14
Tenses; 25,32
Morphology; 17,72
Passive
Voice; 8,86
CHAPTER I
INTRODUCTION
Background
All languages have structure. Strings of words have little or no meaning unless they are ordered in a way recognizable to the listener or reader. Although some researchers, for example Celce-Murcia (1996), argue against teaching grammar at the sentence level, the sentence is a fundamental building block of English prose. It is the simplest recognizable and useable element of written communication.
In learning English language as a foreign language cannot be separated from creating errors. Even the native speaker themselves are not free from creating errors. In foreign language learning, as Coders observe, the learner's errors indicative of both the state of the learner's knowledge and the way in which a second language is learned (Richard, 1973: 1). The error is natural, however, errors made by the learners and the native speaker is different. The difference is described by Corder (1973 : 1) States that the native speakers recognize their errors. On the other hand, learners do not always recognize their errors, thus when their attention drawn to it, they often cannot correct it, and they often commit another in trying to do. (Ahmad Dahlan : 2010)
There are several factors that cause students to commit errors, errors connecting with the errors made by the language learners. In the study of English errors Richard (1974 : 174), points out that error are not only caused by the interference from the mother tongue, but also what he calls overgeneralization ignore of the rules restriction, incomplete application of rules, and false concepts hypothesized. These types of errors are developmental errors. (Ahmad Dahlan : 2010)
Writing is one of four skills in language learning process; it gives many people give attention. Because writing skill can be improving measuring of literacy a country, also writing not yet become cultural, especial in Indonesia. Writing skill is seen as language skill which most difficult and complex because it's required widely perception and involving thinking process and need good understanding on grammar and structures which extensive.
The ability to write well is not a naturally acquired skill. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts. Indeed, academic writing requires conscious effort and practice in composing, developing, and analyzing ideas.
The writing errors categories have found by the research such as; the uses of article, verb, tense, preposition, punctuation, capital letter, spelling, word form; redundant word, word order, and and missing words are the focus on the analysis.
Furthermore Wise (1975: 5) points out that: Wrong of the common of everyday words is regularly missed by Indonesian who knows English. They make mistake either in speaking and writing. They are unhappy fact does not improve with the time. The more time they repeat their habitual errors, the more difficult it becomes for them to eliminate those errors and to replace them with normal English patterns (Wise, 1975:5).
Based on the previously points, the purpose of this research is to present a numerical analysis of grammatical errors in students' writing made by the fifth semester students of English Department at the State University of Gorontalo. It purports to identify and categorize fifth semester students' grammatical errors in English essays in order to find out the types of errors.
Research Question
What are the grammatical errors committed by the fifth semester students of English Department at the State University of Gorontalo in writing?
What are the types of grammatical errors committed by the fifth semester students of English Department at the State University of Gorontalo in writing?
Objectives of The Study
This study is conducted based on the following objectives:
To identify the grammatical errors committed by the fifth semester students of English Department at the State University of Gorontalo in writing.
To investigate the types of grammatical errors committed by the fifth semester students of English Department at the State University of Gorontalo in writing.
Research Significances
This study investigated grammatical errors in a corpus of 6 essays written by 6 participants. This study is an attempt to provide an overview of most common grammatical errors committed by the fifth semester students of English Department at the State University of Gorontalo in written form. The fifth semester students are taught grammar much more than any other language aspects, especially in formal classroom context. However, there is the need for learners to be informed on the common errors they commit. In addition, it is worthwhile for teachers to know the causes of the same errors committed by students so that ways to minimize them could be figured out. By knowing and understanding the students' errors, it is expected that teachers are able to improve their teaching skill and the instructional process. According to Dullay (1986), errors can be useful feedback for the teachers. In the case, teachers will measure themselves how far he gets succeed in giving the instructional material to their students.
Thus, this study, even though in a small scale is hoped to be useful for teachers to find out the grammatical errors which are commonly committed by the students so that possible ways for learners to improve their grammar as well as language competency based on their writing might be later considered.
For syllabus and curriculum designers, this study might be a useful additional reference since it is hoped to be able to extract the grammatical aspects which need to be emphasised on the students learning in school. The same goes to educational book publishers who might want to revise their publications by publishing grammar books on certain grammatical aspects according to the students' needs. This is due to the finding which reveals that different students encounter different difficulties and problems invarious grammatical aspects.
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Distinguishing Errors and Mistakes by Corder (1978), Brown (2007) and Selinker (1992)
While Foppoli (2012) has also discussed on how the knowledge of grammar should be taught, he suggests that there is no need to be afraid of using drilling since it could be very useful especially for new concepts to be fixed in their brains. The failure of the grammar rules to be fossilized in the brains could be one of the reasons of the learners committing the common grammatical errors. Meanwhile, Corder (1978) as cited in Ho (2003:2) has published an article distinguishing "mistakes" with "errors" where the former refers to "unsystematic errors of learners as opposed to the systematic errors of learners from which weare able to reconstruct their knowledge of the language to date." Whatever it is, the underlying assumption implies that learners' errors made in grammar are systematic and classifiable.
On the other hand, Brown (2007) has provided a clearer view upon distinguishing errors and mistakes. Since the two terms are interchangeably used in daily conversation, they are actually quite different from each other. Brown claims that every once in a while, all native speakers make mistakes or what he coins as "performance lapse". He has also proposed that the key to differentiate between mistakes and errors is the fact that mistakes can be self-corrected when addressed.
2.2 Error Analysis by Brown (1980)
According to Brown (1980), Error Analysis (EA) develops as the result of many linguists having come to realize the fact that errors are important in the process of language learning. Putting the emphasis on language learning, he alsostates that language learning is a procees that involves making mistakes; just likeany other human learning. Supporting the emphasis, he claims that the process of learning of L2 is to be understood by carefully analysing the errors committedbylearners who are in the process of constructing a new language system. As a result, the field of EA has also emerged to provide further explanation towards theareas that have been covered by Contrastive Analysis (Brown, 1980).
2.3 Common Grammatical Errors by ESL Learners Based on Previous Studies
As other studies have proven, common grammatical errors committed by ESL learners would include the uses of Pronouns, apostrophe, lack of Subject-Verb Agreement, count and non count Nouns, Prepositions, incorrect or missing Articles, and Irregular Verb error. As findings have suggested that one of the causes could be the interference from learners' first or native languages, Brown supports this suggestion by claiming that it is natural for learners to at first apply the rule sof their native language to the target language. Furthermore, learners' error is regarded as the result of the intralingual transfer; indicating the transition of learners to move out from the beginning stages of learning (Brown, 2007). As another significant cause of errors, Brown put the responsibility on the teachers for the misleading explanation, the ineffectiveness of materials as well as the drilling patterns which are based on memorization rather that contextualizing the grammar concepts.
Looking into the Malaysian context, there have been many studies conducted on common grammatical errors in writing of ESL learners. Zanariah (2002) has presented almost the same findings on the errors where she studied Form Two students' compositions in a rural secondary school in Kuala Pilah. In her study, 40 students were chosen to write a composition each on the same given title. Among the reported errors were Subject-Verb Agreement, use of Pronouns, wrong or inappropriate choice of word,and problems in Tenses which covered 50.6 percent of the total errors. From that percentage, 86 percent of errors are those committed when the Simple Present Tense was used instead of the Simple Past Tense as cited in the following examples.
Last year, my family goed to Langkawi. (went)
Many people come to my birthday party last week. (came)
Zanariah (2002:37)Referring to the examples, it is interpreted that these were the result of interference of L1 because in English, verbs are inflected according to time (tenses). In Bahasa Melayu, verbs remain unchanged in term of form despite the change of time. Also, the inflected morpheme of –ed does not exist in Bahasa Melayu to refer to Past Tense. Based on her finding, there were conclusively several factors contributing to the errors that were identified including the interference of students' native language, lack of vocabulary and over generalization of some grammatical rules.
2.4 The Possible Causes of Errors By Richard (1973).
The possible causes of errors were based on those classified by Richard (1973) who divided them into four:
Overgeneralisation
Incomplete application of rules
False concept hypothesized
Ignorance of rules restriction
Another review by Sunardi (2002) in his study on Error Analysis in the Teaching
of English presents Richard s (1973) brief explanation on those classified causes. The following are the explanation presented by Sunardi (2002):
Overgeneralization
Overgeneralization generally involved the creation of one deviant structure in place of two regular structures, for examples, "He can sings", "We are hope",
"it is occurs".
Incomplete Application of rules
An example of incomplete application of rules could be seen in thequestion forms. Very often they were used, not to find out something, asthey should, but as a means of eliciting questions through a transform exercise. The use of question might also be unrelated to the skills it was meant to establish.
Teacher's questions
Ask her how long it takes
How much does it cost?
What does he have to do?
Student's responses
How long it take?
It cost five dollar
He have to do write theaddress
False concepts hypothesized
False concepts hypothesized were something due to poor gradation of teaching items. The form "was" for example, might be interpreted asthe marker of the past tense, as in "one day it was happened."
Ignorance of rule restriction
Closely related to the generalization of deviant structures was the failure to observe the restriction of existing structures, that is, theapplication of rules to context where they did not apply. "They man who I saw him" violated the limitation on subjects in a structure with "who". This was again a type of generalization of transfer, since the learners were making use of previously acquired rule in a new situation.
Sunardi (2002:47-48)
CHAPTER III
RESEARCH METHODOLOGY
Research Design
The research design of this study is presented and analysed which cover both qualitative and quantitative method data gathered from the research. The first part of the chapter reveals the qualitative data of the types of grammatical errors committed by the students in their writing as well as the quantitative data of their frequencies and percentages. These methods are based on the data which are words and the number.
The research design is explained through these following points:
Determining the topic.
Identifying the problem of the topic research.
Selecting the theory. In conducting this research, it is important for the researcher to determine the theory that will be used for this research.
Collecting data of research. For gathering the data is used documents.
The writer takes the next step that is analyzing the data.
There are two kinds of presentation method of data analysis result; they are formal and informal presentation method (Sudaryanto, 1993:145). Formal presentation method is the writer presents the data analysis result by using symbol, signs, table and diagram. While informal presentation method is the writer presents the data analysis result by using words or sentences without symbol, signs, table, and diagram. In this research, the writer presents the data analysis result by using both formal and informal presentation method. The writer chooses them because the writer in presenting the data analysis result uses the sentences to explain clearly and uses table and diagram to easier the reader to understand the data analysis result.
Publish this research as a paper to give new informations to reader.
Research Subject
The participants of this research are the fifth semester students of English department at the State University of Gorontalo. There are six participants of fifth semester students. They are consist of 3 male and 3 female.
Data and Source of Data
The data was collected at the State University of Gorontalo. The data from the fifth semester students' writing. This is a case study utilizing error analysis of students' writing performance, specifically on grammatical errors. The case study involved a group of people being observed in order to determine the outcomes. In this study, the common grammatical errors were the outcomes obtained from the students' writing. The number of errors committed was also taken into consideration.
Technique of Data Collection
Since the research was on students' common grammatical errors in writing, the data was collected in written form; the students' writing of narrative essay. The students were asked to write some essays from 300 to 500 words. There were three topics were written by the students. They are, report about the learning process in the class, the situation of students' dormitory, and report about a TV show. The writer collected the data for three days.
Technique of Data Analysis
All the six transcripts of the essays were collected. Proof reading technique was sometimes used whenever appropriate to point the errors besides written comments at the end of the transcripts. Specific grammatical errors marked were extracted to be classified into several categories including Parts of Speech and Tenses which were most commonly found based on the essays written. The analysing stage considered counting the number of errors according to the respective categories before the comparison was made on the frequency of the types of error committed. As the types of errors were identified and tabulated, the analysis continued on investigating the various forms of grammatical errors based on the most common ones. For instance, the most common grammatical errors were classified under the use of Tenses. The forms of errors on Tenses were later divided into several subcategories such as Past Simple, Past Progressive and Past Perfect. The steps that the writer takes in analyzing the data are as follows:
Reading and understanding all of the students' writing.
Identification of errors in students' essays by using
https://www.nounplus.net/CheckGrammar.do.
Collection of errors are committed by fifth semester students.
Classifying the data based on the types of grammatical error.
Counting the number of errors according to the respective categories before the comparison was made on the frequency of the types of error committed.
Describing the types of grammatical error that are found in the students' writing.
Drawing conclusion.
CHAPTER IV
DATA ANALYSIS
4.1 Grammatical Errors Committed by Fifth Semester Students in Writing
Table 1-7 show the analysis of grammatical errors based on type of errors, number of errors, and percentage of errors committed by the six participants.
Table 1: Tenses
Students
Types of Grammatical Error (Frequency)
Tenses
(Misuse of verb tenses)
Identification of Errors (Incorrect)
Correct Sentences
A
When He teaching in the class. (misuse of the Past Continous Tense).
He always using English when he ( ) explaning the material in front of class. (misuse of the Past Tense and Past Continous Tense)
How to writing a report. (misuse of the Simple Present Tense).
I were here since 2 yaers ago. (misuse of the Present Perfect Progressive)
When He was teaching in the class.
He always used English when he was explaning the material in front of class.
How to write a report.
I have been staying here since 2 yaers ago.
B
Yesterday, on Friday morning in Oktober 10th 2014, we following writing 4 course. (Misuse of the Simple Past Tense)
I live in bedroom 12th from two years ago until now.
(misuse of the Present Perfect Progressive)
So, we can watching TV whenever we want. (Misuse of tenses after modals)
She cannot forgot this moment. (Misuse of tenses after modals)
Yesterday, on Friday morning in Oktober 10th 2014, we followed writing 4 course.
I have been living in bedroom 12th since two years ago.
So, we can watch TV whenever we want.
She cannot forget this moment.
C
In the meeting 4th, we talking about engineering a science. (Misuse of the Simple Past Tense)
Actually, member of group four (Muhamad Rizal) is not came in the class. (Misuse of the Simple Past Tense)
I live in a dormitory began April 28th, 2012. (misuse of the Present Perfect Progressive)
I can made well adaptation with them. (Misuse of tenses after modals)
She was pray Ashar. (Misuse of the Simple Past Tense)
In meeting 4th, we talked about engineering a science.
Actually, a member of group four (Muhamad Rizal) did not come in the class.
I have been living in a dormitory since April 28th, 2012.
I can make well adaptation to them.
She prayed Ashar.
D
Every evening the boys of the village playing football. (Simple Present Tense)
It is make beautiful the village in the evening. (Misuse of tobe "is" in Simple Present Tense)
The students talking about how to write report. (Omission of tobe "are" in Present Continous Tense)
The boys of the village play football every evening.
It makes beautiful the village in the evening.
The students are talking about how to write report.
E
I stay in dormitory since I study at State University of Gorontalo. (misuse of the Present Perfect Progressive)
Sometimes I always watch television. (addition of the adverb frequency "sometimes")
So, every meeting we must presentation about our topic of Intellectual Diary (ID). (Misuse of tenses after modal "must")
I have been staying in dormitory since I study at State University of Gorontalo.
I always watch television.
So, every meeting we must present about our topic of Intellectual Diary (ID).
F
But also they are learning english for their future. (misuse of Simple Present Tense)
But also they learn english for their future.
Total
20
Total %
25,31 %
Table 2: Articles
Students
Types of Grammatical Error (Frequency)
Articles
(Omission or addition of "the",
Omission or addition of "a" and "an")
Identification of Errors (Incorrect)
Correct Sentences
A
We have no ( ) television (omission of the article "a")
We don't have a television.
B
We tried to repeat the what is the 5 W + 1 H question. (addition of the article "the")
She is the lecturer of Filsafat Ilmu subject. ("the" instead of "a").
I live in the dormitory at Bali 3 street in Gorontalo city. ("the" instead of "a").
In my bedroom have not ( ) bathroom. (omission of the article "a")
Rosa is the famous singer. ("the" instead of "a")
She celebrate the birthday party. ("the" instead of "a")
We tried to repeat what is the 5 W + 1 H question.
She is a lecturer of Filsafat Ilmu subject.
I live in a dormitory at Bali 3 street in Gorontalo city.
My bedroom does not have a bathroom.
Rosa is a famous singer.
She celebrates the birthday party.
C
In the meeting 4th. (addition of the article "the")
Actually, ( ) member of group four (Muhamad Rizal Pasambuha) is not came in the class. (omission of the article "a")
So, I have to live in ( ) dormitory. (omission of the article "a")
In meeting 4th.
Actually, a member of group four (Muhamad Rizal Pasambuha) did not come in the class.
So, I have to live in a dormitory.
D
The students need to watching the video from youtube. ("the" instead of "a")
The students need to watch a video from youtube.
E
-
-
F
-
-
Total
11
Total %
13,92 %
Table 3: Morphology
Students
Types of Grammatical Error (Frequency)
Morphology
(Omission of plural "s",
Misuse and addition of the plural ending "s")
Identification of Errors (Incorrect)
Correct Sentences
A
All of the material. (Omission of plural "s")
Mr. Hasanuddin added some explanation. (Omission of plural "s")
He gave the students many assignment. (Omission of plural "s")
I have many friend. (Omission of plural "s")
All of the materials.
Mr. Hasanuddin added some explanations.
He gave the students many assignments.
I have many friends.
B
Our lecture gave more explanation. (Omission of plural "s")
It consists of 13 room. (Omission of plural "s")
Our lecture gave more explanations.
It consists of 13 rooms
C
So, the presenter is only Muhamad Arif Ibrahim and M. Nugraha Aditya Wikarta. (Omission of plural "s")
There are many persons in the studio. (Misuse and addition of the plural ending "s")
So, the presenters are Muhamad Arif Ibrahim and M. Nugraha Aditya Wikarta.
There are many people in the studio.
D
English department student, especially the student of class D have Speaking class at 10 o'clock. (Omission of plural "s")
The student will go to judiciary office. (Omission of plural "s")
This laboratory have 40 unit computer. (Omission of plural "s")
Many computer is unusable. (Omission of plural "s")
English department students, especially the students of class D have Speaking class at 10 o'clock.
The students will go to judiciary office.
This laboratory has 40 unit computers.
There are many computers are unusable.
E
He always ask some question. (Omission of plural "s")
I study many course every week. (Omission of plural "s")
He always asks some questios.
I study many courses every week.
F
-
-
Total
14
Total %
17,72 %
Table 4: Verbs
Students
Types of Grammatical Error (Frequency)
Verb
(Omission of the verb "do",
and confusion for verb choice)
Identification of Errors (Incorrect)
Correct Sentences
A
We have no television. (Omission of the verb "do")
We don't have a television
B
We following writing 4 course. (Misuse of verb)
In my bedroom have not bathroom. (Omission of the verb "do")
We join writing 4 course.
My bedroom does not have a bathroom.
C
-
-
D
The students need to watching the video from youtube. (Misuse of verb)
The students need to watch a video from youtube.
E
-
-
F
But the students in English course have not think about how to teach English. (Omission of the verb "do")
But the students in English course don't have to think about how to teach English.
Total
5
Total %
6,32 %
Table 5: Subject-Verb Agreement (SVA)
Students
Types of Grammatical Error (Frequency)
Subject-Verb Agreement (SVA)
Identification of Errors (Incorrect)
Correct Sentences
A
It have some rooms. ("have" instead of "has").
It has some rooms
B
My dormitory have two floors. ("have" instead of "has")
The facilities in my bedroom is one bed, one wardrobe, two tables, and three chairs. ("is" instead of "are")
My dormitory has two floors.
The facilities in my bedroom are one bed, one wardrobe, two tables, and three chairs.
C
Because he ( ) in location of KKS. (Omission of tobe "was")
So, the presenter is only Moh. Arif Ibrahim and M. Nugraha Aditya Wikarta. (misuse of subject-verb agreement)
Because he was in location of KKS.
So, the presenters are Moh. Arif Ibrahim and M. Nugraha Aditya Wikarta.
D
This laboratory have 40 unit computer. ("have" instead of "has")
Many computer is unusable. ("is" instead of "are")
The chairs of this room is 58. ("is" instead of "are")
This laboratory has 40 unit computers.
There are many computers are unusable.
The chairs in this room are 58 chairs / There are 58 chairs in this room.
E
My dormitory ( ) located in the corner of cross-road. (Omission of tobe "is")
Hitam Putih usually show at 08.00 o'clock. (misuse of subject-verb agreement, omission of the suffix "s" as the third person singular)
He always ask some question. (misuse of subject-verb agreement, omission of the suffix "s" as the third person singular)
There is Putri, Nicholas Kurniawan, and Hamzah Izzulhaq. (misuse of subject-verb agreement)
My dormitory is located in the corner of cross-road.
Hitam Putih usually shows at 08.00 o'clock.
He always asks some questios.
There are Putri, Nicholas Kurniawan, and Hamzah Izzulhaq.
F
-
-
Total
12
Total %
15,189 %
Table 6: Passive Voices
Students
Types of Grammatical Error (Frequency)
Passive voices
Identification of Errors (Incorrect)
Correct Sentences
A
The material will give to us. (Misuse of the Passive Voise, and omission of "be")
It ( ) always called by JDS. (omission of the tobe "is"), and (addition "by").
The material will be given to us.
It is always called JDS
B
But sometimes he felt confused. ("felt" instead of "was")
Because the "why" question ( ) not usually used in question. (omission of the tobe "is").
But sometimes he was confused.
Because the "why" question is not usually used in question.
C
-
-
D
The computer can ( ) used ( ) the students of English department. (omission of "be" and "by")
The computer cannot ( ) used. (omission of "be")
The computer can be used by the students of English department.
The computer cannot be used.
E
Two of students will be choose by sir Farid. (misuse of the Passive voices, passive voices always use verb 3)
Two of students will be chosen by sir Farid.
F
-
-
Total
7
Total %
8,86 %
Table 7: Prepositions
Students
Types of Grammatical Error (Frequency)
Prepositions
Identification of Errors (Incorrect)
Correct Sentences
A
Our writing IV's schedule is in Tuesday at 8 p.m. ("in" instead of "on").
After Eko done with his explanation. (addition of the preposition with)
Our writing IV's schedule is on Tuesday at 8 p.m.
After Eko Had done his explanation
B
In his explanation about this material ("about" instead of "of")
In my bedroom have not bathroom. (addition of the preposition in)
She invited her family and friends to came for her party. ("for" instead of "to")
In his explanation of this material
My bedroom does not have a bathroom.
She invited her family and friends to came to her party.
C
I very love my friend in my dormitory. ("in" instead of "of")
I can made well adaptation with them. ("with" instead of "to")
In Metro TV channel is the one program that usefull for the people. (addition of the preposition "in" and "the")
There are the guests in this Talk Show. (addition of the preposition "the")
I very love my friend of my dormitory.
I can make well adaptation to them.
Metro TV channel is the one program that usefull for people.
There are some guests in this Talk Show.
D
-
-
E
-
-
F
The students in English course have the same English ability with the students in English department ("in" instead of "of")
The students of English course have the same English ability with the students of English department
Total
10
Total %
12,65 %
ANALYSIS OF GRAMMATICAL ERRORS
Type of Errors
Number of Errors
Percentage
Tenses
20
25,32 %
Morphology
14
17,72 %
Subject-Verb Agreement
12
15,2 %
Articles
11
13,92 %
Prepositions
10
12,66 %
Passive Voices
7
8,86 %
Verbs
5
6,32 %
Total
79
100 %
The results show that the most common grammatical errors that the participants made were in tenses (25,32%), morphology (17,72%), subject-verb agreement (15,2%) articles (13,92%), prepositions (12,66 %), followed by passive voices (8,86%), and verbs (6,32%), and These results are graphically represented in Figure 1:
Figure 1: Analysis of Grammatical Errors
CHAPTER V
CONCLUSION
The table shows seven types of grammatical errors identified based on the fifth semester students' writing which includes errors in Tenses, Articles, Morphology, Verb, Subject-Verb Agreement (SVA), Passive Voices, and Preposition.
Based on the data, the difference of percentage recorded is rather obvious with the highest percentage is 25,32. It is observed that the category that includes the largest number of errors is tenses, which comprises 25,32 % of the total errors committed by the students. The second highest percentage recorded is the errors committed in the use of Morphology which is 17,72 percent, followed closedly by the errors in the uses of Subject-Verb Agreement (SVA) and Articles which cover 15,3 and 13,92 percent respectively, of the total percentage. 12,66 percent of errors committed in the use of Prepositions while the two lowest percentages of errors are those committed in the uses of Passive Voices (8,86%), and verbs (6,32%).
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