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ERROR ANALYSIS IN WRITING NARRATIVE TEXT

WRITTEN BY GRADE EIGHT STUDENTS OF JUNIOR HIGH

SCHOOL

A THESIS

Submitted-in Partial Fulfillment of the Requirements

for the Degree of SarjanaPendidikan

By:

NURUL HIDAYANTI

Registration Number: 2122121028

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Hidayanti, Nurul. 2016. Registration Number: 2122121028. Error Analysis in Writing Narrative Text Written by Grade Eight Students of Junior High School. A Thesis. English Educational Program, State University of Medan, 2016

This study aims at analyzing the errors usage on students’ narrative writing. It was conducted by using qualitative descriptive. The subject of this research was grade eighth (VIII) students of SMP Negeri 35 Medan. The number of subjects was taken from one class. It is VIII-7 which consist of 36 students. The instrument for collecting data was writing narrative text. The result of the study showed that there are so many errors found on students’ narrative writing. The analysis showed that the most common type of errors made by the students is omission (41,8%). From the data analysis was found that the main causes of errors is Intralingual transfer (56%)

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ii Faculty of Languages and Arts, State University of Medan (UNIMED). For which the researcher would like to express her extremely grateful to the following:

Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of knowledge, support and information to improve her writing.

Dra. Meisuri, M.A., Secretary of English and Literature Department Nora Ronita Dewi, S.S., M.Hum., the Head of English Educational Study

Program. especially for comments, advice, corrections, and suggestions as long as the process of finishing thesis.

Rita Suswati, S.Pd., M.Hum., her Thesis Examiners for her kindness,

suggestion, and information to improve her writing.

All the Lecturers of English Department who have taught and guided

her throughout the academic years.

Euis Sriwahyuningsih, M.Pd and Sir Pantes, the Administration Staff of

English and Literature Department for giving information in completing her thesis.

Juniati, S.Pd., the Headmaster of SMP Negeri 35 Medan for allowing her

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Nurbaini, S.Pd., one of the English Teacher of SMP Negeri 35 Medan for

her support and guidance along the research.

Indra Jaya and Nismawati Sitorus, her lovely parents for the support,

pray, love, struggle and every other things they have given that can make the researcher finished her study program. The researcher’s sincere gratitude also goes to her beloved brothers Muhammad Irfan, S.Pd and

Muhammad Irwan, Amk for the supports and noises.

Her best friends, Mariani, Putri, Dwi, Juan, Ryan, Rinaldi, Jovie, Adi,

Siti, Rani, Ria also her friends in Kost Gg Tertib.

All PPL friends, for unforgettable experience while being an apprentice

teacher in SMP Negeri 2, Perbaungan.

My beloved class Reg.A 2012 who regularly or suddenly had interaction

and helped the researcher in finishing all requirements for achieving Bachelor Degree in English Education Program.

The last, but no the least, the researcher hopes this thesis will be useful and give positive impact for those who read it. Especially for the students of State University of Medan.

Medan, Agustus 2016 The Researcher

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CHAPTER II REVIEW OF RELATEDLITERATURE ... 8

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C. Conceptual Framework ... 26

CHAPTER III RESEARCH METHODOLOGY ... 27

A.The Research Design ... 27

B. The Subject of the Study ... 28

C. The Technique of Data Collection ... 29

D. The Technique of Analyzing Data ... 29

CHAPTER IV THE DATA AND DATA ANALYSIS... .. 33

A. Data... ... 33

B. Data Analysis ... 35

C. The Research Findings... 45

D. Discussion ... 46

CHAPTER V CONCLUSIONS AND SUGGESTIONS... . 48

A. Conclusions... 48

B. Suggestion... 49

REFERENCES ... 50

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LIST OF TABLES

Pages

Table 2.1 Genre of Texts ... 19

Table 3.1 Analysis of Errors’ Classification ... 30

Table 3.2 Analysis of Errors’ Causes ... 31

Table 4.1 Total of Errors in the students’ text ... 34

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LIST OF PICTURES

Pages

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viii

LIST OF APPENDICES

Appendix A. Students’ Writing Test... 52

Appendix B. Students’ Work Sheet... 53

Appendix C. Number of Students’ Errors in Writing Narrative Text... 62

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CHAPTER I

INTRODUCTION

A. Background of the Study

As the international language English is one of the media of interaction and communication among people from different parts of the world, it is very important to be learned in order to improve social relation and knowledge. In Indonesia, English is a foreign language. In learning a foreign language it is not easy, because Indonesian language has different in terms of spelling, sounds and pronounciations, vocabulary and grammar. For example pronunciation of most English words are not spelled the way they are pronounced, while in Indonesian language the students will never find difficulty in pronouncing or writing down Indonesian words because it correspondences between sounds (phonic) and letters (graphic symbols). The grammatical rules such as adding –s to pluralize a noun of English words never occurs in Indonesian grammar. Such differences will make the Indonesian students unable to comprehend easily the language being learned. They have to be trained both in written and oral exercise.

In curriculum unit level education (KTSP) and also in prepious curricula

English is one of the objects of the study, which should be learned in formal

school. In this curriculum, learning English is emphasized on four language

skills, they are listening, speaking, reading, and writing. In the learning process,

the students are expected to master these four language skills because these skills

are very necessary to build the students’ achievement in English.

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Writing is one of the forms of communication; people can express their idea, opinion, experience and information through writing. Brown (2006:218) states ability to write has become an indispensable skill in this global literate community. It takes part in many parts in our lives such as social, academic and professional fields.

According to Pardiyono (2007), writing is a linguistic competence that is expressed in written form. Writing is one of the ways for human to express and share their ideas, thoughts, or experiences with the others in the form of written language, so people may write for many different purposes. Similarity or differences of texts determined by the socio-cultural purposes they are intended to serve and the way they are structured to achieve is called gendre

There are many kinds of texts that should be learned by the students of junior high school in learning the writing skill. In grade eighth of junior high school the basic competence that should be achieved in learning writing skill is that the students are expected to be able to express the meaning of a short functional text and essay in form of narrative text, descriptive text, and procedure text. Based on the explanation above, narrative text is one of the genre that must be mastered by the students in learning English.

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they are more likely found to make a sentence of “there was a beautiful girl”. But

they write as “there is a beautiful girl” and the other example like “she lived in a

village”. But they write as “she lives in a village. The word in the sentence is included to errors in lexical grammatical function and also in generic structure. We can see from the sentence that they made an errors. By making errors in their practice of learning, they will later find out what errors they have made and are expected to improve the errors itself.

Research about Error Analysis (EA) itself is actually quite popular in the education field, particularly in countries where English is as the second or foreign language. In other words, as Corder (1988 in Heydari, 2012) defined, EA is a procedure used by both researchers and teachers which involves collecting samples of learner language, identifying the errors in the sample, describing these errors, classifying them according to their nature and causes, and evaluating their seriousness.

As stated by Crystal, (2008:173) says that ‘ errors are assumed to reflect, in a systematic way, the level of competence achieved by a learner; they are

contrasted with “mistakes”, which are performance limitations that a learner

would be able to correct’.

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actually it is a useful research to see the development of the students in learning English.

The basic task of error analysis is to describe how learning occurs by

examining the learner’s output and this includes his/her correct and incorrect utterances. Corder indicates that errors are significant in three different ways. First to the teachers, in that they tell them how far towards the goal the learners have advanced and consequently, what remains for them to learn. Secondly, they provide to the researchers evidence of how language is learnt or acquired, what strategies or procedures the learners are employing in their discovery of the language. Thirdly, they are indispensable to the learners themselves, because we can regard the making of errors as a device the learners use in order to learn.

Those errors can be caused by the students’ negligent using good

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appear in students’ writing and the factors of errors in students’ writing of narrative text.

There are several studies related to errors which are useful as their

existences as data for supporting the researcher’s study. Thesis is related not to have same form but those can give contribution in explaining about errors which

are often occured in students’ writing. Those former study can give more information and knowledge about the errors in writing narrative text through their findings. This research will be different from those related studies which can be seen from the source of data itself.

B. The Problems of the Study

The problems discuss in this study are as the following.

1. What are the types of students’ errors are made in writing narrative text? 2. What are the causes of the students’ errors in their writing of narrative text?

C. The Objectives of the Study

In line with this problem, the objective of the study are

1. to describe errors in writing of narrative text made by grade eight students of junior high school and

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D. The Scope of the Study

This research will only focus on errors found in students’ writing

especially in writing narrative text. There are three kinds of narrative text. According to Djatmika and Wulandari (2013) narrative text is divided into three types. They are a true story, a fable and a folk tale.

The scope of this study is the product in a text written by grade eight students of junior high school. The study is limited to know errors in students’ writing narrative text for the grade eight students and the researcher focused on one of the types of narrative text namely folk tale.

E. The Significant of the Study

Findings of this study are expected not only to be the merely data aggregation but something more advantageous theoritically and practically.

Theoritically, the findings of this study potentially enrich theories of language learning in addition the findings can be a reference for those who are interested in error analysis of students’ writing in narrative text.

Practically, the researcher expects this study will be useful for:

1. The students; hopefully this study can help students in realizing errors in writing narrative text and increase their awareness about errors in their text to avoid other errors in future.

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related to the errors in writing narrative text mostly made by the students and the solution for the problem.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

After the researcher conducted the research and found some various findings, in this chapter the researcher will be draw the conclusion and suggestion for English teacher, students and other researchers.

A. Conclusion

Based on the data analysis it was found that the students made many errors in their narrative writing. The total types of errors and the causes of errors showed that most of the students made errors in their writing.

Omission is the mostly common error on students’ narrative text with the total is 140 (41.8%). It caused Students did not how to write the word in English, they always omitted the letter when they wrote the text, they just apply what they have known and learned without checked in dictionary carefully, and the Intralingual and interlingual transfers contributed in causing errors occured. Intralingual transfer (56%) dominantly caused the error occured because students’ lack of ability in forming a good structured of sentence by using English and the limited knowledge of students in applying what they have learned. The transfer of native language or Indonesian language (interlingual) also took part in causing errors occured (44%) because students’ overgeneralization in writing by using English as they write in Indonesian language.

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49

B. Suggestion

After the researcher carried out the research, she would like to give suggestion related to the result of this research. Hopefully it can be applied easily in teaching and learning activity and decrease the errors.

1) The teachers should keep teaching and explaining more to the students how to write the word in English especially on writing narrative text because we know that the ability of the students in writing are still low, to write the word in English has many role is not same with Bahasa.

2) Writing is a skill which needs process and practice. Therefore, the students should practice writing not only in the simplest one such as writing daily activity but also in scientific writing such as narrative text, because narrative text is one of the genre that must be mastered for the students in Junior High School. Then, they must learn more about applying how to write word in english on their writing.

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REFERENCES

Ackley, E. 2006. MacMillan English. New York: MacMillan Publishing Company.

Al-Sa’idat, E. M. 2012. Acquisition of the Inflectional Morphology of English as A Foreign Language: An Error Analysis Approach. The Buckingham

Journal of Language and Linguistic, V (5) pp 19-37

Ary, D. & Jacobs, L.C.,& Razavieh, A. 2002. Introduction to Research in

Education. Australia: Wadsworth Thomson Learning.

Brown, H. Douglas. 2000. Teaching by An Interactive Approach to Language

Pedadogy. Second Edition. California: Pearson Education.

Coulmays, F. 2005. Writing Systems: An Introduction to their Linguistic Analysis. Cambridge: Cambridge University Press.

Corder, S.P. 1988. Error analysis and Interlanguage. Great Britain: Oxford University Press Walton Street.

Crystal, D. 2008. A Dictionary of Lingusitics and Phonetics. Colorado: Westview Press.

Dulay, H. 2005.Language Two. Oxford: Oxford University Press.

Fang, X., Xue-mai, J. 2007. Error Analysis and the EFL Classroom Teaching. A journal Article. China: University of Chili.

Farmer, M. 2005 Composition and Grammar: Steps in the Writing Process. Chicago: Laidlaw Brothers.

Fraenkel & Wallen. 2009. How to Design and Evaluate Research in Education. New York: The McGraw-Hill Companies.

Gass, S.M. & Selinker. 2008. Second Language Acquisition: An Introductory

Course. New Jersey: Lawrence Erlbaum Associates.

Harmer, J. 2007. How To Teach Writing. New York: Longman.

Hedriwanto and Sugeng, B. 2013. An Analysis of the Grammatical Errors in the

Narrative Writing of the First Grade Students of SMA 6 Yogyakarta.

Ajournal Article. Yogyakarta: State University of Yogyakarta.

Hyland, K. 2002. Teaching and Researching Writing : Applied Linguistics in

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Katamba, F. 2005. English Words. Oxford: Taylor & Francis e-Library

Msanjila, Y. P. 2005. Problems of Writing in Kiswahili: A Case Study of Kigurunyembe and Morogoro Secondary Schools in Tanzania. Nordic

Journal of African Studies, Vol 14(1) , 15–25

Nura, A. 2003. Problematik pengajaran keterampilan menulis lanjut: Upaya menumbuh kembangkan minat menulis di usia dini. Komposisi, Vol. 4 No 1, 69-80. Padang: FBSS UNP Press.

Nursisto. 2002. Penuntun Mengarang. Yogyakarta: Adicita Karya Nusa. Nystrand. 2005. Writing English Language Test. New York: Longman

Pardiyono, 2007. Pasti Bisa: Teaching Genre- Based Writing. Yogyakarta: C.V Andi.

Randal, H. 2004. Literacy an Introduction. Edinburgh: Edinburgh University Ramirez, A. G. 2005. Creating Context for Second Language Acquisition. New

York: Longman.

Riddel, D. 2003. Teaching English as a Second Language. London: Hodder Headline.

Sudaryanto. 2001. Peningkatan keterampilan menyusun wacana narasi melalui penerapan pendekatan ekletik. Cakrawala Pendidikan. Th XX, No 1, 61-69. Wati, H. 2011. Errors Analysis in the Students’ Writing Narrative Paragraph at

MTs Pajajaran Pamulang. Unpublished Thesis. Jakarta: State Islamic

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Table  2.1 Genre of Texts  .....................................................................................

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