teaching writing at MA Darul
Maarif. Still in chapter II is theory of error, which is divided into: understanding of error, error versus mistake, sources and caused of errors, types of grammatical error in grammar, and theory of error analysis, which is divided into: the understanding of error analysis, the aims of error analysis, procedures of error analysis. Chapter III is about the implementation of the study which covers the methodology of the study, the time and location, population and sample, the instrument of the study, the technique of data analysis and procedures of the study. The finding of the study which covers the data description, analysis of the data and interpretation of the data. Chapter IV is the last chapter of this paper. It consists of the conclusion and the writers suggestions.
CHAPTER II THEORETICAL FRAMEWORK
A. Writing
1. The Understanding of Writing
Writing is one of the language skills which is used to communicate. Through writing educated people can express an idea, opinion and purpose indirectly to others. It means that there is distance between explanations and comprehension when the writer conveys their message to the readers. Many linguists have given various understanding of writing. Gould states, Writing is not speech; it is careful arrangement of words on a page which has its own idioms and format and does not transcribe the informalities of speech performances 8 . It means writing is different with speech, writing has its own concept on its form of words structure. Writing does not describe speech performance. Writing is not only to make graphic symbols. The symbols have to be arranged to form words, and words have to be arranged to form sentences. It is supported by Byrne Writing is clearly much more than the production of graphic symbols, just as speech is more than the
8 Eric Gould,et al. The Act of Writing (New York:Random House,1989).p.31 8
production of sounds. The symbols have to be arranged to form words, and words have to be arranged to form sentences. 9
Based on the understandings above, it can be concluded that writing a physical and material process of transcribing ideas into graphic symbols to form words, sentences and paragraphs on a page.
2. The Purposes of Writing The purposes refer to the writers motive or reasons of why he/she writes. The ultimate purpose of all writing is to have an effect on a reader. According James, there are four common general purposes of writing, they are as follow: 2.1. To Inform Presenting information is one of the most common writing purposes. 2.2 To Persuade You probably have strong views on many issues, and your feelings may sometimes impel you to try swaying the reader 2.3 To Express yourself Creative writing includes personal assays, fiction, play and poetry, as well as journal and diaries. 2.4. To Entertain Some writing is meant just to entertain; other writing couples entertainment with a more serious purpose. 10
Penny Ur states: The purpose of writing is the expression of ideas, the conveying message to readers, so the ideas themselves should arguably
9 Don Byrne. Teaching Writing Skill (London: Longman Handsbooks,1993).p.1 10 Reinking James A. Strategies for Successful Writing ( New Jersey: Prentice Hall, 1986).p.4
be seen the most aspect of writing. 11 Hugo quoted by Tarigan states that there are some purposes of writing. They are as follow:
2.1. Assignment purpose (tujuan penugasan) Penulis menlis sesuatu karena ditugaskan,bukan atas kemauan sendiri. 2.2. Altruistic purpose (tujuan altruistic) Penulis bertujuan untuk menyenangkan para pembaca, menghindar kedukaan para pembaca, ingin menolong para pembaca memahami, menghargai perasaan dan penalarannya. 2.3. Persuasive purpose (tujuan persuasif) Tulisan yang bertujan meyakinkan para pembaca akan kebenaran gagasan yang diutarakan. 2.4. Informational purpose (tujuan informasi) Tulisan yang bertujuan memeberikan inforrmasi dan peneangan kepada para pembaca 2.5. Self-expressive purpose (tujuan pernyataan diri) Tulisan yang bertujuan memperkenalkan atau menyatakan diri sang pengarang kpada para pembaca. 2.6. Creative purpose (tujuan kreatif) Tujuan penlisan ini adalah tentang keinginan kreatif yang mencapai nilai-nilai artistic, nilai-nilai kesenian. 2.7. Problem solving purpose (tujuan pemecahan masalah) Dalam penulisan ini sang penulis ingin memecahkan masalah yang dihadapi. 12
The Purposes of writing who made by the students of the eleventh grade of Madrasah Aliyah Darul Maarif is to inform. Students give the information to the reader about what they see of self description of students partner.
11 Penny Ur. A Course in Language Teaching (Cambridge: Cambridge University Press,1996).p163 12 Tarigan.1985 Op.Cit.p.24-25
3. Kinds of Writing Parera gives kind writing as follow: 3.1 Narasi. Narasi merupakan satu bentuk pengembangan karangan dan tulisan yang bersifat menyejarahkan sesuatu berdasarkan perkembangannya dari waktu ke waktu. 3.2 Eksposisi. Eksposisi adalah mememberikan informasi kepada orang lain. Dalam tulisan eksposisi, penulis berusaha memaparkan kejadian atau masalah agar pembaca dan pendengar memahaminya. 3.3 Deskripsi. Deskripsi dalam suatu bentuk karangan yang hidup dan berpengaruh. Karangan deskriptif berhubungan dengan pengalaman pancaindra seperti penglihatan, pendengaran, peradaban, penciuman dan perasaan. Deskripsi memberikan satu gambaran tentang satu peristiwa atau kejadian dan masalah. 3.4 Argumentasi.Argumentasi merupakan satu bentuk karangan eksposisi yang khusus. Pengarang argumentasi berusaha untuk meyakinkan atau membujuk pembaca atau pendengar untuk percaya dan menerima apa yang dikatakan. 13
Furthermore Kramer et al, give kinds of writing. They are: Description, Narration, Exposition, Comparison/ Contrast, definition/ classification, cause and effect, and argument. 14
According to 2004 curriculum, the kinds of writing are narration, procedure, spoof/recount, report, news item. 15
Based on the different ability levels of students the eleventh grade of Madrasah Aliyah Darul Maarif, descriptive writing is relevant to the readability of students ability. Descriptive only has one tense which can assist the students to make short paragraph. It can be the first level of teaching writing.
13 Jos. Daniel Parera. Menulis Tertib dan Sistematik (Jakarta: Erlangga, 1987).p.5-6 14 Melinda G. Kramer et al. Handbook for Writer (New Jersey: Prentice Hall,Inc,1995).p.11-1
15 Depdiknas. Op.cit.p.17
4. The Components of Writing The teaching of writing should cover the components of writing. The components of writing are one of other ways to analyze the errors in writing which done by students. Haris explains the details of the components of writing, as follow: 4.1 Content : The substance of the writing the ideas expressed. 4.2 Form : The organization of the content. 4.3 Grammar: The employment of grammatical forms and syntactic patterns 4.4 Style : The choice of structures and lexical items to give particular tone or flavor to t5he writing 4.5 Mechanic: The use of the graphic conventions of the language. 16
Based on the components above, the writer takes components number three and number five for the students writing test as the focus the study. The area of error will be seen from the grammatical or linguistic aspect and graphic rules of the language.
5. Teaching Writing at MA Darul Maarif Teaching writing at Madrasah Aliyah Darl Maarif is based on KTSP curriculum. Writing skill at MA Darul maarif is seen as one of the language skills that student should master. The students of MA are expected to be able to communicate well in English in either written or
16 David P. Haris. Testing English as A Second Language (Graw-Hill: Tata Mc,1974).p.68-69
oral. In teaching writing, the teacher usually asks the students to make a sentence. Based on KTSP curriculum, the English teacher should make the syllabus and lesson plan which content materials of writing. Descriptive is one of other kinds of writing. It is the reason why the English teacher usually asks the students to make short paragraph in descriptive form. From the information above, the writer gives a writing test, in which the students asked to make short paragraph in the form of descriptive writing telling about describe their partner. Then, these students writing will be analyzed in order to find out the mistakes or errors made by students.
B. Error 1. The Understanding of Error Errors to language learners are an unavoidable things and a part of their language learning. There are many understandings of error which linguists present. According Harlow, An error is an instance of language an intentionally deviant and is not self-corrigible whereas a mistake is either intentionally or unintentionally deviant or self-corrigible. 17 From this definition, it can be identified that the errors occur intentionally. The
17 Carl James Harlow.Errors in Language Learning and Use: Exploring Error Analysis (Addison Wesley Longman,1998).p.14
learners make deviation in norm of mature language. The errors can not self corrected by the learners. Chanier say: Error is taken to mean some idiosyncratic or un-native like, piece of language produced regularly and systematically by a foreign language learner. 18 The term idiosyncratic have means way of competence that is particular to the students, while un-native like means inappropriate use of the language learnt by students.
From the explanations above, it can be said that the errors are caused by students inappropriate competence in using language. The errors occur intentionally. The learners make deviation in norm of mature language and the errors can not self corrected by the learners.
2. Error versus Mistake According Kelompok Bahasa dan Studi Bahasa:
Kesalahan berbahasa (error) adalah penyimpangan- penyimpangan bahasa yang dilakukan oleh sseorang secara sistematis dan konsisten. Penyimpangan sistematis menggambarkan kemampuan berbahasa seseorang pada tahap tertentu dalam mempelajari bahasa kedua. Dengan kata lain berbahasa itu berangkat dari penguasaan system bahasa pada competence penuturnya. Sedangkan kekeliruan (mistake) adalah penyimpangan- penyimpanagn berbahasa yang dilakukan oleh penuturnya secara tidak sistematis. Kekeliruan itu hanya terletak pada performancenya saja, yang disebabkan oleh keletihan, gugup, emosional dan sebagainya. 19
18 Thierry Chanier et al.Conceptual Modelling in Error Analysis in Language Systems..http://life.univ-fcomte.fr/RECHE/P7/pb/Washing/Washing.htm 19 Kelompok Studi Bahasa dan Sastra Indonesia. Analisis kesalahan Berbahasa dan Problematika Bahasa Indonesia (Malang: YA3 Malang,1992).p.3
From the explanation above, errors are systematic and consistent deviations of language use by language learners. Mistake refers to a performance error which characterize unsystematic. It happens because unawareness, fatigue and other psychological aspects. Errors occur consistently and systematically. They can not self corrected because the learners weak competence. Corder states, Mistake refers to performance error such as fatigue and inattention or called performance factors. While the error resulting from lack of knowledge of the rules of the language or systematic deviation due to the learners is developing knowledge of the second language, it called competence. 20
Based on explanation above, it can be concluded that the differences of errors from mistakes are: (1) error is caused by students competence. It means that students do not understand the linguistic system appropriately, (2) Errors happen systematically and constantly. Meanwhile mistake is (1) caused by the students performance; (2) Mistake does not happen systematically and constantly, it may be caused by weariness on confusion when they use language.
3. Sources and Causes of Errors In fact, errors are caused for many reasons. To get an understanding of how the learners cognitive and affective aspect relates to
20 S.P. Corder. Error Analysis and Interlanguuage(Great Britain: Oxford University Press,1981).p.224
the process of second language acquisition. Richard is identifying several sources of error: (1) inter-lingual errors; errors caused by interference of the learners mother tongue to the target language and (2) intra-lingual errors; errors reflecting general linguistic formulas, imperfect application and failure to learn condition for the implementation of the language formula. 21 Errors also caused by: 1. Overgeneralization; learners create divergent structure based on his experiences of other target language structures. Example: She can sings instead of He can sing. We are hope Instead of We hope. It is occurs instead of it occurs. 2. Ignorance of rule restrictions; learners fail to observe rule of restriction in implementing formula in its context. Example: The Man who I saw him. 3. Incomplete application of rules development in creating accepted utterances. Example: Teachers question Learners responds. Whats she doing? She reading a book. 4. False concept hypothesized; learner has false concept of distinction of the target language. Sometimes it is due to disharmony gradation of teaching item. Example: One day it was happened. She is speak Spanish.
Meanwhile Brown states there are four sources of errors, that is: (1). Interlingual Transfer. (2) Intralingual Transfer. (3). Context of Learning. (4). Communication Strategies. 22
21 Jack C. Richards, Error Analysis (London:Longman,1980),p.174 22 H. Douglas Brown. Principles of language Learning and Teaching (Prentice,1987).p.224-227
Interlingual transfer error means interference of a mother tongue to a target language. For example, students often use the form of phrasal pattern on their L1 in writing skill to a target language (L2). Students put Indonesian system in English that is Diterangkan-Menerangkan. While intralingual transfer error mans failure of understanding the rules of target language. With the other word, the errors appear because of the students lack of knowledge in target language. Context of learning refers to the classroom with its teacher and its material in the case of school learning or the social situation in the case of the untutored second language. Then, communication strategies are defined and related to learning style. Learners obviously use production strategies in order enhance getting their message across, but at times these techniques can themselves become a source of error. According Walz Error can be caused by interlingual and intralingual (i.e., L1 and L2) interference, strategies of second language learning, and inappropriate teaching method. 23
In this study, the writer takes interlingual, overgeneralization, ignorance of rule restrictions, incomplete application and false concept hypothesized will be analyzing in the students writing.
23 Joel C. Walz. Language in Education: Theory and Practice. (Washington DC: CAL,1982).p.7
4. Types of Errors.
In fact, error can be classified into many types. For example, it is classified based on linguistic or non linguistic category taxonomies aspect. These are the sample of the students common error according Betty S. Azar: 1. Singular- Plural Incorrect : He have been here for sixth month. Correct : He has been here for sixth month. 2. Word Form Incorrect : I saw a beauty picture. Correct : I saw a beautiful picture 3. Word Choice Incorrect : She got on the taxi. Correct : She got into the taxi. 4. Verb Tense Incorrect : He is here since June. Correct : He has been here since June. 5. Add a Word Incorrect : I want go to the zoo. Correct : I want to go to the zoo. 6. Omit a Word Incorrect : She entered to the university. Correct : She entered the university. 7. Word Order Incorrect : I saw five times that movie. Correct : I saw that movie five times. 8. Incomplete Sentence Incorrect : I went to bed. Because I was tired. Correct : I went to bed because I was tired. 9. Spelling Incorrect : An accident occurred. Correct : An accident occurred. 10. Punctuation Incorrect : What did he say. Correct : What did he say? 11. Capitalization Incorrect : I am studying english. Correct : I am studying English.
12. Article Incorrect : I had a accident. Correct : I had an accident. 13. Meaning Not Clear Incorrect : He borrowed some smoke. (???) 14. Run on Sentence Incorrect : My roommate was sleeping; we didnt want to wake her up Correct : My roommate was sleeping. We didnt want to wake her up. 24
Those types of errors above will be used by the writer in analyzing the students writing.
C. Error Analysis 1. The Understanding of error analysis Errors must not be neglected. The teachers should identify and classify the most common error made by the learners before giving them a remedial treatment. One way to identify and classify the learners error is by using error analysis. Brown states, The fact that learners do make errors and that these errors can be observed, analyzed and classified to reveal something of the system operating within the learner, led to a surge of study of learners errors, called error analysis. 25
This description indicates that errors are observable, analyzable and can be classified. All of these work can be done through a process called error analysis.
24 Betty Schrampfer Azar. Understanding and Using English Grammar (Guide for Correcting Writing Error) (New Jersey: Prentice Hall,1989).p. A29-A30 25 H. Douglas Brown. 1987. Op. Cit.p.218
What error analysis is, further Crystal in Pateda explains in more details. He says, Error analysis is a technique to identify, to classify, and to interpret the error which is done by a learner who is learning a foreign language or target language systematically by using the theories and procedures based on linguistics. 26
This statement indicates that error analysis a technique of identifying, classifying and interpreting error of second language systematically based on linguistic procedures. Meanwhile Parera say:
Analisis kesalahan adalah kajian dan analisis mengenai kesalahan berbahasa yang dibuat oleh siswa/peserta didik/pelajar bahasa asing atau bahasa kedua. Analisis kesalahan (Anakes) dapat dilaksanakan untuk (1) menemukan seberapa baik dan benar seorang mengetahui bahasa ajaran, (2) mengetahui bagaimana seorang belajar bahasa, dan (3) memperoleh informasi tentang kesulitan-kesulitan biasa dalam belajar bahasa sebagai suatu sarana dalam pengajaran atau dalam penyiapan materi pengajaran. 27
Parera explains more detail of error analysis. (1) The error analysis can be conducted to finding how well and real correct knowing target language. (2) To observing the learners to learning a language. (3) To obtaining an information about difficulties in learning a language. Crystal only explains the main points about error analysis. That is a technique to identify, to classify, and to interpret the error of foreign language based on theories and linguistic procedures.
26 Mansoer pateda. Analisis Kesalahan (Flores: Nusa Indah, 1989).p.32 27 Jos Daniel Parera. Leksikon Istilah Pembelajaran Bahasa.( Jakarta: Gramedia Pustaka Utama,1993).p.7
Based on the statements above, the writer can say that error analysis is a kind of procedures used to recognize, identify, classify and explain kinds of errors made by learners along the learning process of a target language. By doing error analysis, the learning and the teaching strategies can be evaluated and the remedial program can be rearranged.
2 The Aims of Errors Considering many errors that students make in writing, the teacher can do error analysis. By doing error analysis, the teacher can plan appropriate remedial program for the students, as Corder states The practical aspect of error analysis is its functions in guiding in the remedial action. 28
Kelompok study Bahasa dan Sastra Indonesia states,
Tujuan analisis kesalahan adalah untuk mengidentifikasikan unsur-unsur bahasa sasaran yang menimbulkan kesulitan belajar dan upaya mencari penjelasan mengenai penyebab timbulnya kesulitan berbahasa yang mengakibatkan kesalahan berbahasa. 29
Based on the statement above, the aim of error analysis is to analyze the kinds of error, to find the sources of errors and guide the teacher in planning and giving the remedial programs or remedial teaching to the students.
28 S.P. Corder. Error Analysis and Interlanguuage (Great Britain: Oxford University Press,1981).p.45 29 Kelompok Study Bahasa dan Sastra Indonesia.1992,Op. Cit.p.5
3 Procedures of Error Analysis The procedures of error analysis are from Tarigan: (1) pengumpulan sampel (2) pengidentifikasian kesalahan (3) penjelasan kesalahan (4) pengklasifikasian kesalahan (5) pengevaluasian kesalahan.. 30
Chanier has procedures of error analysis. They are:
1. A corpus of language is selected 2. The errors in the corpus are identified. 3. The errors are classified. 4. The errors are explained. 5. The errors are evaluated 6. Prevention/correction of errors 31
From the two procedures above, the steps that will be used by the writer in doing error analysis are: Collecting of the data, identifying of error, explaining of error and evaluating of data. From these procedures, finally the writer applies all main procedures to analyze the students writing error.
30 Tarigan.1990, Op.Cit.p.67 31 Thierry Chanier et al.Conceptual Modelling in Error Analysis in Language Systems..http://life.univ- fcomte.fr/RECHE/P7/pb/Washing/Washing.htm
CHAPTER III THE IMPLEMENTATION AND THE FINDING OF THE RESEARCH
A. The Methodology of Study 1. The time and location of the research The research was held at Madrasah Aliyah Darul Maarif at Jl. Fatmawati Raya No.45, Jakarta Selatan. The research started on January, 15 and finished on January 30, 2009.
2. The population and sample The popoulation is eleventh grade students of Madrasah Aliyah Darul Maarif, Jakarta Selatan. It consist of two classes of 60 students. In this research the writer took one class from two classes as the sample which consist of 30 students. The writer used purposive cluster sampling technique in taking the sample.
3. The method of the study This research is using a descriptive analytical method through which he tries to describe the data (errors types and causes) based on the discovery. It consist collecting, identifying, classifying and interpreting data. Then, the writer had to to conclude the result of the research.
23
4. The instrument of the study The writer used a writing test as the instrument of the research. The form of writing task was descriptive that describing students partner. The task intended by the writer to know the students ability in writing and to find out the most typical errors made by them.
5. The technique analysis of the data In this research, the writer used the data tabulation of the samples to find the research finding. The writer divided the data tabulation into recognition of error, classification of error, sources of error and reconstruction of error. In analyzing the data, the writer uses the descriptive analysis which percentage is from the frequency that is divided by number of cases. The formula is follow: F P = x 100% N
F = Frequency of typical error N = Number of cases from the number of the students P = Percentage 32
32 Prof.Drs. Anas Sudijono. Pengantar Statistik Pendidikan,(Jakarta: Pt aja Grafindo Persada.2006).p.43
6. The procedures of the study 1. Meeting with the headmaster of Madrasah Aliyah Darul Maarif. 2. Getting some information such as the students text book being used and condition of the students, the materials that have been given and English lesson schedule, 3. Preparing the instrument (writing task), 4. Arranging the time for doing the test, 5. Doing the test in the classroom. Asking the student to make a short paragraph about the students partner, 6. Collecting students writing, 7. Identifying the students error in their writing, 8. Returning the students writing which had been marked by the writer to rewrite make the correct one, 9. Collecting the students writing which has been corrected, 10. Explaining of errors by classifying into the names of error from Azar and the sources of error, 11. Reconstruction the students writing test, 12. Evaluating the students error, 13. Making conclusion
B. The findings of the Study 1. The description of the data The writer focuses on the errors on grammatical aspect and the sources of error. 1.1. The grammatical aspects stated by Azar. The errors that the writer analyzes are: 1. Singular-Plural 8. Incomplete Sentence 2. Word Form 9. Spelling 3. Word Choice 10. Punctuation 4. Verb Tense 11. Capitalization 5. Add a Word 12. Article 6. Omit a Word 13. Meaning not clear 7. Word Order 14. Run on sentence
1.2. The sources of error based on Richards classification are: 1. Interlingual 2. Intralingual 3. Overgeneralization 4. Ignorance of rule restriction 5. Incomplete Application of rule 6. False concept hypothesized
After analyzing the errors, the writer counts the errors by using the table and calculates the number of each types of error. Next, the writer processed the calculation of the result of the test by changing the results of error into percentage then the writer make a graphic of writing error based on the calculation. Here are the data of students error writing:
Student 1 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend his name is Januar He has a small, Capitalization, Run-on sentence Punctuation, Incomplete sentence
Ignorance of rule restriction and False concept hypothesized I have a friend, his name is Januar. He has a small face,
2. His eyes small and he best my friend. Add a word, Add a word, Word order Ignorance of rule restriction and overgeneralization His eyes are small and he is my best friend.
3. His tall around 155cm and his body fat Add a word, Punctuation, Add a word Ignorance of rule restriction His tall is around 155cm and his body is fat.
4. He has a shoes for school and white colour. Word choice, Word order,
Interlingual and overgeneralization He wears white shoes to go to the school.
Student 2 No Error Recognition Error Classification Sources of Error Reconstruction
1. My Friend he name is Ibnu Rusdy. He Has a, Capitalization, Omit a word, Run-on sentence Ignorance of rule restriction My friend is Ibnu Rusdy.
2. He have a large nose and he round face. Verb tense, Add a word, Verb tense
False concept hypothesized and Ignorance of rule restriction He has a large nose and he has a round face
3. He has a her tall,is around 174cm,her like in angry and laughing. Meaning not clear Interlingual ???
4. Her character in the cryingman.and kind of snaker shoes Meaning not clear Interlingual ???
Student 3 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend. And her name is mudrika ulfa. Capitalization, Incomplete sentence Capitalization Ignorance of rule restriction I have a friend her name is Mudrika Ulfa
2. She her a angular face and flat nose. She Seems kind girl. Verb tense, Article omit a word, Word form, Add a word. False concept hypothesized, Interlingual, Ignorance of rule restriction and overgeneralization She has an angular face and flat nose. She seems a kind girl.
3. She her tall is around 155cm. and She her medium a body Omit a word, Incomplete sentence Verb tense, Word order Ignorance of rule restriction, False concept hypothesized, overgeneralization Her tall is around 155cm and she has a medium body.
4. The skin color black. Word choice, Add a word Word choice Interlingual and Ignorance of rule restriction Her skin color is dark
Student 4 No Error Recognition Error Classification Sources of Error Reconstruction
1. I heve a Friend. Her name Asnita Nurmala. Spelling, Capitalization, Run-on sentence Add a word Incomplete Application of rules, False concept hypothesized, Ignorance of rule restriction I have a friend, her name is Asnita Nurmala.
2. She her has Round Face and the nose flat nose Omit a word, Capitalization, Word choice, Ignorance of rule restriction and Interlingual She has a round face and her nose is flat.
Add a word
3. She heve short, and her eyes small and she are very Beautiful. Verb tense, Incomplete sentence Add a word, Verb tense, Capitalization
False concept hypothesized and Ignorance of rule restriction She has short black hair and her eyes are small and she is very beautiful.
4. She is weering glasses. Her tell is around 150cm Spelling, Spelling Incomplete Application of rule She is wearing glasses. Her tall is around 150cm.
5. Her character is Friendly. funny. and She tolerant.. Singular- Plural, Verb tense, Capitalization, Incomplete sentence Omit a word Interlingual, False concept hypothesized, Ignorance of rule restriction Her characters are friendly, funny and tolerant.
6. She waring is sneaker. Spelling, Word choice Incomplete Application of rule and Interlingual She wears sneaker.
Student 5 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend her name is Umi Aninda. She has a anjular Face. Capitalization, Punctuation, Article, Spelling Capitalization
Ignorance of rule restriction, Interlingual and Incomplete Application of rule I have a friend, her name is Umi Aninda. She has an angular face.
2. She waring a veil and she wars glasses too. Add a word, Spelling, Word choice Ignorance of rule restriction, Incomplete Application of rules, Interlingual She is wearing a veil and she wears glasses too.
3. She her eyes are small and her a small is around 155 cm. Omit a word, Omit a word, Word choice Ignorance of rule restriction, Interlingual Her eyes are small and her tall is around 155cm.
4. The skin color white. She her is wears sneaker Word choice, Add a word, Omit a word Interlingual and Ignorance of rule restriction Her skin color is white. She wears sneaker
Student 6 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend, her name is f riska suryana. Capitalization, Capitalization Ignorance of rule restriction I have a friend, her name is Friska Suryana.
2. She seems a kind girls. She wear a veil. Word form, Singular-Plural, Verb tense Overgeneralization Interlingual, False concept hypothesized She seems a kind girl. She wears a veil.
3. She her tall is around 157cm and the skin color white. Omit a word, Word choice, Add a word Ignorance of rule restriction and Interlingual Her tall is around 157cm and her skin color is white.
4. She is wears shoes. Omit a word Ignorance of rule restriction She wears shoes.
Student 7 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have best friends, she name Dauti Sarah. Add a word, Singular-Plural, Add a word Ignorance of rule restriction and Interlingual I have a best friend, her name is Dauti Sarah.
2. She eyes is small and she seems a strict girls. Word choice, Verb tense, Word form, Singular-Plural Interlingual, False concept hypothesized, Overgeneralization Her eyes are small and she seems a strict girl.
3. Her tall around 165cm and her body thin Add a word, Add a word Ignorance of rule restriction Her tall is around 165cm and her body is thin.
4. Her character is fussy, funny, chaildist and impatient. Singular-Plural, Verb tense, Spelling Interlingual, False concept hypothesized, Incomplete Application of rules Her characters are fussy, funny, childish and impatient.
5. She wear is shoes Verb tense False concept hypothesized She wears shoes
Student 8 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend, he name is Sukria. He has a long, He has a Round Face. Capitalization, Word choice, Incomplete sentence Capitalization Ignorance of rule restriction and Interlingual I have a friend, his name is Sukria. He has a long round face.
2. he tall is around 170cm and his body are thin. Word choice, Verb tense Interlingual and False concept hypothesized
His tall is around 170cm and his body is thin.
3. He character is in the a Fussy man Word choice, Omit a word, Capitalization Interlingual and Ignorance of rule restriction His character is a fussy man.
4. And kind of sneakers shoes Meaning not clear Interlingual ???
Student 9 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend, his name is Reza. He have a thin face and flat nose. Capitalization, Verb tense Ignorance of rule restriction and False concept hypothesized I have a friend, his name is Reza. He has a thin face and flat nose.
2. He eyes small. He is best my friend and he have a good body. Add a word, Word order, Verb tense Ignorance of rule restriction, overgeneralization, False concept hypothesized His eyes are small. He is my best friend and he has a good body.
3. He look very happy. Verb tense False concept hypothesized He looks very happy.
4. he has a shoes sporty and simple for school and white color. Meaning not clear Interlingual ???
Student 10 No Error Recognition Error Classification Sources of Error Reconstruction
1. He have a long face and pointed nose and He also have a small moustache. Verb tense, Capitalization, Verb tense False concept hypothesized and Ignorance of rule restriction He has a long face and pointed nose and he also has a small moustache.
2. He have a body slim and the skin color black. Verb tense, Word choice, Add a word, Word choice False concept hypothesized, Interlingual, Ignorance of rule restriction He has a body slim and his skin color is dark
3. His serious and impatient Word choice, Verb tense Interlingual, False concept hypothesized He is serious and impatient
4. He wearing sneaker. Add a word, Verb tense
Ignorance of rule restriction and False concept hypothesized He is wearing sneaker.
Student 11 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a FrienD, he name is YaYan Kurniawan. his face shape long. Capitalization, Word choice, Capitalization, Add a word Ignorance of rule restriction and Interlingual I have a friend, his name is Yayan Kurniawan. His face shape is long.
2. His nose a pointed. His have hair a short black hair. Add a word, Word choice, Verb tense, Omit a word
Ignorance of rule restriction, Interlingual, False concept hypothesized His nose is a pointed. He has short black hair.
3. He have a body thin and the skin color white Verb tense, Word order, Word choice, Add a word
False concept hypothesized, Overgeneralization, Ignorance of rule restriction, Interlingual He has a thin body and his skin color is white.
4. He character is happy, kind and patient. Word choice, Singular-Plural, Verb tense Interlingual and False concept hypothesized His characters are happy, kind and patient.
5. He waring is shoes. Spelling, Word order Incomplete Application of rule Overgeneralization, He is wearing shoes.
Student 12 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Best Friend, her Name Izzoh. Capitalization, Capitalization, Capitalization, Add a word
Ignorance of rule restriction I have a best friend, her name is Izzoh.
2. She her has a round Face and the Nose is Flat. Omit a word, Capitalization, Word choice, Capitalization, Capitalization,
Ignorance of rule restriction and Interlingual She has a round face and her nose is flat.
3. She have short hair and her eyes round. She very Beauty. Verb tense, Add a word, Add a word, Capitalization, Word form
False concept hypothesized, Ignorance of rule restriction, Overgeneralization She has short hair and her eyes are round. She is very beautiful.
4. She Body slim and She very good for me. She wear shoe Word choice, Capitalization, Add a word, Verb tense, Singular-Plural Interlingual, Ignorance of rule restriction, False concept hypothesized Her body is slim and she is very good for me. She wears shoes.
Student 13 No Error Recognition Error Classification Sources of Error Reconstruction
1. I Have a Friend, his name is Marvel. He Has a long and thin Face. Capitalization, Capitalization, Capitalization, Capitalization
Ignorance of rule restriction I have a friend, his name is Marvel. He has a long and thin face.
2. He Has a Big moustache. and he Body proportioned figure. Capitalization, Capitalization, Incomplete sentence Word choice, Capitalization, Add a word
Ignorance of rule restriction and Interlingual He has a big moustache and his body is proportioned figure.
3. He seems a Kind man and he very understanding. Capitalization, Add a word
Ignorance of rule restriction He seems a kind man and he is very understanding.
4. He wearing is sneaker. Word order Overgeneralization He is wearing sneaker.
Student 14 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend her name is Siti Julekha. Capitalization, Punctuation Ignorance of rule restriction I have a friend, her name is Siti Julekha.
2. She has a round Face and Pointed nose. She eyes are small. Capitalization, Capitalization, Word choice Ignorance of rule restriction, Interlingual She has a round face and pointed nose. Her eyes are small.
3. She wearing a veil and she skin black. Verb tense, Word choice, Add a word, Word choice False concept hypothesized, Interlingual, Ignorance of rule restriction She wears a veil and her skin is dark
4. She her wears sneaker Omit a word
Ignorance of rule restriction She wears sneaker
Student 15 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a frend, the name didik Spelling, Word choice, Add a word Incomplete Application of rule, Ignorance of rule restriction I have a friend, his name is Didik.
2. Angular shape and flat nose and small round and he have hair along and scuil Meaning not clear Interlingual ???
3. He his tall around 150cm. He the character in the very good. Omit a word, Add a word, Word choice,
Ignorance of rule restriction, Interlingual His tall is around 150cm. His character is very good.
4. Kind of shoes that he wearing is in the black and kind shoes NB borrow Meaning not clear Interlingual ???
Students 16 No Error Recognition Error Classification Sources of Error Reconstruction
1. He has a Pointed nuse and he seems Kind Man. Capitalization, Spelling, Add a word, Capitalization,
Ignorance of rule restriction, Incomplete Application of rules, He has a pointed nose and he seems a kind man.
2. He his tall is around 175cm and He his have a body thin. Omit a word, Omit a word, Verb tense, Word order Ignorance of rule restriction, False concept hypothesized, Overgeneralization His tall is around 175cm and he has a thin body.
3. The kind color brown Word choice, Add a word
Ignorance of rule restriction, Interlingual
His skin color is brown
4. He his wears sneper. Omit a word, Spelling Ignorance of rule restriction, Incomplete Application of rules, He wears sneaker. Student 17 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend his name is wijaya and his Face shape is Round. Capitalization, Punctuation, Capitalization, Capitalization, Capitalization,
Ignorance of rule restriction,
I have a friend, his name is Wijaya and his face shape is round.
2. His have nose seems a kind man and then His have short hair. Meaning not clear Interlingual ???
3. His eyes is small. his character is haPPy. Verb tense, Capitalization, Capitalization,
False concept hypothesized, Ignorance of rule restriction,
His eyes are small. His character is happy.
4. He kind of shoes wearing is sneaker. Word order Overgeneralization Kind of shoes that he wearing is sneaker.
Student 18 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a friend her name is najibah. She her has a angular face. Punctuation, Capitalization, Verb tense, Omit a word, Article Ignorance of rule restriction, False concept hypothesized, Interlingual, I have a friend, her name is Najibah. She has an angular face.
2. She Seems a Kind girls. Capitalization, Capitalization, Singular-Plural Ignorance of rule restriction, Interlingual She seems a kind girl.
3. She have a body thin. And The skin color white. Verb tense, Word order, Incomplete sentence False concept hypothesized, Overgeneralization, Ignorance of rule She has a thin body and his skin color is white.
Word choice, Add a word restriction,
4. She character is happy, Understanding and Patient. Word choice, Singular-Plural, Verb tense, Capitalization, Capitalization
Interlingual False concept hypothesized, Ignorance of rule restriction,
Her characters are happy, understanding and patient.
5. She is wear shoes. Verb tense,
False concept hypothesized
She wears shoes.
Student 19 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend her name is Khaerul amalia. Capitalization, Punctuation, Ignorance of rule restriction,
I have a friend, her name is Khaerul Amalia.
2. Her character is kind, patient and happy. Singular-Plural, Verb tense,
Interlingual False concept hypothesized
Her characters are kind, patient and happy.
3. Her a tall is around 158cm. The skin color black Omit a word, Word choice, Add a word
Ignorance of rule restriction, Interlingual
Her tall is around 158cm. Her skin color is dark
Students 20 No Error Recognition Error Classification Sources of Error Reconstruction
1. My Friend is Alan, he has a ordinery man Capitalization, Verb tense, Article, Spelling Ignorance of rule restriction, False concept hypothesized Interlingual, Incomplete Application of rules,
My friend is Alan, he is an ordinary man
2. His very understanding and patient. He has a body medium Word choice, Verb tense, Word order Interlingual, False concept hypothesized, Overgeneralization He is very understanding and patient. He has a medium body.
3. He is sneaker every day.
Add a word Verb tense Ignorance of rule restriction, False concept hypothesized He is wearing sneaker every day.
Student 21 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a friends her Name is Fadilatunisa. Singular-Plural, Punctuation, Capitalization Interlingual, Ignorance of rule restriction I have a friend, her name is Fadilatunisa.
2. She has a Fat girls and She wearing a veil Verb tense, Capitalization, Singular-Plural, Verb tense
False concept hypothesized, Interlingual She is a fat girl and she wears a veil.
3. Her height about 155cm and her character is tolerant, happy, understanding and Fussy. Add a word, Singular-Plural, Verb tense, Capitalization Ignorance of rule restriction, Interlingual, False concept hypothesized Her height is about 155cm and her characters are tolerant, happy, understanding and fussy.
4. She wearing is shoes. Word order Overgeneralization She is wearing shoes.
Student 22 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend, his name is Asri Rahmatia. Capitalization, Word choice Ignorance of rule restriction, Interlingual I have a friend, her name is Asri Rahmatia.
2. She has a Long Face and Flat nose. She wearing a veil and eyes are round. Capitalization, Capitalization, Capitalization, Verb tense, Add a word Ignorance of rule restriction, False concept hypothesized
She has a long face and flat nose. She wears a veil and her eyes are round.
3. her tall is around 156cm and her height is around 50kg. Capitalization, Word choice Ignorance of rule restriction, Interlingual Her tall is around 156cm and her weight is around 50kg.
4. Her character is Fussy and Happy. Singular-Plural, Verb tense, Capitalization
Interlingual, False concept hypothesized, Ignorance of rule restriction,
Her characters are fussy and happy
Student 23 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a friends his name is Bahrul Rozi. Singular-Plural Interlingual I have a friend his name is Bahrul Rozi.
2. His Face shape is anjular and His have a Pointed nose and His has a short black hair. Capitalization, Spelling, Capitalization,
Ignorance of rule restriction, Incomplete Application of rules,
His face shape is angular and he has a pointed nose and short black hair.
3. His character is strict and suspicious Singular-Plural, Verb tense Interlingual, False concept hypothesized,
His characters are strict and suspicious
4. He is waring shoes. Spelling Incomplete Application of rules He is wearing shoes
Student 24 No Error Recognition Error Classification Sources of Error Reconstruction
1. She seems a kind girls. The skin color dark. Word form, Singular-Plural, Word choice, Overgeneralization, Interlingual, Ignorance of rule
Add a word
restriction,
2. Her has a angular Face and Flat nose. Her seems a kind girls. Word choice, Article, Capitalization, Capitalization, Word choice, Singular-Plural
Interlingual, Ignorance of rule restriction, She has an angular face and flat nose. She seems a kind girl.
3. She wearing sneaker. Verb tense False concept hypothesized She wears sneaker.
Student 25 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend, her name is sukayah. She is round Face and Pointed nose. Capitalization, Capitalization, Verb tense, Capitalization
Ignorance of rule restriction, False concept hypothesized I have a friend, her name is Sukayah. She has round face and pointed nose.
2. She is Long red hair. She wearing a veil. Her skin black Verb tense, Capitalization, Verb tense, Add a word Word choice False concept hypothesized, Ignorance of rule restriction, Interlingual, She has long red hair. She wears a veil. Her skin is dark.
3. She wearing sneker Verb tense, Spelling False concept hypothesized, Incomplete Application of rules She wears sneaker
Student 26 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a friends, her name is Siti Romlah. She have Singular-Plural, Verb tense, Capitalization, Interlingual, False concept hypothesized, I have a friend her name is Siti Romlah. She has
a Baby-Face and Pointed nose. Capitalization, Capitalization
Ignorance of rule restriction,
a baby-face and pointed nose.
2. She have the long hair the color is black the eyes she have large. Meaning not clear Interlingual ???
3. She her a tall is around 160cm and she have a slim Body. Omit a word, Verb tense, Capitalization Ignorance of rule restriction, False concept hypothesized Her tall is around 160cm and she has a slim body.
4. She her wearing sneaker Omit a word, Verb tense Ignorance of rule restriction, False concept hypothesized She is wearing sneaker
Student 27 No Error Recognition Error Classification Sources of Error Reconstruction
1. He has a face shape and angular shape and He has fla nose. Omit a word, Word order, Spelling Ignorance of rule restriction, Overgeneralization Incomplete Application of rules He has an angular face and flat nose.
2. He is my fiend I and my name is Fathur and he has a long hair Meaning not clear Interlingual ???
3. He eyes is small. He has a her tall a height is around 175cm Word choice, Verb tense, Omit a word
Interlingual False concept hypothesized Ignorance of rule restriction, His eyes are small. His tall is around 175cm.
4. He body medium and He character in the Good man and happy Word choice, Add a word Word choice, Singular-Plural, Verb tense, Capitalization, Word order
Interlingual Ignorance of rule restriction, False concept hypothesized, Overgeneralization His body is medium and his characters are happy and good man
5. Kind of shoes he wearing in the white and red and kind shoes px style casual and kind shoes high heeled shoes and sneaker Meaning not clear Interlingual ???
Student 28 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend his nurul Rozalia. Capitalization, Add a word, Capitalization, Ignorance of rule restriction I have a friend, his name is Nurul Rozalia.
2. His body slim and she is long hair. She is very beatifull for me. Add a word, Verb tense, Spelling Ignorance of rule restriction, False concept hypothesized, Incomplete Application of rules His body is slim and she has long hair. She is very beautiful for me.
3. His character is Funny and Understanding Singular-Plural, Verb tense, Capitalization Interlingual, False concept hypothesized, Ignorance of rule restriction His characters are funny and understanding.
Student 29 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have best Friend, She name nur aftiyani. Capitalization, Word choice, Add a word, Capitalization Ignorance of rule restriction, Interlingual I have a best friend, her name is Nur Aftiyani.
2. Her tall around 151cm and her body fat. Add a word, Add a word,
Ignorance of rule restriction, Her tall is around 151cm and her body is fat.
3. Her character is Fussy, Funny, chaidist and Suspicious. Singular-Plural, Verb tense, Capitalization, Spelling Interlingual False concept hypothesized, Ignorance of rule Her characters are fussy, funny, childish and suspicious.
restriction Incomplete Application of rules,
4. She wear is sneker. Verb tense, Spelling, Omit a word False concept hypothesized, Ignorance of rule restriction Incomplete Application of rules, She wears sneaker. Student 30 No Error Recognition Error Classification Sources of Error Reconstruction
1. I have a Friend, his name is Jerry Knoxville. He have thin face and flat nose. Capitalization, Verb tense Ignorance of rule restriction, False concept hypothesized, I have a friend, his name is Jerry Knoxville. He has thin face and flat nose.
2. He have a body slim and the skin color White. Verb tense, Word choice, Add a word, Capitalization,
False concept hypothesized, Interlingual Ignorance of rule restriction,
He has a body slim and his skin color is white.
3. he wearing is shoes. Word order Overgeneralization He is wearing shoes.
Table recapitulation students writing error TABLE RECAPITULATION OF THE STUDENTS WRITING ERRORS
Remark error made by students A: Singular-plural F: Omit a word K: Capitalization B: Word form G: Word order L: Article C: Word choice H: Incomplete sentence M: Meaning not clear D: Verb tense I: Spelling N: Run-on sentence E: Add a word J: Punctuation 4 4
Percentage of students writing errors A. Singular-Plural : 22 X 100% = 6.26% 351 B. Word Form : 6 X 100% =1.70% 351 C. Word Choice : 43 X 100% =12.25% 351 D. Verb Tense : 57 X 100% =16.23% 351 E. Add a Word : 48 X 100% =13.67% 351 F. Omit a Word : 25 X 100% =7.12% 351 G. Word Order : 14 X 100% =3.98% 351 H. Incomplete Sentence : 9 X 100% =2.56% 351 I. Spelling : 19 X 100% =5.41% 351 J. Punctuation : 8 X 100% =2.27% 351 K. Capitalization : 83 X 100% =23.64% 351 L. Article : 5 X 100% =1.42% 351 M. Meaning not Clear : 10 X 100% =2.84% 351 N. Run-on Sentence : 2 X 100% =0.56% 351
CHART OF PERCENTAGE STUDENTS WRITING ERROR 6.26 1.7 12.25 16.23 13.67 7.12 3.98 2.56 5.41 2.27 23.64 1.42 2.84 0.56 0 5 10 15 20 25 singular plural word form word choice verb tense add a word omit a word word order incomplete sentence spelling punctuation capitalization article meaning not clear run on sentence
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Based on the table of recapitulation of the students writing errors, it can be said that: 1. Total errors of singular-plural are 22 (6.26%) 2. Total errors of word form are 6 (1.70%) 3. Total errors of word choice are 43 (12.25%) 4. Total errors of verb tense are 57 (16.23%) 5. Total errors of add a word are 48 (13.67%) 6. Total errors of omit a word are 25 (7.12%) 7. Total errors of word order are 14 (3.98%) 8. Total errors of incomplete sentence are 9 (2.56%) 9. Total errors of spelling are 19 (5.41%) 10. Total errors of punctuation are 8 (2.27%) 11. Total errors of capitalization are 83 (23.64%) 12. Total errors of Article are 5 (1.42%) 13. Total errors of meaning not clear are 10 (2.84%) 14. Total errors of run-on sentence are 2 (0.56%)
Table of source 0f error TABLE RECAPITULATION OF THE SOURCES OF ERROR
Remark error made by students A. Interlingual B. Overgeneralization C. Ignorance of rule restriction D. Incomplete application of rules E. False concept Hypothesized
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Percentage of the source of error A. Interlingual : 58 X 100% = 27.35% 212 B. Overgeneralization : 20 X 100% = 9.43% 212 C. Ignorance of rule restriction : 67 X 100% = 31.60% 212 D. Incomplete application of rules: 17 X 100% = 8.01% 212 E. False Concept Hypothesized : 50 X 100% = 23.58% 212
Chart source of error 27.3S 9.43 31.6 8.01 23.S8 0 S 10 1S 20 2S 30 3S 1st tr Inter||ngua| Cvergenera||zat|on |gnorance of ru|e restr|ct|on |ncomp|ete app||cat|on of ru|es fa|se concept hyphotes|zed 5 0
Based on the table of recapitulation of the students writing errors, it can be said that: Total source of error of interlingual are 58 (27.35%) Total source of error of overgeneralization are 20 (9.43%) Total source of error of ignorance of rule restriction are 67 (31.60%) Total source of error of incomplete application of rules are 17 (8.01%) Total source of error of false concept hypothesized are 50 (23.58%)
C. The Analysis of the Data 1. The grammar error From the data above, it can be analyzed that there are many errors made by students in their writing. Those errors are : singular-plural, word form, word choice, verb tense, omit a word, add a word, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear and run- on sentence. In this analysis the writer found that the total error of each items are different. The total error of each items are: (1). Singular-Plural The total number of errors is 22 or 6.26%. It means that students have not understood enough about singular-plural form, for example: Her character is kind, patient and happy instead of Her characters are kind, patient and happy. It is found that the error was made because of the interlingual transfer (interference of mother tongue). In English to show a
plural noun the word is added s or es meanwhile in Indonesia just repeated the noun. (2). Word Form The total number of errors is 6 or 1.70%. It means that students were still confused with the use of the word in sentence or grammatical aspect, for example: She seems a kind girl instead of She seems a kind girl. This error was made because they are still confused about the word will use in their sentence. (3). Word Choice The total number of errors is 43 or 12.25%. It means that the most of the students did not understand about the words they used to express their idea. They made errors of word choice in vocabulary, noun and verb. For example: he tall is around 170cm instead of his tall is around 170cm.This error may happen because of interlingual transfer. English word can have a lot meaning in Bahasa Indonesia, so the students use the word according to their mind about the meaning of the word. (4). Verb Tense The total number of errors is 57 or 16.23%. It means that the most of the students lack of knowledge in grammar. For example:
She have a baby-face instead of She has a baby-face. It may happen because of false concept hypothesized. The students made a wrong comprehension of the target language. (5). Add a word The total number of errors is 48 or 13.67%. It means that the most of the students still did know understand how to make a good sentence, for example: Her skin color dark instead of Her skin color is dark. This may happen because ignorance of rule restrictions. The students should be adding words should be necessary to be added. (6). Omit a Word The total number of errors is 25 or 7.12%. It means that the most of the students still did not know understand how to make a good sentence, for example: She her wears sneaker instead of She wears sneaker. This may happen because ignorance of rule restrictions. The students should be omit word should be necessary to be omitted. (7). Word order The total number of errors is 14 or 3.98%. It means that some students still did not understand how to put the words in the correct order. In the sentence: He has a body thin instead of He has a thin body. This error may be caused by interlingual transfer (interference of mother tongue).The students put Indonesian system in English.
(8). Incomplete Sentence The total number of errors is 9 or 2.56%. It means that a few students still did not understand how to combine similar idea into one sentence. For example: I have a friend. And her name is Mudrika Ulfa instead of I have a friend and her name is Mudrika Ulfa. It caused by the strategies of second language learning. (9). Spelling The total number of errors is 19 or 5.41%. It means that some students still did not know how to write the word correctly because they only wrote what they had heard, for example: Chaildist instead of Childish, waring instead of wearing, anjular instead of angular. This error may happen because incomplete of application of rules and also carelessness of the students. The students made deviations of structure of rules development to make an acceptable sentence. (10). Punctuation. The total number of errors is 8 or 2.27%. It means that the students did error in using comma (,) or dot (.) in their sentence, for example: I have a friend. Her name is Siti instead of I have a friend, her name is Siti. Error of punctuation may caused by the teacher did not taught it to their students. The teacher only focused grammar or another material.
(11). Capitalization The total number of errors is 83 or 23.64%. It means that the most of the students made error in using capital letter in a word Capital letter use in name of people, cities, country etc, for example: her name is najibah instead of her name is Najibah. This error may be caused carelessness students and the teacher might be seldom to explain the use of the capitalization in the correct way. (12). Article The total number of errors is 5 or 1.42%. It means that the students used article inappropriately and the lack of knowledge, for example: She has a angular face instead of She has an angular face. This error may happen because of article is not recognized in Indonesian. The source of error is interlingual transfer. (13). Meaning not clear The total number of errors is 10 or 2.84%. It means that the students had difficulties in transferring their ideas in writing. For example: Kind of shoes he wearing in the white and red and kind shoes px style casual and kind shoes high heeled shoes and sneaker. This may happen because of intrlingual transfer. (14). Run-on Sentence The total number of errors is 2 or 0.56%. It means that the students still did not know how to make the correct sentences, for
example: I have a friend. Her name is Asnita Nurmala instead of I have a friend, her name is Asnita Nurmala. It caused by the context of learning that can lead the learner to make false concept hypotheses about the language because it is related to the writing technique that should be presented by the teacher. From the explanation above, it can be seen that the most error in students writing at the eleventh grade students of Madrasah Aliyah Darul Maarif Jakarta is error in capitalization. It can be assumed that the students do not have great concern about the use capitalization in writing English. It can be caused by teacher is seldom taught about capitalization or students do not know what word must use capital letter or not.
2. The source of error From the data above, it can be analyzed that there are five sources of error made by students in their writing. Those sources of error are: interlingual, overgeneralization, ignorance of rule restriction, incomplete application of rules and false concept hypothesized. In this analysis the writer found that total source of error of each item are different. The total source of each items are:
(1). Interlingual The total number of interlingual is 58 or 27.35%. It is caused by interference of mother tongue to the target language. The students put Indonesian system in English. (2). Overgeneralization The total number of overgeneralization is 20 or 9.43%. It means the students are still confused about the word will use in their sentence. It can be seen from the students made a deviation of structure based on their experience of another structures and placed it into the new one. (3). Ignorance of rule restriction The total number of ignorance of rule restriction is 67 or 31.60%. It is caused by carelessness of the students on their own writing. It means the students failed to observe the restriction of existing structure. (4). Incomplete application of rules The total number of incomplete application of rules is 17 or 8.01%. The students made deviations of structure of rules development to make an acceptable sentence. (5). False concept hypothesized The total number of false concept hypothesized is 50 or 23.58%. The students made a wrong comprehension of divergences of the target language.
D. The Interpretation of the Data From the analysis of the data, it has been known that the most typical error in students writing at Madrasah Aliyah Darul Maarif Jakarta is error in capitalization and the less is error in run-on sentence. It can be interpreted that: 1. The students do not have great concern in using capitalization in the correct usage. 2. The students might be careless in using the correct capitalization in writing English. 3. The teacher might be seldom gave explanation to use capitalization in the correct usage in the teaching and learning process.
CHAPTER IV CONCLUSIONS AND SUGESTIONS
A. Conclusions After collecting the samples, identifying the errors, classifying the errors and calculating the data, the writer comes to a conclusion related to the objective of the study. The writer found that the most typical error at Madrasah Aliyah Darul Maarif Jakarta in their writing is in capitalization (23.64%) and the less typical error is in run-on sentence (0.56%).The most typical error happened because the students do not have great concern in using capitalization in the correct usage in writing English, the students careless to write it down. The teacher might be seldom gave explanation to use capitalization in the correct usage in the teaching and learning process.
B. Suggestions Based on the conclusions above, the writer has some suggestions which may be useful for the English teacher and the students of Madrasah Aliyah Darul Maarif Jakarta. The writer suggestions are: 1. The teacher should give more practice to write in English to their students. 2. The teacher should choose the suitable materials for their students and create a pleasant atmosphere in the classroom.
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3. The teacher should give more explanation about the correct usage of capitalization and the examples of the words use in capitalization. 4. The teacher has to recheck the students writing. 5. The students should give great concern to the capitalization in order to avoid errors in their writing. 6. The students must know and realize about capitalization and apply it to their writing.
REFERENCES
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Appendix I
Read the Instruction Carefully!
Write short paragraph which is describing your partners physic! 1. Clues for first paragraph - Describing about her/his face shape - Describing about her/his nose - Describing about her/his hair - Describing about her/his eyes 2. Clues for second paragraph - Describing about her/his height - Describing about her/his like in build - Describing about her/his nature (character) 3. Clues for third paragraph - What kind of shoes that she/he wearing is?
Applying Strategy Inventory For Language Learning and The Motivated Strategies For Learning Questionnaire in Assessing Learning Strategies and Motivation of Iranian Efl Learners