A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training
in partial fulfillment of the requirements
for the degree of S.Pd. (Bachelor of Arts) in English Language Education
By:
ADE IRMA SURYANI NIM: 107014000693
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
i
Bogor, Skripsi, English Education Department, the Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Drs.AM.Zaenuri, M.Pd
Key word: Error analysis, and plural forms of nouns
The objective of this study is to find out the errors made by the first year students of MTs Nurul Huda Bogor in English plural. Sample of the research is 30 students of the first year. The method of this research is used descriptive analysis method by
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Bogor , Skripsi, English Education Department, the Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University
Jakarta.
Advisor: Drs.AM.Zaenuri, M.Pd
Kata kunci: Error analysis, and plural forms of nouns
iv iii
“Skripsi”. Peace and blessing be upon to our prophet Muhammad SAW, his household, his companions, and his faithful followers.
The writer would like to say her great honor and deepest gratitude to her beloved parents: Arsyadi, S.Ag and Ida who always give their love, support, motivation, and advice to finish her study.
The writer also wants to say a lot of thanks to Drs. AM. Zaenuri, M.Pd as the writer advisor for his time, guidance, kindness, contributions, and patience in correcting and helping her to finish this paper.
The writer also realizes that she would never finish writing this paper without the help of some people around her. Therefore, she would like to give special gratitude to:
1. All lectures of English Department who have dedicated themselves for education and taught the writer during her study in State Islamic University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd, the head of English Department
3. Nurlena Rifa’I, Ph.D, the Dean of Faculty of Tarbiya and Teacher’s Training 4. Syamsudin, SAg, The Headmaster of MTs Nurul Huda Bogor who permitted
the writer to do research.
5. All friends in English Department especially classmates of PBI class A for
academic year 2007, who have endeavored together in improving English skill. May Allah bless them, Amin.
May this “Skripsi” can be useful for the writer in particular, and for the readers in general. The writer realizes that this “Skripsi” is far from being perfect. Therefore, the writer would like to accept suggestion for valuable improvement in another research.
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ACKNOWLEDGE . ... iii
TABLE OF CONTENT ... iv
LIST OF APPENDICES ... vi
CHAPTER I: INTRODUCTION A. Background of the study ... 1
B. Limitation of the problem ... 4
C. Formulation of the problem ... 5
D. Objective of the study ... 5
CHAPTER II: THEORITICAL FRAMEWORK A. Error…... ... 6
1. Definition of Error ... 7
2. Types of Error ... 8
3. Causes of Error ... 9
4. Classification of Errors ... 11
5. Error Analysis………… ... 12
6. Procedures of Errors Analysis ... 14
7. Differences between error and mistake ... 15
B. Noun ... 17
1. Definitions of noun………. ... 17
2. Kinds of noun………. ... 17
3. Forms of noun……….. ... 19
C. Plural ... 22
1. Definitions of Plural Forms………. ... 22
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CHAPTER III: THE IMPLEMENTATION OF THE RESEARCH
A. Research Methodology... 28
1. Objective of study..……… ... 28
2. Place and time of the research……….. ... 28
3. Technique of sample taking ……… ... 28
4. Method of the research……….. ... 28
5. Instrument of the research………….. ... 29
6. Technique of data collection………. ... 29
7. Technique of data analysis………….. ... 29
B. Research Findings ... 30
1. Data description……… ... 30
2. Data analysis………. ... 40
3. Data interpretation……….. ... 47
CHAPTER IV: CONCLUSION AND SUGGESTION A. Conclusion………. ... 50
B. Suggestion……… ... 51
BIBLIOGRAPHY……….. ... 52
Table 3.3 The Students’ Response Distribution on Each Item of the Test ... 32
Table 3.4 The 1stIdentification of the Students’ Errors ... 33
Table 3.5 The 2ndIdentification of the Students’ Errors ... 34
Table 3.6 The 3rdIdentification of the Students’ Errors ... 35
Table 3.7 The 4thIdentification of the Students’ Errors ... 35
Table 3.8 The 5thIdentification of the Students’ Errors ... 36
Table 3.9 The 6thIdentification of the Students’ Errors ... 36
Table 3.10 The 7thIdentification of the Students’ Errors ... 37
Table 3.11 The 8thIdentification of the Students’ Errors ... 37
Table 3.12 The 9thIdentification of the Students’ Errors ... 37
Table 3.13 The 10thIdentification of the Students’ Errors ... 38
Table 3.14 Table of Number of Classification of Errors Explanation ... 39
Table 3.15 Table of Number of Causes of Errors Explanation ... 40
Table 3.16 The Frequency and Percentage of the Students’ Errors in Regular Plural ... 41
Table 3.17 The Frequency and Percentage of the Students’ Errors in Irregular Plural Forms ... 43
vii LIST 2 Key Answer
LIST 3 Surat Pengajuan Judul LIST 4 Surat Bimbingan Skripsi
LIST 5 Surat Permohonan Izin Observasi
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CHAPTER I
INTRODUCTION
A.
Background of the Study
Language is a means of communication used by people to communicate either through spoken or written. It has a big role for every individual in making a good relationship with others. Through language people can express their opinions, ideas and feelings to each other.
As H. Brown Douglas stated: “language is a system of arbitrary conventionalized vocal, written or gesture symbol that enable members of a given community to communicate intelligibly with others”. 1It shows that language is a tool of communication which can be expressed not only through verbal or oral communication but also through non-verbal communication; written form and gesture (body language).
“English is as a global language or an international language”. 2
As an international language, English has significant role in various fields, such as in communication, economy, education, technology, politics, and so on.
1
H. Brown Douglas, Principles of Language Learning and Teaching, (Englewood Cliffs: Addison Wesley Longman, Inc, 2000), p. 5.
2
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In this globalization era, everyone is demanded to prepare a great resource for his/her life particularly in science and technology. To complete the global requirement the people are hoped to have an adequate knowledge and good skills.
Indonesian government itself considers that mastering English is one way to absorb the sciences and technology in order to create the great human resources. The great human is important for Indonesian development and existence toward other nations. Therefore, English is one of the important subject taught at school.
Based on “the national education minister decree No. 22 of 2006 concerning the contents of the standard “states that the English language is introduced at the primary school level as the local content tailored to the conditions of the area itself. Whereas at junior high school up to senior high school English is compulsory subject that must be learnt by students at school”.3
In learning English, the students are expected to master English orally and in written
In addition, English language is the medium of instruction in teaching particular subject in certain schools. As in the international school and the school based on international standard.
By learning English, the students are expected to acquire some abilities, those are: the ability to listen, to speak, to read, and to write English correctly. And also to make Indonesian learners gain success in finding the right career in the future and get the knowledge that will be useful in their real life.
In learning English, there are four basic skills that should be mastered by the students: listening, speaking, reading, and writing. Besides the four language skills, the students have capability in language components such as grammar, pronunciation, and vocabulary.
Grammar is an important element to be learnt in learning a language. It plays an important role in improving our skill in English. It is a very basic knowledge and an important tool for students to master English. Through
3
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learning of grammar the students will know system of language so they will be able to combine and build words into meaningful sentence.
As Penny Ur stated in her book A Course in Language Teaching Practice and Theory, “Grammar can be defined as words put together to make correct sentences”.4
It does not only affect how the units of words are combined in order to make correct sentence but also affects their meaning.
It can be concluded from the statements above, it is no doubt that by mastering grammar, the students will have a way to be able to speak, to read, and
to write English correctly. Finally the students can create a good communication and interaction in English language actively both oral and written English between each other.
In English grammar, the students learnt about parts of speech that consist of noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection.
One of parts of speech that will be discussed is noun. A noun is a kind of part of speech that describes a person, place, or thing. In learning about noun, the students are introduced with plural form; it means that we have to talk about number. Number is the name of the system contrasting singular and plural.
According to Laidlaw “A noun that names one person, place or thing is a singular noun. A noun that names more than one person, place or thing is a plural noun”.5
A plural form of nouns has been taught since junior high school. However many students still do not understand and cannot apply singular and plural rules in English. They have difficulties to form plural in English. For example, the general rule for writing the plural in English nouns is to add –s to the singular form (boy-boys). However, this rule is only used for regular plural. For word like woman,
4
Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge University Press, 1996), p. 75.
5
4
foot, children, etc. These are irregular plural. The rule is complicated. The consequence is the students will make so many errors in their learning.
Making error during learning English is a natural process. It is normal because learning the second language is a process which involves the making of mistake, even errors. However it cannot be neglected. The teacher should be aware of this issue and do something to avoid their students to make the same error. The error they made should be regarded as necessary part of learning
language. One of the strategies to prevent the students from making the same error is by analyzing the learners’ error itself.
Based on the background above, the writer interested in analysis the students’ error in learning plural forms of nouns under the title “An Analysis of the Students’ Error in Learning Plural Forms of Nouns at the First year students of MTs Nurul Huda Bogor”
B.
Limitation of Problem
To make this research easy to understand the writer limits the discussion on the errors made by the first year students of MTs Nurul Huda Bogor on English plural. The students „acquisition in English plural will be obtained from the result of test that given by the writer.
C.
Formulation of Problem
Based on the background of study describe above, the writer is interested in analyzing the error that made by the students in learning plural forms of nouns. Therefore the writer would like to formulate the problem as follows: “What types of error are commonly students made?
D.
The objective of the study
The objective of this study is the writers want to find out the errors made by the
first year students of MTs Nurul Huda Bogor and to know the reason why the students
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CHAPTER II
THEORITICAL FRAMEWORK
A.
Error
When the students learnt English, they can make a lot of errors. It seems impossible
if the learners or students have never been made some errors in their language learning
process, because do some errors is natural.
1. Definition of error
Learning the second language is a process which involves the making of
mistakes, even errors as in this new system of language a learner will directly connect
with such a new vocabulary, a new grammatical pattern and a foreign pronunciation
which differ from the learner’s native language. According to Jeremy harmer, errors are
part of the learner inter language that is a version of the language which a learner has at
any one stage of development and which is continually reshaped as he/she aims toward
full mastery.1
According to Brown, “an error is a noticeable deviation from the adult grammar
of a native speaker, reflecting the inter language competence of the learner.
Dullay defines error as “the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of
1
mature language performance”2. Meanwhile, douglas brown defines “a noticeable deviation from the adult grammar of a native speaker, reflecting the inter language
competence of the learner”.3
Error is usually compared with mistake, but there is distinction between them.
Stephen Pit Corder distinguishes error from mistake: a mistake is random performance
slip caused by fatigue, excitement, etc. mistake can be readily self- corrected, whereas an
error is systematic deviation made by learners who have not yet mastered the rule of L2.
Error cannot be self –corrected because it is a product reflective of the learner’s current
stage of LT 2 development or underlying competence. Errors are not something to be
prevented, but errors are sign that learners are actively engaged in hypothesis testing
which would be the result in the acquisition of target language rules.
2. Types of Error
To know more about error, the writer tries to write the types of error from some
sources. According to Corder, errors fall into four main categories. Omission, addition,
selection, and misordering.
a. Omission
Certain linguistic forms may be omitted by the learner because of their complexity in production. Omission also occurs in morphology. Learner often leave out the third person singular morpheme –s , the plural marker-s and the past tense inflection-ed.
b. Addition
Learners not only omit element which they regard as redundant but
they also add redundant element. For example: two fishs
c. Selection
Learner commit errors in pronunciation, morphology, syntax and vocabulary due to the selection of the wrong phoneme , morpheme, structure or vocabulary item.
2
Heidi Dullay et.al.,Langauge Two, (New York: Oxford University Press, 1982), p.138.
3
d. Misordering
Misordering can occur in morphological level misordering of bound morpheme in English is perhaps less frequent, given their limited number.
There are some other types of error; Errors of competence are the result of the
application of rules by the L2 learner which do not (yet) correspond to the L2 norm;
Errors of performance are the result of mistakes in language use and manifest themselves
as repeats, false, starts, corrections or slips of the tongue.
Error of performance occurs frequently in the speech of both native speakers and
L2 learners. They are especially likely to occur when the speaker suffers from stress,
indecision or fatigue. Corder has suggested the following operational criterion for
differentiating between these two types of error: L2 learners can recognize and correct
errors of performance, but not errors of competence.
However, identification of errors of competence will only be possible if we
establish a difference between actual and intended L2 utterances.
Noam Chomsky made a distinction between competence and performance.
Competence knows what is grammatically correct; performance is what actually occur in
practice. He regarded performance as a faulty representation of competence, caused by
psychological restrictions, such as memory lapses and limitations, distractions, changes of
direction half-way through a sentence, hesitation and so on.
3. Cause of Error
The final step in the analysis of erroneous learner production is that of
determining the sources of error. By trying to identify sources we can begin to arrive at an
understanding how the learner’s cognitive and affective self relates to the linguistic
system and to formulate an integrated understanding of the process of second language
acquisition.
Errors-overt manifestation of learner’s system-arise from several possible general
sources: inter lingual errors of interference from the native language, inter lingual errors
within the target language, sociolinguistic context of communication, psycholinguistic or
Pit Corder (Hubbard, 1933) claims that there are three major causes of error,
which he labels “transfer errors”. “Analogical errors”, and “teaching-induced errors”. While Hubbard proposed a slightly different names;
a. Mother tongue interference
Although young children appear to be learn a foreign language quite
easily and effectively but mostly older learner experience considerable difficulty.
The sound system (phonology) and the grammar of the first language impose
themselves on the new language and this lead to a foreign pronunciation, faulty
grammatical patterns and occasionally, to the wrong choice of vocabulary.
b. Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect
various stages in the language development of the learner. It claims that the
learner processes new language data in his mind and produced rules for its
production based on the evidence. Where the data are inadequate, or the evidence
only partial, such rules may produce incorrect pattern.
c. Context of Learning
A third major source of error, through is overlaps both types of transfer,
is the context of learning.
“Context” refers to the classroom with the teacher and the material in the
case of school learning or the social situation. In the classroom context, the
teacher or the textbook can lead the learner to make faulty hypothesis about the
language what Richards called „false concept” and what Stenson termed “induced errors”. Students often make errors because of a misleading explanation from the
teacher, faulty presentation of a structure or word in the textbook, or even
because of a pattern, that was rote memorized in a drill but not properly
As mentioned previously, brown claims that there are four sources of error in
learning language.
a. Inter lingual error
Inter lingual error means errors attributed to the native language (LI). There are inter lingual errors when the learner first get language habits (pattern, system, or rules) which interfere or prevent the learners from acquiring the pattern and rules of the second language manifest some degree of different form and some degree of similarity with the equivalent item in learning the first language.
b. Intra lingual error
Intra lingual errors are errors due to the misunderstanding
of the language being learned (L2), independent of the native language. The errors proceeded by the learner which reflects not the structure of the mother tongue, but generalization based on partial exposure to the target language.
c. Context of learning
d. Communication strategies
According to Brown, “learners obviously use production strategy in order to enhance getting their message across. But at the same time these techniques can themselves become a source of error “. For example, an ESL learner said,” let us work for the well done of our country.” The sentence above had wrong approximation of the word welfare.
4. Classification of Errors
Azar in her book explains that there are thirteen kinds of errors that the students frequently make in their writing, as follows:
a. Singular- Plural
The sentence “He have been here for six months” should be replaced by “He has been here for six months”.
b. Word Form
The sentence “I saw a beauty picture” should be replaced by “I saw a beautiful picture”.
c. Word Choice
The sentence “She got on the taxi” should be replaced by “She got into the taxi. d. Verb Tense
The sentence “He is here since June” should be replaced by “He has been here since June”.
e. Add a Word
The sentence “I want __ go to the zoo” should be replaced by “I want to go to the zoo”.
f. Word Order
g. Incomplete Sentence
The sentence “I went to bed. Because I was tired” should be replaced by “I went to bed because I was tired”.
h. Spelling
The sentence “An accident occurred” should be replaced by “An accident occurred”.
i. Punctuation
The sentence “What did he say.” should be replaced by “What did he say?”
j. Capitalization
The sentence “I am studying english” should be replaced by “I am studying English”.
k. Article
The sentence “I had accident” should be replaced by “I had an accident”.
l. Meaning not clear
The sentence “He borrowed some smoke. ( ? ? ? )”.
m.Run-on sentence
The sentence “My roommate was sleeping, we didn’t want to wake her up” should be replaced by “My roommate was sleeping. We didn’t want to wake her up”. 4
5. Error Analysis
It is impossible that learners never make some errors in language learning
process. According to Peter Hubbard et.al., “ the behaviorists regarded language learning
as the acquisition of skills, comparable to the process of learning to do something
practical, like driving a car. The complex skill was broken down into a series of habits,
which are drilled until they became automatic and unthinking. The habits were taught is a
series of small steps, so as to avoid errors. In other words, to achieve the English
acquisition, the students must get through some errors first, and they automatically they
can learn from their own errors.
4
The teacher will also need to know which part of the subject matter that most
students do some errors and most students do not. Finding out the learners’ error then
analyzing it is called error analysis.
There are many definitions of error analysis. Oxford Concise Dictionary defined
error analysis is “the analysis for practical but also potentially for scientific ends, of errors made by students learning another language. 5
Error analysis is the process based on analysis of learners’ error in their process
of second language learning. Sharma also wrote in an article in English Teaching Forum
that , “ error analysis is defined as a process based on analysis of learners’ error with one
clear objective, evolving a suitable and effective teaching learning strategy and remedial
measures necessary in certain clearly marked out areas of the foreign language. 6
According to Crystal, “error analysis in language teaching and learning, the study
of the unacceptable forms produced by someone learning in a language, especially is
meant to determine errors which are made by learners which are considered as indicators
learners’ problems in learning a second language. 7
Longman Dictionary of language teaching and applied linguistics defines error
analysis as the study and analysis of the error made by the second language learners. 8 The fact that learners do make errors and that these errors can be observed,
analyzed and classified to reveal something of the system operating within the learner, led
to a surge of study of learners’ errors, called error analysis. Error analysis become
distinguished from contrastive analysis by its examination of errors attributable to all
possible sources, not just those which result from negative transfer of the native language.
Error analysis easily superseded contrastive analysis, as we discovered that only some of
the errors a learner makes are attributed to the mother tongue, that learners do not actually
make all the errors that contrastive analysis predicted they should, and that learners from
5
Mathews, P.H, Oxford Concise Dictionary of Linguistic, (New York: Oxford University Press,1997), p. 117.
6
Heidi Dullay, et.al., Language Two, (New York: Oxford University Press,1982), p. 146-189
7
Nuril Huda, Language Learning and Teaching: Issues and Trends, (Malang: IKIP Malang Publisher,19990, p. 6.
8
disparate language backgrounds tend to make similar errors in learning one target
language.9
Corder stated,” error analysis confirms or disproves the predictions of the theory
lying behind bilingual comparison10. In this sense error analysis is an experimental technique for validating the theory of transfer. But error analysis goes beyond this; it aims
at telling us something about the psycholinguistic processes of language learning. We
hope to able to draw certain conclusion about the strategies adopted by the learner in the
process of learning. In this sense, error analysis is part of the methodology of the
psycholinguistic investigation of language learning.
6. Procedures of Errors Analysis
In the language teaching, either a native language or a second language teaching, study about the students’ errors is very important. Theo Van Els and friends states that there are some procedures in errors analysis, namely;
a. Identification of errors b. Description of errors
c. Explanation of errors d. Evaluation of errors
e. Preventing/correction of errors11
The first step in the process of analysis is identification of errors. In this step, teachers recognize the students’ errors from the task given. The second step is the description of errors begun when identification stages have taken place. The description of the students’ errors involves classification of sort of errors made by the students.
The third step is explanation of errors that can be regarded as a linguistic problem. This step attempts to account for how the errors can happen and why the
9
Muhamad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Jakarta Press,2006), p. 149
10
S.P.Corder, Error Analysis and inter-langauge,(Oxford: Oxford University Press, 1981), p. 35
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errors occur. The fourth step is the evaluation of errors in which the teachers will give the task to the students.
Finally, the last step is the process of analysis is correction of errors where the teachers check the result from the task done by the students. Then, they correct the errors that the students made.
Example:
Table 2.1
The Examples of the Procedures of Errors Analysis
Identification
of Errors
Classification of Errors Description
Explanation Correction Causes of Errors
7. Differences between error and mistake
In order to analyze learner language in an appropriate perspective, it is crucial
to make distinction between mistake and error. Technically, error and mistake are
different, but most of people still misunderstand about the definition of both. To clarify it,
Peter Hubbard et al said that Error caused by lake of knowledge about the target language
(English) or by incorrect hypothesis about it, while mistake caused by temporary lapses
or memory, confusion, slips of the tongue and so on.
Jeremy Harmer in his book Principle of Language and Teaching distinguished
between error and mistake as follow: “A mistake refers to performance error that is either
correctly. Everybody can make a mistake, whether in native language or second language
situation. Mistakes cannot be taken as reflections of the learner’s developing system, because they are only the result of the learner’s performance.
While errors are a noticeable deviation from the adult grammar of a native
speaker and it reflects the competence of the learner. They are occurred consistently. The
errors cannot be self corrected, because they reflect the learner’s competence. From the
error that learners commit, it can give valuable needed by the teachers. Therefore error
plays an important role in study of second language acquisition. It becomes the researcher
object, curriculum guide, and used for indicator of learner stage.
In his book on mistake and correlation, Julian Edge suggest that we can divide
mistake into two broad categories: “ slips (that is mistake which students can correct
themselves and which therefore need explanation), and attempts ( that is when a student
tries to say something but does not yet know the correct way of saying it).
Most teachers are perfectly well able to give an account of the typical errors
made by the students who pass through their hands. They often build up a useful list of
so-called common error.
B.
Noun
Noun is regarded as the important part in a sentence. In addition, it may function as the chief or head word in many structure of modification.
In English language, “nouns typically inflect for number (singular or plural) and case (plain or genitive)”.12
The singular nouns are words which indicate we are speaking of one or single thing. While plural nouns are words which indicate we are speaking of more than one certain number of things.
12
Rodney Huddleston and Geoffrey K. Pullum, A Student’s Introduction to English
1. Definition of Noun
“Nouns are commonly defined as words that refer to a person, place, thing, or idea”. 13 In other words, “a noun generally indicate
s a person, place or thing”.14
“Noun is a word denoting substance, plan, animal, person or something which is considered as a substance”. 15
“Nouns are words that allow us to name and label the persons, entities, objects, places, and concepts that make up our world”.16
According to AS Hornby in Oxford Advanced Learner’s Dictionary of Current English, “noun is word which can function as the subject or object a verb, or the object of preposition”.17
Other meaning of noun is “the name of a living or lifeless thing: Mary, John, horse, cow, dog; hat, house, tree; London, Chicago; virtue”. 18
From all the meanings above, we can summarize that noun is a word that one part of speech used to describe things, person, etc, and has certain function in the sentence structure.
2. Kinds of Noun
According to Marcella Frank in her book, Modern English: a Practical Reference Guide, nouns can be classified into four kinds of noun:19
13
Evelyn P. Altenberg and Robert M. Vago, English Grammar, (New York: Cambridge University Press, 2010), p. 3.
14
Elly Van Gelderen, An Introduction to the Grammar of English, (Amsterdam: John Benjamins Publishing Company, 2002), p. 12.
15
Akh. Kardimi, Basic Grammar for Your Better TOEFL, (Yogyakarta: Pustaka Widytama, 2005), p. 1 (Translated).
16 Marcel Danes., Basic American Grammar and Usage, (New York: Barron’s
Educational Series, Inc, 2006), p. 22.
17
A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English, (Oxford: Oxford University Press, 1987), p. 574.
18
George O. Curme, English Grammar, (New York: Barnes and Noble Inc, 1966), p. 11.
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1. Proper Nouns
A proper noun begins with a capital letter in writing. It includes (a) personal names (Mr. John Smith); (b) names of geographic units such as countries, cities, rivers, etc. (Holland, Paris); (c) names of nationalities and religions (a Dutchman, Christianity); (d) names of holidays (Easter, Thanksgiving Day); (e) names of time units ( Saturday, June); (f) words used for personification –a thing or abstraction treated as a person
(Nature, Liberty)
2. Concrete or Abstract Nouns
A concrete noun is a word for a physical object that can be perceived by the senses (we can see, touch, and smell the object), for example flower, girls, etc. An abstract noun is a word for a concept; it is an idea that exists in our minds only (beauty, justice, and mankind)
3. Countable and uncountable nouns
A countable noun can usually be made plural by the addition of –s (One girl-two girls). Uncountable noun is not used in the plural.
4. Collective Noun
A collective noun is a word for a group of people, animals, or objects considered as a single unit (audience, committee, class, enemy, faculty, team, government, public, etc)
Collective nouns are countable nouns; they may be used in the plural.
According to A.J Thomson and A.V Martinet in A Practical English Grammar, there are four kinds of noun in English.20
1. Common nouns: dog, man, table
2. Proper nouns: France, Madrid, Mr Smith, Tom
3. Abstract nouns: beauty, charity, courage, fear, joy
4. Collective nouns: crowd, flock, group, swarm, team.
To sum up, kinds of nouns consist of proper noun which is begun with a capital letter, concrete noun describes physical object, countable noun and uncountable noun explain noun can count and noun cannot count, and the use of collective noun usually for animal, people, living and lifeless .
3. Forms of Nouns
According to Marcella Frank in her book, Modern English: a Practical Reference
Guide, forms of nouns can be divided into:21
1) Inflectional Forms
Inflectional forms of nouns may indicate:
Gender. Special endings mark nouns as masculine, feminine
or neuter, not necessarily according to actual sex
20
A.J Thomson and A.V Martinet, A Practical English Grammar, (London: Oxford University Press, 1987), p. 25.
21
Case. Special endings mark nouns according to their function
in the sentence subject, object of the verb, etc.
Number. Special endings mark singular or plural nouns.
2) Plural Inflectional Forms
The general rule for writing the plural of English nouns is to add s to the singular form (boy-boys, apple-apples).However this rule is complicated because of the many exceptions below.
a. After a sibilant sound spelled as s, z, ch, sh,x,es is added (classes, churches, dishes).
b. After y preceded by consonant, the y is changed to i and es is added (lady-ladies, country-countries). If final y is preceded by a vowel, no change is made (attorney-attorneys, valley-valleys).
c. In one- syllable words, final f or fe becomes ves in the plural (wife-wives, thief-thieves)
d. After final o, es is added, especially in some common words (heroes, negroes, potatoes, echoes)
e. Irregular plurals based on older English may take the form of : An internal change (man-men, foot-feet, mouse-mice) An en ending (child-children, ox-oxen)
f. The plural has the same form as the singular (sheep-sheep, deer-deer)
g. The singular has the same form as the plural (series-series, means-means)
h. Many foreign words retain their foreign plurals in English Singular us ending becomes plural I ending
(stimulus-stimuli, radius-radii)
Singular a ending becomes plural ae ending ( larva-larvae, vertebra-vertebrae)
i. No plural is used for non-countable words such as information, advice, clothing, furniture.
j. Some words ending in s are singular non-countable nouns, especially names of diseases and fields of study (news, measles, and economics). However, when words that name fields of study are used for practical matters, such words are often considered plural- his business ethics are very questionable; the acoustics in this room are not good.
k. Some words ending in s are used chiefly as plurals (ashes, brains. Goods, riches). In this group are words for items that have two parts (scissors, spectacles, and trousers).
3) Possessive Inflectional Forms
A singular noun is changed to possessive form by the addition of „s (one boy’s mother). A plural noun becomes possessive by the addition of „alone to the final s (two boys’ mothers). If an irregular plural noun does not already end in s, then „s is added for the possessive (the children’s mother). Proper nouns ending in s may take either „or’s (Dickens’ novels or, less commonly, Dickens’s novels). With a group of words functioning as a unit,„s is placed after the last word in the group ( the Queen of England’s throne; his mother-in law’s interference; everyone else’s opinions)
4) Derivational Forms
Only nouns, verbs, adjectives, and adverbs have derivational forms. These form may express some degree of lexical meaning, or they may be little more than part of speech indicators. Derivational forms consist chiefly of special ending that may:
b. Distinguish one part of speech from another, without being added to an already existing word (distance-noun, distant-adjective)
To summarize, forms of nouns involve inflectional indicate as gender, case and number, plural inflectional in general rule is to add s to singular, possessive inflectional is functioning as a unit, „s is placed after the last word in the group and derivational form belongs only noun, verb, adjective, and adverb.
C.
Plural form
1. Definition of Plural Form
In English, “nouns typically inflect for number (singular or plural) and case (plain or genitive). Singular is referring to one person, thing and so on. Plural is referring to more than one”.22
.
In the first instance, it applies to noun inflection: noun typically have contrasting singular and plural forms. “A noun that names one person, place, or things is a singular noun. A noun that names more than one person, place, or thing is a plural noun”.23
Furthermore, “plural is consisting of, containing, or pertaining to more than one”.24
According to Oxford advanced learner’s dictionary, “plural is (form of word) used with reference to more than one”. 25While grammatically, “plural is the form of a noun that typically denotes more than one person, thing, or instance. Contrast with singular”.26
From the definitions about plural above, it can be concluded that plural do not described as a single thing or plural has more than one of the person, place, or thing in the real world.
22
Marcel Danesi, Basic American Grammar……., p. 31. 23
Laidlaw, Laidlaw English……., p. 60. 24
http://dictionary.reference.com/browse/plural
25
A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English, (Oxford: Oxford University Press, 1987), p. 643.
26
2. Types of Plural Form
The plural of nouns is made in two ways: regular and irregular. Usually we pluralize a noun by adding an “s” to it, as in books; these nouns are called regular. There are a handful of nouns that are pluralized in other ways; these nouns are called irregular. 27
Regular plural is plural form arranged by adding “s” in general and has a certain formula; meanwhile irregular plural has not the exact rule and make the
students remember about it.
According to Marcella Frank there are many ways of forming the plural of nouns:28
a. Regular Plural as follows:
1) The majority of nouns form their plural by adding s to the singular. table- tables
Book-books Flower- flowers
2) Nouns ending with the hissing sounds of s, x, sh, or ch form the plural by adding –es.
Evelyn P. Altenberg and Robert M. Vago, English Grammar….., p. 9. 28
Knife leaf sheaf shelf Loaf self wolf
Thief wife half
b. Irregular Plural as follows:
1) Some nouns have the same form in the singular and the plural. Fish fish
Deer deer Sheep sheep
2) Some nouns have the same form in the plural and the singular Series series
5) Irregular plurals from Latin and Greek
“Numerous nouns adopted from foreign languages, especially Latin and Greek, retain the foreign inflection for
index- indices
6) Irregular plurals from other languages
a) Some nouns of French origin add –x:
Beau beaux
Bureau bureaus or bureau Chateau chateaux
b) Nouns of Slavic origin add –a or-i according to native rules, or just –s :
Kniazhestvo kniazhestva/kniazhestvos Kobzar kobzari/kobzars
Oblast oblasti/ oblasts
c) Nouns of Hebrew origin add –im or –ot (generally m/f) according to native rules, or just-s :
Matzoh matzot/matzos
Seraph seraphim/seraphs
d) Many nouns of Japanese origin have no plural form and do not change:
Benshi benshi Otaku otaku Samurai samurai
e) In New Zealand English, nouns of Maori origin can either take an –s or have no separate plural form. Words more connected to Maori culture and used in that context tend to retain the same form, while names of flora and fauna may or may not take an-s , depending on context. Omission is regarded by many as more correct:
Kiwi kiwi/kiwis Kowhai kowhai/kowhais
Maori maori ( occasionally Maoris) Marae marae
Tui tuis/tui Waka waka
f) In Canada and Alaska, some words borrowed from Inuktitut retain traditional plurals (see also plurals of names of people below):
Inuk inuit
Inukshuk inukshuit
g) Nouns from languages that have donated few words to English, and that are spoken by relatively few English speakers, generally form plurals as if they were native English words :
Canoe canoes Igloo igloos Kangaroo kangaroos Kayak kayaks Kindergarten kindergartens Pizza pizzas
7) Words better known in the plural
Original
singular
Original plural/
common
singular
Common plural
Agendum Agenda Agendas
Alga Algae Algae
Bacterium Bacteria Bacteria
Biscotto Biscotti Biscotti
Candelabrum Candelabra Candelabras
Datum Data data (mass noun)
Graffito Graffiti graffiti (mass noun)
Insigne Insignia Insignias
Opus Opera Operas
Panino Panini paninis (currently
gaining use)
Paparazzo Paparazzi Paparazzi
27
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A.
Research Methodology
1. Objective of the Research
The objective of this research is intended to know students’ error and to know the reason why the students make errors in learning plural forms of nouns at MTs Nurul Huda Bogor.
2. Place and Time
The research was held at MTs Nurul Huda Bogor, which is located
on Jl.Sumurwangi Desa Kayumanis Kec Tanah Sareal Bogor, focusing on first year students. She conducted this research 29 September up 8 October 2011.
3. Technique of Sample Taking
The respondent of this research is the first year students of MTs Nurul Huda Bogor. It consists of one class with the amount 30 students. So, the total respondent that the writer took is 30 students.
4. Method of The Research
The writer used the descriptive analysis method and used the procedures
involved accumulating, analyzing, and classifying data, also interpreting data. On the
final step, the writer had to conclude the result of research
5. Instrument of The Research
To get the data, the writer gave a test to the first year students of MTs Nurul Huda Bogor. The test a teacher made was used to know how well the students have already understood in learning plural forms of nouns.
6. Technique of Data Collecting
The technique of data collecting is one of the important parts in the research. In this research, writer used technique as book literature and test instrument. The writer conducted a test to know students’ error in learning plural
forms of nouns. The test was given in the end of teaching learning process. It consists of 30 items.
7. Technique of Data Analysis
In this part, the writer analyzes the data which have been collected. First, the data are given the score. After scoring, the data are analyzed. The techniques of data analysis used by the writer in this research are descriptive analysis technique because the writer describes some students’ errors. Here is the formula:1
P: Percentage
F: Frequency of error occurred
N: Number of Cases
After getting the frequency and percentage of error, the writer analyzed the average score by using formula:
1
Anas Sudijono, Pengantar Statistik Pendidikan, ( Jakarta: PT Raja Grafindo Persada, 2004), p. 43 (Translated)
P= F X 100 %
p : Percentage
F : Frequency of Error
N : Number of Students
n : Number of item test
B.
Research findings
1. Data DescriptionAs the writer stated in preceding chapter, this “Skripsi” discussed about error made by the first year students of MTs Nurul Huda Bogor in learning plural forms of nouns. To get the data, the writer has given the test about plural forms noun to the 30 students of the first year. The test consists of 30 items, which are covered 17 items of regular forms and 13 items of irregular forms. The following tables are the classification of plural forms area into each item and the students’ score of the test result.
Table 3.1
Plural Forms Noun Area and Each Item
No Plural forms noun area Number of items
1 Regular forms 5,9,13,23,4,6,7,19,14,17,21,1,11,12, 8,16,18
2 Irregular forms 2,3,20,10,15, 22,24,25,26, 27,28,29,30 P = FX100%
Table 3.2
Students’ Score of the Test Result
No Sample Score
1 Student 1 53
2 Student 2 76
3 Student 3 36
4 Student 4 76
5 Student 5 66
6 Student 6 83
7 Student 7 50
8 Student 8 53
9 Student 9 40
10 Student 10 63
11 Student 11 46
12 Student 12 63
13 Student 13 90
14 Student 14 63
15 Student 15 63
17 Student 17 56
18 Student 18 56
19 Student 19 43
20 Student 20 73
21 Student 21 33
22 Student 22 43
23 Student 23 36
24 Student 24 60
25 Student 25 43
26 Student 26 66
27 Student 27 63
28 Student 28 53
29 Student 29 60
30 Student 30 66
Total 1712
Average score 57
Highest score 90
Table 3.3
The Students’ Response Distribution on Each Item of the Test
No Number of items Right Wrong
1 Number 1 23 7
2 Number 2 10 20
3 Number 3 11 19
4 Number 4 23 7
5 Number 5 25 5
6 Number 6 19 11
;7 Number 7 17 13
8 Number 8 19 11
9 Number 9 26 4
10 Number 10 10 20
11 Number 11 20 10
12 Number 12 19 11
13 Number 13 25 5
14 Number 14 16 14
16 Number 16 20 10
17 Number 17 19 11
18 Number 18 19 11
19 Number 19 17 13
20 Number 20 13 17
21 Number 21 20 10
22 Number 22 10 20
23 Number 23 25 5
24 Number 24 8 22
25 Number 25 8 22
26 Number 26 5 25
27 Number 27 4 26
28 Number 28 4 26
29 Number 29 4 26
30 Number 30 11 19
Table 3.4
The 1stIdentification of the Students’ Errors
Test Numbers
Identification of Errors
Classification of Errors Description
Explanations Corrections Causes of Errors 5 many opinion Omit a word The word
„opinion’ should be replaced by
Many opinions
„opinions’.
The 2ndIdentification of the Students’ Errors
Test
Table 3.6
The 3rdIdentification of the Students’ Errors
Test
Explanations Corrections Causes of
Errors
The 4thIdentification of the Students’ Errors
12 two heros Omit a word „heros’
The 5thIdentification of the Students’ Errors
Test
Explanations Corrections Causes of Errors
The 6thIdentification of the Students’ Errors
Test
Explanation Correction Causes of Errors
replaced by „sheep’.
Table 3.10
The 7thIdentification of the Students’ Errors
Test
Explanations Corrections Causes of Errors
The 8thIdentification of the Students’ Errors
Test
Explanations Corrections Causes of Errors
two series Context of Learning
Table 3.12
The 9thIdentification of the Students’ Errors
Test
Table 3.13
The 10thIdentification of the Students’ Errors
Test
Explanations Corrections Causes
of
B. The Data Analysis
In this part the data was analyzed. The frequency and percentage of the students’ errors in learning plural forms of nouns. The table below the errors explanation, as follows:
Table 3.14
Table of Number of Classification of Errors Explanation
No. Types
of Errors
Number of
Errors
Percentage of
Errors
1. Word choice 8 26.66%
2. Add a word 6 20%
3. Omit a word 8 26.66%
4 Word order 8 26.66%
Total 100%
From the table 3.14 above, there are 8 errors committed in word choice with 26.66% because the students put inappropriate words to be used in sentences.
Table 3.15
Table of Number of Causes of Errors Explanation
No. Causes
of Errors
Number of
Causes of
Errors
Percentage of
Causes of
Errors
1. Inter-lingual
Transfer
15 50%
2. Intra-lingual Transfer
8 26.66%
3. Context of
Learning
7 23.33%
Total 100%
Table 3.16
The Frequency and Percentage of the Students’ Errors in Regular Plural
The second type of regular form is Nouns ending with the hissing sounds of s,x,z, sh, or ch with the average 36, 66. In this type, the items have varied frequencies. Number 7 and number 19 are the same frequency, with the percentage is 29, 54% or 13 students choose the wrong answer. While the frequency of difficulty in number 4 is 7 students or 15, 90%. In item number 6, there are 11 students who choose the wrong answer or 25%. These errors occur because the students did not understand well about the rule of regular plural.
The third type of regular form is Nouns ending in –y with the average 38, 88. In this type, at number 14, there are 14 students choose the wrong answer or 40%. Number 17, there are 11 students or 31, 42% and number 21, there are 10 students or 28, 57% who choose the wrong answer. Students are confused in changing “y” to “ies”, their comprehension in making plural only add “s”. It is because uncomprehending the rules.
The fourth type is Nouns ending in –o with the average 31, 11. In item number 1, there are 7 students or 25% who choose the wrong answer. In item number 11, there are 10 students or 35, 71% who choose the wrong answer. And item number 12, there are 11students or 39, 28% who choose the wrong answer. The students have not understood well the rules.
The last type is Nouns ending in –f or –fe with the average 35, 55. In this type, 11 students or 34, 37 % who choose the wrong answer in item number 8 and 18. Number 16, there are 10 students or 31, 25% get the difficulty in answering this number. The students made errors because they do not understand the formula until do not attention more about the changing “f or fe” becomes “ves”
Table 3.17
The Frequency and Percentage of the Students’ Errors in Irregular Plural Forms
Error of Error
1 Nouns with
identical plural and singular
2
3
20
20
19
17
35.71%
33.92%
30.35%
Total 3 56 100%
Average 62.22
2 Irregular –e(n) plural
10 20 100%
Total 1 20 100%
Average 66.66
3 Noun with identical
singular and plural
15 25 100%
Total 1 25 100%
Average 83.33
4 Umlaut plural 30 19 100%
Total 1 19 100%
Average 63.33
5 Irregular plurals from Latin and
25
22
22
20
13.17%
Greek 24
26
27
28
29
22
25
26
26
26
13.17%
14.97%
15.56%
15.56%
15.56%
Total 7 167 100%
Average 79.52
It can be concluded, the first type of irregular form is Noun with identical plural and singular with the average 62, 22. In item number 2, there are 20 students or 35, 71% who choose the wrong answer. In item number 3, there are 19 students or 33, 92% who choose the wrong answer. The students who choose the wrong answer are in item number 20, there are 17 students or 30, 35%. Based on students’ understanding to make plural form is just add s, but not all plural form adding by “s” in the end of the word because irregular plural has own structure.
The second type of irregular form is Irregular –e (n) plural with the average 66, 66. In this type, there is only one number item that is number 10 which of its percentage is 100% or 20 students who choose the wrong answer. It is caused the students have not memorized it. In understanding irregular plural, the students have to memorize it because there is not certain formula.
The fourth type of regular form is Umlaut plural with the average 63, 33. There are 100 % or 19 students who choose the wrong answer in item number 30. These errors occur because they do not observe the rules.
Finally, Irregular plurals from Latin and Greek with the average 79, 52 In this type, there are 7 questions; item number 27, 28 and 29, there are 26 students or 15, 56 %. Number 24 and number 25, there are 22 students or.13, 17%. There are 20 students or 11, 97% who choose the wrong answer in number
22. At number 26 there are 25 students who choose the wrong answer. These errors occur because the students are still confused in understanding irregular plural. Understanding irregular plural is more complicated than regular plural.
C. Data interpretation
After classifying the items into area tested and explaining the frequency and percentage of error on each items, the following table describes the sequence of percentage of error on regular plural and irregular plural areas and their category of error.
Table 3.18
The Sequence of Plural Forms Area
Based on Their High Percentage of Errors
No Plural forms area Percentage of error
1 Regular forms
a. The majority of plural nouns
b.Nouns ending with sounds of ss,x, sh, or ch c. Nouns ending in –y
d.Nouns ending in –o e. Nouns ending in –f or –fe
15,83%
36,66%
38,88%
31,11%
Total 158,03%
Average 31,60%
2 Irregular forms
a. Noun with identical plural and singular
b.Noun with identical singular and plural
c. Irregular –(e) n plural
d.Umlaut plurals
e. Irregular plurals from Latin and Greek
62,22%
66,66%
83,33%
63,33%
79,52%
Total 355,06%
Average 71,01%
The whole total 513,09
The whole average 102,61%
For the irregular forms, a noun with identical singular plural and is the highest percentage with the average (83, 33%). The second level is irregular plurals from Latin and Greek (79, 52%). The third level is irregular – (e) n plurals (66, 66%). The fourth level is Umlaut plurals (63, 33%). And the lowest level is noun with identical and pluralsingular (62, 22%).
From the interpretation data above, it can be summarized; many students made errors most in irregular forms than in regular forms with the average of
percentage 71, 01% while in regular forms 31, 60%.
49
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A.
Conclusion
50
do more plural forms exercises in English plural and practice more in learning plural form.
B.
Suggestions
In order to reduce the errors in learning plural forms of noun, the writer would like to present some suggestions for both English teachers and English
learners:
1. The rule for making plural forms of noun in English is different from Indonesian. Therefore, it is important for students to know and understand the rules through practice more
2. It can be seen from the conclusion, that irregular forms are more complicated than regular plural. So, the students have to pay more attention in learning through drills.
BIBLIOGRAPHY
Akh. K ardimi, Basic Grammar for Your Better TOEFL, (Yogyakarta: Pustaka Widytama, 2005)
Altenberg , Evelyn P. and M. Vago, Robert. English Grammar, (New York: Cambridge University Press, 2010)
Bahri Jamarah, Syaiful . Psikologi Belajar, (Jakarta: Rinerika Cipra, 2008)
B. Klein, Stephen . Learning: Principles and Application, (Singapore: McGraw- Hill Book Company, 1987)
Danesi, Marcel. Basic American Grammar and Usage, (New York: Barron’s Educational Series, Inc, 2006)
Departemen Pendidikan Nasional. Peraturan Menteri Pendidikan Nasional no 22 Tahun 2006 tentang Standar Isi untuk Satuan Pendidkan Dasar dan Menengah
Douglas ,H. Brown. Principles of Language Learning and Teaching, (Englewood Cliffs: San Francisco State University Press, 2000)
Frank , Marcella. Modern English: A Practical Reference Guide, (New York: Prentice-Hall, Inc, 1972)
Gage , N.L and C. Berliner, David . Educational Psychology, (New York: Rand McNally College Publishing Company, 1975)
Gelderen, Elly Van . An Introduction to the Grammar of English, (Amsterdam: John Benjamins Publishing Company, 2002)
Greenbaum ,Sidney and Quirk, Randolph. A Student’s Grammar of the English Language, (London: Pearson Education Limited, 2003)
Holliday , Adrian. The Struggle to Teach English as an International Language, (New York: Oxford University Press, 2005)
Hornby , A.S. Oxford Advanced Learner’s Dictionary of Current English, (Oxford: Oxford University Press, 1987)
Huddleston , Rodney and K. Pullum, Geoffrey. A Student’s Introduction to English Grammar, (NewYork: Cambridge University Press, 2005)
Jeremy Harmer, The Practice of English Language Teaching, (New York: Pearson Education Limited, 2001)
Heidi Dullay et.al.,Langauge Two, (New York: Oxford University Press, 1982)
O. Curme, George. English Grammar, (New York: Barnes and Noble Inc, 1966)
Bety Schrampfer Azar, Understanding and Using English Grammar, 2nd Edition, (New Jersey: Prentice Hall, 1992)
Mathews, P.H, Oxford Concise Dictionary of Linguistic, (New York: Oxford University Press,1997)
Heidi Dullay, et.al., Language Two, (New York: Oxford University Press,1982)
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Theo Van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign Languages, (London: A Division of Hodder & Stoughton, 1983) Thomson , A.J and Martinet , A.V. A Practical English Grammar, (London:
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W.Santrock, John . Educational Psychology, (McGraw-Hill:2004) )
http://dictionary.reference.com/browse/plural
Appendix I
RESEARCH INSTRUMENT
Name:
Class:
Rewrite the sentence! Change the word in the brackets into plural forms!
1. I have two (mango) in refrigerator.
2. There are two (fish) in aquarium
3. He has three (deer)
4. This school is consisting of five (class)
5. They give many (opinion)
6. I have two (stitch)
7. There are three (flash)
8. There are four (bookshelf) in the classroom
9. In vase there are many (flower)
10. My mother has three (child)
11. My sister buys some (tomato)
12. In Indonesia there are many (hero)
13. On the tree there are two (bird)
14. Police gets several (possibility) to find her daughter
16. I see some (wolf) in the zoo
17. Next to campus there are many (dormitory)
18. He has five (wife)
19. There are a lot of (tax) in pool
20. I have five (sheep)
21. In the garden there are several (butterfly)
22. He sends many (memorandum)
23. He gives me two (doll)
24. I have many (criterion) for looking married partner
25. The teacher gives some (stimulus) to make students actively.
26. In the river there are some (larva)
27. We face some (crisis) in this globalization era
28. There are several (vortex)
29. There are many (plateau)
Appendix II
ANSWER KEY
1. Mangoes
2. Fish
3. Deer
4. Classes
5. Opinions
6. Stitches
7. Flashes
8. Bookshelves
9. Flowers
10.Children
11.Tomatoes
12.Heroes
13.Birds
14.Possibilities
15.Series
16.Wolves
17.Dormitories
18.Wives
20.Sheep
21.Butterflies
22.Memoranda
23.Dolls
24.Criteria
25.Stimuli
26.Larvae
27.Crises
28.Vortices
29.Plateaux
