CHAPTER I INTRODUCTION This chapter explains several points which covers (1) background of the study, (2) reason for choosing the topic, (3) research questions, (4) purpose of the study, (5) significance of the study, (6) outline of the study.
1.1
Background of the Study
Communication isfirst human inventory. As human beings, they need to communicate each other to deliver their purposes in life. People use itto interact with surroundings in daily routine. In order to communicate each other, they need language as a medium. medium. Ramelan (1999:1) states that “man speaks language; he uses language as means of communication with other people, as tool to express his ideas and wishes. Thus, language is a tool for human beings in achieving their needs as social creatures. Recently,
researchers
suggest
more
than
200
million
people
communicate in English. Therefore, English is known as one of the most popular languages used by most people around the world. The general truth that English is spoken and studied by many people around the world leads it to be an international language. Thus, it makes a lot of countries integrate English as one of the subjectsfrom the elementary school to university level. Since English is foreign language, Indonesian students need to master to able to use English as a communication medium. There are four basic skills in learning English that should mastered by Indonesian student, they are speaking,
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2
writing, reading, and listening. Speaking and writing are productive skills while listening and reading are receiving skills. Basically Indonesian students will find difficulties when dealing in productive skill, for example in writing: putting improper grammatical structure that will drive reader misunderstanding. As mentioned before, writing is the most difficult language skills to be learned. Usingappropriate grammatical structure is needed to make the meaning of the sentence more accurate, clearly deliver and easy to understand. Moreover, to create a good English written text needs many aspects to fulfill. We have to pay attention to everything: audience, sentence structure, transition, choice of example, and half dozen of other consideration.” As a result, applying good knowledge on language writing components such as genre feature, text development, diction, spelling, word order and punctuation is als o key factor to be a good writer. However, language foreign learners often make an error on the use of English grammatical structure. Due to first language grammatical structure interference, Indonesian students tend to produce the grammatical error in all English aspect. Thus, the writer want to examine a common errors made by 4th semester of english university student in writing report texts. The purpose of report text itself can be achieved when the writer is able to describe natural, artificial and social things after getting careful observation, as as stated in ‘Making Sense of Functional Functional Grammar’ by Gerot(1994:155), “to describe the way things are, with reference to a range of natural, man-made and social phenomena in our environment ”. In short, report text describes the way of certain things and
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frequently refer to phenomenon of nature, animal and scientific object. To produce a good report text, the writer must aware on the use of structure of the text, grammar, word diction and punctuation. Thus, the reader has the clear information and factual condition about described things in general. To talk about creating a good report text, Indonesian learners often have issue facing the grammatical structure in written form. Douglas (1980:264) once stated “In learning a language we must know the grammar rules for forming correct sentence” means means that comprehending target language grammar rules is a must attained provision. Consequently, the possession of well grammar skill is also one of many aspects that Indonesian English language learner should master. By interviewing some students, the problems of writing were also found in Genre Based Writing Class student. They said that creating a good writing text is almost impossible for them. Most of the students were having difficulties in explaining contents of their writing into good constructed sentences. Furthermore, the language features and generic structure of the text confused them in the process of writing. The common error that appear in student written text is the use of tenses. In creating report text, simple present tense is the exact tense they should put it on. They might have known the pattern of simple present tense, but implementing it in a sentence is another one. A student phrases a instant noodle, so he writes: Instant noodle are dry food product product made from dough. The student has difficulty in putting the right to be as be as relating verb. Altough he know the verb to be of be of present tense, he misplaces it. He should put is not is not are as are as
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relating verb. Hence we can draw a conclusion that the student made a verb tense error. From the example above, we can draw that English learners may form many errors in writing process. Truthfully, the errors they make is natural in learning process.Indeed, it is part of learning.. Corder, in Ellis and Barkhuizan (in Adi Jaya Putra 2008;13), stated that “It means that errrors contain a lot of information about which part of students Difficulties that are hard to produce correctly.” Focusing on errors made by the students will help not only the students themselves but also the teacher to overcome the problem into a solution. According to Ellis (1997:15), there are good reasons for focusing on errors, first they are conspicuous feature of learner language, raising the important question of “Why do learners make errors?” Second, it is useful for teachers to know what errors learners make. Third, paradoxically, it is possible that making errors will actually help learners to learn when they do self-correction to the errors they make. It will be very useful for teacher to know what kind of errors that might be produced by students. The teacher can give more attention in subjects that cause the errors. To analyze students’ grammatical errors in writing needs appropriate method and approach. In this case, the researcher uses genre based approach as studied subject. This reasearch is going to use a report text as student written task.All the students were asked to create report text of their interest and should meet the language features of the report text. It could be hand written text or typed
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text. After all, the main focus of this research is on the error of the grammatical patterns made by the student. Those errors are classified into five categories of errors. Based on the explaination above, researcher would like to find common errors which made by 4th semester English Education students In Genre Based Writing class of English Department Academic Year 2013 Semarang State University in writing report text.
1.2
Reasons for Choosing the Topic
Some reasons why the writer chooses the topic “A Grammatical Error Analysis of Report Texts (A Case Study of 4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University)” are: a. Measuring students’ English mastering skill can be done by checking their writing. The errors that they made indicating which grammatical aspects they have not mastered yet. b. Identifying grammatical errors aspect which made by 4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University is researcher concern. Although students of English Department have learned English since 1st semester, they still make grammatical errors especially in writing. c. The researcher wants to know causes students’ er rors in writing report text.
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1.3
Research Questions
The problems in this research are stated as follows: a. What kind of the grammatical errors that occur on writing report text on 4thSemester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University? b. What are possible causes of errors made by 4 thSemester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University?
1.4
Purposes of the Research
The purposes of this study are stated as follows: a. To find out kind of grammatical errors those occur on writing report text on 4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University. b. To find out possible causes of errorson writing report text on 4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University.
1.5
The Significance of the Research
After doing the research, the result of the study is expected to give the reader thesefollowing advantages: a. Theoretically, the findings of this study will give additional information about the students’ error s in writing report.
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b. This research can motivate the student to improve their writing ability. c. This research can be used as reference to other researches in writing error analysis of university students, especially in study of grammatical error analysis in wrriten production..
1.6
Outline of the Study
The writer orginizes the study as follows: Chapter I covers general background of the study, reasons for choosing topic, resesarch questions, purposes of the study, significances of the study, and outline of the study. Chapter II presents review of the previous studies, review of the theoretical background and theorerical framework. Chapter III discusses methos of Investigation. It consists of Research Method, Subject of the Study, Data Sources, Research Intrument, Data Collection, Method of Analyzing and Research Activity. Chapter IV is the most important chapter in this research. It serves the discussion of the research findings. The last chapter, chapter V, draws the conclusion and sugestions related to the findings.
CHAPTER II REVIEW OF THE RELATED LITERATURE
This chapter consists of review of the previous study, review of the theoretical study, and theoretical framework. It also presents several related literature aboutreport text, and grammatical error analysis.
2.1 Review of the Previous Study
To support my study about grammatical error analysis, I take some studies focused on errors analysis in writing. Cahyaningrum (2011) conducted a research on errors analysison the use of to be as auxiliary and linking verb in the students’ recount text (the case of the 8th grade students of SMP N 19 Semarang). The objective of this study is to find out errors students made in their writings, and to find out the causes of the errors. The research used writing test as the instruments to assess the ability of the students in expressing their competenceinapplyingto be as auxiliary and linking verb. The result of the study showed that the most frequent errors occurred is on the use of linking verb and mostly happened in the misinformation type. This study gives the writer sources of how to analysis students’ errors in their writt en product. Indrawati (2006)classified the students’ error made by second grade students of SMU N 8 Semarang into two categories. Those were grammatical and semantic errors. Moreover, Indrawati also foundspelling errors on the students’ written work. These errors could not be classified into one of the grammatical and
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semantic errors. It could happen when the students used their first language asEnglish words. They also wrote some words based on the way they pronounce it. The grammatical errors that she found in her research have similarity in the writer research in the contexts type of errors. Santoso (2011) conducted a research about the errors made by Semester 3 of English Department STAIN Surakarta. The aim of the research is to describe and analyze writing errors made by the students. The research shows that there are 5 types of errors made by students, which are; error about the absence of ‘be’, an error about the addition of ‘be’, error on the application of ‘be’, er ror about the placement of ‘be’, and complex error in the using of ‘be’. Mulyoko in 2014 conducted a research aboutgrammatical error analysis of descriptive texts written by eight grade students of SMPN 3 Ungaran. The result of Mulyoko’s research was there are 7 error categories made by 8 grade students of SMPN 3 Ungaran. The errors he found are; errors in the production of verb group, errors in the agreement between subject and verb, errors in the use of article, errors in the use of preposition, errors in the pluralisation, errors in the use of pronoun, and errors in the use of conjunction. Since Mulyoko worked on descriptive text, it gives the writer a look of how to use same approach but in different kind of text. Kariadi (2008) in his final project analyze errors in using finite verbs in recount text written by 8th grade students of SMP N 1 Semarang the academic year of 2007/2008. The objectives are to identify the errors in using finite verb and the dominant errors made by students. As a result, he found 107 finite errors
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made by students. The errors consist of 34 errors in omissions of finite, 9 errors in additions, and 64 errors in misinformation. One of similarities that the writer can draw to those previous studies is we all use descriptive qualitative research. Besides, the writer would like to focus on analyzing students’ errors in writing report text.The writer concerns on findingany grammaticalerrors in students’ writings. The erorrs can be misused in using prepositions; rules of simple present tense, mistyped, or any other possible errors in student of English Department.
2.2 Review of the Theoretical Study
In this section, the writer would like to explore aboutreport text, grammar, errors analysis, and causes of errors.
2.2.1 Report Text Report is a text which presents information about something. It is as a result of systematic observation and analysis Mary and Kathy Anderson (1997; 1-3) state .
there are two broad categories of text, those are: (1) Literary texts are texts which explore and interpret human experience in such a way as to evoke in the reader or listener a reflective, imaginative or emotional response. Literary texts include narrative, dramatic, poetic texts, and many combinations of these. (2) Factual facts are texts which present information, ideas or opinions in such a way as to inform. Enlighten or persuade the reader or listener. The main text types
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of this category are procedure, response, recount, explanation, discussion, information report and procedure In accordance with factual textwriting, Barker (2000:23) explains that report text is a piece of writing which aims to describe something in a general way. Often it is non-chronological and written in the present tense. This theory implies that report text refers to kind of text that describes the information by explaining the general information which is used to report the information. Furthermore, it is kind of text which is written in chronological order and constructed in present tense. Report text must include important information that is considered to write as a report form. Moreover, Lehman ( 2011:76) defines that the generic structures of report text are; (1) Title, a title states a subject to be discussed, (2) General identification or classification of subject, this part as an introduction to the main discussion, (3) Descriptions, the phenomena in whole paragraph are involved. Based on the statements above, the writer can conclude that generic structure of report text consists of two main points, they are; General Classification, and Description.
2.2.2 Grammar Since English grammar and Indonesian grammar are different, Indonesian students have to master to able to use it. There are a lot of definitions aboutgrammar. Chomsky in 1950 and 1960 as cited by Richard (1985:144) said:
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Knowing a language was equated with knowing the grammar of thatlanguage. Grammatical competence was the knowledge underlying our ability to produce and understand sentences in a language. We call upon our grammatical performance to express meaning in ways that there are native like in the target language. An other expert says “grammar is as the description of the ways in which words can change their forms and can be combined into sentences in that language”(Sabatova2006: 10). Therefore, grammar is a part of language that cannot be separated. Someone can be said mastering one language untill he is able to put the grammar rule of that language. As I mentionedit before that every language has its own grammar, Indonesian language surely has one. The differences between English grammar andIndonesian grammars can be really significant and can be found in syntax, phonemes, pronunciation, meaning, grammar and tenses. To mention the few, in English, we know about personal pronoun, such as I, me, my, mine, myself. It is used based on its function in sentence, namely as subject, object, possesive, or reflective. But in Bahasa Indonesia, there are no differences about it. We use “Saya” in all part of sentence. Examples of this case are: 1. Saya pergi ke sekolah = I go to the school 2. Kakak saya membuat secangkir kopi = My sister makes a cup of coffee 3. Ini tas saya = It is my bag 4. Ini milik saya = It is mine
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Theother differences can be found in using singular and plural nouns. In Indonesian language, we use repetitionof its singular word, namely in the nouns to show the reader that the noun is more than one, i.e.“murid – murid” and “ buku – bukuitu”. When we use plural nouns in English, some of nouns only add s/es in their singular such as in the words “students” and “the books”. Based on the illustration above, the writer draws a conclusion that every language comes with its grammar. This opinion is supported by Cook and Sutter (1980). They said “Grammar is a written description of the rules by speaking and writing. Therefore, learning English grammar cannot be avoided if one wants to learn the language”. Since there are so complex and many differences of English and Indonesia language, so in learning English, Indonesian students should really understand its languages to use correctly and properly.
2.2.3 E rr or Analysis Errors are considered to be the product of learning since they are involved in the learning process. Moreover, Error is one of indicators that students still do not understand on some parts of the language they’ve learnt. The study of errors is called Error Analysis. James (1998:7) states that error analysis is a methodology for dealing with data rather than a theory of acquisition. To support this idea, Brown (1980:166) writes: 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 learner’s error called error analysis.
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Error analysis is a sequence of scientific steps, starting from collecting the data, and
ending
by
the
evaluation
of
the
data.
According
to
Ellis
and
Barkhuizen(2006), there are some steps to be followed to conduct an error analysis, namely (1) Collection of a participant of learner language, (2) Identification of errors, (3) Description of errors, (4) Explanation of errors, and the last (5) Error evaluation. From those explanations,itcan be concluded that error analysis is a methodology for dealing with the datataken byconductinga test with the students as the respondents.The data result can be observed, analyzed, and classified to examine the error that learners made. Through the error analysis, researcher expects to reveal the causes behind the students’ errors in learning language. Ellis (1994:48) notes that analyzing errors has three advantageous. First, they provided the teacher with information about how much the learners had learned. Second, they provided the researcher with the evidence of how language was learned. Eventually, they served as devices by which the learner discovered the rules of the target language. The use of error analysis is to show some problems faced by students. The common errors made by students is translating first language into second language. When students learn a foreign language, usually they tend to transfer their first language habits of their native language. Relating to the error translation made by students, Littlewood(1989) divides the causes of errors into two groups. Firstly, they are errors because of transferring rules from the mother tongue or the so-called inter lingual errors and secondly, errors which show that the learners are
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processing the second language in its own terms. Errors of this second type are often called as intra lingual errors. Although the errors made by students cannot always be easily identified but the study of error anlysis helps the teacher and the students in the process of learning. Through the study of error analysis, teacher can evaluate whether students succeed in learning the language or not. Then, for the students themselvesmaking errors may help them to get self-correct to the errors they make. 2.2.3.1 Concept of Errors and Mistakes In the process of learning language, a learner usually makes errors.In order to analyze learner’s error in a proper prospective, it is important to distinguish the difference between errors and mistakes.Ellis (1997: 17) inSecond Language Acquisition distinguished between errors and mistakes. Ellis stated “Errors reflect gaps in a learner’s knowledge; they occur because the learner does not know what is correct.” While mistakes according to Ellis (1997:17) reflect occasional lapses in performance; they occur because, in a particular instance, the learner is unable to perform what he or she knows. To be able to use the correct form, learners have to learn the material which they do not understand yet. From the statements above it can be drawn that if learners make an errorbecause of lack of knowledge. It represents a lack of competence, whereas mistake occurs whenthey fail to perform their competence. To distinguish errors and mistakes we must check the consistency of learners’ performance. If they consistently substitute ‘go’ for ‘went’ this would
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indicate a lack of knowledge so it is called an error. However, if they sometimes produce ‘go’ and sometimes ‘went’, this would suggest that they have knowledge of the correct form and are just slipping up so it is called a mistake. The another way is by asking learners to self-correct their deviant utterances. If they success to do it, it is mistake. If they cannot correct the deviant it is considered as error. 2.2.3.2 Types of Errors In many cases, there are several types of errors made by Indonesian students in writing.According toLinville (2009), it consists offive items, namely subject-verb agreement, verb tense errors, singular/plural nounendingerrors,word-formerrors and sentence structure error . Most students made errors in those items when they write. These items mostly will impact the reader when they read the writing product. In this sub-chapter, those types of errors that are possibly made by Indonesian will be elaborate. (1) Subject-Verb Agreement Errors It occurs when the subject does not agree with the verb in person or number. Example: He walk every morning. Correction: He walks every morning. Another Example: Every teenager knows how to choose clothes that flatters her. (2) Verb Tense Errors It occurs when an incorrect time marker is used. Example: I was working on my paper since 6:00 am.
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Correction: I have been working on my paper since 6:00 am. Another Example: Even though this is my first day on the job, I have already found out that there were some difficult people here. (3) Singular/Plural Noun Ending Errors It often occurs when there is confusion about which nouns are countable and which aren’t. Example: I have turned in all my homeworks this week. Correction: I have turned in all my homework this week. Another Example: I set up six more desk for the afternoon class. (4) Word Form Errors It occurs when the wrong part of speech is chosen. Example: I’m happy to live in a democracy country. Correction: I’m happy to live in a democratic country. Another Example: I feel very confusing this morning. (5) Sentence StructureErrors It occurs when a word (often a to be verb) is left out; an extra word (often a duplicate subject) is added;word order is incorrect; or clauses that don't belong together are punctuated as one sentence. Example: Although the result of the study was inconclusive. Correction: Although the result of the study was inconclusive, the committee decided to implement the policy Another Example: If the result of the study confirmed the writer’s hypothesis.
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2.2.4 Causes of Err ors Many experts of error
analysis classifiy the learners’ errors into two
catagories.Littlewood (1989) divides the causes of errors into two groups. Firstly, they are errors because of transferring rules from the mother tongue or the socalled inter lingual errors and secondly, errors which show that the learners are processing the second language in its own terms. Errors of this second type are often called as intra lingual errors. According to Touchie (1986: 77), “Errors are generally divided into two categories. The first category is interference from the native language which is called as interlingual errors, while the second category can be attributed to intralingual.” Based on those theories about errors categories, there are two kinds of errors. The first one emerges from the native language itself (interlingual) and the second comes from the target language (intralingual). The theory will be explained below. 2.2.4.1 Interlingual Errors The native language of learners plays a significant role in learning a second language. Errors due to the influence of the native language are called interlingual errors. These kinds of errors are influenced by the native languages which interfere with target language learning.There are interlingual errors when the learner's L1 habits (patterns, systems or rules) interfere or prevent him/her, to some extent, from acquiring the rules and patterns of a second language.As stated by Brown (1980: 160), most of the learner ’serrors in the secondlanguage result
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primarily from the learner ’s assumption that the second language forms are similar to the native language. To talk about the interfere of native language to Indonesian students, it needs the knowledge of Indonesian culture. It is known that culture is one of aspect that shapes language. Different languages will create different limitations, therefore a people who share a culture but speak different languages, will have different world views. Still, language is rooted in culture and culture is reflected and passed on by language from one generation to the next. From this, one can see that learning a new language involves the learning of a new culture. Consequently, teachers of a language are also teachers of culture (Byram 1989). Language teachers must instruct their students on the cultural background of language usage, choose culturally appropriate teaching styles, and explore culturally based linguistic differences to promote understanding instead of misconceptions or prejudices, we call it as errors. The errors due to the aspect of culture in Indonesian students mostly come in form of grammatical errors. The most distinguish deference between Bahasa Indonesia as native language of Indonesian student with English is the presence of copula in English. Copula is a word used to link the subject of a sentence with a predicate, such as the word is in the sentence "The sky is blue." In many languages the principal copula is a verb, such as English to be (Stassen 1997). However, Bahasa Indonesia knows no copula, that’s why Bahasa Indonesia is called as zero copula language. This state tends to confuse Indonesia students. Hence, they usually produce errors in creating English sentences which re quires to
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be as linking verb. For example, when Indonesian students are asked to write Budi murid yang pandai in English they write “Budi clever student.” It is clearly seen that Indonesian students made a grammatical error by dropping the linking verb. They should write “Budi is clever students.” Whereas the word isconsiders as linking verb. This is one example of interlingual error made by students. 2.2.4.2 Intralingual Errors Intralingualinterference occurs during the learning process of the second language at a stage when the learners have not really acquired the knowledge. According to Richards (1976) they are "items produced by the learner which reflect not the structure of the mother tongue, but generalizations based on partial exposure to the target language. The learner in this case, tries to "drive the rules behind the data to which he/ she has been exposed, and may develop hypotheses that correspond neither to the mother tongue nor to the target language." Therefore the process study of the target language is very important. Intralingual and developmental errors are due to the difficulty of the second/target language.Hanna, Y. T. (1986).Second Language Learning Errors Their Types, Causes, and Treatment. JALT JournaL Volume 8, No. I . 77.States that intralingual and developmental factors include the following: (1) Simplification: Learners often choose simple forms and constructions instead of more complex ones. An example of simplification might involve the use of simple present instead of the present perfect continuous. (2) Overgeneralization: This is the use of one form or construction in one context and extending its application to other contexts where it should not apply.
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Examples of overgeneralization include the use of corned and goes as the past tense forms of come and go and the omission of the thir d person singular s. (3) Hypercorrection: Sometimes the zealous efforts of teachers in correcting their students' errors induce the students to make errors in otherwise correct forms. Stenson (1978) calls this type of error "induced errors." For example, the teacher's insistence that Indonesian ESL learners produce the phoneme IpI correctly prompts them to always produce IpI where the phoneme Ibl is required. Thus learners say pird and pattie instead of bird and battle. (4) Faulty teaching: Sometimes it happens that learners' errors are teacherinduced ones, i.e., caused by the teacher, teaching materials, or the order of presentation. This factor is closely related to hypercorrection above. Also, it is interesting to note that some teachers are even influenced by their pupils' errors in the course of long teaching. (5) Fossilization: Some errors, especially errors in pronunciation, persist for long periods and become quite difficult to get rid of. Examples of fossilized errors in ESL learners are the lack of distinction between IpI and Ibl in English and the insertion of the presumptive pronoun in English relative clauses produced by these learners. (6) Avoidance: Some syntactic structures are difficult to produce by some learners. Consequently, these learners avoid these structures and use instead simpler structures. Some ESL learners avoid the passive voice and some learners avoid relativization in English.
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(7) Inadequate learning: is mainly caused by ignorance of rule restrictions or under differentiation and incomplete learning. An example is omission of the third person singular s as in: He want. 2.3 Theoretical Framework
The theoretical review presented in the previous subchapter assumes that students have some problems in writing report text. As we know, the major problem in writing is the tendency of creating errors. Those errors made by learners will help us to breakdown the problem of English Learner and create a tool to overcome it. In this research, I will investigate what kind of grammatical errors made by student of 4th semester of English Department in writing r eport text. In conducting this research, I will use a written test to collect the data of the errors made. The design will be illustrated in following diagram: Students' Works
Error Analysis
Types of Errors
Possible Causes of Errors
Results of the Study
Percentage of Errors
Interpretation of Data
Figure 2.1 the Scheme of Steps of the Research
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The diagram explains the way to conduct the research. It is started by collecting the data. Then, the researcher analyses and classifies the data. They are classified into 6 types of errors, namely subject-verb agreement, verb tense errors, verb form errors, singular/pluralnounendingerrors,wordformerrors and sentence structure errors. Most students made errors in those items when they write descriptive. The data that have been classified will be calculated to get the percentage of each error. Next step is the interpretation of data. Here the researcher will explain each type of errors made. Supporting the explanation, the researcher will present some real examples of errors made by students. The result of researchwill elaboratethe causes of errors.
They are divided into two,
Interlingual errors and Intralingual errors covered Subject verb Agreement Errors, Verbs Tense Errors, Verb Form Errors, Singular/Plural Noun Endings Errors, Word Form Errors.
CHAPTER III METHODS OF INVESTIGATION
This chapter deals with the research methodologies. It consists of six subchapters. They are (1) research design, (2) setting and participant, (3) role of the researcher, (4) type of data, (5) instrument for collecting data, (6) procedures of analysing data, and (7) technique of reporting data.
3.1 Research Design
This research is designed as descriptive qualitative research. It involves gathering data that describe events and then organizes, tabulates, depicts, and describes the data collection. The descriptive qualitative research offers depth contextualized quality of qualitative research and compelling predictive power of quantitative research. This research is a case study which focuses on a particular phenomenon or situation. What is meant by particular phenomenon or situation in this research is written production made by the subject of the study. In this case, the situation is kind of errors that might appear in students’ writing text. Those errors are main subject of this research. The researcher observes the students’ errors in writing English report text by checking grammatical errors made by the subject of the study in their writings. Research instrument employed in this study was written test. In order to acquire the data needed, students had to write report texts about their interest. The text could be in hand written or in typed text.
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3.2 Setting and Participants
This study was conducted at genre based writting class of English Department of Semarang State University in academic year 2013. There are total 5 classes of Genre-based Writing in which there are 25-30 students for each class. Thus the total number of the students is 165. In conducting the research, the writer selected participants to ease the research. According to Best (1981: 8) “a participant is a small proportion selected for observation and analysis.” In other word, participant is the source of the data in the research where the data can be obtained. The researcher, therefore, chose class 303 of Genre-based Writing as the setting in this research. The research setting refers to the place where the data are collected. The research setting can be seen as the physical, social, and cultural site in which the researcher conducts the study in which research is carried out. Moreover, the reason for choosing them to be the subject of the research is that because they have been taught report text and learnt language feature of report text.
3.3 Role of the Researcher
In this research,the writer was the data collector. Therefore,the writer collected the data from the Genre-based Writing class as the participants of the study. In the process of preparation for collecting the data, the writer decided report text as the genre of the text that would be written by students and let them freely chose the topic to write. To make it easy to be analysed, the writer compiled the data on the
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table. Then, the collected data were analyzed and classified into 5 groups of errors. Analyzing the data will help the writer to find out the errors of the texts and its causes. Lastly, the writer calculated the classified errors to get the percentage of frequent errors made by students.
3.4 Types of Data
Data are plain facts. When data are processed, organized, structured or presented in a given context so as to make them useful, they are called information. It is information obtained during the course of an investigation or process of study. In addition, research data that is collected, observed, or created, for purposes ofanalysis
to
produce
original
research
results.
According
to
http://www.socialresearchmethods.net/kb/datatype.php, data are divided into two, qualitative data and quantitavie data.Qualitative and quantitative data are intimately related to each other. All quantitative data is based upon qualitative judgments, and all qualitative data can be described and manipulated numerically. In this research, qualitative data is applied to find out possible causes of errors and kind of grammatical errors that occur on writing report text. The qualitative data in this research are in the form of report texts written by 4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University. There are total26 texts of writings. Another data is quantitative data. Quantitative data in this research are the total number of errors which were found in the descriptive texts written by students and also statistical calculation of the errors.
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3.5 Instrument for Collecting Data
Instrument has an important role in collecting the data. Arikunto (2006:150-8) explains that there are 6 types of instruments. They are test, questionnaire, interview, observation, rating scale, and documentation. Further, Instrument is equipment for collecting the data. According to Saleh (2001, 9:31), the word instrument refers to research tools for data collecting. In this research, I use the written test to collect the data. The students will be asked to write report texts which consists at least ten sentences for each text. They freely choose the topic of their writings in a worksheet.
3.6 Procedures of Analyzing Data
Once the data are gathered, the data are examined closely to find out what errors made by students and then classified the errors into five categories. The researcher could conclude the causes of errors made by students by analysing and classifying the errors. The researcher uses qualitative and quantitative method while doing the analysis. The combained method is a tool for analysing and classifying the errors, so we could conclude the causes of errors made by students. There are five steps in analyzing the data to describe the factual condition of the object. Here are some steps to analyse the data: (1) Collection of a participant of learner language, Deciding what participants of learner language to use for the analysis and how to collect these participants
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(2) Identification of errors, Studying the acquired data and finding out the errors by underlying the errors in the written test produced by students. (3) Description of errors, Describing the errors that have been found by classifying errors made by participant; they are subject-verb agreement, verb tense errors, verb form errors, singular/pluralnounendingerrors, wordformerrors. (4) Explanation of errors, Explaining the errors by establishing the source of the errors and calculating how often the errors appear. In this step, the writer calculated the errors to know the frequency of errors made by4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University. In order to get the percentage of the frequency of errors, the writer employed the following formula;
P =
n1 ×100% ∑
In which: P
: Percentage of each error
n1
: Total of the given error
∑N
: Total of whole errors
(Sukestiyarno and Wardono, 2009)
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The researcheris able to identify the most frequently errors and the least frequently errors made by students in their writing production by calculating the frequency of each error. (5) Error evaluation. There are two steps in evaluating the errors. The first step istabelizing the errors and second step is drawing conclusion. The writer tabelized the result of the analysis once after the errors are calculated and arranged.The use of tabelizingin error evaluationis to ease the identification of the percentage of error. The last step is drawing conclusion. In this step, the researcher has to make a valid conclusion of the analysis which consists of a brief description of the errors.
3.7 Procedures of Reporting the Results
All the result of the research would be reported in a form of journal, quantitative data and further explanations in qualitative data. To state it clearly all the results are reported in the form of calculation, description and interpretation. To know the composition of grammatical errorsmade by student, the data is calculated by covering5 classifications of errors; they are subject-verb agreement, verb tense errors, verb form errors, singular/pluralnounendingerrors,wordformerrors. Each of them is reported in the form of percentage number. Further, the table will be used to make iteasy for the researcher and reader in getting the authentic information of the research result. The table is in the form of percentage of each error.Moreover, the research results are also
30
reported in the form of description. The real examples which are taken from the students writing are provided in each classification of explained errors. The last, interpretation of the research results will bring the conclusion of what influence students and cause them to make errors in the production of their writings. Due to intralingual errors theory byHanna, Y. T. (1986), there are eight categories of possible
causes
hypercorrection,
of
errors,
faulty
they
teaching,
learning,false concepts hypothesized.
are;
simplification,overgeneralization,
fossilization,
avoidance,
inadequate
CHAPTER IV RESULTS OF THE STUDY
This chapter deals with the research results. It consists of two sub-chapters, (1) finding of the analysis and (2) discussion of the analysis.
4.1
Finding of the Analysis
This chapter describes the result of data analysis, which is expected to be the answer of problems in this research. This analysis will answer the question of grammatical errors aspect which made by fourthsemester of English Education Students in Genre Based Writing Class of English Department. Based on the analysis, there are five errors found in the data. Those are subjectverb agreement errors, verb tense errors, singular or plural noun ending errors, word form errors, and sentence structure errors. The findings can be seen as follows. Table 4.1Number of Students’ Errors
NO 1. 2. 3. 4. 5.
Types Of Errors Subject Verb Agreement Errors Verb Tense Errors Singular/Plural Noun Ending Errors Sentence StructureErrors Word Form Errors Total
Number of Errors 43 24 19 7 5 98
From the table above, it can be seen that there are 98 grammatical errors found in the data. The subject verb agreement errors have the highest number with 43 errors. It happens because the students mostly hard to differentiate the
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countable and uncountable noun; so the verbs are not suitable with the subject. The verb tense errorsbecome the second with 24 errors. Then, singular/plural noun Ending Errors is the third. It has 19errors. Next, the fourth is structure sentence errors with 7 errors. The last isword formerrors with 5 errors. It becomes the least number of errors because the students sometimes make errors in using passive voice.In order to calculate the percentage of each error category, the researcher employed the following formula:
P=
n1 ×100% ∑
In which: P
: Percentage of each error
n1
: Total of the given error
∑N
: Total of whole errors
(Sukestiyarno and Wardono, 2009) The formula above was applied to know the frequency of each error. Therefore, it led the researcher to find what the most and the least frequent errors made by students. To ease the identification of the percentage of errors, the following table presents the results of the calculation above. The table is as follow:
No. 1. 2. 3. 4. 5.
Table 4.2 Frequency of Errors Type of errors Total of each errors Percentage Subject Verb Agreement Errors 43 43.87% Verb Tense Errors 24 24.49% Singular/Plural Noun Ending Errors 19 19.39% Sentence StructureErrors 7 7.14% Word Form Errors 5 5.1% Total 98 100 %
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It shows in the table that almost 39.81% errors made by student is subject verb agreement errors. The second most frequent errors are in the verb tense errors with 25%. The next is the errors in the singular/plural noun ending errors with total of 18.2% of the whole errors. Errors in the word form takes the fourth place with 16.6 % of the whole errors. Then, the fifth place belongs to errors in the sentence structure which is equal to 4.63%.
4.2
Discussion of the Analysis
The analysis is used to answer the statement of the problem in chapter I. First, it is to find out kind of grammatical errors that occur on writing report text on 4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University. Second, it is to analysepossible causes of errorson writing report text on 4th Semester English Education Students in Genre Based Writing Class of English Department Academic Year 2013 Semarang State University. Further explanation can be seen as follows.
4.2.1 Subject Verb Agreement In the data, there are 43 errors which are categorized as subject verb agreement found in the data. As stated in Chapter II, agreement between subject and verb is influenced by the subject of a sentence. A verb must agree with its subject in number (singular and plural) and in person (first, second, or third). When subject and verb are correctly matched, it can be said that they are grammatically agree. Having no competence in identifying the subject of a sentence whether the subject
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is singular or plural will cause students to make errors in the production of verb. Below are some illustrations of subject verb agreement errors: Excerpt 1: Student 1 Error Sentence
Constructed Sentence
Instant noodles are dry food products made from dough of flour or other flour as the main ingredient with or without an addition of other materials.
Instant noodleis dry food product made from dough of flour or other flour as the main ingredient with or without an addition of other materials.
From the excerpt 1 above, it is seen that the student makes an error in the verb. The sentence is “Instant noodles are dry food products made from dough of flour or other flour as the main ingredient with or without an addition of other materials.” The subject is ‘instant noodles’. Furthermore, ‘instant noodles’ is categorized uncountable noun because it cannot be counted. The sentence should be “Instant noodles is dry food products made from dough of flour or other flour as the main ingredient with or without an addition of other materials. ” So, the to be ‘are’ should be changing into‘s’. However, the subject can be plural if the student gives a container such as ‘two packs of instant noodles’. As the result, this error is categorized as subject verb agreement error. Based on the explanation it can be concluded that the reason of the student’s error is because the student directly translated the sentence without giving any concern to the subject and the predicate of the sentence. So, student 1 did not put the correct pattern in the sentence. In the end, the subject and the verb as the predicator are not synchronized. Furthermore, the researcher considers this
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error happens due to interlingual error. Student 1 doesn’t know about countable and uncountable error which doesn’t exist in his native language. Excerpt 2: Student 3 Error Sentence There is over 100 species.
Constructed Sentence There are over 100 species.
The example above shows that there is a subject verb agreement error in the student 3’s writing. The sentence is “There is over 100 species.” Moreover, the word ‘ is’ is categorized asto singular word. However, the verb should be in plural form. It happens because the subject ‘there’ is categorized as the plural noun since the object of the sentence is plural noun. The sentence should be “There are over 100 species.” Based on thatreason, this is categorized as the subject agreement verb error. Moreover, there is a reason why the student 3 does error in writing because s/he directly translated from Bahasa Indonesia into English language without giving consideration into the verb that becomes the predicator. The word there in Bahasa Indonesia isn’t singular or plural form. It made student 3 was failing to put the right to be as relating verb in the sentence. As the result, the subject and the verb are not synchronized. Student 3 overgeneralizes the meaning of therewithout considering the amount of the subject. Consequently student 3 produced an error which was caused by intralingual error as stated by Hanna (1986).
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Excerpt 3: Student 5 Constructed Sentence
Error Sentence
A bee colony consist of one queen, a lot A bee colony consists of one queen, a of worker bees and some drones, lot of worker bees and some drones, stingless male bee in a colony of social stingless male bee in a colony of social bees (especially honey bee) whose sole bees (especially honey bee) whose sole function is to mate with the queen. function is to mate with the queen.
The next example is found in the writing of the student 5. Here, it is seen that the error sentence is “A bee colony consist of one queen, a lot of worker bees and some drones, stingless male bee in a colony of social bees (especially honey bee) whose sole function is to mate with the queen.” From the sentence, it is clearly seen that the subject is a singular noun. It is indicated by the using of article a- that is only followed by the singular noun. However, the student 5 creates an error by not using singular verb. It means that the verb ‘consist’ should become ‘consists’. As the result, this error is categorized as subject verb agreement error. Furthermore, the cause of this error is because student 5’s mother tongue is not English. So, it influences the student’s writing. This interfere by mother language is called interlingual error. Excerpt 4: Student 7 Error Sentence After so many years, smartphone not only provide us with simple cell phone tasks but also give us more choice in using its features.
Constructed Sentence After so many years, smartphone not only provides us with simple cell phone tasks but also gives us more choice in using its features.
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The next example can be seen in the sentence, “After so many years, smartphone not only provide us with simple cell phone tasks but also give us more choice in using its features.” Here, the student tries to explain about smartphone and its development. From the sentence, it is clearly seen that the subject of the ‘sentence is a singular noun that is ‘smartphone’. However, the student as the writer does not use singular verb for the sentence. The verb ‘provide’ and ‘give’ should be used for the plural noun. The verb should be ‘provides’ and ‘gives’. Based on that reason, the student’s writing has a grammatical error that is subject verb-agreement. Moreover, the researcher tries to find out the cause of that error. It can be the student is miswriting because the other sentences of the text use the appropriate verb or the subject verb agreement is followed the rule of English tense. This conclusion comes after the researcher finds that in the next sentences, the writer are able to create correct sentences using the verb ‘provides’. Though this is count as mistyping error, the researcher considers it as errors causes by interlingual error since Bahasa Indonesia as student’s first language doesn’t recognize extra suffix s/es for related verb. Excerpt 5: Student 9 Error Sentence Most of the days is spent by feeding, resting and travelling.
Constructed Sentence Most the days are spent by feeding, resting and travelling.
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The next example is seen in the table above. Here, the student tries to explain about the most orang utan’s activities. The error sentence is “ Most of the days is spent by feeding, resting and travelling.” The bold underlined word is an error found in the data. It is categorized as subject verb agreement. It is happened because the student is wrong in using the ‘to be’. Actually, the student wants to use passive voice. The passive voice form in that sentence is correct, but the student does not use an appropriate ‘to be’. The passive form ‘is spent’ should be ‘are spent’ since the subject of the sentence is the plural form. Furthermore, the researcher tries to find out the cause of this error. It happens because the student directly translates the sentence from Bahasa Indonesia to English language. In fact, in Bahasa Indonesia, the passive form of the singular and plural noun is not influenced by the verb. In addition, the passive voice can be made by just putting prefix di-. On the other hand, in English the rule of making passive voice is by using to be + V 3. The use of ‘to be’ depends on the subject of the sentence. So, the explanation above shows the cause of the error which is interlingual error as explained in by Brown (1980:160). Excerpt 6: Student 11 Error Sentence And the most bad disease of liver is cancer, because liver absorb all “bad things” from blood, so it can accidentally absorb cancer and grow in the liver.
Constructed Sentence And the most bad disease of liver is cancer, because liver absorbs all “bad things” from blood, so it can accidentally absorbs cancer and grows in the liver.
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From the excerpt 6 above, it is seen that there is an error. Here, the word ‘ absorb’ and ‘grow’ are categorized as subject verb agreement errors. It happens because the student does not use a right verb for singular noun. Furthermore, the word ‘liver’ means an organ of human and it is only one. However, the student does not put sufix – s to show that the verb is for singular noun. So, the sentence “And the most bad disease of liver is cancer, because liver absorb all “bad things” from blood, so it can accidentally absorb cancer and grow in the liver” should become “And the most bad disease of liver is cancer, because liver absorbs all “bad things” from blood, so it can accidentally absorbs cancer and grows in the liver.” Then, the researcher finds the cause of the error. It is because the student does not know the rule of the simple present tense. He does not aware of the verb for simple tense. Besides, when the student tries to translate the sentence from English language to Bahasa Indonesia, the meaning is as similar as the sentence that he made. So, the student thinks that his sentence is already correct. This assumption by student is categorized as Inadequate learning error. Excerpt 7: Student 13 Error Sentence
Constructed Sentence
If the outfield player touch the ball If the outfield player touches the ball with their hands, it will be a handball with their hands, it will be a handball foul. foul.
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The next example can be seen in the table above. There is an error found in the data. The Error sentence is “If the outfield player touch the ball with their hands, it will be a handball foul.” The word ‘ touch’ is included in the subject verb agreement error. It happens because the subject of the sentence is singular but the verb as the predicator does not use the singular verb by adding sufix -es. The sentence can be constructed into “If the outfield player touches the ball with their hands, it will be a handball f oul.”Moreover, the researcher finds the cause of the student does the error. It happens because the student is mistyping. It is proven by seeing the other sentences in the text. They used correct verbs related with the subject. Consequently, the researcher considers it as errors causes by interlingual error. Though student 13 knows the rule of simple present tense, but sometimes s/he are mistyping it because the addition of suffix –s/es doesn’t exist in student 13’s native language. Excerpt 8: Student 20 Error Sentence
Constructed Sentence
It is celebrated through families and It is celebrated through families and friends gathering to eat and give good friends gathering to eat and gives good luck. luck. The example above shows that there is a grammatical error found in the sentence. It is the sentence‘ It is celebrated through families and friends gathering to eat and give good luck ’. Moreover, the error is categorized as the subject verb agreement. In addition, this error happens because the student does not use singular verb. From the sentence, it is clearly seen that the subject is ‘it’. It is
41
obviously a singular noun.Based on the language feature of report, the student must use simple present tense; so, the infinitive verb must be added with suffix s/-es. As the result, the sentence should become “It is celebrated through families and friends gathering to eat and gives good luck.” Moreover, the student does the error because she is not careful in recheck the sentence. Besides, she also directly translated the sentence from Bahasa Indonesia into English language; so, the verb has actually similar meaning but the structure is not correct. This is considered as overgeneralization cause of error. The error of extending one context to other where it should not apply. Excerpt 9: Student 23 Error Sentence
Constructed Sentence
Meanwhile, KucingKampung which Meanwhile, KucingKampung which are from Indonesia usually live only are from Indonesia usually lives only between 2 until 5 years. between 2 until 5 years.
The last example is seen above. From the sentence, “Meanwhile, KucingKampung which are from Indonesia usually live only between 2 until 5 years”, are found two errors in verb. First is the verb ‘are’ and second is the verb ‘live’. Basically, both verbs have similar subject that is ‘KucingKampung’. Here, the subject is singular because even it used Bahasa Indonesia, but the form of the noun is also singular in Bahasa Indonesia. As the result, as the writer, the student must use singular verb since noun is singular too. So, the correct sentence should
42
be “Meanwhile, KucingKampung which are from Indonesia usually lives only between 2 until 5 years.” Then, the researcher tries to identify the cause of the error. It happens because the writer has similar problem with the previous students that she directl y translated Bahasa Indonesia into English. Then, she denied the rules of simple tense because in dictionary the word is always in infinitive form. So, the suffix – s as the singular verb marker and to be ‘is’ not in the singular form. This is also considered as overgeneralization since student 23 knows the rule of present tense but fail to perform it correctly due to overgeneralize the meaning of his sentence.
4.2.2 Verb Tense E rrors There are 24errorsare identified as the tense errors. It occurs when an incorrect time marker is used. Some of explanations as follow: Excerpt 10: Student 2 Error Sentence
Constructed Sentence
It is built on an archipelago of 117 island formed by about 150 canals in a shallow lagoon since a hundred years ago.
It was built on an archipelago of 117 island formed by about 150 canals in a shallow lagoon since a hundred years ago.
The example of the verb tense error is seen in the excerpt 10. It is seen that the Error sentence is “It is built on an archipelago of 117 island formed by about 150 canals in a shallow lagoon since a hundred years ago.” However, it should be revised as “It was built on an archipelago of 117 island formed by about
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150 canals in a shallow lagoon since a hundred years ago.” Here, it is clearly seen that the passive voice of the sentence must be in the past form since there is a time maker ‘a hundred years ago’. It means that the event happened in the past. As the role of the passive voice that past tense’s pattern is ‘to be (was/were) + V3’. In the end, that sentence is included into verb tense error. Furthermore, the cause of that error is because the student is avoided the time marker. The student is too focusing in language feature of the report; so, s/he thinks that it always uses present tense. So, it creates an error in her sentence. This is called as avoidance as stated by Hanna (1986). Excerpt 11: Student 9 Error Sentence
Constructed Sentence
They start the day feeding for 2-3 hours in the morning.
They are starting the day feeding for 23 hours in the morning.
The excerpt 11 shows that there is a verb tense error. The sentence is “They start the day feeding for 2-3 hours in the morning .” This shows that the student is not aware in the time marker. The adverb of time, ‘in the morning’, is to indicate present continuous tense or present progressive. So, the sentence should be “They are starting the day feeding for 2-3 hours in the morning.” The sentence should not use present tense because it does not show a schedule of the turtle but it shows the turtle activity during the morning in 2-3 hours. In the end, this sentence is included into the verb tense error.Moreover, the researcher finds the cause of the error. It appears because the student could not differentiate the adverb
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of time. She is confused to recognize the time maker, as the result she is failed to use a correct verb. This is error shows that student 9 performed simplification of the text by using present tense which is simpler than present continuous tense though there is time marker of duration of activities. Excerpt 12: Student 23 Error Sentence
Constructed Sentence
Then they opened the eyes when they have aged 8 – 10 days.
Then they opened the eyes when they had aged 8 – 10 days.
In this time the student tells about a cat. In paragraph two, he explains about the condition of the cat when it was born. The first sentence uses past tense because the adverb of time is when the cats were born. However, the next sentence as in the table above has inconsistent of the use of the tense. The Error sentence is “Then they opened the eyes when they have aged 8 – 10 days.” It should become “Then they opened the eyes when they had aged 8 – 10 days.”The reason is because there are two clauses in a sentence. Then, the first clause uses simple past tense. As the result, the second clause must be parallel. So, it should be use the past perfect tense not the present perfect. However, it gives different the time of the event. The adverb of time also has shown that the time is in the past. Moreover, the cause of this error is the student is not aware in the time marker. In the end, it creates inconsistency of the student as the writer. The parallel sentences have been categorized as grammar rule. Hence, this error is caused by inadequate learning, student 23 shows his incomplete learning.
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Excerpt 13: Student 26 Error Sentence
She is produces 2-3 liters/year.
Constructed Sentence
She produces 2-3 liters/year.
The last example is written by student 26. From the table above, it is found that there is an error. The sentence “She is produces 2-3 liters/year” should be “She produces 2-3 liters/year.” Here, the student puts two verbs in the sentence. Since the sentence must apply present verb. So, the sentence is the verb tense error. She wanted to use a verb but she uses two verbs. However, the error is mistyping because it didn’t find in another sentence. Though the error above is mistyping, the researcher still categorizes it as interlingual error that is error due to the influence of native language. It is clearly seen that student 26 doesn’t know the use of to be and verb as relating verb in habit that might causes the error.
4.2.3
Singular or Plural Noun Ending Errors
There are 19 errors recognized as singular or plural noun ending errors. Often occurs when there is confusion about which nouns are countable and which are not.Some of the explanations are seen below. Excerpt 14: Student 6 Error Sentence
Turtlehave some types.
Constructed Sentence
Turtleshavesome types.
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One example of singular or plural noun ending errors is shown in excerpt 14. From the example above, it is seen that there is anerror, ‘ turtle’ in the error sentence. It is categorized as singular or plural noun ending errors because the writer does not put any suffix – s as the plural marker. The noun ‘turtle’ should be ‘turtles’; so. The other identification is the cause of the error. The researcher finds that the error is caused by mistyping. So, the writer does not type the morpheme – s in the sentence. Excerpt 15: Student 11 Error Sentence
Constructed Sentence
The function of liver are to turns The functions of liver are to turns protein and fat into glucose, and spread protein and fat into glucose, and spread the glucose to the blood when it the glucose to the blood when it glucose less (when we not eat yet). glucose less (when we not eat yet).
According t excerpt 15, it is found that the student’s sentence is singular or plural noun ending errors. The word in the bold shows that the subject in the noun should be in the plural form because based on the sentence that the function is more than one. So, the sentence “ The function of liver are to turns protein and fat into glucose, and spread the glucose to the blood when it glucose less (when we not eat yet)” should become “ The functions of liver are to turns protein and fat into glucose, and spread the glucose to the blood when it glucose less (when we not eat yet).” Because of the missing morpheme – s, the error is categorized as singular or plural noun ending. Furthermore, the student’s has a reason why she does the error because she mistypes.
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Excerpt 16: Student 12 Error Sentence
Sandals is different with shoes.
Constructed Sentence
Sandal is different with shoes.
According to excerpt 16 above, it is found that the student makes an error in his sentence. It is categorized as singular or plural noun ending errors. In fact, the noun ‘sandals’ is always in the plural form because ‘sandals’ are always in pair. The word ‘sandals’ can become singular by adding ‘a pair of’. However, if the student wants to make ‘sandal’ as the singular word, she must change the sentence into “ Sandal is different with shoes.” On the other hand, the cause of the error is the student does not know if sandals ar e always pairing. Those three excerpt before is mainly caused by interlingual errors. The native language of students which is Bahasa Indonesia prevents them to perform the rules and patterns of English, in this case is plural and singular form. Bahasa Indonesia doesn’t recognize singular and plural noun form, whereas English recognize it as one of their culture as one of language aspects. This leads the theory of Byram(1989), that teachers of a language should teach culture of target language.
4.2.4 Structure Sentence E rrors The next error is structure sentence errors. It is 7 errors found in the data. The structure sentence errors occur when a word (often a ‘to be’ verb) is left out; an
48
extra word (often a duplicate subject) is added;word order is incorrect; or clauses that do not belong together are punctuated as one sentence. Some explanations are seen below. Excerpt 19: Student 13 Error Sentence
It held on every four years.
Constructed Sentence
It is held on every four years.
From the excerpt 19 above, it is seen that the student does a structure error. It happens because the student omits ‘to be’ as the passive voice marker. The Error sentence “It held on every four years” should be “It is held on every four years.”The researcher can classify the errors in sentence pattern as the errors in omission because the student sometimes forgets to put the subject or the verb whereas it is very important in making a sentence. This error is caused by interlingual error due to the native language of the learner. Student 13 dropped to be as related verb in passive form due to the absence of relating verb in his native language that is Bahasa Indonesia. Dropping the copula is found in Bahasa Indonesia since it is categorized as zero copula language (Stassen 1997). Excerpt 20: Student 14 Error Sentence
Constructed Sentence
Based on the techniques, Batik divided Based on the techniques, Batik is into three kinds; they are write, stamp divided into three kinds; they are write, and printing. stamp and printing.
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The next example is seen above. Here, the student explains about batik. The sentence, “Based on the techniques, Batik divided into three kinds; they are write, stamp and printing” should change into “Based on the techniques, Batik is
divided into three kinds; they are writing, stamping and printing.” It is clearly seen that the writer dropped the verb ‘to be’ in the sentence. However, if the ‘to be’ is not dropped the structure of the passive form in the sentence will be obviously seen. In addition, the cause of this error is because certain linguistic forms may be omitted by the learners because of their complexity in production. This is considered as inadequate learning as stated by Hanna (1986) because student 14 could write passive form in another sentence. This error is mainly caused by ignorance of rule restrictions or under differentiation and incomplete learning. Excerpt 21: Student 15 Error Sentence
Constructed Sentence
They called Tabloids which have a lot of pictures and sometimes entertaining.
They are called Tabloids which have a lot of pictures and sometimes entertaining.
The other example is seen in excerpt 21. The student drops the verb ‘to be’. The sentence “They called Tabloids which have a lot of pictures and sometimes entertaining” should become “They are called Tabloids which have a lot of pictures and sometimes entertaining.”Based on that explanation, this error is called structure errors. On the other hand, the student sometimes forgets to put the subject or the verb whereas it is very important in making a sentence .It is caused
50
by inadequate learning. It is like the finding in excerpt 19. The student know the rule of passive sentence but isn’t able to construct it correctly due to the omission of to be. Excerpt 22: Student 18 Error Sentence
It could reach 70 km/hour.
Constructed Sentence
It can reach 70 km/hour.
The last example is seen above. The sentence “It could reach 70 km/hour” should be changing into “It can reach 70 km/hour”. It means that there is an error of sentence structure. Here, the writer uses the past form of the auxiliary verb that should be in the infinitive form. Furthermore, the student does the error because s/he tries to use politeness by using ‘could’. Here, the sentence is categorized as statement that is usually found in the report text must use simple present tense. The context between his/her understanding and the sentence structure are totally different. Consequently, this disability of creating content and structure of the sentence is caused by overgeneralization error which the application of on grammatical rule in case it shouldn’t apply.
4.2.5 Word F orm E rr ors The last is word form errors. They are5 errors found in the data. In addition, the word form errors occur when a verb is incorrectly formed.One of the examples is seen below.
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Excerpt 23: Student 11 Error Sentence
Constructed Sentence
Because of the many important function of liver, so its important to keep our liver health.
Because of the many important function of liver, so it’s important to keep our liver health.
The last example is seen in excerpt 23. The student uses the wrong word order. The sentence “Because of the many important function of liver, so its important to keep our liver health.” should become “Because of the many important function of liver, so
it’s important
to keep our liver health.” Here, the
error sentence uses possessive adjective word. The word must be in form of subject + ‘to be’. Based on that explanation, this error is called word form errors. On the other hand, the student sometimes forgets to put the punctuation single quotation mark whereas it is very important in making a sentence. Without the punctuation the meaning of the sentence will be different with the context. This error purely is caused by interlingual error as stated by Brown (1980). Bahasa Indonesia doesn’t use punctuation single quotation as mark of possession or related verb, while English does. Therefore, it confuses student 11 to create the cor rect sentence.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions
After analyzing the data, the objectives of the research were achieved. The results of the data analysis shows that the fourth semester English students in Genre Based Writing class of English Department Academic Year 2013 made errors dealing with five categories which were used by the researcher to classify the whole found errors in students’ report writings. The result of the study shows that there were 91 errors made by students. The most frequent errors made by students are errors in the subject verb agreement errors have the highest number with 43.87% of errors. The second most frequent errors are in the verb tense errors with 24.49%. The next is the errors in the singular/plural noun ending errors with total of 19.39% of the whole errors. Errors in the sentence structure takes the fourth place with 7.14 % of the whole errors. Then, the fifth place belongs to errors in the word form which is equal to 5.1%. The errors made by students mostly were influenced by the mother tongue which is called interlingual errors. It was also influenced by the target language cause which is called intralingual errors. The intralingual errors occurred when
students
overextends
one
rule
which
actually
does
not
exist
(overgeneralization), some students also construct the simple form of the language
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53
(simplification). In addition, the intralingual errors also came up when students failed to observe the restrictions of certain structures (inadequate learning).
5.2
Suggestions
Having analyzed the students' errors dealing with grammar and tense in their writings production, the researcher would like to give some suggestions for both teacher and students. (1) For English teachers The teachers should give more clear explanation about the tense and language features which are used in the report texts. The more clear explanation will give students a clear understanding about the tense and the language features used in report. Some examples should also be provided by the teacher in appropriate contexts. Teacher should encourage the students to memorize the regular and irregular plural form of nouns. It is necessary for students so they can avoid to over generalizing any words and it will enrich their vocabulary mastery. (2) For students The students should read more English texts to enrich their vocabulary mastery. They should also learn English grammar thus they will know how to write a better English text and minimalize errors in their written production. Furthermore, they should do more practice in applying of what they have learnt by writing some simple sentences and asking of what they have not understood to their English teacher.
54
BIBLIOGRAPHY
Al-Baldawi, WawanNazardan Ahmad Mahmoud Saidat. 2011. Linguistic Overgeneralization: A Case Study. International Journal of Academic Research in Business and Social Sciences, 1.Hlm. 185 – 2. Anderson, M. and A. Kathy. 1997. Text types in English 2.Australia: MacmillanEducation Australia PTYLD Barker, Ray. 2000. Literacy Connections. New York. Brown, H.D. 1980. The Principle of Language Learning and Teaching . New Jersey: Prentice Hall, Inc. Brown, Douglas. 2004. Language Assessment - Principles and Classroom Pratice. United States of America: Longman. Byram M (1989) Cultural studies in foreign language education. Clevedon: Multilingual Matters. Cook, Stanly and Richard W. Sutter. 1980. The Scope of Grammar: A Study of Modern English. New York: Mc. Gram-illill Book Company. Corder, P. 1971. Idiosyncractic Dialects and Error Analysis, International Review of Applied Linguistics, 1(2), 147-166. Ellis, Rod. 1985. Understanding Second Language Acquisition . New York: Oxford University Press. Ellis, R. 1994. The Study of Second Language Acquisition . New York: Oxford University Press. Ellis, Rod dan Gary Barkhuizen. 2006. Analyzing Learner Language. New York: Oxford University Press. Fatkhurrahman. 2013. Grammatical Error Analysis on “Google Translate” Translation Products from Indonesian into English .Unpublished Final Project of S1 Degree at Semarang State University. Frank, Marcella. 1972. Modern English: A Practical Guide Reference. New York: Prentice-Hall Inc. Fitri, Marrisa. 2007. Errors in Using Prepositions in Descriptive Writing: a Case of the Eleventh Year Students of SMA N 1. Unpublished Final Project of S1 Degree at Semarang State University. Gerot, Linda dan Peter Wignell. 1994. Making Sense of Functional Grammar . Sydney: GerdStabler. Grammar. Available at http://www.southampton.ac.uk/~wpwt/notes/grammar.htm [accessed at 20/10/2016] Hall, Donald. 1977. Writing Well Second Edition. Boston: Little, Brown and Company. Hanna, Y. T. 1986. Second Language Learning Errors Their Types, Causes, and Treatment .JALTJournaL Volume 8, 77. Lisnida, Ika. 2011. Error Anal ysis on Students’ Writing of English Words Containing Double ConsonantsSpelling through Dictation (A Case of the 10th Year Students of SMK N 3 Jepara in the Academic Year
55
2010/2011).Unpublished Final Project of S1 Degree at Semarang State University. James, Carl. 1998: Error in Language Learning Use. New York: Longman. Littlewood, W.T. 1989. Foreign and Second Language Learning . New York: Cambridge University Press. Linvill, Shanti, and Rafoth. 2009."Editing Line by Line." ESL Writers: a Guide for Writing Center Tutors. Portsmouth, NH. Martiningrum. 2012. Grammatical Errors in The Students’ Thesis Abstract Translations from Indonesian into English. Unpublished Final Project of S1 Degree at Semarang State University. Mc. Keating, Douglas dan Peter Wingrad. 1981. The Teaching of English as an International Language. London: Collias Glasgow. Mulyoko. 2014. A Grammatical Error Analysis of Descriptive Texts Written by Eight Grade Students of SMPN 3 Ungaran . Unpublished Final Project of S1 Degree at Semarang State University. Prayoga, Guntur. 2011. Grammatical Error Analysis In Using Conditional Sentence Type 1, 2, And 3 Orally.A Case of 8 th Semester English Department Unnes Students.Unpublished Final Project of S1 Degree at Semarang State University. Ratnah. 2013. Error Analysis on Tenses Usage Made by Indonesian Students. Journal of Education and Practice, 4/6. Hlm. 161 – 3. Research Data Management of Boston University Libraries. Available at http://www.bu.edu/datamanagement/background/whatisdata/ [accessed at 08/10/2016] Richards, Jack. 1974. Classification of Errors by Jack Richards (1974) . Available at repository.usu.ac.id/bitstream/123456789/23906/3/Chapter%20II.pdf [accessed 25/11/2016] Richards, J. 1992. Error Analysis: Perspectives on Second Language Acquisition .London: Longman Group Limited. Sabatova, Jarmila. 2006. Teaching Grammar at The Basic Schools according to The Framework Eduactional Programme. Brno: Masaryk University Department of English. Saleh, M. 2001. PengantarPraktikPenelitianPengajaranBahasa. Semarang: IKIP Semarang Press. Saleh, Mursid. 2012. Beginning Research in English Language Teaching . Semarang: UNNES Press. Santoso. 2011. Error Analysis on The Use of Be in The Students’ Composition. Unpublished Final Project of S1 STAIN Surakarta. Stassen, Leon (1997). Intransitive Predication. Oxford studies in typology and linguistic theory. Oxford University Press. p. 39 Sukestiyarno and Wardono. 2009. Statistika. Semarang: UniversitasNegeri Semarang Press. Touchie, Hanna. 1986. Second Language Learning Errors – Their Types, Causes, and Treatment . JALT Jounal, 8/1. Hlm. 76 – 2.
56
APPENDIX 1
LIST OF GENRE BASED WRITING CLASS STUDENTS OF ENGLISH DEPARMENT SEMARANG STATE UNIVERSITY ACADEMIC YEAR 2013/ 2014
KET NAMA NO.
L/ P
1.
P
NurulKurnia
2.
P
LailatulNurulAniq
3.
P
MatsyaAvataraPrasetya
4.
P
IsmiSuciatiMaghfiroh
5.
P
RisydaItsna Sari
6.
L
Muhammad RozinMuhafidz
7.
L
SeptianPrawisuda Putra
8.
L
Agung Yoga Baskara
9.
P
Selma HemasMahardika
10.
Student 10
11.
L
YusakKristianSamosir
12.
L
M. Ali Azhar
13.
L
GanangEki B.
14.
P
UlfaSafitriRizkiani
15.
L
Banggala Puja Sena
16.
P
Inggid Hana Rizavega
17.
L
DilisPriyuana H.
18.
L
InuHanendra
57
19.
P
NurulPuspitasari
20.
P
YunitaFatma K.
21.
P
Pradnya Samarra Putri
22.
P
RatriPamuji
23.
L
AndraSukmalahiSarasmara
24.
P
Ann Janet
25.
P
AnisaFitrianingtyas
26.
P
RilaFajarPangestika
58
APPENDIX 2 GRAMMATICAL GRAMMATICAL ERROR CLASSIFICATION CLASSIFICATION OF REPORT TEXT TH WRITEN BY 4 SEMESTER OF ENGLISH DEPARTMENT SEMARANG STATE UNIVERSITY IN ACADEMIC YEAR 2013/2014
1. Subject Verb Agreement Student No. Error Sentence Code 1. Student 1 Instant noodles ar e dry food products made from dough of flour or other flour as the main ingredient with or without an addition of other materials. 2. Student 1 Instant noodles themselves ar e characterized by addition of seasoning and drying process requires to be consumed 3. Student 1 Instant noodles ar e generally cooked quickly. 4. Student 1 Instant noodles ar e usually wrapped in plastic packaging with unappetizing noodles picture. 5. Student 1 In a package of instant noodles consist of dried noodle, flavoring powder and dried vegetables. 6. Student 2 The islands on which the city is built… plant nt range in size 7. Student 3 Rose pla from compact, miniature roses, to climbers that 8. Student 3 There i s over 100 species. 9. Student 4 The very high pressure gases for for ces ces the magma through weak parts in the earth’s crust and finally from volcanoes. 10. Student 4 The eruption of sea volcanoes cause high waves, flooding religions on the
Construction Sentence
Instant noodles i s dry food products made from dough of flour or other flour as the main ingredient with or without an addition of other materials. Instant noodles themselves is characterized by addition of seasoning and drying process requires to be consumed Instant noodles i s generally cooked quickly. Instant noodles i s usually wrapped in plastic packaging with unappetizing noodles picture. In a package of instant noodles consists of dried noodle, flavoring powder and dried vegetables. The islands on which the city are built… plant ntss range in size Rose pla from compact, miniature roses, to climbers that There are over 100 species. The very high pressure gases for for ce the magma through weak parts in the earth’s crust and finally from volcanoes. The eruption of sea causes high volcanoes waves, flooding religions on
59
11.
Student 5
12.
Student 5
13.
Student 6
14.
Student 6
15.
Student 6
16.
Student 7
17.
Student 7
18.
Student 7
19.
Student 7
20.
Student 9
21.
Student 10
coasts. A bee colony consist of of one queen, a lot of worker bees and some drones, stingless male bee in a colony of social bess (especially honey bee) whose sole function is to mate with the queen. Each group have its specific duty. Turtle have some kind of type. The Diamondback Terrapinlive in brackish (slightly salty) lowland coastal waters of the eastern and southern United States, has fully webbed feet and stays in the water most of the time. Some turtles such as the American and Asian box turtles, have a hinge on the lower shell which allows them to go inside their shells and then close up the “doors”, front and rear. Smartphone have become today’s global today’s global era culture. Almost everyone in every country have them. After so many years, pr ovide smartphone not only pr us with simple cellphone tasks but also give us more choice in using its feature. After so many years, smartphone not only provide us with simple cellphone gi ve us more tasks but also giv choice in using its feature. Most of the days is spent by feeding, resting and travelling. gr ow to a length of Adult gro of
the coasts. A bee colony consistsof one queen, a lot of worker bees and some drones, stingless male bee in a colony of social bess (especially honey bee) whose sole function is to mate with the queen. has its specific Each group has duty. has some kind of type. Turtle has The Diamondback Terrapinlives in brackish (slightly salty) lowland coastal waters of the eastern and southern United States, has fully webbed feet and stays in the water most of the time. Some turtles such as the American and Asian box turtles, have a hinge on the lower shell which allows them to go inside their shells and then closes up the “doors”, front and rear. has become Smartphone has today’s global era culture. Almost everyone in every has them. country has After so many years, provii des smartphone not only prov us with simple cellphone tasks but also give us more choice in using its feature. After so many years, smartphone not only provide us with simple cellphone gi ves us more tasks but also giv choice in using its feature. Most of the day are spent by feeding, resting and travelling. gr ows to a length of Adult gro
60
22.
Student 11
23.
Student 11
24.
Student 11
25.
Student 11
26.
Student 11
27.
Student 12
28.
Student 12
29.
Student 12
30.
Student 12
31.
Student 12
32.
Student 13
1.60 meters and weigh over 90 kilos. The function of liver ar e to turns protein and fat into glucose, and spread the glucose to the blood when it is glucose less (when we not eat yet) metabolize ze many Liver also metaboli things in the blood such as hemoglobin, protein, insulin, ammonia, and reduce toxins. Cirrhosis also one of liver disease like hepatitis And the most bad disease of liver is cancer, because liver absorb all “bad things” from blood, so it can accidentally absorb cancer cell and grow in the liver. And the most bad disease of liver is cancer, because liver absorb all “bad things” from blood, so it can accidentally absorb cancer cell and (it) gro gr ow in in the liver. Sandals is a footwear that used largely around the world, particularly in Asia. has has Sandals many advantages such as simple, unique and cheap. Sandals is different with shoes. prote ects cts our foot Sandals prot from something on the ground that can damage our foot and make our appearance better or simpler. Sandals i s always available in anywhere even where we can find a shop to make our own sandals like our favorite. If the outfield player
1.60 meters and weigh over 90 kilos. The function of liver is to turns protein and fat into glucose, and spread the glucose to the blood when it is glucose less (when we not eat yet) metabolizes zes many Liver also metaboli things in the blood such as hemoglobin, protein, insulin, ammonia, and reduce toxins. Cirrhosis also one of liver disease likes hepatitis And the most bad disease of liver is cancer, because liver absor absorbs bs all “bad things” from blood, so it can accidentally absorb cancer cell and grow in the liver. And the most bad disease of liver is cancer, because liver absorb all “bad things” from blood, so it can accidentally absorb cancer cell and (it) gro gr ows in the liver. Sandals area footwear that used largely around the world, particularly in Asia. have Sandals many advantages such as simple, unique and cheap. Sandals are different with shoes. prote ect our foot from Sandals prot something on the ground that can damage our foot and make our appearance better or simpler. Sandals ar e always available in anywhere even where we can find a shop to make our own sandals like our favorite. If
the
outfield
player
61
touchthe
33.
Student 15
34.
Student 16
35.
Student 20
36.
Student 23
37.
Student 25
38.
Student 25
39.
Student 25
40. 41.
Student 25 Student 25
42. 43.
Student 25 Student 25
2. No.
1.
ball with their hands, it will be a handball foul. Based on the techniques, Batik have three kinds, they are write, stamp and printing batik. Also people useshandphone to access a social media like facebook, instagram, twitter, etc. It is celebrated through families and friends gathering to eat and give good luck. Meanwhile, KucingKampung which are from Indonesia usually live only between 2 until 5 years. Carotenoids give yellow or orange in color at specific time. Beside glucose, photosyntheis also produce oxygen which is important to human life. Moreover, leaf have many kinds of benefit for our life. Rabbits is the funny animal. They lives in medows, woods, forests, grasslands, desserts, mountains, pairies, and Artic snow. She produce to 3 litre/year. The smallest rabbit species are The Mini Lop weigh about 5 ounces…
Verb Tense Error Student Error Sentence Code Student 2 It isbuilt on an archipelago of 117 island formed by about 150 canals in a shallow lagoon since a hundred years
touchesthe ball with their hands, it will be a handball foul. Based on the techniques, Batik has three kinds, they are write, stamp and printing batik. Also people usehandphone to access a social media like facebook, instagram, twitter, etc. It is celebrated through families and friends gathering to eat and gives good luck. Meanwhile, KucingKampung which is from Indonesia usually lives only between 2 until 5 years. Carotenoids gives yellow or orange in color at specific time. Beside glucose, photosyntheis also produces oxygen which is important to human life. Moreover, leaf has many kinds of benefit for our life. Rabbits is the funny animal. They lives in medows, woods, forests, grasslands, desserts, mountains, pairies, and Artic snow. She producesto 3 litre/year. The smallest rabbit species is The Mini Lop weigh about 5 ounces…
Constructed Sentence
It wasbuilt on an archipelago of 117 island formed by about 150 canals in a shallow lagoon since a hundred years
62
2.
Student 4
3.
Student 5
4.
Student 6
5.
Student 7
6.
Student 7
7.
Student 7
8.
Student 9
9.
Student 11
10.
Student 11
11.
Student 12
ago. Our earth was sphere of gases, which slowly cooled off from outside, forming a this crust of cold, solid materials containing hot liquid, magma and gases. The Holy Koran says that the bee stomach produces some liquid that is very beneficial for human health. It is one of the oldest reptiles in the earth because it has been around since 230 years ago. Although basic compared to today’s standards “Simon” had a touch screen that was capable of accessing email and sending faxes. Although basic compared to today’s standards “Simon” had a touch screen that was capable of accessing email and sending faxes. Because of its rich features and is so easy to get, will smartphone’s usage always rising overtime. They start the day feeding for 2-3 hours in the morning.
ago. Our earth is sphere of gases, which slowly cooled off from outside, forming a this crust of cold, solid materials containing hot liquid, magma and gases. The Holy Koran said that the bee stomach produces some liquid that is very beneficial for human health. It is one of the oldest reptiles in the earth because it had been around since 230 years ago. Although basic compares to today’s standards “Simon” had a touch screen that was capable of accessing email and sending faxes. Although basic compared to today’s standards “Simon” has a touch screen that was capable of accessing email and sending faxes. Because of its rich features and is so easy to get, smartphone’s usage always rises overtime. They are starting the day feeding for 2-3 hours in the morning. Liver also can be Liver also can be malfunction if the liver malfunction if the liver owner didn’t have healthy owner doesn’t have healthy life. life. Cirrhosis also one of liver Cirrhosis also one of liver disease, it is caused by death disease, it is caused by death of liver cells that happen of liver cells that happen regularly, the liver structure regularly, the liver structure is damages and liver not is damages and liver doesnot work as well or may be not work as well or may be not work at all. work at all. Sandals is only has the Sandals only have the bottom bottom side and two or more side and two or more belts or
63
12.
Student 15
13.
Student 15
belts or ropes to clamp our foot. Serious newspaper is newspaper which containing full of gossips and strange stories about everyday life are not serious newspaper. They called tabloids which have a lot of pictures and sometimes entertaining.
ropes to clamp our foot. Serious newspaper is newspaper which iscontaining full of gossips and strange stories about everyday life are not serious newspaper. They called tabloids which have a lot of pictures and sometimes (they)
areentertaining. 14.
Student 16
15.
Student 17
16.
Student 19
17.
Student 22
18.
Student 22
19.
Student 22
20.
Student 23
21.
Student 23
22.
Student 23
Moreover, it provides many kind of games, it gives camera, music player and also there’s handphone which providing a television program. The governments of Canada, the United States, and Russia say that no one can kill polar bears now. Raccoons are omnivorous, they usually feeding on fruits, meat, eggs, etc. Chrysanths not only for adornment but also medicinal purposes and tea-making. Because of the flower is sweet-smelling, so it usually used for tea-making. Chrysanthemum which can made a beverage with a floral aroma and only for yellow and white chrysanthemum. Then they opened the eyes when they have aged 8 – 10 days. Then they opened the eyes when they have aged 8 – 10 days. They can live up to the age of 20 years, and the world’s oldest cat lived about 36
Moreover, it provides many kind of games, it gives camera, music player and also there’s handphone isproviding which a television program. The governments of Canada, the United States, and Russia said that no one can kill polar bears now. Raccoons are omnivorous, they usually arefeeding on fruits, meat, eggs, etc. Chrysanthsis not only for adornment but also medicinal purposes and tea-making. Because of the flower is sweet-smelling, so it usually uses for tea-making. Chrysanthemum which can make a beverage with a floral aroma and only for yellow and white chrysanthemum. Then they open the eyes when they had aged 8 – 10 days. Then they opened the eyes when they had aged 8 – 10 days. They can live up to the age of 20 years, and the world’s oldest cat lived about 36
64
23.
Student 26
24.
Student 26
years. is produces 2-3 She liters/year. He has two wider ears that used to hear clearer even some expert said that rabbit is more responsive to catch the sound from external.
3. Singular/Plural Noun Ending Errors Student No. Error Sentence Code 1. Student 4 Our earth was sphere of gases, which slowly cooled off from outside, forming a this crust of cold, solid materials containing hot liquid, magma and gases. 2. Student 4 The very high pressure gases forces the magma through weak parts in the earth’s crust and finally form volcanoes. 3. Student 4 Around 18 cubic kilometer of solid materials were thrown up. Turtle have some types. 4. Student 6 All turtle have some type of 5. Student 6 shell, but there are big differences in the protection those shell provide. 6. Student 7 After so many years, smartphone not only provide us with simple cellphone tasks but also give us morechoice in using its features. A floods can also be caused 7. Student 8 by blocked sewage pipes and waterways, such as the Jakarta flood. The function of liver are to 8. Student 11 turns protein and fat into glucose, and spread the glucose to the blood when it
years. She produces 2-3 liters/year. He has two wider ears that areused to hear clearer even some expert said that rabbit is more responsive to catch the sound from external.
Constructed Sentence
Our earth is sphere of gases, which slowly cooled off from outside, forming a this crust of cold, solid materials containing hot liquid, magma and gas. The very high pressure gas forces the magma through weak parts in the earth’s crust and finally form volcanoes. Around 18 cubic kilometers of solid materials were thrown up. Turtles have some types. All turtles have some type of shell, but there are big differences in the protection those shell provide. After so many years, smartphone not only provide us with simple cellphone tasks but also give us morechoices in using its features. A flood can also be caused by blocked sewage pipes and waterways, such as the Jakarta flood. The functions of liver are to turns protein and fat into glucose, and spread the glucose to the blood when it
65
glucose less (when we not glucose less (when we not eat yet). eat yet). There are some common There are some common liver disease like hepatitis, liver diseases like hepatitis, liver inflamed because of liver inflamed because of virus or alcohol toxins. virus or alcohol toxins. Cirroshis also one of liver Cirroshis also one of liver disease, it is caused by death diseases, it is caused by of liver cells that happened death of liver cells that regularly. happened regularly. To take care liver is easy,just To take care liver is easy,just eat vegetables, fruit , and eat vegetables, fruits, and vitamin K food like scallop vitamin K food like scallop for example. for example. Sandals is different with Sandal is different with shoes. shoes. Sandals protects our foot Sandals protect our feet from from something on the something on the ground that ground that can damage our can damage our foot and foot and make our make our appearance better appearance better or simpler. or simpler. Sandals protects our foot Sandals protect our foot from something on the from something on the ground that can damage our ground that can damage our foot and make our foot and make our appearance better or simpler. appearance better or simpler. They try to score goals by They try to score goals by kicking and heading the ball kicking and heading the ball into the other’s goal. into the other’s goals. They are the main referee, They are the main referee, and two linesman. and two linesmen. Almost all of plants in the Almost all of plants in the world have leaf with various world have leaves with color and shape. various color and shape. Rabbits are small mammal Rabbits are small mammals that can be found in South that can be found in South Africa, South America, Africa, South America, Sumatra, Japan, and Europe. Sumatra, Japan, and Europe. One litter is 4 to 6 baby . One litter is 4 to 6 babies.
9.
Student 11
10.
Student 11
11.
Student 11
12.
Student 12
13.
Student 12
14.
Student 12
15.
Student 13
16.
Student 13
17.
Student 25
18.
Student 26
19.
Student 26
4.
Sentence Structure Errors Student Error Sentence Constructed Sentence Code Student 11 Liver is the place where Liver is the place where vitamin and minerals vitamin and minerals
No.
1.
66
2.
Student 12
3. 4.
Student 13 Student 15
5. 6.
Student 18 Student 26
7.
Student 26
5. No.
1.
2.
3.
4.
5.
collected . There are many forms of sandals those used for many activities such as mountaineering, daily use, official, etc. It held on every four years. They called tabloids which have a lot of pictures and sometimes entertaining. It could reach 70 km/hour. The female rabbit called a doe. He has two wider ears that used to hear clearer even some expert said that rabbit more responsive to catch the sound from external.
Word Form Errors Student Error Sentence Code Student 1 Instant noodles are packed in tightly closed containers, safety during storage and transport . Student 7 Because of its rich features and is so easy to get, Smartphone’s usage will always rising overtime. Student 11 And the most bad disease of liver is cancer, because liver absorb all “bad things” from blood, so it can accidentally absorb cancer cell and grow in the liver. Student 11 Because of the many important function of liver, so its important to keep our liver health. Student 12 The clamp holds our foot in order to make its keep patched, so we do not need to bind something like
iscollected . There are many forms of sandals (that) those areused for many activities such as mountaineering, daily use, official, etc. It isheld on every four years. They arecalled tabloids which have a lot of pictures and sometimes entertaining. It can reach 70 km/hour. The female rabbit iscalled a doe. He has two wider ears that areused to hear clearer even some expert said that rabbit more responsive to catch the sound from external.
Constructed Sentence
Instant noodles are packed in tightly closed containers, safety during storage and transportation. Because of its rich features and easily to is so get, Smartphone’s usage will always rising overtime. And the worse disease of liver is cancer, because liver absorbs all “bad things” from blood, so it can accidentally absorb cancer cell and grow in the liver. Because of the many important function of liver, so it’s important to keep our liver health. The clamp holds our foot in order to make it keep patched, so we do not need to bind something like shoes
67
shoes
