CHAPTER II REVIEW OF RELATED LITERATURE
G. Error Analysis
1. Definition of Error Analysis
Dulay et al (1982) mentions the Error Analysis (EA) movement can be characterized as an attempt to account for learner errors that could not be explained or predicted by Contrastive Analysis (CA) or behaviorist theory, and to bring the field of applied linguistics into step with the current climate of theoretical opinion. It is related with Rustipa (2011) who said that Error Analysis (EA) proves the inability of Constractive Analysis (CA) in predicting past number of errors as in CA errors are only viewed as a result of language interference. It means EA has been more successful that really make a significant contribution in applying linguistics than CA.
While, according to Brown (2000) Error Analysis (EA) is 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 surge of study of learner’s error. But, in the other side, the error can help the lecturer in teaching and learning process because they can measure the students’ ability in mastering
the materials, so they can take some solutions for solving the students problem in learning especially for the students who make errors itself.
Richards et al (2002) state that Error Analysis is an activity to reveal errors found in writing and speaking. Error analysis also is the study of errors made by the second and foreign language learners.
Error analysis may be carried out in order to (a) find how well someone knows a language; (b) find out how a person learns a language, and (c) obtain information in common difficulties in language learning. This definition stresses of the functions of the Error Analysis.
From the explanation above, it can be summed up the use of EA in learning English is important. Error Analysis proves the inability of Constractive Analysis (CA) in predicting past number of errors as in CA errors are only viewed as a result of language interference. It is the fact that the students still make errors in learning English as the second language or foreign language. By using and understanding about Error Analysis, it will be easier to make people measure about their ability in English speaking and writing.
2. Distinction between Error and Mistake
Some people have different perception between error and mistake. It becomes in appropriate treated and also it gives negatives effect to the students in knowing and measuring their competence in language learning English. Because of this, a systematic elaboration of
the distinction between error and mistake is obligatory in order to have deep explanation. Absolutely, the students will make error and mistake in the language learning English process.
Brown (2007) tells that learning is required a process which involves make of mistakes. Mistakes, misjudgments, miscalculation, and erroneous assumptions form are necessary aspect of learning. It means that making of error or mistake is happened by the students naturally.
Corder in Cholipah (2014) gives more explanation about error and mistake. He makes a distinction between mistake and error, whereas mistake is a random performance slip caused by fatigue, excitement, and thus can be readily self-corrected, an error is a systematic deviation which made by the students who have not mastered the rules of the L2 yet. The students cannot self corrected an error because it is a product of their current stage of underlying competence reflectively.
It can be summerized that error is related to the students’
deficiency competence, means that students do not know about the language knowledge at all because they have not mastered it yet which it can not be self corrected. While, mistake is related to the students’ qulity performance caused by some factors such as fatigue, lack of attention and motivation, carelessness, and another factors but
it can be called as self corrected because actually the students know the rule language.
3. Causes of Error
Norris in Sholihin and Haris (2020) classifies causes of error into three types that is carelessness, first language interference, and translation. The three types of causes of error will be discussed briefly below:
a. Carelessness
It is often closely related to the lack of motivation. Many teachers/leacturers will admit that it is not always the student’s fault if he losses interest, perhaps the materials and/or style of presentation do not suit him.
b. First Language
Learning a language (a mother tongue or foreign language) is a matter of habit formation. When someone tries to learn a new habit, the old ones will interfere the new ones. This causes of of error is called first language interference.
c. Translation
It happens because a student translates his first language sentence or idiomatic expression into the target language word by word.
This is probably the most common cause of error.
4. Types of Errors
Dulay et al (1982), which are categorizing error into four classifications of error. These are linguistics category as follows:
a. Errors Types Based on Linguistics Category
In this category, error is classified based on either or both the language component or the particular linguistics constituent the errors effects. Language components contain the phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary), and discourse (style).
1) Morphology
In Morphology, there are: indefinate article incorrect, possesive case incorrect, third person singular verb incorrect, simple past tense incorrect and past participle incorrect.
2) Syntax
In syntax, there are: noun phrase, verb phrase, verb and verb construction, word order, and some transformation.
b. Errors Based on Surface Strategy Taxonomy
There are four categories were presented to tell how sentences deliver from the correct forms because the students change the surface structure. The students may omitnecessary any words, add unnecessary ones, misform, and misorder them. In consequence, Dulay distributes the error based on surface strategy taxonomy into four categories. These are omission, addition, misformation, and misordering error.
1) Omission
Omission means that the absence of some item which is must appear in the sentence. It usually happen in the first stages in second language acquisition. Content morphemes is carried the most common of the referential meaning of a sentence, these are nouns, verbs, adjectives, adverbs. The students omit grammatical morphemes more frequently than content words.
For example:
Billy is the student of the Brawijaya University.
The sentence above mentions content morpheme and grammatical morpheme. Content morphemes are Billy, student, Brawijaya, University. Grammatical morphemes are is, the, of, the.
Billy the student of the Brawijaya University.
(Omission of Grammatical Morpheme “is”) Billy is the students of the Brawijaya.
(Omission of Content Morpheme “university”) 2) Addition
Addition error is the presence of an item which must not appear in a well formed sentences. In addition, there are three kinds of additions, those are double markings, regularization, and simple addition
a) Double Marking
Double marking is two items marked for the same feature.
Students who have acquired the tenses form for both auxiliary and verb often place the marker both, as in example bellow:
e.g. She does not closes the door.
They did not closed the door.
While the correct sentence above is:
e.g She does not close the door.
They did not close the door b) Regularization
Regularization error means it occurs when the students add morpheme to the exceptional words.
Table 2.4
Example of Regularization Errors No Regularization Error Correct
1 Putted Put
2 Writed Wrote
3 Deers Deer
4 Hitted Hit
5 Readed Read
(Dulay et al, 1982)
c) Simple Addition
This category is the use of an item which should not appear in a well formed sentences.
Table 2.5
Example of Simple Addition Errors No Linguistics Item
Added
Examples
1 3 rd person singular – s
The students doesn’t study at home.
2 Past tense (irregular) The student is gonna went to the school.
3 Article a or an an that 4 Preposition on over there
(Dulay et al, 1982) 3) Misformation
It refers to the use of the wrong form of structure. There are three kind of misformation, in regulations an irregular marked is replaced by a regular one, archi forms that refer to the use of one member of a class of forms instead of using all the members, and alternating forms are represented by free alternation of various members of a class with each other.
a) Regularization Errors
Its errors fall under the misformation category which a regular marker is used in place of an irregular one, as in putted for put.
b) Archi – Forms
The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition.
e.g. Give me that.
Me hungry.
c) Alternating Forms
The use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other.
e.g. Those book.
I written book yesterday.
4) Misordering
It comes from acrossing an utterance when a morpheme of them is incorrectly placed.
e.g I get up at 7 o’clock always.
What Brother is doing?
How wonderful is it.
The correct sentences are:
e.g. I always get up at 7 o’clock.
What is Brother doing?
How wonderful it is.
c. Errors Based on Comparative Taxonomy
In comparative taxonomy means that it compares the structure of second language errors to ther types of constructions, children during use their first language acquisition of language is the most commonly to make errors. This taxonomy has four categories, they are: developmental error, interlingulingual errors and course, ambiguous errors, and the grab bag category of other errors.
d. Errors Based on Communicative Effect Taxonomy
In communicative effect taxonomy, the errors affect the overall organization of the sentence hinder succesful communication, while errors affect a single element of the sentence ususlay do not hinder communication. Dulay categories it as follow:
1) Gobal Errors
a) wrong order of major constituents;
b) missing, wrong, or misplaced sentence connectors;
c) missing cues to signal obligatory exceptions to pervasive syntactic rules;
d) regularization of pervasive syntactic rules to exceptions;
e) wrong psychological predicate constructions (predicates describing how a person feels);
f) improper selection of complement types (subordinate clauses);
2) Local Error
It includes errors in noun and verb inflections, articles, auxiliaries, formation of quantifiers, etc.
Based on Dulay Betty’s theories above, the reseacher will focus on analyzing descriptive essay in surface strategy taxonomy based on Dulay’s theory, namely omission, addition, misordering, and misformation.
5. Procedure of Error Analysis
According to Gass and Selinker (2001), they tell that the great procedures on error analysis was carried out within the context of the classroom. The result is one of pedagogical remidiation. Those are:
a. Identify errors
It is about what is the error that appears in writing or speaking. For example: incorrect sequence of tenses, wrong verb form, etc.
b. Classify form
It is about classifying the errors and divide it as error or just the tenses form.
c. Quantify errors
It is about how many errors of the sentence which occur in writing or speaking.
d. Analysis of error sources e. Remidiation
Indeed, Corder in Ellis (2008) infers five steps in conducting error analysis, those are:
a. Collection of a sample of learner language
The reseacher need to collect a sample of student writing to provide the error analysis data. In collecting the sample, the reseacher may control the data by making specific sample.
b. Identification of errors
In this step, the researcher had to be compare between students’ sentence and native speaker’ sentence in the same context. After that, absolutely, the researcher can identify which part of students’ sentence is different from the reconstructed verison.
c. Description of Error
This step usually uses either linguistics taxonomy or surface strategy taxonomy to describe the students’ sentence.
d. Explanation of Error
It includes of determining their sources to find out why they were made.
e. Error Evaluation
This is the suplementary step in error analysis. It shows the different errors with a view to decide which ones should receive instruction.
So, in this research the researcher uses the procedure of Error Analysis according to the Gas and Selinker.
H. Conceptual Framework
Figures 2.1 Conceptual Framework STUDENTS’ ESSAY WRITING
AUXILIARY VERBS
ERROR ANALYSIS
OMISSION ADDITION MIS-FORMATION MIS-ORDERING
STUDENTS’ TYPES OF ERROR ON USING AUXILIARY VERBS
55 CHAPTER 3 RESEARCH METHOD
This chapter dealed with the research design, population, sampling and research sample, data instrument, data collection and data analysis.
A. Research Design
The design of this research was qualitative research. According to Johnson and Christensen (2012), qualitative research was regarded as being unique because of the reliance on the collection of non-numerical primary data such as words and pictures by the researcher who serves as an instrument himself made qualitative research well-suited for providing factual and descriptive information. While, Bryman (2008) stated that qualitative research had no structured procedure and relies heavily on the researchers’ interpretation and ingenuity who collected, interpreted and analyzed the data. It meant that it would be not possible to conduct the same research and got the same result at any other time and place. That was why, Sugiyono (2017) said that qualitative research was natural. It meant that the research was taken from natural description without manipulation the condition.
This research also could be called a descriptive qualitative research.
As Arikunto (2002) said that descriptive research had no hypothesis, but only described some variable and condition naturally. So, this research had a purpose to describe auxiliary verbs errors in third-semester
students’ essay writing of English Language and Literature Department of Adab and Humality Faculty at Alauddin State Islamic University of Makassar.
B. The Subject of the Study
The subject of this research focused on the third semester students of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar in academic year 2020/2021. The fourth semester students were divided into three classes;
AG 1-2, AG 3-4, and AG 5-6. In this research the researcher used AG 5-6 as the subject of the study by using purposive sampling. Purposive sampling was a determination technique samples with certain considerations. The reason of choosing purposive sampling was because at that time the researcher was only allowed by the Head of the Department to choose and focuss at one class only from three classes. It caused of the time and space limitation due to the Covid-19 pandemic situation, so the learning process had to through to the online learning way. So the researcher chose one class that could represented the characteristics of the entire population. In accordance with the objectives of the research that the researcher wanted to know was about the students’ error types and and its percentages in writing essay, the researcher took AG. 5-6 class as the object of this research because it could represented the characteristics of the entire population. The considerations for the sample in this research were participants with the following criteria:
a) The third semester students of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar.
b) The students in the recomended class by the lecturer
In this research, the sample size was determined using a Slovin formula.
The Slovin formula was as follows:
n = Sample size N = Population size e = Error standard (10%)
Based on the Slovin formula above, the following samples were obtained:
n= 111/1+111(0,1)2 n= 111/2.11
n= 52,6 = 53 samples.
By using the Slovin formula, the number of samples to be obtained used as the participants in this research as many as 53 participants, but in this research the researcher only took one class to be the participants itself. But the sample in this study was one class from AG 5-6 class which included of 36 participants with the criteria set by the researcher as above.
C. Data Instrument
The researcher used students’ essay writing worksheets to collect the data.
The data held on the students’ test in creative writing subject which took on October 8th, 2020 for about 60 minutes. The instrument was to write
n = N/ 1 + N(e)2
essay writing, especially in descriptive essay. There were some topics that can students chose to write their essay. After the students finished their writing, they had to sent their essay writing through the researcher and their lecturer’s e-mail because it was pandemic situation and the learning process was only using online learning and online media or by using google meet application.
D. Data Collection
To collect the data, the researcher conducted some stages:
1. The lecturer asked the researcher for sending students’ worksheet (test) to write descriptive essay in the students’ Creative Writing group in WhatsApp media.
2. Next, the lecturer asked the students to do the test according to the worksheet instructions itself.
3. After the students finished their writing, the lecturer collected the students’ writing by asking the students to send their essay through the lecturers and the researcher email too.
4. And then, after having all of the students essay which consisted of 36 essays, the researcher identified the errors words or sentences in their writing essay.
5. The researcher analyzed and classified the most common errors which were made by students on their auxiliary verbs in writng essay based on Dulay’s theory of classification error.
6. The researcher analyzed and made the types of error percentage which the most freuqently from the students’ writing.
E. Data Analysis
After gathering the data, the researcher analyzed in order to get the research question in this research. In analyzing the data the researcher used the method by Corder in Ellis (2008).
The qualitative result calculated and drew up in the table of percentage which the formula as follows:
𝑃 = F
𝑁𝑥 100 Note:
P : Percentage
F : Frequency of error occurred N : Total numbers of error
(Corder in Ellis, 2008)
60 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter discussed about the findings and discussions of the research. The research finding consists of the decription of errors in using auxiliary verbs and the sample of errors. And then, this chapter discussed about the students’
errors in using auxiliary verbs itself. This chapter also presented data description and data analysis. The data decription described the students’
essay writing error which included the catagories, frequencies, percentages, and the sample of errors.
A. Research Findings
In making the analysis systematic, the researcher took three steps on describing the students’ error. Based on the model taxonomy, the researcher had classified into each points. Omission error was classified into two points which were omission of major constituents and omission of grammatical morphemes. Then, in addition, there were also two points, which were double marking and simple addition. Furthermore in misformation, which were over regularization and archi/alternating forms. Moreover, in misordering, the researcher didn’t find the misordering of auxiliary verbs itself. Overall, the errors were calculated in each category. The numerical data was presented in its frequencies and percentages in the form of a table.
1. The Description of Errors
a. Error Categories and Its Frequencies
In this analysis, the data was taken from the students writing made by third-semester students. There were 36 data sources in this research. By doing some evaluations, the researcher found 103 errors were produced by those data sources. Indeed the errors were divided into four categories. The error categories which included the frequency and percentage of each category were as follow:
Table 4.1
Error Types and Frequencies in Using Auxiliary Verbs
Error Types and Frequencies in Using Auxiliary Verbs