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THESIS
Submitted by:
ACKNOWLEDGEMENT
The Most Merciful The Most Beneficent who has given me love and blessing that
made me able to finish the research and writing the thesis. Peace and salutation be
upon our beloved prophet Muhammad SAW, his family and companions.
supervisors Khasinah, M.Pd and Zubaidah, M. Ed for their time, support, advice
and valuable corrections during the writing of his thesis. The researcher gratitude
who has given him invaluable advices and encouragement throughout the whole
Language Education who have taught and guided him during the study.
Henceforth, The researcher would like to express his greatest love and
Suryati for their wisdom, patience, love and everything that have made him to be
the luckiest son in the world and to my sisters and brothers for their endless love
who inspired and motivated him all along acomplishing the thesis.
The last, the researcher would like to thank to his best motivator Amal,
Fikar, Faisal, aidil Without their attention and guidance the researcher would not
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be able to finish the thesis. In addition, the researcher would like to thank to My
First generation and all of PBI 2013 (expecially for Unit 8 family) for the
inspiration and happiness that we share all along. Also unforgettable big thanks
for Addal Muddin, Ghaisya MZ who always cheer him up in running the days and
enrich him in completing this thesis. May Allah ‘Azza wa Jalla bless us and unite
ABSTRACT
LIST OF CONTENT
ACKNOWLEDGEMENT ................................................................................................i
ABSTRACT .................................................................................................................. iii
LIST OF CONTENT...................................................................................................... iv
LIST OF TABLE ................................................................................................................ vi
APPROVAL LETTER ................................................................................................... ix
DECLARATION OF ORIGINALITY ............................................................................ x
CHAPTER I....................................................................................................................1
INTRODUCTION ..........................................................................................................1
A. Background of study ............................................................................................1
B. Research Question ...............................................................................................3
C. The Aim of the Study ..........................................................................................3
D. Significance of study ...........................................................................................4
E. Terminology ........................................................................................................4
1. Analysis...........................................................................................................4
2. Grammatical Errors..........................................................................................5
3. Writing ............................................................................................................5
Chapter II........................................................................................................................7
LITERATURE REVIEW ................................................................................................7
A. Definition of Error ...............................................................................................7
A. Causes and sources of Errors ...............................................................................8
B. Grammatical Errors ........................................................................................... 10
1. linguistic category.......................................................................................... 11
2. surface strategy taxonomy .............................................................................. 11
3. Comparative Taxonomy ................................................................................. 12
4. Communicative Effect Taxonomy .................................................................. 13
D. Review of previous study................................................................................... 18
CHAPTER III .............................................................................................................. 21
RESEARCH METHODOLOGY................................................................................... 21
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LIST OF TABLE
LIST OF APPENDICES
APPROVAL LETTER
On Teacher Education
By:
Approved by:
DECLARATION OF ORIGINALITY
INTRODUCTION
A. Background of study
learners. The are listening, reading speaking and writinng. From those skills,
writing is the most difficult one for all language learners whether the language
revising to present meaning in words form’ (Palmer, 1994: 1). In line with
Palmer, Richards and Renandya (2002: 303) states that writing is the most
difficult skill for second language learners to master. The skills involved in
capabilities more than other language skills and it needs a special preparation.
problem is, many students still make some errors in writing an arranging some
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emphasizes that people will learn to be better from errors they have made.
most of them still faced some problems in writing. students actually have
studied grammar rules, but seldom put that knowledge to practical use
faced two systems that can probably influence each other (L1↔ L2) (Kecskes
first language and target language. Lado affirmed that ‘those language features
that are similar to the (learner’s) native language will be simple for him, and
those areas that are different will be difficult’ (1957 in Richards, 1987: 46).
By seeing this fact, an analysis is needed in order to know in what aspects they
arranging paragraph is that the students forgot about the grammar rules. That
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correct. The worst thing that some students make some errors even though
they have studied English grammar starting from senior high school. In other
words, they have familiar to write a good writing with grammatically correct.
From the above description, the writer tries to classify the errors based on
important role to reveal what kinds of error that the students do most. Finally,
ARRANIRY.
B. Research Question
Based on the background of this study, the researcher formulates the
question as follows,
1. What are common grammatical errors the students produce while they
write in writing?
D. Significance of study
Teoritically, this study will give some benefits for other reseachers that
have same research topic. this study also can be a comparative study for them
and give them references. Practically, The result of this study provides
the errors made by the students and develop the way how to make the student
have considerable for them how writing correctly is constructed and will help
E. Terminology
1. Analysis
Analisis is the practice of looking closely at small parts to see how
they affect the whole. In this research, researcher want to analyze the error
made by students with corder teory. The study of errors will give a good
picture of which items are being mastered and which are not. In this
2. Grammatical Errors
writing the researcher would like to use Corder theory. Those errors
3. Writing
students in writing, like hammer (2002) says that ‘if grammar rules are too
researcher.
Chapter II
LITERATURE REVIEW
A. Definition of Error
several opinions given by some scholars. Brown (1994, p. 170) stated that,
“Error are part of students” interlingua that is the version of the language
made by native speaker because they don’t know the correct form. A mistake
is a performance error because the native speaker forget the correct form.
mistakes are considered "goofs". The error is a deviation from the parent's
grammar from native speakers who reflect the learner's language competence.
It is called a competence error when learners make errors because they are
less aware of the target language rules. They will not be able to fix the error
quickly. They need guidance to fix errors. They may also make the same error
at the time. In conclusion, they define the error as the flawed side of the
speech or the writing of the learner. It means that learners cannot learn
from errors. People make mistakes both in native and second language.
mistakes are the wrong use of language because the user is not aware of the
mistakes he makes whereas he knows the correct form of its rules. Mistakes
can be corrected by the user himself and it does not need help. To correct error
errors are those which are related to native language. It means there are
interfere or prevent them, to some degree, from acquiring the pattrens and the
items produced by the learner which reflect not the structure of the mother
The learner, in this case, tries to “derive 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” (Richards, 1974). In other
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1) Language transfer.
2) Transfer of training.
The interlanguage may result from specific features of the training process
be learned.
In this paper the researcher will find out about interlingual error and the
B. Grammatical Errors
works. The assessment of grammar not based on how learner point out the
rules of grammar, but on their ability to use the grammatical points to share
theoritical concepts to the types of errors, the errors are classified into 4
1. linguistic category
(meaning And vocabulary), and discourse (style). Many reserchers use the
they have collected. Although some use it as the only classiication scheme
offered, many use it to add to The description the errors provided by other
taxonomies.
altered learners may omit necessary items or add unnecessary ones; they may
however that the surface elemennts of a language are altered in specific and
systematic ways. It shows the cognitive process that underlined the learner’s
errors are some logic. They are types of this category, they are:
a) Error of Omission
The error of omission are explained by the absence of an item that must
b) Error of Addition
of an item that must not appear in well-formed utterences (Ellis, 2008). For
c) Error of Selection
This error is made by the learner where the learner selects the wrong word
in the right form. For example; i am biggest then him –for- i am bigger than
him.
d) Error of Ordering
Error of ordering is the error where the learner put item incorrect
placement.
From the example above, the items are correct, but learner doesn‟t put the
3. Comparative Taxonomy
causes by mother tongue, it is similarly with Dulay, Burt, and Krashen (1982:
the students of target language (L2) errors certain other types of construction.
In this study, the errors made by the children learning the target language as
the learner have already mastered his native language, so that its features
phrases or sentences.
that students errors are significant toward the process of learning and teaching
language learning are systematic, in what ways are they organized, and what
occuring in the early stage while are the pupils wholly dependent on the
teacher for what they learn, it should be possible to achieve the aim. (cited)
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So, these theories aboved are base on the research question, and it help the
researcher to answer the problem. But in this case the researcher only use the
analysing the types of error because these theories concern to the surface
master since it takes study and practice to develop this skill. According to
into the written form of words, phrases, clauses and paragraphs so that his
In the school setting, Keys (2000 in Graham, 2007: 9-10) states that
writing has different but complementary roles. First, it is a skill that draws on
The purpose of writing is not only to teach someone to convey idea to the
readers but also to reinforce all aspect of languages that have been learned by
the students. There is some additional and very important reason why writing
the expression of ideas, the conveying of a message to the reader, so the ideas
speaks supported by tone of voice, gesture, mimic and context. He can correct
the language itself. Written language cannot be changed once since it has been
printed/written out, thus writer should arrange his word accurately to create an
understandable message.
Writing strats from a simple piece of writing then develops into a more
dictation, and the close procedure) and expressive writing or composition (the
Writing is complex process which converts the words into written form.
Writer should arrange his/her idea into words, slauses, phrases and sentences
in order that his writing can be read and the content can be understood. White
and Arndt (1991 in Hamer, 2002: 258) stress that’ ‘writing re-writing; that
revision – seeing with new eyes – has a central role to play in the act of
diagramatically:
Drafting
1. Prewiting
2. Drafting
3. Sharing
4. Revising
5. Editing
writing start from a simple piece of writing then develops into a more
In order to make a good writing, the writer should pass some proces. There
a) Writing skill
The writing skill involves many other sub-skills like the general
knowledge about the subject in question and the ability to translate ideas into
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aspect that must be concerned in the writing process, such as language use
information on each paragraph, and the best idea for inclusion, writing a clean
copy of the corrected version, and writing a rough version’. It shows that
especially for the students and needs much time to brainstrom ideas until
expressively and imaginatively like writing diary or letters to friends and then
the writer can practice writing critically until they are able to produce good
From this statement we can conclude that writing skill just can be learned
skill.
There are some researchers who have conducted the study on common
SMPN 3 Tanggerang Selatan. He found that the commonest error which most
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the students made is errors of selection which are 99 errors or 57.9% its
include error in subtance level are 7 are errors or 4.1% in grammar text level
are 47 errors or 27.5% in lexis text level are 7 are 7 error or 4.1%, and in
students, regarded as the first language (L1) in three writing genres; narration,
the EFL student made in the three writing genres: those were sentence
Aliyah Pembangunan UIN Jakarta)”. This study was carried out to identify
what kinds of Grammatical errors were commonly made by the students. The
classifying them into the grammatical errors based on Betty Azar. With the
transfer.
similar topic, they have investigated about grammatical errors in writing, the
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first researcher took second grade of SMP 3 Tanggerang as sample and the
from this study, the researcher take second grade of English Student
Department, who have learned about English since senior high. So, the
RESEARCH METHODOLOGY
A. Research Design
states that the characteristics of Qualitative approach are proposes that natural
calculate the errors, describes and check the data that is available.
reveal the research problems proposed in which the data studied were the
college students’ writing in narrative text (in more general term those were
classified into document). Such kinds of data are classified into qualitative
ones (Ary, 2006:49). Hence this research is designed in a case study and it will
be only examine a single subject like Bogdan and Biklen (2007) states that a
Moreover, Deddy (2008: 201) states that case study is the comprehensive
within its real life context, and in which multiple sources of evidence is used.
In short, the research design of this study is case study with Quantitative
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morphological and syntactic errors made by the third semester students taking
Islamic University.
will be involved due to writing is one of mandatory lesson that should taken
obtain the data, the researcher asked permission to the college and the lecturer
2017, the researcher obtained the data through three steps, there are free
writing, midtrem test and final test that made by students. In addition, the
line with Polit, Cohen (2007) defines sample as small group that is
participants is whether they are have information that the writer needs
for the research (Patton, 2002, as cited in Creswell, 2008). In this case,
the researcher collected the data from unit 3, The class consists 31
the teacher show that students of unit 3 have abilities in writing that
Arikunto (2006) stated that data collection is the method that used by the
researcher to collect the data, and instrument is the tool that used to get the
data. Furthermore, the researcher used documents paper to collect the data in
made by the college students and the highest and the lowest error frequency of
each error
To get the data, the researcher collects student’s paper through three stages.
2. The second data collected when student have finished midtrem test on
october 29 th 2017.
3. The third data collected when student have finished the final test.
Finally, the data that have been collected will analyze according to Corder
steps (1981). The description of these steps will explain in data analysis.
explains that error analysis can deal effectively only with learner production;
speaking or sentences, not with learner reception; reading and listening. Its
compatibility was then strengthened by the fact that this study tried to uncover
learners and the error analysis itself. The processing of this analysis, I took the
After having all writing made by the third semester students taking writing II
subject, the researcher started collecting the data. In collecting the data there
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are several procedures that the researcher did. There are three main steps used
find out the grammatical error by underlying the error. The Researcher started
every part of the sentence such as word, phrase, clause or even the sentence
itself. This process was to identify the location of errors in the sentence.
Afterward, the Researcher classified the errors into morphological and syntactic
errors. Finally, all error sentences were put in a list in order to make it systematic and
easy to analyze.
It consists of two steps; calculating the error frequency of each category and
3. Calculation of data.
and presenting some examples of the errors taken from the data.
n1
The researcher used the formula on Corder theory { 𝑝 = x 100 % } theoryto
∑𝑛
percentage, n1= total of the errors, Σn= total of the whole errors. Finally, each
of errors presented into one big table which is put in the appendix page. In
morphological errors types firstly, before doing the syntactic one. The
example of tables:
Tabel 5.1
1 Omission
2 Addition
a. regulation
b. double marking
c. simple addition
3 Selection
a. regulation
b. archi-form
c. alternating
4 Ordering
Chapter IV
collected students paper in writing class of unit 3. Data collection took three
stages, first the researcher collected free writing made by students, second the
researcher collected the data in midtrem test, and the last the researcher took
In order to make the data easy to analyze, the researcher carried out three
steps on describing the errors found in students’ writing, they are identifying
the error, finding out the frequency of each error, and calculating them in the
form of a table. To find out the types of error and how many error on students’
writing, the researcher documented the students’ writing. Then the writer
analyzes the data one by one and categorized each other. The data from the
2 Addition 68 20.17 %
4 Ordering 18 5.34 %
percentage
1st selection
2nd omission
3rd addition
4th ordering
Tabel 4.1 shows that 31.75% of omission of errors, 20.17% errorss were
found in addition, 42.72% errors are selection, and errors ordering was 5.34%.
From the data research above, it was found that selection was the highest
percentage of student’ error made in writing. the students commited errors 144
times or 42.72% out of the whole errors. Selection is the error which is where
the learner selects the wrong word in the right form. The error mostly the
learner can not distinguish to choose the appropriate to be. From students
writing, the researcher found the common errors such as “is, are,was,were
has, have” for examples, “i know that every student have a favorite lecturer”,
“pulau dua are two small island that has thier own history”, “they was very
annoying”, “my favorite animal are hamster”, “it have gold yellow feathers”
beacause it was plural words two small island and they, must be followed by
have and were. In other hand, in singular word such as my favorit animal, it
and every student must be followed by is and has. Other example is the choice
instead of “ doing a task”, “to use polite clothes” instead of “to wear polite
clothes”. In those sentences, the student used an ambiguous word making and
use to explain the meaning of doing and wear. The error was also found in the
will be more correct if the student use with to refer in. The sentence should be
“if we have sailed with that ship...” the error of verb that have same
pronouncing such as “before i rich the top of guava” this sentence was
incorrect because rich is not appropriate word to explain the top of guave, the
sentence will be more correct if the student use reach to refer rich. the error of
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verb that have meaning such as “ teacher saw my paper task” this sentence
The error was also found in the sentence “there are much effect of smoking..”.
effect of smoking is countable noun, thus, the using determiner much should be
change into countable noun many. The error was also found in the sentence
“you just need to prepare all of materials” the sentence is incorrect because
to refer material. Another example such as “we do everything with our self”
instead we “do everything by our self” the sentence was incorrect because
The second highest percentage of student error was omission. The students
commited error 107 times or 31.75% out of the whole errors. Omission is the
well-formed utterance. From the data of student’ writing, the researcher found
the common errors in deletion “s” such as, “the are three reasons why UIN
Ar-raniry become a nice collage” other examples, “everyone who come there
have to..” and “UIN Ar-raniry also has many achievement in various..” those
such as, “to campus on time” the sentence miss verb after infinitive. So, the
student such as, “when i child” the sentence was incorrect because student
miss the to be. So, the sentence must be “when i was child”. Another example
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English also help us to get..” the sentence was incorrect because there is no
The third highest percentage of student error was addition. The student
commited the error 68 times or 20.17% out of the whole errors. Addition is the
the presence of an item that must not appear in well-formed utterences. The
example such as, “come to shcool one time and wearing a complete uniform”
this sentece was incorrect because wearing not parallel with come. So, the
example such as “i played with it” instead of “i play with it” the sentence was
incorrect because put unappropriate tense “played” that is not compatible with
instead of “discipline is obedient the rules” the sentence was incorrect because
condition” student not necessary to add “too” like in bahasa to explain the
statement. Another example such as “i will diving in the sea” the sentence was
incorrect because there is Verb+ing after modal “will”. So, the correct form of
The lowest of the percentage of the student error was ordering, student
commited errors 18 times or 5.34%. Ordering is the error where the learner
put item incorrect placement. The example such as “a country rich natural
food”. The sentence was incorrect because student influenced by his native
language. another example such as “the table shows people how much like the
internet” the sentence has ambiguous meaning because student put “people” in
wrong place. So, the correct form is “the table shows how much people like
internet”. From the frequencies of the type of those errors above, it was
errors as the result of their native language transfer since they have not been
familiar with the English language system which makes them lack of competence
C. Dicussions
2. What are the common grammatical errors that the students do in writing?
It could be stated that the students get the problem in applying the word
choice which should be add in sentence based on the approriate rules. In this
case, the students did not add word choice in sentence based on the approriate
rules.
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Besides, it could be stated that the students have failed applying grammar
proven that they committed the error on writing. The result can be concluded
the common error that exist on the students’ writings is in the category of
selection.
The results of this study are different from Alfiyani (2012) who conducted
Yogyakarta State Universiy she found that omission is the most frequent one
addition, and ordering followed with 189 errors or 31.76%, 119 errors or
native language. Although the results of the study indicated the majority of the
second semester students are still making a lot of grammatical errors, to some
extent, some Students’ writings were found well organized in the right pattern
native language transfer. Actually they have studied about grammar but failed
the right pattern. In others word, it can be said that They have not been
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familiar with the English language system which makes them lack of
A. Conclusion
grammatical errors that made by the students in their writing. The researcher
analyzed the data based Corder theory. Based on the previous chapter, there
are four category of errors were found in the students’ writing. The four
categories are:
1. Selection
42.72% out of the total number of the grammatical errors. The selection
supplies the wrong form of the structure. It is occured when the learner
2. Omission
The omission errors are committed 107 times or 31.75% out of total
number of the grammatical errors. The omission was the second highest
their learning process. The omission happened when the students omit an
various..”.
3. Addition
The addition errors are committed 68 times or 20.17% out of the total
number of the grammatical errors. The addition errors occured when the
acquisition, when the learner has already acquired some target language
4. Ordering
the total number of students’ writing. The ordering errors was the lowest
B. Suggestion
The researcher would like to present some suggestions that will hopefully
provide more insight into the learning of writing and give a new idea for better
intended for the teachers as the one that can minimize the students’ errors. The
writing in order to improve thir writing skill. The last is for other researchers
easier for teachers to solve the problem. The result of the study is
whether they are succesfull or not. It is expected that they will not make
2. For students
materials .
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research.
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