Professional Documents
Culture Documents
B.
Background
Writing is the most complex skill for English student, because writing is
thinking process how to express our mind and how to give understanding to
people who read our text depends on their understanding. Writing is the learning
process of shaping experience into text, allowing the writer to discover, develop,
clarify, and communicate thoughts and feelings. Writing requires and supports
the development of thinking skills.
Writing is one of the important parts and the proper tools in learning a
language because we have to pay attention to the patterns, spelling, vocabulary
and the sentence patterns. In writing the student can express their feelings, ideas,
thoughts and their opinions. Gaith (2002) says writing is about how we express
our thought and ideas to be a product.
As a
students, writing a text in English totally is quite difficult for them. Students who
learn English may produce many errors in their writing such as in using tenses or
in arranging sentences become a good paragraph. Harmer (2001) states student
make
same
mistake more than one even when those mistake have been
First, it reinforces the grammatical structures, idioms and vocabulary that have
Third, when they write they necessarily become very involved with the new
language, the effect to express ideas, and the constant use of eye. hand and brain
is a unique way to reinforce learning.
Shahid Bahonar (2013) explain, there are three approaches to errors:
James (1998) an error cannot be self-correction, and mistakes can be selfcorrected if the deviation is pointed out to the speaker.
In this research writer choose to take Daulay theory in classifying student
error. Daulay(1982) explain in analyzing error we can clasify in 4 classes, they
are:
- Omission (OM)
- Addition (AD)
- Subtitution / misformation (MF)
- Mis- ordering (MO)
-Omission (OM)
Omission is errors are characterized by the absence of an item that must appear
in a well formed phrases or sentence.
- Addition (AD)
Addition errors are opposite of omission. They are characterized by the presence
of an item, which does not appear in a well-formed utterance.
- Misformation (MF)
Misformation errors are characterized by the use of the wrong form or morpheme
of structure. While in omission error, the item is not supplied at all. In the
misformation errors the learner supplies something, although it is incorrect.
- Misordering (MO)
It is characterized by the incorrect placement of one or more elements in a
phrase or sentence. The errors may be made by foreign language and second
language learners when they have acquired certain simple patterns.
Error analysis became a preferred tool of studying second language
analysis. It is seen as one of the best types of linguistic studies that focuses on the
by themselves. Those are the reason why the writer is interested in analyzing
students error in writing. In this case, the writer wants to find out the grammatical
error made by the eleventh grade student of SMA Negeri 1 Siak in their
composition writing. And, by knowing the students errors obtained from the test
of their narative writing focusing in their grammar, we will know what kind of
grammar error that commonly made by the students at SMA Negeri 1 Siak.
Based on the statement above, the writer would like to conduct a research
in ANALYZING STUDENTS ERROR IN WRITING NARRATIVE TEXT AT
THE ELEVENTH GRADE OF SMA NEGERI 1 SIAK .
C.
D.
G.
English learners. This skill is used as a medium of delivering the ideas, feeling,
and perception of the writer to the readers. Beside that, writing is also a good tool
for communication. Through writing students can share what they feel, think
and deliver their opinion to others. Axel rod and Charles R (1985) says writing
is a complex proses because so many element of mistery and surprise. But we
know everybody can learn to do it.
He sitting *)
He is sitting.
2.
- Addition (AD)
Addition errors are opposite of omission. They are characterized by the presence
of an item, which does not appear in a well-formed utterance.
Example
1.
2.
It is on a picture of elephant *)
It is a picture of elephant
- Misformation (MF)
Misformation
errors
morpheme of structure. While in omission error, the item is not supplied at all. In
the misformation errors the learner supplies something, although it is incorrect.
Example
1.
2.
It is the tiger*)
It is a tiger.
- Misordering (MO)
It is characterized by the incorrect placement of one or more elements in a phrase
or sentence. The errors may be made by foreign language and second language
learners when they have acquired certain simple patterns.
Example
1.
2.
10
People who learn foreign language will do some error on their work, there
are cause of error describe by Richard (1971). Richards subdivides the intralingual
or developmental error as the causes of errors into :
- Overgeneralization.
Overgeneralization or transfer is the use of previously available strategies in new
situations. In second language learning some of these strategies will prove helpful
in organizing the facts about the second language, but others, perhaps due to
superficial similarities, will be misleading and inapplicable - overgeneralization
covers instances where the learner creates a deviant structure on the basis of his
experience of other structures in the target language. Based on the above
statements, we can say that the cause of error in this case is not the influence of
the learners' mother tongue but it is the influence of the target language which
they have already learnt.
example: He runs fastly.
In this sentence, the learner produces an error because he/she generalizes that
adverbs of manner must always be formed by adding 'ly' to the adjectives.
12
13
RESEARCH METHODOLOGY
1.
Research Design
Researcher could choose several methods, which could be used in
3.
Since the population of the second grade students is more than 100 people, so it is
necessary to have sample for taking the data. According to Gay (1987) said if the
population is large and homogeneous enough the sample is taken 40% in
minimum. Since the number in this population in this research is quite large and
homogenous and the student have similar characteristics, the writer took 40% as
the sample.
14
4.
The writer did the next following step as a part of data collection technique. They
-
are :
First , writer give explanation about narrative text to the students, after that writer
the next following steps as a part of data analysis, in analyzing the data, the writer
will use content analysis which consist of the steps by Gall (2005). They are :
1)
2)
3)
4)
5)
Name
Type of Errors
o
OM
AD
MF
Total
Total
errors
words
MO
Total
Explanation :
POM = Percentage of Omission
PAD = Percentage of Addition
PMF = Percentage of Misformation
PMO = Percentage of Misordering
6)
16
In calculating the data, the writer use Hatch and Farhady (1982: 46), to obtain the
percentage.
I.
BIBLIOGRAPHY
Harmer, Jeremy. 2001. ThePractice of Language and Teachinng 3rd ed. Pearson
Education Limited, Inc. New York.
Hornby, AS. 1974. Oxford Advance Learners Dictionary of Current. Oxford
University Press. London.
Ghaith, Ghazi. 2002. Cycle I, II, III of Basic Education. American University of
Beirut Press. America.
Canavan P. Joseph. 1969. Paragraph and Short Theme. D.C Heath and Company,
Inc. Lexington.
S.P. Corder. 1981. Error Analysis and Interlingua. Oxford University Press.
London.
Harmer, Jeremy. 1989. The Practice of Language and Teaching. Pearon Education
Limited. New York.
Edge, Julian. 1989. The Longman Keys to Language Teaching. Series Editor:
Neville Grant. New York.
H. Doughlas, Brown. 1987. Principles of Language Learning and Teaching.
Prentice hall, Inc. New York.
Richard, Jack. 1974. Error Analysis Prospective on Eight Language Acquisition.
Longman. London.
Best, J.W. 1981. Research in Education Englewood. Prentice Hall, Inc. New
Jersey.
17
18
Hatch, E. M., & Farhady, H. (1982). Research Design and Statistic for Applied
Linguistics. Rouley, Masschusetts : New-bury House Publisher, Inc.
Bahonar, Shahid. (2013). A Gender-Based Analysis of Iranian EFL Learners
Types of Written Errors. Consortia Acamedi Publishing. Iran.
Ferguson, Charles. A. (1968). Language Problems of Developing Nation. Jhon
wiley & sons. Inc. New York.
Nemser, w. (1971). Approximative systems of foreign language learners. IRAL, 9,
(2), 115-124.
James, Carl. (1998). Error in Language Learning and Use. Longman. London.
Keshavanastz, M. H. (1999). Constrative Analysis & Error Analysis. Rahman
Press. Tehran.
George, H. V. (1972). Common Errors in Language Learning. Rowley MA.
Newbury.
19