A "Skripsi"
Presented to the Faculty ofTarhiyah and Teacher's Training In a partial fulfillment of the requirements
for degree of Strata l (SI)
By
Lany A'maliyani
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ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER'S TRAINING STATE ISLAMIC UNIVERSITY
A "Skripsi"
F'ERPUSTAKAAN UTAMA UIN SYAHID JAKARTA
Presented to the Faculty ofTarbiyah and Teacher's Training In partial fulfillment of the requirements
for degree of Strata 1 (SI)
By
Lany A'maliyani 102014023799
Approved By Advisor
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Drs. Nasrun Mahmud, M.pd 150 041 070
ENGLISH DEPARTEMENT
FACULTY OF TARBIYAH AND TEACHER'S TRAINING STATE ISLAMIC UNIVERSITY
The Examination Committee of the Faculty ofTarbiyah and Teachers Training
certifies that the 'Skripsi' (Scientific Paper) entitled "AN ERROR ANALYSIS ON
STUDENTS' PARAGRAPH \VRITING" (A Case Study at SMK Jslamiyah
CipurarP), written by Lany A'maliyani,student's registration number:
102014023799, was examined by the Committee on April g•h 2008, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title
of 'S.Pd. (Bachelor of Ans)' in English Language Education at the Department of
English Education.
CIL\IR\LY\
SFCIU'.T.\R Y
L\.\\l!NERS
Jakarta,April g•h .2008
EXX\IINA TJON COMMITTEE
Drs. ｓＧ｡ｵｾｩ＠ \l.Pd. >:IP. 150 2-+6 289
>:cncn'2 Suncnusih. S.Pd. NIP. ! 50 293 232
I. Drs. \ lunir Sonhaji. M.Ed NIP. 150 050 682
2. Drs.A.1'.l. Zaenuri M.Pd >:JP. 150 188 518
Acknowledge By:
(
__
Dean ofTarbiyah and Teacher's Traiuing Faculty
All praises and thanks be to Allah SWT, the Lord of the world, the gracious and merciful for his blessing , love and endowment that guide me to his way, especially to complete last assignment and let me have the opportunities to improve my self to better and better. Shalawat and Salan::t is given upon to our prophet Muhammad SAW, the best leader in the world, who has taken us to the way of the truth and brought us the light oflife.
In this occasion, the writer would like to express her great honor and acknowledgement to her beloved family, the most person in life, her beloved father (Bunyani) and her beloved mother (Sara Maria), who always give support, motivation and moral encouragement to finish her study.
In writing this "skripsi", the writer would like to express her enormous appreciate and gratitude to Drs. Nasrun Mahmud, M.Pd, as her advisor who has kindly spent his time to give his valuable advices in developing the topic chosen and guidance to finalize this skripsi .
The writer absolutely realized that she would never finish this writing without the help of some people around her material or spiritual. Therefore, she would like to say gratitude to the following people:
I. Prof. Drs. Dede Rosada MA as the Dean of faculty of Tarbiyah and Teachers' Training, UIN SyarifHidayatullah Jakarta.
4. The Head Master, The English teacher, The staff and the students of SMK
Islamiyah Ciputat, who has given the opportunity for the writer in doing
research.
5. The Librarian ofUIN Jakarta, and all of my friends ofEngli>h Department
generntion of 2002. Thanks for the wonderful friendship while studying
together.
Finally, a special thanks is dedicated to 'My Umbrella', for his
outstanding assistance in my hard times during the study and for reminding
me to keep standing still. (you're always in my heart .... ). May Allah guide us
and give us all happiness throughout our lives.
The Writer
ACKNOWLEDGEMENT... 1
TABLE OF CONTENTS ... m CHAPTER I INTRODUCTION A. Background of study... 1
B. Identification of problem ... ... 3
C. Limitation of the problem... 4
D. Method of Study ... 4
E. Organization of the writing ... 4
CHAPTER II THEORETICAL FRAMEWORK A. Idea of Writing ... 6
1. Meaning of Writing ... 6
2. Types of Writing ... 7
3. Process of writing ... ... ... ... ... 8
4. Teaching of writing ... ... 10
B. Paragraph . .. .. . .. ... .. . ... .. ... ... .... ... . .. .. .. .... .. ... .. . .. ... .. . . 13
1. Some Definition of Paragraph ... 13
2. Types of Paragraphs... 14
3. Arrangement Sentence in a Paragraph ... ... .... 15
C. Error ... 18
1. Definition of Error .. ... ... ... ... ... ... 18
B. Vision and Mission ... 24
C. Achievement ... 25
D. Stndent ... 25
E. Teacher ... 26
F. Extracurricular ... 27
G. Facilities ... 28
ｾｾ＠ CHAPTER IV RESEARCH METHODOLOGY AND FINDING A. Research Methodology ... 29
I. Place and time of the research ... 29
2. Techniqne of Sample Talcing ... 29
3. Technique of Data collecting ... 29
4. Technique of Data Analysis ... 40
B. Research Finding ... 30
I. Description of Data ... 31
2. Data Analysis and interpretation ... 41
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 40
A. The background of study
Language is the instrument of communication1• We can talk and
understand each other by using a language in the word of communication, and we as a social human who always needs a communication between each other either oral or written. J. Donald Bowen also stated in his book that "A second language is never really learned until a person can use it to communicate his ideas. As an educational ideal, communication implies proficiency in both oral and writing skill" 2
As an i11temational language, English has become one of impmiant subject in Indonesians school. The department of education has decided that English as a foreign language has to be !oughts in Indonesians school. It used to be toughts from junior high school up to university. But now, English also has been tough from elementary school. The students realize that English language has a high grade of benefit. With mastering English the students can develop their knowledge; science, technology, art and relation with other countries. So, the aim of English learning is to enable students to communicate without hesitation, and the purpose of communication will be achieved easily.
1
In the process of learning language, in this case English language there are four basic skills, they are: listening, speaking, reading, and writing. These four language skill should be acquired by anyone who learn English language. So, they can use language perfectly, especially the skill of expressing their ideas in the language in oral and written. Each skills has it's purpose, a listening skill makes the students understand the spoken language. A speaking skill makes the students able to communicate their though, feelings and ideas to another persons orally. A reading skill makes the students understand the meaning of the passage written by the author and get the author main point through the passage. Writing skill makes the students can express their idea in written form.
In English teaching, a teacher has to think a su:itable method, subject material and how to apply it's in the classroom. He/she demanded to be a teacher who success in teaching foreign language, especially teaching V'Citing subject. The teacher should be a creative to teach this subject in various ways and stimulate students in order they feel comfortable in learning it and understand the material. Because writing is a complicated skill which involves some component such as ; content, form, grammar, style and mechanism. Writing requires think and thinking is also complicated and hard. On the other hand, according to William Francis Mackey writing involves:
1. The ability to shape the letter of alphabet (graphic) 2. knowledge of the right combination of letters (spelling)
In learning writing skill, students of any level of language, this skill become the most difficult one especially when they want to write a paragraph . The problems that sometimes can be faced by students in make a good paragraph are: students have no idea to write they want to write, confused in using the right words to right sentences, or another problem that although the students already have a main idea/topic sentence they am still confused how to develop them correctly so, they can't make good paragraph that have relation each other. As a result, it will lead them to produce many error.
Most of the students commonly make mistakes in their learning, but it's logically acceptable. The expert considered that doing some mistake or error are parts of learning process it self. The teacher should be aware of this problem and prevent students from making the some error by analyzing th:' learner's error it self.
Based on this situation, the writer choose this topic as the title of her research, so the writer is able to know more about writing skill and also to analyze the error made by students in their paragraph writing .
B. The Identification of problem
C. The Limitation of the problem
To avoid misunderstanding and to clarify the problem, the study will
be limited on Error analysis of Mechanics, Word Choice, Grammar,
punctuation, on students paragraph writing.
D. The Method of Study
The writer used field research. She used the second year of SMK
ISLAMIY AH CIPUTAT as an object of this study, observing the process of
teaching learning English to overview the real problem, especially teaching
writing and to get a valid data to support this study.
E. Organization of the writing
The organization of the writing is intended to enable the writer her
self to discuss the problem, and to help the readers understand what they read.
Here is the explanation for the organization of the writing.
Chapter I
Chapter II
: explain the introduction which consist of five parts, they
are The background of study, The identification of
problem, The Limitation of The problem, The Method of
Study, Organization of the writing.
: Divided into part of the theoretical framework, it consist
of First, Writing. In this part the writer discusses some
Chapter III
Chapter IV
paragraph, including some definition of paragraph, types of paragraph, function of paragraphing, the arrangement of sentence in a paragraph. Third part of chapter two is Error analysis, in this part the writer discusses meaning of error, differences between Error and Mistake and the goal of error analysis.
: The research methodology and findings, it's consist of the research methodology and research findings. In research methodology the writer discuss purpose of study, the place and time of research, the technique of sample talcing, the technique of data collecting, the technique of data processing and data aru1lysis. In research findings, the writer discuss about the description of data and the analysis of data and interpretation.
A. The Idea of Writing
l. The meaning of Writing
Sometimes people write something to convey their ideas or express it through writing. Writing is an element that can not be separated in human life, because writing activities reinforce and fix other habits and skill of language learning. One of important aspects of learning to write is growing an awareness of self to practice writing. Meanwhile, understanding the meaning of writing is a must.
According to oxford advanced learner's dictionary, writing is "to make letter< or other symbols (ideographs) on a surface4• It means that
writing is to make written that contains words, letter or symbol which have meanmg.
In another word, Walter T. Petty and Julie M. Jensen said 'writing is the mental and physical act offonning letters and word"5. Marianne C.
Murcia also stated in her book that writing is "the ability to express one's ideas in written form in a second or foreign language"6
4
A S Hornby, Oxford Learner's Dictionmy of Current English (Oxford: Oxford University Press, 1987), p.996
5
Walter T Petty and Julie M. Jensen, Developing Children's language, (New York,
From all definition above, it can be conclude that writing is an activity or process of the physical act in expressing ideas through forming letters or word in a good sentence.
2. Types of Writing
To anange writing there are many kinds of Writing. According to Vivian Hom the kinds of writing can be divided into:
a. Description
The writer of Description appeals to a reader's imagination and perceptive sense. It uses concrete language to p011ray the characteristics of object. It is to collect sensuous detail. It normally takes on of three forms. Description tells how something looks or feels or sounds. It talks about such features as size, shape, color, sound or taste. A purpose of this kind is the same: to appeal to the imagination, the emotion, and senses.
b. Nanation
NruTation or story telling is writing about succession of events, incident or a series of incidents in which action dominates. The simplest kind of nanation follows chronological order. It can be found in Novels, short stories, biographies, and autobiography.
c. Exposition
clear as possible with logical explanation and support. It consist of editorial, essays, info1mative and instructional material. Exposition is writing with a referential aim.
d. Persuasion
In this kind, a writer attempt to persuade his reader to accept his opinions or his view concerning some controversial subject through various argumentations. It is also used to make a case or to prove or disapprove a statement or proposition. It includes advertisement, leaflet and brochure 7•
3. The process of writing
As the writer has stated that writing !' an opportunity to convey ideas and to communicate ideas to other people, but writing is not a simple process, it's hard work. Sometimes people/students cannot communicate their ideas systematically to others in a written language. They find that their writing is bad and ineffective.
To make writing effective, the students/people should know some steps in process of writing that there are three steps in writing: prewriting, writing and post writing8
a. Prewriting : this step includes discussion of the proposed writing- the theme or topic, ideas, and related words, feelings, and thoughts. A
writer may bring all of or her experiences to bear on the composing act in this prewriting phase.
b. Writing : this step includes pausing and rereading as the writing is accruing, interaction with others, consulting resources, talking to oneself, and refommlating the ideas and organization of the composition.
c. Post writing : this step involves repeating some behaviors from the composing phase tmtil contemplation and approval signal that the product is satisfactory.
Besides of the three steps in writing above, Alice Osima and Ann
Hugue also divide the process of writing into three stage:
a. Planning is an orderly produce used to bring about a derriere result. As the first stage in writing process, planning is a series of strategies designed to find and produce information writing.
b. Drafting is a procedure for drawing up for preliminary sketch. As the second stage in the writing process, drafting is a series of strategies designed to organized and develop a sustained piece of writing.
Those are the three stages in writing which are able to identify some predictable stages in the evaluation of their writing process. In
approach process to the teaching of writing, writing should be taught as a process when learners in their classroom. The students start for choosing topic or finding ideas, identifying purpose, organizing, making draft, and evaluating it to publish their writing.
4. The teaching of writing
To teach writing subject in English to students is not easy. It needs various approaches a teacher demanded to make the students understand and apply writing matters in practice.
Besides the knowledge about some steps in writing, students still need the help from their teacher to develop their ideas in some paragraphs correctly. It's teacher responsibility to teach them by using different approaches based on their needs.
a. The controlled-To-Free Approach
In the 1950s and early 1960s, the audio-lingual approach dominated second language learning. Teachers :>tressed their teaching activity in mastering grammatical and syntactic forms.
In this approach, first the students are given sentence exercises then paragraphs to copy grammatically by, for instance; changing question to statements, present to past, or plural to singular.
This approach stresses three features: grammar, syntax, and mechanics. It emphasizes accuracy rather than fluency or originality. b. The Free-Writing Approach
In this approach, students should put content and fluency first m their composition and not wony about form. In this approach teachers begin their classes by asking students to write freely on any topic without wonying about grammar and spelling.
c. The Paragraph-Pattern approach
The paragraph-pattern approach stresse:s in organization of writing. This approach is based on the principle that in different cultures people construct and organize their communication with each other in different ways. Even if students organize their ideas well in their first language, they still need to see, analyze, and practice to write in English well.
In real classroom, students are asked to copy paragraphs,
_r
d. The Grammar-Syntax-Organization Approach
Students see the connection between what they are trying to write and what they need to it. This approach, links the purpose of a piece of writing to the forms that are needed to convey the messages. e. The Communicative Approach
This approach stresses the purpose of a piece of writing students writers are encouraged to behave like writers in real life. Teachers using the communicative approach, therefore, have extended the readership. They extend it to other students in the class, who not only read the piece but also do something with it, such as respond, rewrite in another form, summarize, or make comments-but not correct.
f. The Process Approach
In this approach, the students do not write on a given topic in a restricted time and hand in the composition for the teacher to correct. Rather, they explore a topic through writing, showing the teacher and each other their drafts, and using what they write to read over, think about, and move to them on to new ideas.
B. Paragraph
1. Some Definition of Paragraph
In written form, English is divided into paragraph to distinguish one main idea. A paragraph is "a group of ｳ･ｮｴ･ｮｾ･＠ which develop one central idea. 11• As conventionally defined "a paragraph contains a topic
sentence and supporting materials; it begins with capital letter, the first line is indented and it concludes with an end stop12• According to
Elizabeth cowan "paragraph is composed of a sentence or a chunk of sentences which the writer has grouped some definite reasons"13• Alice Osima and Ann Hugue said paragraph is a group ofrelated statement that a writer develops about a subject. Each paragraph is separate unit marked by indenting the first word form the left-hand margin, or by living extra space above and below the paragraph14•
The definition above can be conclude that paragraph is a group of sentences developed based on a subject that has related statements and defined reason, which begins by indenting the first word from the left-hand margin, or by leaving extra space.
In order to make statements with paragraph, the paragraph must have unity and for unity, he/she often requires a topic sentence. The paragraph must have coherence within it self, and a series of paragraph
11
Martin L. Arnaudet and Mmy E Barrett. Paragraph Development. (Englewood Cliffs prentice-Hall. lnc.1981) p.1
12
William D baker. Reading and Writing Skills. (New York M<;. Graw Hill. 1971) p. 294
13 Elizabeth cowan. Wrting Brief Edition. (Glen View : Scott, Foresman and Company,
must cohere to f01m the essay. So, once a writer understand precisely what
a paragraph does and how it does it, he/she will be able to check and revise
the writing for smootbness15
Paragraphing makes material please to the eye and easy to read and
thus serve psychological as well as logical function. The chief difficulty is
with paragraph is in achieving Unity and development ofideas16
2. Types of Paragraphs
There are mayor types ofparagraph17, namely:
a. Paragraphs that comes within a whole essay.
There are several good ways to organize this kind of paragraph :
Put the topic sentence first, when the topic s<entence comes at the
beginning of the paragraph it usually becomes a kind of promise to
the reader that the rest of the paragraph will have something to do
with the topic sentence.
The topic sentence will come at the end, in this type a writer first
give the explanation about the topic sentence and then give the
conclusion using topic sentence of one paragraph at the end.
The topic sentence in the middle of the paragraph, sometimes the
paragraph has an unwritten overall topic 1hat is implied in the
15
Elizabeth Cowan, Writing Brief Edition, ( Glenview: scott, Foresman and Company, 1983)p. 119
details of the individual sentence and all sentences provide bits of
information.
b. The opening or introducting paragraph of an essa.y
This kind of paragraph makes a promise to the reader that the
whole essay will discuss a certain topic.
For example, in essay in which you want to prove the tluth of
something, your opening paragraph may state the point to be proven.
You make a contract with your reader that you are going to prove
something to them. Give the evidence you can provide, the more your
reader will be convinced of the truth of your topic statement.
3. The Sentence Arrangement in a Paragraph
Sheila Y. Graham, gave consideration to an-ange sentence m a
paragraph:
a. Time Arrangement.
A paragraph that lends it self to the time or chronological
arrangement to organize because you simply move from the beginning
point in the time of the episode or process you are describing to the
end.
b. Space Arrangement
You will be most likely to use a space arrangement in
description moves from far to near from near to far, from left to right,
from right to left, from top to bottom, from bottom to top.
c. Comparison-contrast Arrangement
There are two common ways to ammge the proof in a
paragraph that is developed by comparison and/or contrast all the
characteristics of one thing may be given and then all the characteristic
of the other thing or the two things may be compared and/or contrasted
point by point.
d. Climatic Arrangement
Whenever you write a paragraph developed by categories or by
reason, you are likely to use a climatic affangement. With this
affangement (common in speeches) the most important point of proof
is placed last. The last point is indeed the most important one.
e. Development Arrangement
Many paragraph have no definite pattern of =angement that
you can label as easily as the ones we have looked at so far. The points
of proof seem to grow out of each other. Developmental arrangement
Every sentence in the paragraph must hel:p the development of the topic sentence.
a. Topic sentence
The topic sentence is the most general statement of the paragraph. It is the key sentence because it names the subject and the controlling the writers main idea, opinion, or feeling about the topic. The first sentence of a paragraph is usually called the topic sentence. The topic sentence is also possible to placed at the end of paragraph (as a kind of conclusion), or even in the middle (as a kind of link between two parts). Sometimes a paragraph possible not to have a topic sentence at all, in this case we say that a topic sentence is implied or suggested.
One of important things to know about the topic sentence that a topic sentence tells reader what the main idea is.
Main idea is the writer's main topic for the each paragraph. Each paragraph has a main idea. From main idea. we know the topic of what paragraph try to explain. The writer uses the main idea as a guideline to expand the paragraph. Main idea usually stated in a topic sentence, and every sentence in the paragraph must help the development of the topic sentence.
2) make sure every sentence relates to the topic sentence 3) give the reader enough information 19
In writing, we must have an effective topic sentence. Below are some suggestions for writing effective topic sentences:
I) A good topic sentence usually states an opinion or attitude that can be supported by details and examples.
2) A good topic sentence is specific enough to be clear and interesting 3) good topic sentence gives a definite direction to a paragraph
b. Supporting Idea and Supporting Sentence
If main idea is writer's main topic, supporting idea is a part for the writer to develop the topic in main idea, or on the other word; supporting idea is the rest of the ideas in the paragraph and it develops the main idea. That is, it tells reader's things about the main idea. 20
Supporting sentence is sentences that support the idea in the topic sentence. In other words, all these sentences must be related to the topic and must therefore refer back to the topic sentence.
19
C. Error
1. The Definition of Error
Making some errors for the students is inevitable part of learning
process. As a learner of a foreign language, the error made indicated level
of proficiency. But, it is very nmmal and unavoidable to happen what
mentioned during the learning process, as William said; "c1.ment theories
of how we can learn language recognize that habit formation is only one
part of the process"21 therefore, to achieve English acquisition, the
students must get through some errors first and they can learn from their
own errors.
Many sources book gave different meanings of error:
According to advanced Learner's dictionary, "error is a thing done
wrongly and the state of being wrong in belief for behavior"22•
On the other hand, Jeremy Harmer said, "error is the result of
incorrect rule learning; language has been stored in the brain
incorrectly" .23
Meanwhile, Douglas Brown stated that Errors as a noticeable
deviation from the adult grammar of a native speaker, reflecting the
interlanguage competence of the leamer.24 The key term in this definition
is "interlanguage". As Someone learns a foreign language, the errors
21 William Ancker, "Errors and Corrective Feedback; Up date Theo1y and Classroom
Practice'", English Teaching Forum, XXXVIII, (Oktober,2000), P.21
22
As Hornby, Oxford Advanced Learner's Dictionmy, .... , p. 390
she/he make indicate her level of proficiency. Clearly, the enors of a
beginner are different from the enors of advanced student, and what were
once enors can become mere mistakes. 25
From the definition above, the writer concludes that enor is
unacceptable and inappropriate forms that cause by the learner's lack of
knowledge and because of their weakness in understanding the pattern.
The important things is we cannot avoid it.
2. The Differences Between Error and Mistake
Enor is usually compared with mistake. It is important to make
distinction between enor and mistake because both of them are different.
In order to analyze learner's enor in proper perspective, it is crucial point
to make a distinction between error and mistake. There are the distinction
between error and Mistake from many experts :
According Oxford advanced learner's dictionary, enor is used
when talking about calculation and in technical for formal contexts.
Mistake is the most general and used in most situatio:ns.26
Errors caused by lack of knowledge about target language (English) or
by incorrect hypotheses about it and mistakes caused by temporary
lapses of memory, confosion, slips of tongue and so on.27
25
William Ancker, Errors and Corrective Fedback: Updated Theory and C/assrom Practice, http://exchanges.State.gov/forum/vols/vol 3 8/no.4/p.26.htm
-H . D . Brown offers the following distinctions. A mistake, he says, is" a performance of Error that is either a random guess or a 'slip' in that it is a failure to utilize a known system correctly." According to this definition, a native speaker could make a mistake in his native language, errors, on other hand are a problem that a native speaker would not have.28
Edge says, "mistake is what a learner can self ·- correct, and error is what a learner can not self correct". 29
An Error is a result of incorrect rule learning; language has been stored in the brain incorrectly, in other words, a mistake, on other hand, is less 'serious' since it is the retrieval that is faulty not the knowledge. In other words the students know the rule, but make a 'slip' in producing it.30
28
William ancker, Errors and Corrective Feedback :Updated Theo1y and Classroom
Practice,http://exchanges.State.gov/forum/vols/vol 38/no.4/p. 26.htm
29 William Ancker,
Errors and Corrective Feedback :Updated Theory and Classroom
3. The Goal of Error Analysis
When Researcher conducts an e1Tor analysis, he must have at least one goal to achieve, as Rebecca M. Valette said:
"One of the goals of error analysis is to reveal learners' strategies and to help in the preparation of more effective learning materials. Another goal is to classify the types of errors and identify those which under communication, as well as those which native speakers find difficult to tolerate"31
According to Sridhar's opinion there are four goals of error analysis:
" It was believe that error analysis, by identifying the areas of difficulty for the learner, cc11ld help in (i) determining the sequence of presentation of target item in text book and classroom, with the difficult item following the easier one, (ii) deciding the relatives degree of emphasis, explanation and practice require in putting across various items in the target language; (iii) devising remedial lesson and exercise, and (iv) selecting items for testing the learners' proficiency"32
A. Brief History
Islamiyah senior high school was founded in May, 12th 1965 under
Islamiyah foundation. It received a legal status from the government of
Indonesia in August, 5th 1976 or 1 Ramadhan 1398 H underAct No 16 dated
on 11 August 1978. It was built over a 1.600 meters land at JI Ki Hajar
Dewantara No 23, Ciputat, Tangerang, Banten. The school's founders are:
1. Drs. H. Zarkasih, MA as Chairman
2. H. Abdul Munir, BA as Vice Chainnan
3. A. Saiful Millah, BA as Secretary I
4. Arifin Bin Ishak, BA as Secretary II
5. M. Anwar Nur as Treasurer I
6. Muniroh Nur as Treasurer II
7. M. YusufTaujiri as Member
8.
Ahmad Basyari, BA as Member9.
Djajadi Adnan, BA as MemberIn the beginning, the establishment of the school aimed to focus on
giving the religion education for teachers. But, in 1980-1981, the school
expanded its educational coverage by opening some classes for senior high
For several years, the people's demand for education increased, while the number of educational institutions was limited. Therefore, the school decided to exercise the educational coverage expansion by opening some new educational levels. It included Islamic junior high, general junior high, and vocational schools.
With regard to Islamiyah seniorhigh school was established in January 61\ 1969. It was under letter No 326/I.02.4/R.1983. This school has both
morning and day classes.
B. Vision and Mission
Islamiyah senior high school has one strong vision. It is that "Faith and Taqwa are the implementation and foundation of responsible, kind-hearted, and discipline people toward God". From this vision, the school defines its missions as follows;
1. To educate students to be kind-hearted, responsible, faithful, and taqwa toward God.
2. To develop students' interests and talents.
C. Achievement
Up to now, Islamiyah senior high school has existed for many years. It
faced many challenges and obstacles. During those years, many achievements had been achieved by the school. Some of them are;
1. Holy Koran reciting champion I for teenagers in 1996. 2. Islamic dress champion I for teenagers.
3. Band festival runner up champion in 2001. 4. Marching champion II in 2006.
Besides those achievements, Islamiyah seruor liigh school had also some other achievements. The achievements were gathered from various competitions or festivals in several cities. But, the writer decides not to put all the achievement data in order to focus on the writing.
D. Student
Table 1
Islamiyah junior high school student number development graphic
E. Teacher
4500 4000 3500 3000 2500 2000 1500 1000 500 0
2002/2003 2004/2005
Table 2
2002-2003
377
333
2003-2004
362
346
2004-2005
380
360
2005-2006
307
354
Total
1426
1393
259
297
298
337
1191
l!!l Class 1 111 Class 2
o
Class 3o
Total1005
1038
998
4010
In 2005-2006, the teachers worked at Islamiyah junior high school are
43 Teachers.
F. Extracurricular
In order to develop and increase students' interests and abilities,
Islamiyah junior high school offers various extracurricular programs. These
programs aim to develop their interests and abilities. Some of the programs are
mentioned as follow;
1. Marching
2. Boy scout
3. Islamic student club (Ro his)
4. R<>d cross teenager (PMR)
5. Futsal
6. Volley ball
7.
Football8. Marawis
9. Band
I 0. Study club
All those programs run every Sw1day in all school levels including
Islamic Junior high school, senior high school, and vocational school. It is
UIN SYAHID JAKARTA
G. Facilities
[image:35.595.73.487.191.708.2]In order to make the student learning process runs well, it is necessary for the school to provide good supporting facilities. Without those facilities, the learning process may lead to a disorder situation. lslamiyah senior high school realizes this fact so that it always tries best to provide some good learning facilities. The facilities providecl by the school are mentioned as follow;
Table 4
1. Classroom 24
2. Laboratory Physic and Biology 3
" Laboratory 1
·"
4. Library I
5. Computer Room 3
6. Office Room 1
7. School Cooperation I
8. Head Mater room I
9. Teacher Room 1
10. UKS I
11. OSIS 1
12. Canteen Room 2
13. BP/BK Room 1
14. Toilet Teacher and Employee 3
15. Mushola 1
16. Toilet Students 6
17. Skill Room 1
18. Strong Box 2
19. Table Teacher 40
20. Chair Teacher 40
21. Television 4
22. VCD and DVD player 2
23. Organ 1
A. Research Methodology
1. Place and time of the research
The research of this study held at Sekolah Menengah Kejuruan
(SMK) lslamiyah Ciputat, which is located at JI. Kihajar Dewantara No. 23
Ciputat on December 12, 2007.
2. Technique of Sample Taking
The research was done in Akuntansi (AK) class, 35 students were taken as san1ple. This class was given a written test about how to develop
ｾ＠ paragraph.
3. Technique of Data collecting
4. Technique of Data Analysis
The technique of data analysis used in this research is descriptive
analysis technique (Percentage), which is describe in the table of
percentage. The formula as follow :
P =
L.x
100%N
P = Percentage
F =En-or
N =Total Error
B. Research Finding
1. The !lescription of Data
The writer took all the student's written test and used it as her data.
After that she will analyzed the student's paragraph writing error. Next,
she calculated the number of en-ors by tabulating and calculating the result
of error. Finally, the writer will process the calculation of result of the test
by changing the result of en-ors into percentage and make a graphic of
2. Data Analysis and interpretation
In the following table, the writer will be analyzed the focus of error
as the following criteria;
Table of Error
Name of Errors
Students M2chanics Structure Word Choice Usage
Student 1 3 4 4 4
Student 2 2 3 2 2
Student 3 2 3 2 2
Student 4 3 4 4 3
Student 5 2 2 3 2
Student 6 3 2 3 0
Student 7 1 2 5 1
Student 8 4 4 3 1
Student 9 4 4 4 2
Student 10 3 5 3 2
Student 11 2 3 2 4
Student 12 2 4 4 3
Student 13 2 3 4 4
Student 14 4 4 3 2
Student 16 3 2 2 3
Student 17 1 2 2 0
Student 18 1 3 2 3
Student 19 1 3 1 0
Student 20 4 4 4 3
Student 21 2 5 3 2
Student 22 2 5 2 2
Student 23 4 2 4 3
Student 24 4 3 4 3
Student 25 2 4 3 2
Student 26 3 2 1 3
-Student 27 3 2 1 4
Student 78 1 6 3 4
Student 29 5 5 2 3
Student 30 2 5 2 0
Student 31 3 4 4 2
Student 32 3 3 3 2
Student 33 2 2 2 4
Student 34 1 4 1 4
Student 35 3 4 2 4
Total 90 120 97 84
Based on the table above, the writer calculates the result into
percentage in order to know what kinds of error is the highest and it is
dominated by structural errors, 30.69%
The table also shows that students have some problems or
difficulties in developing paragraph.
a. Mechanics
From her research the writer also found that students faced
some problems in mechanical aspect, especially in the Spelling of
Words. Spelling is how to write a word correctly, spelling enor can
happen by lack of knowledge and the influence of their native
langl!9ge. The writer found 23.01 %. Of the students could not spell
and write some word correctly.
These are some example :
It's good experient
Prifare
Birts
Brea!
They should be :
It's good experience Prepare
Birds Bread Although
The students problem in using wrong spelling may happen because students did not eager to use the dictionary and have a good spelling of the words before they write. If they have a problem in spelling the word they prefer to guess the word than find it in the dictionary.
b. Grammatical Point View
These are some example :
Yesterday, I go to anyer .. .
Last week , ... we play ... .
Last holiday, we see a big mountain ....
Last holiday, ... I very happy .... .
We was bring ... .
During my last holiday, I am at home .
. . . .I watching many movies
In my last holiday, my dad take me to Kali Malang river
They should be :
Yesterday, I went to Anyer .... .
Last week, .... We played ... .
Last holiday, .... , I was very happy
We brought ... .
During my last holiday, I stayed at home
I watched many movies
The exan1ple above shows that the students faced some
problems in using tenses in their written product.
The problem in using wrong tenses may happen because the
students does not have a good understanding of the tenses and they do
sentences. So, before the students want to write something it is better
for them to understand how to use the tenses in their written products.
c. Word Choice
Vocabulary as mentioned in Oxford Dictionary is a list of
words used in books, or total number of words, which make up a
language. 34 Sometimes Students have problems in vocabulary. They
have some difficulties in using appropriate words in their sentences,
because not all words can be used in every sentence.
Another problem faced by students in this term 1s some
students even they did not know how to translate some appropriate
words frcm indonesia to english.
Here are some some example :
Coklat
Rendang
Berkicau
Sawah
Seaat
We have many fishes
They should be :
Chocolate
Meat simmered in spices and coconut milk
Warble
Rice field
Sit
We got many fishes
Fishing
d. Punctnation
Punctuation is the practice or system of inserting various marks
in written test in order to aid interpretation. There are also many errors
in Punctuation. Moreover, in placing P"riod and comma. There are 84
cases of punctuation e1Tor made by the students.
These are some example :
last week I was felt so happy, because i went to beach
in the morning i felt fresh air it made me so hungry
My last holiday I went to my uncle house
I went to bali many people to visited it
No
1.
2.
3.
4.
They should be :
Last week, I felt so happy. Because, I went to the beach.
In the Morning, I felt fresh air. It made me so hungry.
My last holiday, I went to my uncle's house
I went to Bali. Many people visited it.
I love watching movies. I can watch movies for hours
3. Data interpretation
Kinds of Error
Based on it's High Frequency
Name of Error Frequency of Error
Mechanics 23.01
Grammar 30.69
Word Choice 24.80
Punctuation 21.48
From the calculation above, we !mow that the highest error is
made on tenses with 30.69% and the lowest is punctuation with
21.48%. With those frequency, the teacher must pay attention to
grammar, especially in tenses.
A. Conclusion
After finding out the result and analyzing it on the previous chapter, the writer comes to the conclusion. It is found that, the types of error that the most of the students made in their paragraph writing are: spelling (23.01 %), tenses (30.69%), word choice (24.80%), and punctuation (21.48%). It's meant that, the highest frequency of eITor which have been made by the students is the eITor of tenses.· It appears 120 times from 391 of the total of the eITors. With the calculation 120/391x100% = 30.69%.
B. Suggestion
After carrymg out the research, the writer would like to give suggestion as folow:
I. The teacher should be creative in developing the teaching learning activities in classroom, ·by choosing the correct ways in teaching. Especially, in teaching writing that usually makes bored the students. 2. Based on the data in the previous chapter, the biggest error is on its
J
Ancker, William, "Errors and CorrectiveClassroom Practice", English
Oktober,2000
Feedback; Up date Theory and Teaching Forum, XXXVIII,
_ _ _ _ _ _ , Errors and Corrective Fedback: Updated Theory and
Classrom Practice, http://exchanges.State.gov/forurn/vols/vol
38/no.4/p.26.htm
Arnaudet, Martin L. and Mary E Barrett. Paragraph Development. Englewood Cliffs prentice-Hall. Inc.1981
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Alemar-phoenix publishing house , inc-quezon city, New york
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Chaer, Abdul, Drs., linguistic umum, Jakarta : Penerbit Rineika Cipta, second edition, 1982
J Chalker, Sylvia, Edmund weiner, The Oxford Dictionary of English, Oxford New York: Oxford University Press
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Company, 1983
Crowther, Jonathan. Oxford Advanced Learner's Dictionmy, New York: Oxford University Press, 1995
Fisiak, Jacek, Contrastive Linguistics and The Language Teacher, England: Pentagen Press, 1981
Graham, Sheila Young, Writing Craft the Paragraphs and the essay, Englewood: Prentice Hall, 197 6
J Graves, Donal H., An Examination of the writing process of seven year old
children, Research in the Teaching of English Winter. 1975
Harmer, Jeremy, The Practice of English Language Teaching, New York:
Hubbard, Peter, et al., A Training Course for Tefi, Oxford: Oxford University Press, 1983
)Mackey, William Francis, Language Testing Analysis, London: London Longman Group Ltd,1965
J Mayes, Janet R., Writing and Rewriting. NewYork: Macmillan Publishing Co. Inc. 1972
Murcia, Marianne Celce, Teaching English as a Second or Foreign language. Boston : Massachusetts
Osima, Alice and Ann Hugue, Introduction to Academic Writing, San Fransisco: Wesley Publishing Company, 1988
Petty, Walter T and Julie M. Jensen, Developing Children's language, New York, Allyn and Bacon INC, 1989
J
Raimes, Ann, Techniques in teaching writing, New York: Oxford University Press. 1983Soeprianto, Bambang, et al; Reading English to ａｾＮｊ､･ｭｩ｣＠ Purpose for University
under Graduates. Bandung: ITB, 1999
Kepada Yth,
Bapak Ketua jurusan Bahasa Inggris Di
Ternpat
Assalamualaikurn Wr. Wb
Salam sejahtera saya sampaikan sernoga Bapak dalarn lindungan allah SWT serta sukses dalarn segala aktifitas. Arnien
Saya yang bertanda tangan dibawah ini :
Nama NIM
Jur I Semst
: Lany A'maliyani : 102014023799 : X (sepuluh)
Berrnaksud rnengajukan proposal skripsi sebagai salah satu syarat rnenyelesaikan program
strata I (S 1) UIN Syarif Hidayatullah Jakarta. Adapun judul yang saya ajukan adalah
"An Error Analysis On Student's Paragraph Writing at second Grade of SMK
Islamiyah Ciputat"
Sebagai bahan pertirnbangan bersama ini saya lampirkan : 1. Out line sernentara
2. Abstraksi
3. Referensi sernentara
Derhikian judul yang si:ya ajukan atas pertirnbangan dan persetujuan bapak, saya haturkan banyak terirnakasih.
Wassalarnualaikurn Wr. Wb
Ketua jurusan bahasa Inggris Pernohon
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Nornor95, Ciputat 15412, Indonesia
Telp. : (62-21) 7443328, 7401925, Fruc. (62-21) 7443328 Email : uinjkt@cabLnet.id
Nomor Lamp. Hal
: Ft.l l!TL.02.1/ VI /2007 : Abstraksi/Outline
: BIMBINGAN SKRIPSI
Kepada Yth.
Ors. Nasrun Mahmud, M.Pd Pembimbing Skripsi
Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah
Jakarta.
Assa/amu 'a/aikum wr. wb.
Jakarta, 27 Juni 2007
Dengan ini diharapkan kesediaan Saudara untuk menjadi Pembimbing I/II (materi/teknis) penulisan skripsi mahasiswa:
Nama NIM Jurusan Semester Judul Skripsi
Lany A'maliyani 102014023799
Pendidikan Bahasa lnggris
x
An Error Analysis On Student's Paragraph Writing
Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 26 Juni 2007 dengan abstrak/outline sebagaimana terlampir. Pembimbing dapat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi jurusan terlebih dahulu.
Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, clan dapat diperpanjang selama 6 bulan berikutnya tanpa surat perpanjangan .
Atas perhatian dan kerja sa1na Saudnra, ka1ni ucapkan teri111a kasih.
Wassalamu 'a/aikum wr. wb.
FAKULTAS ILMU
TARBIYAH DAN KEClURUAN
a Nomor 95, Ciputat 15412, Indonesia
Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328 Email : uiD:ikt@cabi.net.id
Nomor Lamp. Hal
Tembusan:
: Un.01/FVTL022/ ｾＧＲＮ＠ I XI /2007 : Outline/Proposal
: Permohonan Izin Penelitian
Kepada Yth: SMK Islamiyah di
Ciputat - Tangerang
Assa/amu 'alaikum wr. wb.
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Lany A'maliyani
102014023 799
Jakarta, 6 November 2007
Jurusan
Semester
Judul Skripsi
Pendidikan Bahasa Inggris
XI.
An En-or Analysis on Student's Paragraph Writing
adalah benar mahasiswa Fakultas !!mu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan peneliti.an di instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.
Atas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu 'alaikum wr. wb.
An. De an
Ka g Tata Usaha
./brs. A s Darwis NIP. 15 236 356
1. Dekan FITK
FAKULTAS ILMU
TARBIYAH DAN KEilURUAN
a Nomor 95, Ciputat 15412, Indonesia
Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328 Email : uinjkt@cabi.net.id
Nomor Lamp. Hal
Tmbusan:
: Un.OJ/FI/TL022/ ':'.)3 I Xl/2007 : lnstrumen Riset
: RISET/WAWANCARA
Kepada Yth: SMK Islamiyah Di
Ciputat - Tangerang
Assalamu 'a/aikum wr. wb.
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Lany A'maliyani
102014023799
Jakmta, 6 November 2007
Jurusan
Semester
Judul Skripsi
Pendidikan Bahasa Inggris
XI
An Error Analysis on Student's Paragraph Writing
adalah benar mahasiswa Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon bantuan Saudara terhadap mahasiswa tersebut dalam melaksanakan penelitian dimaksud.
Alas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu 'a/aikum wr. wb.
An. Del·an
K' ' \ \ ; : : _ _ _
,,Jnrs. A as Darwis NIP. I Cl 236 356
I. Dekan FITK
SEKOLAH MENENGAH KEJURUAN ISLAMIY AH
(STATUS: TIERAKREDITASI A)
NO. 03/BAS/MN/Vl/2006
Alamat:
JI.
Klhajar Dewantara No. 23 Ciputat, TE:lp. 7409814 - 74716497SURAT KETERANGAN
No.: 226/F.4/SMK-YIC/XII/2007
ig bertandatangan di bawah ini, kepaia SMK Islamiyah Ciputat menerangkan baI1wa :
na
gram Studi
ul Skripsi
: Lany Amaliyani
: 102014023799
: Pendidikan Bahasa lnggris
: "An Error Analysis On Students Paragraph. Writing"
:th melaksanakan Penelitian/Risat di SekolaI1 Menengah Kejuruan (SMK) Islamiyah Ciputat, .gerang, terhitung mulai tanggal 12 Desember s.d. 15 Desember 2007.
nikian, ｾｮｲ｡ｴ＠ keterangan ini dibuat, untuk dapat dipergunakan sebagaimana mestinya.
Ciputat, 20 Desember 2007
ANGKET
PENELITIAN
Kembangkan pokok pikiran dibawah ini sehingga menjadi paragraph yang utuh dan baik!
My Last Holiday
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ANGKET PENELITIAN
Kembangkan pokok pikiran dibawah ini sehingga menjadi paragraph yang utuh dan baild
lv1y Last Holiclny
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