“ A Skripsi ”
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of Bachelor of art in English Language
Education
By
NURSAHADAH
108014000021
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY
JAKARTA
i
PRONOUN A Case Study of Students on the First Grade of SMP Islam
Al-Syukro Universal, Ciputat. Skripsi of English Education at Faculty of Tarbiyah
and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta,
2014.
This research is aimed to obtain clear information about the percentages of
the students’ errors and knowing the reasons why the students of SMP Islam Al Syukro Universal made errors in using personal pronoun
The method used in this study was descriptive analysis. The data of the
research were the students’ error in using personal pronoun; the data were taken from test and interview. The data from the test were used to find the percentages
of the students’ errors. The data from the interview were used to know why students of SMP Islam Al Syukro made errors in using personal pronoun.
After conducting the research, the writer found several findings: errors of
Subject Pronoun with percentage 30%, errors of Object Pronoun 31.03%, errors
of Possessive Adjective 33.33%, errors of Possessive Pronoun 40%, and errors of
Reflexive Pronoun 76.92%. It can be concluded that the most errors made by
students of SMP Islam Al Syukro Universal is in using possessive pronoun. The
reasons why the students made errors in using personal pronoun are caused by
internal and external factors.
ii Kata Kunci: Error Analysis, Personal Pronoun
Penelitian ini bertujuan untuk mendapatkan informasi yang jelas tentang
persentase kesalahan-kesalahan siswa dan mengetahui alasan-alasan mengapa
siswa SMP Islam Al-Syukro melakukan kesalahan-kesalahan dalam
menggunakan Personal Pronoun.
Metode yang digunakan dalam penelitian ini adalah analisis deskriftif.
Data penelitiannya adalah kesalahan siswa dalam menggunakan Personal
Pronoun. Data diambil dari test dan wawancara. Data dari test digunakan untuk
mencari persentase kesalahan-kesalahan siswa. Data dari wawancara digunakan
untuk mengetahui mengapa siswa-siswa SMP islam Al-Syukro melakukan
kesalahan-kesalahan dalam menggunakan Personal Pronoun.
Setelah melakukan penelitian, penulis mendapatkan beberapa penemuan.
Kesalahan yang paling banyak dilakukan siswa SMP Islam Al-Syukro adalah
pada penggunaan possessive pronoun (40%), kedua adalah pada penggunaan
object pronoun (31.03%) , dan yang terakhir adalah pada penggunaan subject
pronoun (50%). Alasan-alasan mengapa siswa melakukan kesalahan-kesalahan
dalam menggunakan personal pronoun adalah karena factor internal dan eksternal.
iii
Lord of the world who has blessed the writer in completing this ‘research paper’.
Peace and Blessing be upon the Prophet Muhammad SAW, his family, his
companion, and his followers.
In this opportunity, the writer would like to express her greatest honor to
her beloved family; her parents and her friends who always give their support and
moral encouragement in finishing her study. Also, she would like to address her
greatest thanks to her advisors Drs. Nasrun Mahmud, M.Pd. and Ismalianing
Eviyuliwati, M.Hum who have spent his time, guidance, valuable helps,
correction and suggestion during completing this ‘research paper’.
The writer realized that without support and motivation from people
around her, she could not finish this ‘research paper’. Therefore, she would like to
give her deepest appreciation for:
1. All lecturers in English Education Department who always give their
motivation and valuable knowledge and also unforgettable experience
during her study at State Islamic University ‘SyarifHidayatullah’ Jakarta.
2. Drs. Syauki, M. Pd; the chairman of English Education Department and
Zaharil Anasyi, M. Hum; the secretary of English education Department.
3. Nurlena Rifa’i, P.hd; the Dean of faculty of Tarbiyah and Teachers’
Training of State Islamic University ‘SyarifHidayatullah’ Jakarta.
4. Humaidi, S.Ag. The headmaster of SMP Islam Al Syukro Universal who
has allowed the writer to do the research there.
5. Ina, S.Pd. The English teachers of first grade who has guided the writer in
doing the research.
6. The first grade students of VII A and B of SMP Islam Al Syukro who
helped the writer by doing the test.
7. My beloved parents, sister, brother and friends who always supported the
iv
who read her ‘research paper.’
Jakarta, March 2014
v
ACKNOWLEDGEMENT ...iv
TABLE OF CONTENTS ... v
LIST OF TABLES………. vii
LIST OF CHARTS……… viii
LIST OF APPENDICES……….. ix
CHAPTER 1: INTRODUCTION A. Background of the study ... 1
B. Identification of the Problem ... 3
C. Limitation of the Study and Research Question ... 3
D. Objectives of the Study and Significance of the Study ... 4
CHAPTER II: THEORETICAL FRAMEWORK A. Error Analysis ... 5
1. Error analysis in linguistics ... 5
2. Distinction between error & mistake ... 6
3. The Definition of Error Analysis ... 7
4. The Steps of Error Analysis... 8
5. The Causes of Errors ...10
6. The Goal of Error Analysis………. 12
B. Personal Pronoun ... 12
1. The Meaning of Personal Pronoun ...13
2. Type of Personal Pronoun ...16
3. Personal Pronoun Problems ...20
C. The factor of Difficulties ...22
vi
A. Time and Location ...28
B. Method of Study ...28
C. Data and Data Source...28
D. The Technique of Data Collection ...28
E. Instrument ...29
F. The Technique of Data Analysis ...29
CHAPTER IV: RESEARCH FINDINGS A. Data Description ...33
B. Data Analysis ...35
C. Data Interpretation ...44
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ...46
B. Suggestions ...46
BIBILIGRAPHY
vii
Errors) ... 35
Table 4.3 (Recapitulation of Percentage Based On the Total of Object
Errors) ... 37
Table 4.4 (Recapitulation of Percentage Based On the Total of Possessive
Adjective Errors) ... 38
Table 4.5 (Recapitulation of Percentage Based On the Total of Possessive
Pronoun Errors)………... 40
Table 4.6 (Recapitulation of Percentage Based On the Total of Reflexive
Pronoun Errors)………... 41
[image:11.595.113.511.141.608.2]viii
Chart 4.3 (Percentage Based on the Total of possessive adjective Errors) ... 39
Chart 4.4 (Percentage Based on the Total of possessive pronoun Errors) ... 40
Chart 4.5 (Percentage Based on the Total of reflexive pronoun
Errors)………... ... 42 Chart 4.6 (Percentage of Errors based on the Highest to the Lowest of Total
ix
3. Lembar Pengesahan Proposal Skripsi………
4. Surat Bimbingan Skripsi………
5. Surat Permohonan Izin Penelitian………
1
English is known as an international language used for communication by
most people in the world. In Indonesia English is considered as the first foreign
language.
English must be mastered by all students in Indonesia, because it is started
being taught from play group or kindergarten, even in big cities. But in the
contrary, the students are still found difficult in learning English.
The students have many subjects that must be all mastered. Therefore why,
English being a special foreign language in Indonesia has started being from
kindergarten up to university. It is a compulsory subject they can follow the
development of science and technology for the sake of national development.
Having good comprehension in English become important for students
who wants to express his or her ideas. Using good English either in spoken or
written make the communication easier. We can avoid the entire problem about
language that students faced by having good skill in English.
Languages have important roles in intellectual, emotional, and social life.
People use language as stated by Lyons; Language is the institution where by
human communicates and interacts between each other’s by means of habitually
used oral auditory arbitrary symbols.1 Language as a communication mean is
necessary to be mastered: in the era of globalization the need of mastering foreign
language, especially English as an international language, is very urgent for
Indonesia as a developing country to communicate with others countries that use
English language. It is clear that many learner need to speak and interact with
English multiplicity situation, as for foreign travel business or other professional
reason.2 English is a foreign language in Indonesia and becomes a compulsory
1
John Lyons, Language as a communication and Linguistic, (New York : Cambridge University Press, 1981), p.4
2
subject at school. It is taught from elementary school up to University. As we
know that one of the goals of teaching English in Indonesia based on ―the 2004
Curriculum is to enable students to use English as a means of communication
either oral or written‖.3 Therefore, they must learn and master four language skills
such as listening, speaking, reading and writing. They do not only learn about
those four language skills, but also language components which support
communication. One of language components is grammar. It is the basic
knowledge and has important role in learning English because it contains kinds of
rules to construct a good sentence. By mastering grammar, we can communicate
our message clearly based on the correct rule. It is in line with widdowson’s
statement that ―the best way of doing communication this was to associate the teaching of foreign language with topics drawn from other subject on the school
curriculum‖.4
Grammar is one of the language components in English language which
the learners must master in order that language they use is well produced.
However, the learners seem to have difficulty in learning grammar because
English and Indonesian grammar are quite different. This causes the errors to
occur in learning grammar in using personal pronoun.
Many studies on students’ errors were conducted by some researchers such
as (Khodijah, 2006) many errors in object pronoun are made by the first grade
students of MTS Nurul Falah Gunung Sindur, Bogor From the result of analysis,
the highest percentage of error is in using object pronoun (52.65 %), and the
lowest percentage of error is in using possessive adjective (33.72%).5, and also
(Khasanah, 2012) many errors in object pronoun are made by the second grade
students of SMP Islam Ruhama, Ciputat. From the result of analysis, the highest
frequency of error in using object (69.1%), and the lowest frequency of error is in
3Departemen Pendidikan Nasional, Kurikulum 2004 SMA Mata pelajaran Bahasa Inggris, (Jakarta: Departemen Pendidikan Nasional, 2004).
4H.G. Widdowson, Teaching Language as Communication, (Oxford University Press, 1978), p.15
5
using reflexive (51.6%)6. Their studies focused on error analysis of the students
test results on personal pronouns, and an analysis on students’ error in using
pronouns. All findings of those studies showed that Indonesian students still found
difficulty in learning grammar. The writer wonders whether the cases also occur
in SMP Islam Al Syukro Universal Ciputat. There are many errors in using
possessive pronoun are made by the first grade of SMP Islam Al Syukro
Universal, Ciputat. From the result of analysis, the highest frequency of error in
using possessive pronoun (40%), and the lowest frequency of error is in using
subject pronoun (31.03%)
Therefore, the writer is interested in analyzing the errors related to
personal pronoun which are made by Indonesian students, entitled “An Analysis
on Students’ Error in Using Personal Pronoun”. By knowing these errors, she will find out some good solutions to minimize errors which are made by students
in using personal pronoun.
B. Identification of the Problem
Based on the background of the study above, there is a problem that can be
identified in this research: the first grade students of SMP Islam Al Syukro still
get difficulties in using personal pronoun.
C. Limitation of the Problem and Research Question
1. Limitation of the Problem
In this research, the writer limits her research to analyze the errors of using
Personal Pronoun (subject pronoun, object pronoun, possessive adjective,
possessive pronoun and reflexive pronoun).
2. Research Question
There are two problems analyzed in this research:
6
Nurul Khasanah, A A alysis o Stude ts’ Error in Using Pronouns, (Jakarta: Faculty of
1. What are the percentages of students’ errors in using Personal
Pronoun?
2. Why do the First Grade students of SMP Islam Al Syukro make errors
in using Personal Pronoun?
D. Objectives of the Study and Significance of the Study
1. Objectives of the Study
The objectives of the study are:
1. To know the percentages of students’ errors in using Personal Pronoun
2. To know causes of errors which are made by students of SMP Islam Al
Syukro Universal in using Personal Pronoun.
2. Significance of the Study
This research is expected to give useful information for:
a. Students
This research may help the students in Junior High School, Senior
High School and University, about some common errors made by
students in using personal pronoun.
b. English teachers
By knowing some common errors made by the students in using
personal pronoun, they will find out a better strategy to teach it in
order that the students can overcome their errors.
c. Further researchers
It can also be used as a reference for other researchers who are
interested in doing a further linguistic research related to personal
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
1. Error Analysis in Linguistics
Learning a foreign language is different from learning our mother tongue.
That is why it is natural and unavoidable when the students make error in learning
a foreign language. Thus, it is impossible that learner never make some errors in
language learning activity. Rido stated when the children learn mother tongue;
sometimes they use improper pronouns, ambiguous words or incorrect word
formation.1 Then, Erdogan stated that ―Error is the use of linguistic item in a way
that a fluent or native speaker of the language regards it as showing faulty or
incomplete learning‖.2
Errors in foreign language teaching especially in English are the cases
which are difficult to avoid. Harmer stated, ―Errors are parts of the students’
interlingual that is the version of the language which a student has at any one
stage of development‖.3 Then, James stated that ―Error analysis is the process of determining the incidence, nature, causes, and consequences of unsuccessful
language‖.4 Dulay also stated that ―errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from
some selected norm of mature language performance‖.5
The fact that the students
1
Valentinus Rido, Types of Correction Supporting the Learner-Centered Learning in English Classes, (New York: Addison Wesley Longman, 2000), p.218.
2
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Journal of the faculty of Education, 1, 2005, pp. 261—270.
3
Jeremy Harmer, The Practice of Language Teaching, (London; Longman, 2001), p. 100.
4
Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New York: Longman, 1998), p.80
5
make error and these errors can be observed and classified led to a surge of the
study of students’ errors can be analyzed.6
Error analysis is the analysis of kind and quantity of error that occurs on
the students about the type and causes of language error. By analyzing the error,
teacher and researcher expects to know more why the students make error.
Error analysis deals with the students’ performance in terms of the
cognitive processes they make use of in recognizing or coding the input they
receive from the target language. A primary focus on error analysis is on the fact
that students’ error provide with an understanding of the underlying process of the
second language acquisition.7
Based on those definitions above, the researcher conclude that error
analysis is a process of observing, identifying, interpreting and illuminating the
deviation of the rules of the second language learning made by learner, and it is
passed to get information on common difficulties faced by learner.
2. Distinction between Error and Mistake
The error is failure when the deviation arises as a result of lack of
knowledge whereas; the mistake comes up when learners fail to perform their
competence.8 Another theory, an error is made by a learner because he/she does
not apply the rule of linguistic item, in other words, a mistake is a non-systematic
deviation from the norms of the language.9
At this point, Corder introduces an important distinction between ‘errors’
and’ mistakes’. Mistakes are deviations due to performance factors such as
memory limitations (eg mistakes in the sequence of tenses and agreement in long
6
Brown, Principle of Language Learning and Teaching,(New York; Longman, 2007), p. 259.
7
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Research Assistant, 2005, p. 262-263
8
Trianci Maicusi, Panayota Maicusi and Maria Jose Carillo Lopez, The Error in Second Language Acquisition, Revista de investigacion e innovacion en la clase de idioms, 2000, p. 170.
9
Sunardi Hasyim, Error Analysis in the Teaching of English,
sentences), spelling pronunciation, fatigue, emotional strain, etc. On the other
hand, Errors are systematic, consistent deviances characteristics of the learner’s
linguistic system at a given stage of learning.10
―Mistakes also are skin to slips of the tongue. They are generally one-time
–only events. The speaker who makes a mistake is able to recognize it as a mistake and correct it if necessary. Error is likely to occur repeatedly and is not
recognized by the learner as an error‖.11
Brown stated that a mistake refers to a performance error that is either
random guess or a ―slip,‖ in that it is a failure to utilize a known system correctly
and all people make mistakes in both native and second language situations, and
mistakes, when attention is called to them, can be self-corrected. While an error
reflects to the lack of competence of the learner, and error cannot be
self-corrected.12
In conclusion, students make mistakes in using language because of slip of
the tongue or spelling, lack of attention, carelessness, or some other factors of
performance. This is easily students can correct by themselves because they know
what is correct. On the other hand, errors are failure that when students make
error, they do not know what is correct and they also are not able to be self-
corrected because they occur repeatedly and do not know the concept.
3. The Definition of Error Analysis
To know errors which are made by students, teachers must do error
analysis. Error analysis is a branch of applied linguistics where teacher can
observe, analyze and classify errors that students made to reveal something of the
system operating within the learner, led to a surge of study of learners’ errors.13
10
Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher, (Oxford: Pergamon Press, 1981), p. 224.
11
M. Gass Susan and Larry Selinker, Second Language Acquisition, (New York: Routledge, 2008), p. 102.
12
Brown, op. cit, p. 257—258.
13
―Error Analysis (EA) was one of the first methods used to investigate learner language. It achieved considerable popularity, replacing contrastive
analysis‖.14
―Error analysis is a type of linguistic analysis that focuses on the errors
learners make.15 Error Analysis is the process of determining the incidence,
nature, causes and consequences of unsuccessful language.16
4. The Steps of Error Analysis
According to Selinker, there are some steps of error analysis:
a. Collect data.
A researcher collects data to be analyzed, and it can be written or oral.
Identify errors. After collecting data, a researcher identifies errors which
are made by students.
b. Classify errors.
After identifying errors, a researcher classifies errors in order to know
what types of errors are made by students.
c. Quantify errors.
After classifying errors, a researcher quantifies errors to know the
percentage of each type of errors.
d. Analyze source.
After quantifying errors, a researcher analyzes sources of error to know
why students make errors.
e. Remediate.17
After knowing errors which are made by students, a researcher gives a
remedial based on the kind and frequency of an error type.
14
Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University, 1994) p. 68.
15
Susan and Selinker, loc. cit.
16
Carl James, Errors in Language Learning and Use, (London: Longman, 1939), p.1.
17
The methodology of error analysis, in so far as traditional error analysis
can be said to have followed a uniform method at all, consisted of the
following steps:
a. Collection of data (either from a ‘free’ composition by students in given
theme or from examining answers);
b. identification of errors (label, with varying degrees of precision depending
on the linguistic sophistication brought to bear on the task, with respect to
the exact nature of the deviation, eg dangling preposition, anomalous
sequence of tenses, etc);
c. classification into error types (eg errors of agreement, articles, verb forms,
etc);
d. statement of relative frequency of error types;
e. identification of the areas of difficulty in the target language;
f. Therapy (remedial drills, lessons, etc).18
There are four steps of error analysis:
a. Identifying errors.
The first step that must be done is identifying errors. On this step, a
researcher identifies all errors which are made by students.
b. Describing Errors.
After all errors have been identified, they can be described and classified
into types.
c. Explaining Errors.
On this step, a researcher explains why students make errors. He finds our
sources of error based on error types which are found.
d. Error Evaluation.
The purpose of the error analysis is to help learners learn L2. There is a
need to evaluate errors to minimize errors which are made by learners.19
18
Fisiak, op. cit., p. 222.
19
Corder (1974) suggests the following steps in Error Analysis research:
a. Collection of a sample of learner language.
b. Identification of errors.
c. Description of errors.
d. Explanation of errors.
e. Evaluation of errors.20
5. The Causes of Errors
Peter Hubbard,et.all, divided causes of errors into three areas:
a. Mother-tongue interference.
When someone learns a new language, it is difficult for him to leave his
mother tongue because language is a habit formation where he still brings
habit L1 to L2 that causes errors in language learning occur.
b. Overgeneralization.
Errors are inevitable because they reflect various stages in the language
development of learner. Learners tend to make overgeneralization of rules
that they learn. Meanwhile, there are many kinds of rules in English
language. They apply from one rule to other rules, for example, verb 2 of
cook is cooked, but verb 2 of go is not goed. There is another rule to
change verb 1 to verb 2. Not all Verb 1 can be changed into verb 2 by
added –ed.
c. Errors encouraged by teaching material or method.21
Errors also can occur because of teaching material or method. If material is
well chosen, graded, and presented with meticulous care, errors can be
minimized. Method that is chosen must be good in order that students feel
comfort and enjoy in receiving input from teacher.
20
Pit Corder, op. cit., p. 224.
21
Meanwhile, Richards divided causes of error into four areas:
a. Overgeneralization.
Learners make overgeneralization of rules that they are learning which
cause errors occur.
b. Ignorance of rule restriction.
This is the application of rule to contexts where they do not apply.
Learners sometimes ignore the rule restriction that must be applied.
c. Incomplete application of rules.
This is the occurrences of structures whose deviant represents the degree
of development if the rule required to produce acceptable utterances.
d. False concept hypothesized.22
This is a faulty rule learning at various levels, there is a class of
developmental error, which derived from faulty comprehension of
distraction in the target language.
There are some sources of error:
a. Interlingual Transfer.
Interlangual transfer is a significant source of error for all learners.
The beginning stages of learning a second language are especially
vulnerable to interlingual transfer from the native language, or
interference. In English language learning process, students still bring L1
to L2 because they are learned by the same habit formation process.
Therefore, either positive or negative transfer occurs. Positive transfer is
similar structures facilitate learning. L1 habit can successfully be used in
L2. Negative transfer is interference from the L1. L1 habits will cause
errors in the L2. Negative transfer is often become source of error because
it causes errors in language learning process.
22
b. Intralingual Transfer.
Intralingual transfer (within the target language itself) is a major
factor in second language learning. One of examples is overgeneralization,
which is the negative counterpart of intralingual transfer.
c. Context of Learning.
A third major source of error is context of learning. Context refers
to the classroom with its teacher and its materials in the case of school
learning or the social situation in the case of untutored second language
learning. In a classroom context the teacher or the text book can lead the
learner to make faulty hypothesis about the language. Students often make
errors because of a misleading explanation from the teacher, faulty
presentation of a structure or word in a textbook, or even because of a
pattern that was rotely memorized in a drill but improperly contextualized.
d. Communication strategies.
Communication strategies were defined and related to learning
styles. Learners obviously use production strategies in order to enhance
getting their messages across, but at times these techniques can themselves
become a source of error.23
5. The Goal of Error Analysis
There are some goals of error analysis; one of them is as Vallete said:
―One of the goals of error analysis is to reveal learners. A strategy is to help in the preparation of more effective learning material‖.24
Next argument is while Corder
makes a distinction between the theoretical and applied goal of error analysis.
They are:
a. Applied goal aspect is correcting and eradicating the learner’s error at the
expanse of the more important and logically prior task of evolving an
explanatory theory of learner’s performance. In other word the applied
23
Brown, op. cit., pp. 263—266.
goal serves to enable the students to learn more efficiently by exploiting
their knowledge.
b. Theoretical goal aspect is as worthy of study in and on itself as is that of
child language acquisition and can in turn provide insights into the process
of language acquisition in general.25
B. Personal Pronoun
1. The Meaning of Personal Pronoun
First, the writer would like to explain about pronouns before giving the
definition of personal pronoun. The traditional definition of pronoun is as a word
that takes the places of a noun. Modern grammarians who regard position and
function as the decisive factors in classifying a part of speech often consider
pronoun as a subclass of noun.26
Pronouns are a structure class whose members serve as substitution forms
for noun phrases. The noun phrase for which a pronoun substitutes is called the
antecedent of the pronoun. The subcategories of pronouns serve as substitution
forms to different degrees.27
From some definition above, it can be known that personal pronoun is a
word that take places of noun. However, the position and the function as the
significant factors in organizing a part of speech often consider pronoun as a
subclass of noun and substitution forms to different units.
The differences of many pronouns are more highly inflected for
grammatical properties, (person, number, case and gender), and all pronouns lack
the derivational endings (Such as; - tion, - ment) that nouns have.
Pronouns have most of the same functions as noun, such as:28
a. Subject of verb
25
Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher, (Oxford: Pergamon Press, 1981), p. 225
26
Marcela Frank, Modern English, A Practical Reference Guide, (New Jersey : Prentice Hall, 1972), P. 20
27
Mark S. Lc Tourneau, English Grammar, (Weber State University, 2001 harcourt ), p. 66
28
e. g; They were late for their appointment
b. Object of verb
- Direct object : e. g; We enjoy ourselves at the party
- Indirect: e. g ; We will send you the goods immediately
c. Subjective Complement
e. g; That’s the one d. Object of preposition
e. g; After this, be more careful
e. Appositive
- Nonrestrictive: Mary, one the most intelligent girls I know, is planning to attend
the university
- Restrictive: The men all got into boat
The word all, both and each used in close (restrictive) apposition.
They may be in opposition to nouns or pronouns.
Pronouns have various types, as they can be seen below:
a. Personal pronouns: I, we, you, they, he, she, it
b. Relative pronouns: Who, that, and which
c. Interrogative: Who, which and what
d. Demonstrative: This, that, these, those.
e. Indefinite pronoun: Somebody, someone, and something
f. Reflexive (intensive) pronoun: myself, yourselves ourselves etc.
g. Reciprocal pronoun: each, other, and another
Personal pronouns are part of pronouns that are words that replace a noun
or noun phrase, but they commonly refer to person and thing, as Martha said,
Personal Pronouns are the ones we usually think of when the word pronoun comes
to mind, we generally label them on the basis of person and members.29 Personal
pronouns are the pronouns that most readily substitute for noun phrases in a
29
sentence. The name should not be taken too literally: one such pronoun, it cannot
refer to persons, whereas another, they, may but need not so refer.30
A personal pronoun, whether singular or plural, can be used either as the
subject or the object of a verb. The table below shows the various forms of
personal pronoun:
Singular
Subject Object / after a
preposition
I am here You go there He / she / it is here
He writes to me. He likes you. Bring him / her / it here.
Plural
We are here You may leave
They will go
It is for us. He will buy it for you.
I like him. 31
There are four case forms of personal pronoun to indicate different
sentence function: Subjective case, objective case, the possessive case, and
reflexive case. Personal pronouns change their form for person (First, second and
third), for case (subject, object, possessive), number (singular, plural) and gender
(masculine, feminine, neuter), except for reflexive pronoun making the same kind
of changes.
Form of Personal Pronoun
Subject Object Possessive Adjective Possessive Pronoun Reflexive Singular I You He She It Me You Him Her It My Your His Her Its Mine Yours His hers Myself Yourself Himself Herself Itself Plural We You They Us You Them Our Your Their Ours Yours Theirs Ourselves Yourselves Themselves 30
Mark S. Lc Tourneau, English Grammar, (Weber State University, 2001 harcourt ), p. 66
31
2. Type of Personal Pronoun
a. Subject Pronoun
According to Teresa, a pronoun in the subject group (I, she, he, we, they).
may be used in two ways:32
1. As the subject of a verb
e. g; He is my brother (He is the subject of the verb is)
We girls gave a party (we is the subject of the verb gave)
He is taller than I (The sentence is not written out in full, it means .He is taller
than I am (I is the subject of the verb am).
She plays as well as he (it means .she plays as well as he does. He is the subject of
the verb does).
2. As a word that means the same as the subject.
e. g; That boy in the blue jeans is he (He is the same as the subject boy).
It was she all right (she is the same as the subject it. Therefore the pronoun from
of the subject group is used).
Personal pronouns appearing after the verb be (usually for identification of
a person) take subject form in formal English: it is I, it is we, although in
grammatically correct but many native speakers are not comfortable with those
expression and modern usage English allows some exception for that rule: it is me
and it is us widely used particularly in informal speech.
b. Object Pronoun
Object pronoun appears after verbs or after preposition with a certain type
of verb preposition combination, a pronoun object appears between the verb and
preposition, example calls him up.
Object pronoun or non-subject group (me, him, her, us, them, and you) can be
used in four ways:
1. As direct object of verb:
e. g : They invited me (me is the direct object of verb invited)
2. As indirect object of verb
32
e. g: They gave her a book (her is the indirect object of the verb gave. It comes
before a direct object).
3. As object of preposition
e. g : They taught it to him (him is the object of preposition)
4. As subject of infinitive
e. g : They asked her to move (her is the subject of infinitive).
In a series of two (or more) subjects or objects, the pronoun I comes last for the
sake of politeness.
e. g : my brother and I go to the movie
In American English, two personal pronouns do not usually occur together
as an indirect and direct object combination, for this reason, the sentence. I gave it
to him would be preferred to . I gave him it (but, I gave some, I gave him that).
c. Possessive Adjective
Possessive adjectives are followed immediately by a noun; they do not
stand alone, but refer to the possessor and not to the thing possessive. My, your,
his, her, its, our and their are determines, while in grammars and dictionary called
.possessive adjective.
e. g; This is my hat (my is the possessive adjective of the possessor hat).
The possessive it is used only with a noun following and do not take apostrophe.
It’s (with an apostrophe) means it is or it has in the present perfect. d. Possessive Pronoun
Possessive pronouns are not followed immediately by a noun, they
stand-alone. It also shows possession the same as in possessive adjective. Mine, yours,
his, hers, ours, theirs are called pronoun and there is no pronoun its.
e. g: This book is mine (mine is the possessive pronoun, that shows
possession).33
33
Personal Pronoun Possessive Pronoun I You (singular) He She It We You (plural) They Mine Yours His Hers Its Ours Yours Theirs
(a) No apostrophe is used with any of the possessive pronoun :
Hers is on the table; where’s yours?
He has taken ours home with him.
(b) The possessive stands alone :
That is not our cat. Ours has a black tail.
He has taken his share of the money. And I have taken mine.
(c) When the possessive pronoun is used as the subject of the sentence,
there must be agreement with the verb. This can be singular or plural,
depending on what the pronoun stand for :
His pen is more expensive than mine.
His shirt has been sent to the laundry.
(d) ‘Of’ + a possessive pronoun becomes a double possessive :
Is he a relative of theirs?
A cousin of ours is coming to stay with us for the holidays.
It was no fault of mine that you spilt the soup.
(e) The pronoun ‘its’ is seldom used :
The white dog has eaten its dinner. The brown dog has had its, too.
This is the baby’s teether. It is its
(f) The possessive pronoun ‘yours’ is usually used to end a letter
Yours faithfully
Yours truly
Yours sincerely.34
f. Reflexive Pronoun
34
A reflexive pronoun is combination of self with one of the personal
pronoun or with the impersonal pronoun one, generally refers to an
animate being usually a person. The most common use of the reflexive
pronoun is as an object that reflects back to the subject; it is used:35
1. as the direct object of the verb
You must not blame yourself for that mistake. (The subject you and the object
yourself have the same identity).
2. as the indirect object of the verb
I bought myself a beautiful watch (or I bought a beautiful watch for myself).
He has never denied himself anything.
3. as a prepositional object
Of a verb: We should depend on ourselves rather than on others.
Of a adjective: She is angry with herself for making such a mistake.
In some prepositional phrases with reflexive pronouns that do not refers
back to the subject and often regarded as informal are such as:
This is strictly between ourselves (or us)
The fault lies in ourselves (or us) not in our stars.
Did anyone see the money beside yourself (or you)?
In popular speech, reflexive pronoun is sometime used in the last part of a
compound subject or object.
My wife and myself were invited to the party
Her teacher asked her friend and herself to help with the decoration.
A special use of reflexive pronoun is to intensify a noun or pronoun as subject or
object.
As subject: We ourselves will lead the discussion (we and no one else). Or we will
lead the discussion ourselves
As object: I saw the chief himself
They want us to lead the discussion ourselves.
We spoke to the victims themselves.
35
3. Personal Pronoun Problems
Most of the learners have some difficulties in using the right Personal
Pronoun. Here is some problem that learner face:36
a. A pronoun with two possible antecedents
Example: Whenever John is able to help his brother financially,
He is very happy.
Corrected to: John is happy when he is able to help his brother financially.
Or: John’s brother is happy to receive financially help from John.
b. An unnecessary personal pronoun after a noun subject.
e.g; my friends, they told me the whole story
Corrected to: My friends told me the whole story
c. Vague it. The personal pronoun it is used without a definite antecedent.
e.g; Because Jane had once had a bad accident while driving.
She was afraid to try it again.
Corrected to: ... She was afraid to try to drive again.
In certain colloquial idioms, a definite antecedent is not required for the personal
pronoun it.
e. g; I hope you will like it here
The strain of final examinations is to great, I can’t take it
d. Too many it’s near each other personal it appears in close proximity with
impersonal or anticipatory it.
e. g ; We like it very much in this hotel. It is wonderful to relax in its comfortable
atmosphere. It is possible we’ll stay in it again on our next vacation.
e. Loose use of it or they as subject
It or they is sometimes used as the subject of a verb, while the agent that should
actually be the subjects is put in prepositional phrase.
e. g ; in the news paper, it says that the concert was canceled
Corrected to: The newspaper says that the concert was canceled.
e. g ; At the university, they require an examination for all entering freshmen
Corrected to: The University requires an examination for all entering freshmen.
36
f. Shift Pronoun number
e. g : The student must be made to understand how each lesson can be of value to
them.
Corrected to: The student change to be students or Them changes to be him
g. Shift Person
Third person is not used in one part of a sentence if it is shifted back to the
personal you
Example : A good song lends comfort to people, so that you feel less alone.
Corrected to: A good song lends comfort to you… Or..., so that feel less alone.
h. Choice of case
Over corrected it happens when there are two choices between subject
(she) and object (her) case forms of pronouns. Many students tend to use objective
forms when Standard English uses subject ones (him and me are friends), they
automatically ―Overcorrect‖ in certain situations:
D Obj D Obj
Example : They appointed she and I to a subcommittee
As direct objects, the pronouns are supposed to be her and me.
The fact that there are two direct objects instead of one, so nothing should
be changed. It is not allowed the case of a pronoun to be determined by a
following appositive.
Example; parking is a tragic dilemma for we professor actually, it doesn’t mean to
write for we, so it is not allowed to write for we professor.
Pronoun complements it appears when the pronoun complements are often
used in the objective case (that is him: it is them), they are supposed to be that is
she and it is they. Only for pronoun me and us have special exception for this rule.
Pronoun following than or as, after than or as, a pronoun can be either subjective
or objective case, depending on the intended meaning, it would be better to supply
the omitted words:
a. Biff tackled Otto harder than (he did) me
c. She is as tall as they (are).37
C. The Factor of Difficulties
Muhibin Syah said that the internal factors are divided into two aspects;
physiological aspect and psychological aspect.38
The factors of student’s difficulties were divided into two factors. The first
is internal factor and the second is external factor. According to Abu Ahmadi and
Widodo Supriyono, the intern factor is divided into two kinds, namely
physichological and physiological factor. However, the extern factor includes
social and nonsocial factors.
1. Internal Factor
a. Physiological
This factor is most influential for students’ success while they are
studying there are the factors which cause physically, namely sick, less
healthy, and physical defect. They will be tired easily and difficult to
concentrate while learning. Finally, the physical defect also can be a
problem in learning process because their sense such as auditory does
not works well.
b. Physichological
When studying, the students need to prepare spiritual in order to
receive the lesson well. If the students do not have it, they will get
the problem because they are not calm while they are following the
learning process. These case is caused by any factors, namely:
1) Intelligence
These are classification or grade IQ of students. Firstly, IQ
of students who are genius, are about up to 140. Secondly, IQ
37
Frederick Crews, The Random House Handbook (New York: Random House, 198). P.287- 288
38
of students who are intelligent, are about 110-140. Thirdly, IQ
of students who are normal, are about 90-11-. Therefore, IQ of
students who are mental weal, are about low 90. These students
who often get the problem in learning.
2) Talent
Talent is the basic potential or basic competence which is
gotten from born. Everyone has different talent. For example,
someone whose talent in music or dance will develop the talent
easily. However, when students are taught something that is not
their talent, they will get problem and give up easily, bored,
along with unhappy until they get a bad score.
3) Interest
Interest is very important in learning. In case students do
not have it, they will get difficult in learning. The indicator of
students who have no interest can be shown from their ways to
follow learning, whether complete or incomplete their notes,
and take attention or nor while they are following the lesson.
4) Motivation
Motivation functions to encourage someone in order to
study. This can be successful factor in learning. The higher
motivation, the higher success which they get. On the other
hand, the students who didn’t have the motivation they will get the problem and easily despondent, didn’t pay attention to
learn, and like annoying in their class. The characteristics of
students whose motivation. Are they always read a books and
will never give up.
5) Mental Health
In learning the students is not only need intelligence, but
they are also need good mental until they can easily receive the
composure emotion until it gives good concentration in
receiving the stimulus while they are studying.
6) Special types of learner
There are three special types of learner, namely visual,
motoric, and auditory. Someone whose is visual type will
be easy to learn something if it is supplied by written text,
pictures, graphics, and drafts. Therefore, the auditory
students will be easy to learn something in sound. Finally,
the student motoric type, will be easy to learn something in
moves and written. 39
2. External Factor
a. Social Environment
The social environment includes family, student’s school
environment, society and neighbors. The definitions of social
environment is the environment outside that has contact directly
with students. Family should give attention to their children so that
they don’t get problem in learning. Therefore, student’s school
environment such as their teacher, classmate, and staff
administration can influence the students’ difficulties. Then, the
teacher have to qualified, good relationship with the students, good
diagnosing skill, and suitable method in teaching learning process.
Finally, the neighbor and society inside us can influence the
students. If these social environments do not support them, they
will get difficulties in learning.
b. Nonsocial Environment
There are the factors which include the nonsocial environment.
They are school building and location, learning instruments, home
39
and location, weather, and learning time. These factors above can
influence students’ difficulties.40
D. Previous Studies
There are three previous studies that the writer takes about error analysis.
They are Error Analysis of the Students’ Test Result on Personal Pronouns, Error
Analysis on Using Modal Auxiliaries, and An Analysis of Students’ Errors in
using pronouns.
The first previous study is about Error Analysis of the Students’ Test
Result on Personal Pronouns, a case study in first year of MTS Nurul Falah
Gunung Sindur Bogor (Khadijah, 2006). The study focused on what types and
sources of errors made by the students in using personal pronoun. The subjects of
this research are the first year students of MTS Nurul Falah Bogor which consists
of two classes and it is located on Jl. Pahlawan, Kp. Bulak saga Cibadung-
Gunung Sindur Bogor. The technique of data collecting was done by giving a test
and conducting an observation. The type of test that the writer used is multiple
choices and it consists of 30 items and each number of Personal Pronoun is put in
random. In this research, errors which are analyzed are about subject pronoun,
object pronoun, possessive adjective, possessive pronoun and reflexive. From the
result of analysis, the highest percentage of error is in using object pronoun (52.65
%), and the lowest percentage of error is in using possessive adjective (33.72%).
There are two sources of error that the writer found; they are the facility of student
learning and the method of teaching.41
The second previous study is about Error Analysis on Using Modal
Auxiliaries (Hinayah, 2012). This research is aimed at obtaining the clear
information about level of the students’ errors in using modal auxiliaries ‘must’
and ‘have to’ by using descriptive analysis method. The samples of this research
40
Muhibin Syah, Psikologi Pendidikan dengan Pendekatan Bar, (Bandung, PT. Remaja Rosdakarya, 1997). P. 137-138
41 Siti Khadijah, ―
Error Analysis of The Students Test Results on Personal Pronouns at
are 30 students of VIII A of second grade students at MTsN 1 Pandeglang. To
collect the data, the writer gave a test and questionnaire sheets to know why the
students do the errors in using ‘must’ and ‘have to.’ After conducting the research, the writer found several findings; the most students’ errors are mis-formation 78.83%, the second level of errors is in omission with frequency 15.76%, the third
level of errors is in addition with frequency 5.39%, and the last level of errors is
in mis-order with frequency 0%. The reasons why the students did errors in using
‘must’ and ‘have to’ are caused by context of learning – in a classroom context the teacher or the textbook can lead the student to make faulty hypotheses about
language. Students often made errors because of misleading explanation from the
teacher, faulty presentation of a structure or word in a textbook.42
The third study is about an analysis of students’ errors in using pronouns
(khasanah, 2012). The content of this research is about an analysis on students’
errors in using pronouns. The study focused on the test type of errors made by the
students of SMP Islam Ruhama Ciputat in using pronouns. The subjects of this
research are the eight year of SMP Islam Ruhama Ciputat which consists of one
class. This research applies observation method and uses test technique by testing
the respondents. The technique of data collecting is done by giving a test. The test
consists of two type: This test consists of 20 items and 10 items are about multiple
choice and 10 items are about fill in the blank and choosing the parentheses for
test. From the result of analysis, the highest frequency of error in using object
(69.1%), and the lowest frequency of error is in using reflexive (51.6%).43
The previous studies above can be a good reference for the writer in doing
her research. She will compare about the methodology of research and the result.
Especially for the First previous study, it is similar to the current study. However,
42Hinayah,‖
Error Analysis on Using Modal Auxiliaries at the Second Grade Students of
MTsN 1 Pandeglang‖. Skripsi pada Universitas Islam Negeri Syarif Hidayatullah Jakarta, Jakarta, 2012
43 Khasanah,‖
An Analysis on Students’ Error in Using Pronouns at the Second Grade
this study did not only focus on what kinds of errors made by the students, but
28
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Location
This research took place at SMP Islam Al Syukro Universal which
is located on Jl. Otista Raya Gg. H. Ma’ung. No 30 Ciputat 15411 South
Tangerang. This research started from 24 July 2013 to 9 January, 2014.
B. Method of Study
The writer used the descriptive analysis method which used the
procedures of error analysis. The method was used to analyze problems or
cases that happened.
C. Data and Data Source
The data of the research were the students’ errors in using personal pronoun; the data were taken from test and interviews. The data from test
were used to know kinds of errors made by students in using personal
pronouns. The data from questionnaire were used to know why students of
SMP Islam Al Syukro Universal made errors in using personal pronouns.
D. The Technique of Data Collecting
To collect data, the writer gave the test and interviews the students
of SMP Islam Al Syukro Universal, South Tangerang.
1. Test
2. This test was used to know the percentages of errors made by
students of SMP Islam Al Syukro Universal in using personal
pronouns. The writer gave a test which focused on the use of
personal pronouns, the test consists of twenty four items, each of
personal pronoun has certain items; for subject pronoun, it has six
possessive pronoun has four items and reflexive has four items.
The writer put the items at random.
2. Interview
Interview was used to know why students of SMP Islam Al Syukro
made errors in using personal pronoun. The writer did an interview which
focused on why students of SMP Islam Al Syukro Universal make errors
in using personal pronoun (subject, object, possessive adjective, possessive
pronoun and reflexive pronoun), and it consists of 6 items. The instrument
sheet can be seen in appendix.
E. Instrument
The writer gave the test and interview to students of SMP Islam Al
Syukro Universal, South Tangerang to get the data. This test consists of 24
[image:42.595.115.510.176.575.2]items with the tested areas which are put in random throughout the items.
Table 3.1
Personal pronoun Area and Each item
No Personal Pronoun Area Item Number
Multiple choice Fill in the blank
1 Subject Pronoun 1,7,15, 16, 20,22
2 Object Pronoun 2,8,13 17, 21, 24
3 Possessive Adjective 4,9,12 18,
4 Possessive Pronoun 3,10 19, 23
5 Reflexive 5,6,11,14
The writer did an interview which focused on why students of SMP Islam
Al Syukro Universal make errors in using personal pronoun (subject, object,
possessive adjective, possessive pronoun and reflexive pronoun), and it
consists of 6 items.
F. The Technique of Data Analysis
After collected, the data were analyzed according to objectives of
each objective is analyzed by using different instrument, the data analysis
also presented differently based on each instrument.
1. Test
After collecting the data, the writer analyzed the students’ errors by
focusing on their errors in using personal pronoun from the students’
answer sheets. For data analysis procedure, the writer used descriptive
analysis technique (percentage).
Besides, the writer used some procedures in doing the analysis of
data. Firstly, collecting the data which will be analyzed. Secondly,
identifying and analyzing the errors made by the students by circling the
errors. Thirdly, classifying the errors are produced, whether it is the error
of subject (I, you, he, she, it); object (me, you, him, her, it), possessive
adjective(my, your, his, her, its, our), possessive pronoun (mine, yours,
his, hers, ours), and reflexive pronoun (myself, yourself, himself, herself,
itself, ourselves, yourselves, themselves) Finally, tabulating the errors by
counting the errors, putting the errors into the tables based on the
classification of errors, and counting the percentage of the errors. It will be
described in the table of percentage obtained by using the formula as
follows1:
P= x 100%
P= Percentage
F= Frequency of wrong answer
N= Number of sample
1
Having count the percentage of errors, the writer analyzed sources
of error to know why students make errors. Finally, by looking up the
results of the analysis, the next step is drawing some conclusions.
After testing the students and identifying students’ errors. The third step in the procedure is classifying the errors. The students’ errors are
classified based on the kinds of personal pronoun, as seen in table:
[image:44.595.107.500.226.598.2]a. Subject Pronoun
Table 3.2
Frequency of Students Error in Subject Pronoun
Personal pronoun
area Item Number
Frequency of Error
Percentage of Error
Subject Pronoun
Total
b. Object Pronoun
Table 3.3
Frequency of Students Errors in Object Pronoun
Personal pronoun
area Item Number
Frequency of Error
Percentage of Error
Object Pronoun
c. Possessive Adjective
Table 3.4
Frequency of Students Error in Possessive Adjective
Personal pronoun
area Item Number
Frequency of Error
Percentage of Error
Possessive Adjective
Total
[image:45.595.108.498.193.595.2]d. Possessive Pronoun
Table 3.5
Frequency of Students Error in Possessive Pronoun
Personal pronoun
area Item Number
Frequency of Error
Percentage of Error
Possessive Pronoun
Total
e. Reflexive Pronoun
Table 3.6
Frequency of Students Error in Reflexive Pronoun
Personal pronoun area Item Number Frequency of Error
Percentage of Error
Reflexive Pronoun
Total
2. Interview
The writer did an interview which focused on why students of
SMP Islam Al Syukro make errors in using personal pronoun (subject,
object, possessive adjective, possessive pronoun and reflexive), and it
33
CHAPTER IV
RESEARCH FINDINGS
This chapter discusses about the findings of the research based on the data
gained during the research.
A. Data Description
1. Test
The writer gave a test which focused on the use of personal pronoun;
those are object pronoun, subject pronoun, possessive adjective, possessive
pronoun and reflexive pronoun. This test consists of 24 items. 15 items are
multiple choice questions and 9 items are fill in the blank questions. Throughout
the 24 items, these are 6 items asking about subject pronoun, 6 items asking about
object pronoun, 4 items asking about possessive adjective, 4 items asking about
possessive pronoun, and 4 items asking about reflexive pronoun. The writer put
[image:46.595.117.514.421.682.2]the items at random as seen below:
Table 4.1
Tested Area and Test Item Distribution
No Personal Pronoun Item Number
1 Subject Pronoun 1, 7, 15, 16, 20, 22
2 Object Pronoun 2, 8, 13, 17, 21, 24
3 Possessive Adjective 4, 9, 12, 18,
4 Possessive Pronoun 3, 10, 19, 23
2. Interview
The writer did an interview which focused on why students of SMP Islam
Al-Syukro Universal made errors in using personal pronoun. She took 10 of 30
students as sample based on the highest, middle and the lowest score. This
interview consists of 6 items, and the instrument sheet can be seen in appendix.
[image:47.595.119.519.247.663.2]Table 4.7
The internal and external factors causing the students’ difficulties
No Students’ name
Internal factor
(Psychological Aspects)
External factor
I1 T I2 MT MH
STL
social Nonsocial
V A M
1 Student 1 - - -
2 Student 2 - - -
3 Student 3 - - -
4 Students 4 - - -
5 Student 5 - -
6 Student 6 - - -
7 Student 7 - - -
8 Student 8 - - - -
9 Student 9 - - -
10 Student 10 - - - -
Note:
I1 : Intelligence
T : Talent
I2 : Interest
MT : Motivation
MH : Mental Health
STL : Special Types of Learner
A : Audio
B : Visual
C : Motorist
B. Data Analysis
After the writer gets the scores of English test, the writer analyzes the
students’ test scores and process the result by calculation of result of the test by changing the result into percentage.
1. Test
[image:48.595.110.505.81.764.2]Table 4.2
Students’ Error on Subject Pronoun
Personal Pronoun Area
Item Number
Frequency of Error
Percentage of Error
Subject Pronoun
1 0 0%
7 0 0%
16 2 11.11%
20 9 50%
22 4 22.22%
Total 6 items 18 100%
Chart 4.1
Percentage Based on Subject Pronoun Errors
In order to find the average of total frequency errors in using subject
pronoun, the writer using formula:
P=
x 100%
P= 18 x 100%
30 x 6
P= 10%
Firstly the writer would like to reveals the percentage frequency of errors in
using subject pronoun. From 6 items number, there are18 error occurrences. There
are 0 students or 0% who find error in item number 1, there are 0 students or 0%
1 7
15 16 20 22
6
0 0 3 2 9 4
18
0% 0%
16.66% 11.11% 50% 22.22% 100%
P
er
cent
a
ge
of
E
rr
or
s
%
Kinds of Errors
PERCENTAGE BASED ON THE TOTAL OF
SUBJECT PRONOUN ERRORS
who find error in item number 7, there are 3 students or 16.66% who find error in
item number 15, there are 2 students or 11.11% who find error in item number 16,
there are 9 or 50% who find error in item number 20, and there are 4 students or
22.22% who find error in item number 22.
From the total of error it can be seen the percentage of error in using subject
pronoun reaches 100% with the average is 10%.
[image:50.595.111.494.228.723.2]Table 4.3
Students’ Error on Object Pronoun
Personal pronoun
area Item Number
Frequency of Error
Percentage of Error
Object Pronoun 2 8 27.58%
8 5 17.24%
13 3 10.34%
17 2 6.89%
21 9 31.03%
24 2 6.89%
Total 6 items 29 100%
Chart 4.2
2
8 13
17 21
24
6
8 5 3 2 9 2
29
27.58% 17.24% 10.34% 6.89% 30% 6.89% 100%
P er cent a ge of E rr or s %
Kinds of Errrors
Percentage Based on Object Pronoun Errors
In order to find the average of total frequency errors in using object
pronoun, the writer using formula:
P=
x 100%
P= 29 x 100%
30 x 6
P= 16.1%
According to the data above that there are 6 items number, there are 29 error
occurrences. There are 8 students or 27.58% who find error in item numbers 2,
there are 5 students or 17.24% who find error in item numbers 8, there are 3
students or 10.34% who find error in ite
