PERSONAL PRONOUN FORMS IN WRITING
(A Case Study at the First Grade Students ojS1vfP Al-Zahra Indonesia. Pamulang)
"A Skripsi"
Presented to the Faculty of Tarbiyah and Teachers Training In a Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) in English Language Education
II
1111 . . . .
I I I
Universitas Islam !'leQeriSYARIF HIDAYATULLAH JAKARTA
By
Insan Damba Putra Pratama ｎｾＺＱＰＷＰＱＴＰＰＰＷＱＱ
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
A Case Study in the First Grade Students of SMP AI-Zahra Indonesia Pamulang)
A "Skripsi"
Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of the Requirements for the Bachelor's Degree
By
Iusau Damba Putra Pratama
NIM: 107014000711
Approved by The Advisor
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ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
The "Skripsi" entitled "AN ERROR ANALYSIS ON STUDENTS' ABILITY TO USE PERSONAL PRONOUN FORMS IN WRITING" (A Case Study at the First Grade Students of SMP AI-Zahra Indonesia, Pamulang), written by: Insall Damba PlItra Pratama, student's registration number: 107014000711 was examined in the examination session of the Faculty of Tarbiyah and Teachers Training,. SyarifHidayatullah State Islamic University on February 7th, 2012. The
"Skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of S, Pd. (Bachelor of Arts) in English Language Education in the department of English Education.
Jakarta, February 2012
SECRETARY: Neneng Sunengsih, M. Pd. NIP. 19730625 199903 2
EXAMINERS: 1. Drs. Sunardi Kartowisastro, Dipl.Ed NIP. 19440719 1965102001 2. Nida Husna, M.Pd., M.A.TESOL
NIP. 19720705 2003122002 CHAIRMAN
EXAMINATION COMMITTEE
Drs. Syauki, M.Pd.
NIP. 19641212 199103 1
Acknowledged by:
Dean ofTarbiya and Teachers' Training Faculty
:IJ
J/. fr.H.Juanda No95Ciputat 15412/ndonesia Hal 1/1•
CERTIFICATION OF ORIGINALITY
:
.
Name
Place, Date of Birth NIM
Department Address
Advisor
: 1nsan Damba Putra PrataJi'ia : Jakarta, January 20th, 1988.
: 107014000711.
: English Education Department.
: JI. Damai IV Bl/51, Cipete Utara, Kebayoran Bam, Jakarta Selatan 12150.
: Prof Dr. Hadjid Hamawidagda,M. Pd.
I hereby declare that this "Skripsi" (Research Paper) entitled "AN ERROR ANALYSIS ON STUDENTS' ABILITY TO USE PERSONAL PRONOUN FORMS IN WRITING (A Case Study at the First Grade Students of SMP AI-Zahra Indonesia, Pamulang)" is my own work that, to the best of my knowledge and belief, this study contains no material previously published or written by another person or material which to a substansial extent has been accepted for the award of any other degree or diploma of a university or other institutes of higher learning.
Jakarta, February 2012
PRATAMA, INSAN DAMBA PUTRA. 2011, ａｮｬｾｲｲｯｲ Analysis 011 Stlldellls'
Ability to Use Personal Pronoun Forms in Writing (A Case Study at the First
Grade (?f S'MP AI-Zahra Indonesia), Skripsi, English Education Department,
Faculty of Tarbiya and Teachers' Training, Syarif Hidayatullah State Islamic University Jakarta.
Key words: An Error Analysis, Personal Pronoun, Word Selection
The objectives of this research are to identify and to describe the personal pronoun errors and to know the most frequent personal pronoun error made by the first grade students of SMP Al-Zahra Indonesia, Pamulang.
The sample of the research is 26 students of the first grade of SMP
Al-Zahra Indonesia, Pamulang. In analyzing the data, the writer used descriptive analysis method. The instrument of the research is sentence completion test that consists of 20 items.
The findings of the study stated that the most frequent type of error made by the first grade students of SMP Al-Zahra Indonesia is in the possessive pronoun (51.54%), the second is subjective pronoun (20.77%), the third is possessive adjective (14.61%), and the last is objective pronoun (10.77%). Most of the errors could be categorized as miss-selection that is caused by the mother tongue
PRATAMA, INSAN DAMBA PUTRA. 2011, An Error Analysis 0/1 Students'
Ability to Use Personal Pronoun Forms in Writing (A Case Study at the First
Grade of SMP AI-Zahra Indonesia), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Tarbiyah dan IImu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Keywords: Error Analysis, Personal Pronoun, Word Selection
Tujuan penelitian ini adalah untuk mengidentifikasi dan mendeskripsikan kesalahan-kesalahan pada penggunaan personal pronoun dan untuk mengetahui frekuensi kesalahan yang paling sering dibuat oleh siswa kelas 1 SMP Al-Zahra Indonesia dalam menggunakanpersonal pronoun.
Sampel pada penelitian ini adalah 26 orang siswa kelas 1 SMP AI-Zahra Indonesia, Pamulang. Dalam menganalisa data, penulis menggunakan metode dekriptif anal isis. Instrumen yang dipergunakan pada penelitian ini adalah
sentence completion test yang terdiri dari 20 butir soal.
Hasil dari penelitian ini menunjukkan bahwa frekuensi kesalahan yang paling sering dilakukan oleh siswa kelas 1 SMP AI-Zahra Indonesia adalah dalam penggunaan possessive pronoun (51.54%), kedua adalah subjective pronoun
(10.77%), ketiga adalahpossessive adjective (14.61%), dan yang terakhir adalah
objective pronoun (10.77%). Mayoritas kesalahan-kesalahan tersebut terrnasuk
dalam kategori miss-selection yang disebabkan oleh pengaruh bahasa ibu
for the blessing given to the writer, so, he can finally complete this work. Peace and Blessing be upon the lovely prophet Muhammad SAW, the family and followers.
On thi s occasion, the writer would like to express his greatest honor to:
1. His parents, Nunung Ratningsih and Dun Muslihat, who always give the writer support and motivation.
2. Prof. Dr. Hadjid Harnawidagda, M. Pd as the writer's advisor, for his time, kindness, guidance and patience in correcting and helping the writer in finishing this "Skripsi".
3. All lectures of English Education Department, for their knowledge, motivation, and patient during his study at DIN Jakarta.
4. Drs. Syauki, M. Pd as The Head of Department of English Education. 5. H. Ghufron, M. Pd, The Principal of SMP AI-Zahra Indonesia, Pamulang,
and all of the teachers and students of SMP Al-Zahra Indonesia, Pamulang, for giving permission and helping the writer to do this research. 6. All of his friends from academic year of 2007 of English Education
Department for sharing their knowledge, time, and kindness. May Allah bless them all, Amiell.
Jakarta, December 2011
ENDORSEMENT BY THE EXAMINATION COMMITTEE. 11
ABSTRACT... . . .. !ll
ACKNOWLEDGEMENT.. v
TABLE OF CONTENTS. VI
CHAPTER I INTRODUCTION A. Background of the Study . B. Formulations of the Problem .
C. Limitation of the Problem . D. The Objectives of the Study.
E. The Significance of the Study . F. Research paper Organization .
.. I
. 4
. 4
. 4
. 5
. 5
CHAPTER II THEORITICAL FRAMEWORK
A. Personal Pronoun ... ... ... ... ... . . 6
I. The Definition of Personal Pronoun 6 2. The Forms of Personal Pronoun... .. 7 3. The Personal Pronoun Problems... .. . 16
B. Error Analysis 18
I. The Definition of Error 19
2. The Stages of Error Analysis... .. 20 3. The Benefits of Error Analysis 24
C. Writing 26
I. The Definition of Writing... .. .. 26
2. The Types of Writing ... . 27
CHAPTER III RESEARCH METHODOLOGY A. Research Objectives
B. Time and Location ...
C. Technique of Sample Taking ...
... 30
. 30
CHAPTER IV RESEARCH HNDINGS A. Data Description.
B. Data Analysis. C. Data Interpretation .
. 32
. .. 35
. 40
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion .
B. Suggestions ..
. 42
. 42
BIBLIOGRAPHY... . . 44
A. Background of the Study
English is taught as a foreign language in Indonesia. It is taught from Elementary school to University level. According to the content standard of education issued by the Ministry of Education, the objective of English teaching in junior high school is to develop communicative competence in spoken and written English which involves listening, reading, speaking, and writing.l
Considering to the objective above, Writing is one of the skills which should be mastered by the students. Writing skill is a specific ability which helps writers put their thoughts into words in a textual form. In writing, students are demanded to master the vocabulary, structures, spelling, and other language components needed to create the meaningful sentences.
However, to write well is ｡ｬＬＬＺＬｾｹｳ difficult for the students. Some students are not able to avoid making errors in writing, especially grammatical error. According to Corder, those errors create several feedbacks, especially for the
translate literally into English without paying attention to the rules of the Eilglish grammar. They use the pronoun "she" for the masculine gender. It happens because they still do not know about the use of personal pronoun in English and have difficulty in distinguishing between masculine and feminine gender because in Bahasa Indonesia, there is no gender classification. In Bahasa, the pronoun
"dia" can be used for masculine or feminine, but in English, the pronoun "he"
must be used for the masculine gender. So, the right sentence should be "He is my
brother".
The second example is the error on the use of personal pronoun as an object of the verb, as in this sentence:
Suzanne'.I'bag is velY heavy. 1have to help she to cany it.
The sentence is wrong because the pronoun "she" is used as the object of the verb. In this case, the students still do not know about the use of pronoun as an object. In English, the pronoun "1, he, she, we, and they" is used only on the subjective case. And for the objective case, the pronoun "me, him, her, liS, and
them" is used. So the correct sentence is: "Suzanne's bag is velY hem>y. 1have to
help her to carry it. "
The third example is the error on the use of personal pronoun as an adjective (possessive adjective/possessive determiner). For example:
They are riding them bikes.
The sentence is wrong because the students use "them"for the possessive adjective. The pronoun "them" is only used as the object of the verb. And for the adjective form, "my, your, his, her, its, and their" is used. So the correct sentence should be: "Thyare riding their bikes".
Another example is the error on the use of pronoun to indicate the ownership (possessive pronoun). For example:
The sentence is wrong because the students use "your" for the possessive pronoun. The personal pronoun "your" is only used for the possessive adjective. For this sentence, students should use the personal pronoun "yours". So the correct sentence should be: "Mypellcil is hroken. Call Jhorrow yours?"
Based on those reasons above, the writer would like to discuss "AN ERROR ANALYSIS ON STUDENTS' ABILITY TO USE PERSONAL
PRONOUN FORMS IN WRITING" (A Case Stully at the First Grade Studeflts
ofSMP Al-Zahra Ifldoflesia Pal/lultmg).
B. Formulations of the Problem
Based on the background of the study above, the writer proposes the problems as follow:
1. Are the personal pronoun errors commonly made by the first grade students of SMP Al-Zahra Indonesia?
2. What kind of personal pronoun errors are commonly made by students? 3. What are the causes of students' error in using personal pronoun?
C. Limitation of the Problem
In this research, the writer limits his research on the first grade students of SMP AL-Zahra Indonesia and the writer focuses on Personal Pronoun Cases Errors.
D. The Objectives of the Study
1. To classify the kind of personal pronoun errors and to know the most ｾ frequent personal pronoun errors made by the first grade students of SMP
Al-Zahra Indonesia.
E. The Significance of the Study
The writer hopes this research can be useful for the teachers, and that teachers give more attention to the personal pronouns material in teaching English
F. Research Paper Organization
The discussion of this "Skripsi" will be focused on the most frequent type of personal pronoun error produced by the first grade students of SMP AI-Zahra Indonesia, Pamulang. This "Skripsi" consists of five chapters. Chapter one is the introduction to the content of the "Skripsi", providing general description of faced problems, objectives and significances of the study, and the organization of writing.
Chapter two describes the theoretical frameworks; the definition of personal pronoun, the forms and the functions of personal pronoun, the personal pronoun problems, the error analysis, the definition of error, the stage of error analysis, the benefit of error analysis, definition of writing, and the types of writing.
Chapter three is about the methodology of the research; it deals with the objectives of the research, the place and time of research, the technique of sample taking, the instrument of the research, the technique of data collecting, and the technique of data analysis.
Chapter four is the research findings; it includes the description of the data, the data analysis, and the data interpretation.
A. Personal Pronoun
1. The Definition of Personal Pronoun
There are many definitions related to the personal pronoun. To have a clear understanding about personal pronoun, here, the writer will start from the definition of pronoun first.
DeCapua gave a simple definition about personal pronoun. She claimed that the most common definition of pronoun is a word that replaces noun.l
In Cambridge Advanced Learner's Dictionary, pronoun is defined as a word that is used in place of a noun or a noun phrase2 Moreover, personal pronoun is defined as a word such as '1', 'you' and 'they' which refers to a
I Andrea DeCapua,Grammar for Teachers: A Guide to American English for Native and
Non-Xati,'e. (New York: Springer Scienees+Business Media, 2008), p. 67.
person in speech or in writing.3 This definition is similar to the definition in Longman Advanced Dictionary, "A word such as '1', 'you', or 'they which is used instead of a noun or noun phrase.,,4
Another definition is given by Warriner, he stated that a pronoun is a word functioning as a substitution of one or more than one nouns It may stand for a person, place, thing, or idea. Furthermore, he said that some pronouns in English that have different forms to show person are called
personal pronouns.6
From the definitions above, it can be concluded that a pronoun is a word which is used as replacement for noun or noun phrase. A pronoun may stand for a person, place, thing, or idea. Moreover, personal pronoun is some pronouns such as 'I', 'you', or 'they' which has different forms that serve as a substitute for noun or noun phrase.
2. The Forms of Personal Pronoun
Leech and Svartvik claimed that the personal pronoun forms could be classified based on:
a. person : 1st, 2nd, 3'dperson
b. number : singular, plural
c. gender : masculine, feminine, non-personal d. case : subjective, objective, genitive.7
The similar classification is also given by Frank. She also classified the form of personal pronoun into: person (first, second, third person), case
:. "Personal PronouRninCambridge Dictionary Online.from
hllp:/fdiclionarv.cambridge.org(dictionarylbrilishfpersonal-pronoun, July 9, 2011 .
.j "Personal pronoun," in Longman Advanced Dictionary, (Harlow, Essex: Pearson
Education Limited, 2004). 3"' edition, p. 1225.
5 John E. Warriner, Warriner's English Grammar and Composition, (New York:
Harcollrt Brace Jovanovic, Inc., 1982), p.6.
" Warriner, Warriner's English Grammar... ,p.8.
(subjective, objective, and possessive), for number (singular, plural), and gender (masculine, feminine and neuter)8
Table 2.1
The .Forms of Personal Pronoun
Personal Pronoun Cases
...
Possessives"
Person Gender..0
Subjective Objective
a
::l
Possessive Possessive
Z Case Case
Adjective Pronoun
1st male/female I Me My Mine
2nd male/female You You Your Yours
...
'"
Male He Him His His5b
::l
i:i3 3'd
Female She Her Her Hers
Neuter It It Its Its
1st male/female We Us Gur Gurs
'"
...
2110 male/female You You Your Yours::l
;:;:;
3'd male/female/neuter They Them Their Theirs
8 Marcella Frank, Alodern English, A Practical Reftrence Guide, (New Jersey: Prentice
In more detail, the forms of personal pronoun are provided on the explanation below:
a. The Forms of PersonalPronoun Based on thePerson: 1) The First Person
This is a pronoun which stands for the person speaking. It IS
divided into two forms: singular and plural.9
a) The First Person Singular
The first person singular pronouns are: '1' and 'me'. The pronoun '1' and 'me' are said to be in first person because they stand for the person speaking.
Examples:
Jwash my car twice a week.
She takesme a cup of tea every morning.
b) the First Persoll Plural
The first person singular pronouns are: 'we' and 'us', The pronoun 'we'and 'liS'are said to be in the first person because they
stand for the person speaking, Examples:
We write the notes everyday. She givesliSthe test once a month.
2) The Second Person
This is a pronoun which stands for the person that is spoken to, It is also divided into two forms: singular and plural.10
9Frank,Modern English .., p,2l.
a) The Second Person Singular
The second person singular pronoun is: 'you'. The pronoun
'you' is said to be in the second person because it stands for the
person spoken to. Examples:
You are my favorite teacher. I sawyouin the yard yesterday.
b) The Second Person Plural
The second person singular pronoun is: 'you'. The pronoun
'you' could be classified into the second person plural because it
stands for the person spoken to consisting of more than one person. Example:
All ofyou should use the uniform. 3) The Third Person
This is a pronoun which stands for the person or thing that is being spoken of. It could be divided into singular and plural form.11
a) The Third Person Singular
The third person singular pronouns are: 'she', 'he', and 'it'. The pronoun of this type distinguishes genders namely "masculine, feminine, and neuter gender"
Example:
It is my guitar.
b) The Third Person Plural
The third person plural refers to the person! thing which are spoken or written about consisting of more than one person. The third person plural does not distinguish genders. The third person plural has two forms: 'they' and 'lhem '.
Example:
Theyare my parents.
b. The Forms of Personal Pronoun Based on Gender:
English personal pronoun indicating gender is classified into three forms.12They are:
1) The Masculine Gender
The third person singular pronoun of masculine gender has two forms. They are: 'he' and 'him'.
Examples:
He stole my car last week. 1 kickedhimyesterday. 2) The Feminine GenGer
The third person singular pronoun of feminine gender has two forms. They are: 'she'and 'her'.
Examples:
She goes to school by bus everyday. 1 sawherin the library two days ago.
3)
The NeuterlNon-Personal Gender
The third person singular pronoun of neuter gender has one form.
That is:
'it'.
Example:
I like the car,
it
is very nice.
c. The Forms of Personal Pronoun Indicating Case
Marcella classifies the cases of personal pronoun into three forms:
subjective, objective,
and
possessive.
13Furthermore, she divided the possessive
pronoun into two forms,
possessive adjective
and
possessive pronoun.
The other linguists proposed the similar classification but in different
names. While Marcella gave the term "possessive" for the personal pronoun
forms that indicate the possession, Leech andSvartvik gave the term
"genitive". So, they classify the form of personal pronoun based on the case
into:
subjective, objective
and
genitive.
14In other book, Hansen and McDaniel also classify the form of personal
pronoun into three cases:
nominative, objective,
and
possessive.
lsAll of the
three cases take names from the relationships of that pronoun to other words in
sentence.
13Frank,Modern English... ,p.29.
The three cases of personal pronoun are explained below: I) SubjectivelNominative Case
A subjective personal pronoun is the pronoun that is used as the subject in the sentence.16 The subjective personal pronouns are "I, you, she, he, it, we, you, they."
Example:
1 went to Bali last week. (The personal pronoun 'I'
jimctions as the subject of the sel1fence)
You are my best friend. (The personal pronoun 'You' }imctions as the subject ofthe sentence)
He came home with his brother. (The personal
pronoun 'He' }imctions as the subject of the
sentence)
She was the smartest girl JI1 town. (The personal
pronoun 'She' }imctions as the subject of the
sentence)
They returned to their homeland. (The personal pronoun 'They' functions as the suNect of the
sentence)
We will send you a message. (The personal pronoun 'We '/imctions as the subject C!fthe sentence)
It is very beautiful. (The personal pronoun 'It' functions as the subject of the sentence)
2) Objective Case
An objective personal pronoun is the pronoun that is used as the object of a verb or preposition17 The objective personal pronouns are:
"me. yOll. her. him. il. us. YOll. and Ihem."
Example:
Danny has talked to Julia and asked her to marry
him. (The objeclive personal pronoun "her" is the
object of the verb "asked" and Ihe ｯｾｩ･｣ｴｩｶ･
personal pronoun "him" is Ihe ｯｾｩ･｣ｴ of the verb
"nlarry")
After using the pen, Bob put il on the table. (The
pronoun "il" isthe object of Ihe verb "put"')
I will send you a message. (In Ihis sentence, Ihe
pronoun ''you''isthe object of the verb "send")
The teacher will explain liS about the lesson. (Here
Ihe objective personal pronoun "liS" is the object of
the verb "explain'')
Give the book to me. (Here the objeclive personal
pronoun "me"isthe objeci ofthe preposition "to.•')
Jack was surprised to meet her at the party. (Here
the objective personal pronoun "her"isthe object of
the verb "meet'')
3) Possessive Case
The possessIve cases is divided into two, the first is possessive adjective/determiner (my, your. his. her. its. our, Iheir) and the second is possessive pronoun(mine, yours, hers. his. "ils. ours."and theirs).18
a) ｉＧｭｾｉＧ･ｳｳｩ｜Ｇ･ Adjectives'l'ossessive Determiner
A possessive adjective (my, your, his, her, its, our, their) is used as an adjective and modifies a noun or a noun phrase.
I can't finish my test because I don't know the answers. (In this sentence, the
possessive acijective "my" modifies the
noun "test")
What IS your phone number? (The
possessive acijective "your" is used to
modify the noun phrase "phone number")
The cat chased its ball down the stairs and into the backyard. (In this sentence, the possessive acijective "its" modifies "ball")
b} Possessive Pronoun
A possessive pronoun indicates that the pronoun is acting as a marker of possession and defines who owns a particular object or person. The possessive personal pronouns are "mine, yours,
hers, his, "its, ours,"andtheirs. "
Example:
The red bike is mine. (In this sentence, the possessive pronoun "mine" jimctions as a
subject complement)
This is yours. (/n this sentence, the
possessive pronoun "yours" functions as a
My pen and his are on the table. (In this example, the possessive pro/lOwl "his" acts
as the ｳｵｾｩ･｣ｴ ojthe semence)
Iheirs will be arrived tomorrow. (In this
sentence, the possessive pronoun "theirs" is
the suNect ojthe sentence)
Oursis the black one on the comer. (In this semence, the possessive pronollll "ours"
junctions as the subject oj the sentence).19
3. The Personal Prononn Problems
There are several problems commonly made by the students in using personal pronoun.
John Langan in English Skillsprovides four types of pronoun problems which are classified by the case of personal pronoun20 The problems are stated below:
a. Subject Pronoun Problems Example 1:
1) You andme went to campus last week.
2) Her andmeshare our books with each other.
The sentences above shows that students have problem in using subject personal pronoun in compound subject. The correct sentences are:
19"English Grm111l1ar: Possessive Adjective,n inHnglishLanguageGuide.com. from
ｨｴｴｰＺＯＯｷｷｷＮ｣ｮｧｬｩｳｨｬ｡ｮｧｵ｡ｧ｣ｧｵｩ､｣Ｎ｣ｯｭＯ｣ｮｧｉｩｳｨＯｧｲ｡ｬｬｬｬＱＱ｡ｲＯｰｯｳｳ｣ｳ ｳｩｶ｣ｾ｡､ｪ｣｣ｬｩｶ･Ｎ｡ｳｰＬ July 12, 20 II.
20John Langan, English Skills. (New York: The McGraw-Hili Companies, Inc., 2001).
I) You and Iwent to campus last week.
2) Sheand Ishare our books with each other.
I) Itwasme who called you a minute ago. 2) Itwas him who stole your car yesterday.
The sentences above may sound normal in daily conversation. However, in formal writing, the grammatically correct forms are emphasized. In this case, the subject pronoun should be used after the verbbe. Therefore, the correct sentences are:
I) It wasJwho called you a minute ago. 2) Itwashewho stole your car yesterday. Example 3:
J) You are more beautiful thanher. 2) Mark' sister is as clever ashim.
The sentences above show that students have problem in using pronoun after than or as. In this case, the subject pronoun should be used after than or as. To avoid this problem, teachers could ask students to add the "missing" verb at the end of the sentence as exemplified below:
I) You are more beautiful thanshe(is). 2) Marks' sister is as clever ashe(is). b. Object Pronoun Problems
Example:
1) I talked with his brother and he last week. (incorrect)
2) I talked with his brother andhim last week. (correct) c. Possessive Pronoun Problems
Students are sometimes does not understand about how to use possessive pronouns correctly.
Example I:
1) This pen isher. (incorrect)
2) This pen ishers. (correct) Example2:
1) That isyoursbook. (incorrect)
2) That isyourbook. (correct).
B. Error Analysis
In language teaching, errors are weakness side of learners either in speaking or writing. However, making errors in learning is human being and very natural, so errors do not need to be seen as signs of failure21 For many linguists, learners' errors are very valuable. Errors are viewed as a natural and important part of learning process because through the errors teachers can get information about learning process?2 Itis studied and its result could become
itfeedback to find a better way in language teaching. Related to this, a deep study of learners' errors called error analysis.23 In the study of error analysis,
2\Erdogan, ('ontrihufinn oj Errorａｮｮｾｶｳｩｳ ....p. 261.
" H. Douglas Brown,Principleｾｲ Language [>earning and Teaching, Faurth Edition
the errors made by the learners are identified, classified, and explained. Then, the result of the analysis could be useful as a feedback for the teacher to know the progress of the students, so that they could determine what strategy should be used and which material should be focused on. This study was established and popularized by Stephen Pit Corder and colleagues in 1960'S24
1. The Definition of Error
In the error analysis, experts distinguish error from mistake. James in Brown stated that errors cannot be corrected, while mistakes can be self-corrected.25
According to Hubbard, there is a difference between error and mistake. He claimed that mistake refers to the students' performance, while error refers to the students' competence. 26 When a student makes mistakes, it means
she/he is unable to perform what she or he knows. On the other hand, when a student makes an error, it means she/he does not know about the material. Itis because they are still in learning process.
Furthermore, to distinguish between an error and mistake, Ellis suggests two ways. The first is to check the consistency of learner's performance27 If he/she sometimes uses the correct form and sometimes the wrong one, it is a mistake. However, if he always uses it incorrectly, it is then an error. The second way is to ask learner to try to correct his own deviant utterance.28 Where he is unable to make a self correction, it is error, where he is successful, it is mistake.
24Erdogan,Contribution ofl,rror Ana(vsis ,p. 262.
2;Brown,Principle of Language Learning ,p. 217.
26 Pctcr Hubbard ct. al., A Training Course for n'Ff., (Ncw York: Oxford Univcrsity Prcss, 1983) p. 133.
17 Rod Ellis, &cond Language Acquisition, (Oxford: Oxford Univcrsity Prcss, 1997),
p. 17,
2, The Stages of Error Analysis
Corder identified a model of error analysis which included three stages: recognition of errors, description of errors, and classification of errors29 This model is very simple because to apply this model, teachers just need to find out the errors made by the students, then, classified them into categories based on the causes of errors,
Another procedure of error analysis is given by Namiko Sakoda. She claimed that the procedure of error analysis has six stages: registration of the data, identification of errors, description of errors, explanation and diagnosis of errors, evaluation of the errors, and the last is a plan for prevention and feedback30 This model is more complex and detail rather than the model that is given by Corder because the classification of errors is not only based on the causes of errors, but also based on the language substances (phonology, graphology, spelling, and pronunciation), Furthermore, the model also plans the strategy for the teacher to avoid the same errors happen again in the future,
Ellis provided a more clear explanation about the stages in the process of error analysis, Those are: identifying errors, describing errors, and
I . . 31
exp awwg errors.
a, The Identification of Errors
The first stage in error analysis is to identify the errors, To identify the errors, the sentences made by the students are located and compared
. h h 32
WIt t e correct sentences.
""Stages of Error Analysis" inTeaching S(yles Online Weh, from !lIlp:l/www.tcachingstvlcsonlinc.com/stagcs of error analysis.hlm!. July 6,2011.
30 Namiko Sakoda, "Error Analysis Within Newspaper Reparting Wrillen hy Japanese
Secondary Schoolｓｾｵ､･ｮｴｳ ",inｊＱ［ＺＢｬｍｾｪＱｦａＡＡｦＧｬｩｬＡＧＹＧｩＺｦＬｬｪｾｉＢＬ 27(3), December 2004, p. 43.
b. The Description of Errors
The next stage in error analysis is to describe the errors. In this process, the errors that are found in students' sentences are described and classified into types3} Related to this, a number of different
categories for describing errors have been identified. Corder classified the errors into four categories: omission of some required ･ｬ･ｭ･ｮｴｾ
addition of some unnecessary or incorrect element; selection of an
incorrect element; andmisorderingof the elements34
A similar description is given by Ellis. He categorized the errors into: omission, addition, miss-selection, and miss-ordering35
1) Omission
Example:
She work in the library. (incorrect)
She works in the library. (correct) 2) Addition:
Example:
You must to go to school now! (incorrect) You must go to school now! (correct)
3) Miss-selection:
Example:
She is youngest than my sister. (incorrect) She is younger than my sister. (correct)
4) Miss-ordering:
Example:
Where is my key car? (incorrect) Where is my car key? (correct)
"Ellis.Second f,anguage Acquisition .... p. IR.
c. The Explanation of Errors
The last stage in analyzing students' error is to explain the errors.
In this process, the sources of error are tried to analyze and discovered.
When the term 'sources of errors' is being discussed, there are
two other different terms which have similar meaning. These terms are
'types of error', and 'causes of error'36
Brown classifies sources of error into;
1) lnterlingllal transfer
lnterlingllal transferis the negative influence of the mother
tongue of the learner. 37
2) Intralingual transfer
It is the incorrect generalization of rules In the target language. 38
3) Context oflearning
"The example for this source of error is 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."39 In a classroom context, the teacher or the textbook
could cause the learner to make wrong generalization about the
language.
3G Sunardi Hasyim, 11Error Analysis in the Teaching ofEnglish,IIJurnal Jurusan ＮＩｾ｡ｳｴｲ｡
Inggris. Uni\'. Kristen Petravol. 4, no. 1 (June 2002), p. 45.
" Brown, Principles ofLanguage Learning p.224.
4) Communication strategies
Communicative Strategies are 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.,,40
Meanwhile, Norrish classifies causes of error into three types, that is: carelessness, first language interference, and translation41 The three types of causes of error will be discussed briefly below:
I) Carelessness
Carelessness is related to students' motivation. In this case, their lack of motivation is not always the students' fault. The material or the teacher's style may cause the students get bored42 2) First Language
Language is a habit. "When someone tries to learn new habits (target language) the old ones (first language) will influence the new ones.,,43 This cause of error is called first language interference.
3) Translation
Translation is one of the causes of error. Many students translate his first language into the target language word by word without paying attention to the rule. 44 This is probably the most
common cause of error.
'" Brown.Principles ofl,onguoge l.eaming ... ,p.223-226. " Hasyim.Error Anaivsis in The Teaching ofEnglish, p.47. " Hasyim. lerror AnaZvsis in The Teaching ofEnglish, p.47.
A different classification of the source of error is also given by Hubbard. He claims that the cause of errors could be classified into:
I) Mother tongue interference
Many learners have difficulties in learning target language because the different grammar and sound system of the first language leads to wrong pronunciation, faulty grammar patterns, and wrong choice of vocabulary of a target language.45
2) Overgeneralization
"The mentalist theory claims that errors could not be avoided because they reflect various stages in the language development of the learner."46It means the process of producing
new language data in learners' mind can lead to error because when the data are incomplete, the wrong patterns may be produced.
3) Errors are encouraged by teaching material or method
The teaching material can also contribute to the student errors. To avoid the error, the material must be well chosen, graded and presented carefully47
3. The Benefits of Error Analysis
Error anal ysis gives several benefits for language teaching. Erdogan divided the benefits of error analysis into two sections: benefit for the teachers and benefit for the syllabus designers48
." Hubbardet. aI., A Training Course.. ,p. 140. '" Hubbardct. al.,.1 Training Course p. 141.
47Hubbardct. 01.,A Training Course p. 142.
a. Benefit for the teachers
Errors tell the teachers about the students' progress. "Errors also becomes feedback for the teacher reflecting how effective he is in his teaching style and what changes he has to make to get higher performance from his students.,,49 Furthermore, errors show the teacher the
points/material that needs further attention. b. Benefit for syllabus designers
For the syllabus designers, errors are significant data for syllabus designers as they show what items are important to be included or which items needs to be recycled in the syllabus.50 In this way, error analysis is
useful in determining the material that is suitable for the students51
In addition, Hasyim stated that through the error analysis, teachers can determine which material that they should focused on, teachers can also make a self-evaluation about their teaching style, and finally they can improve their techniques in teaching by planning a better strategy:52
From those explanations above, it can be conclude that error analysis has several benefits for the language teaching process, especially for the teachers and syllabus designers. Analyzing learners' errors could become a good way for teachers to find suitable strategies for teaching. For the syllabus designers, learners' errors could become a feedback to determine which materials should be included in the syllabus.
49Erdogan.Contribution of Error Ano(vsis.. , p.266. 50Erdogan,Contribution ofError Ana(vsis.. ,p.267.
C. Writing
I. The Definition of Writing
Writing is one of the four skills In English language. As Donald Hall
said, "Writing is a skill, like an athletic skill, which comes more naturally to some people than to others, but which improves with practices to everyone.,,53
Itmeans, writing is a specific ability that could be trained by practices.
According to Widdowson, "Writing is the act of making up correct sentences and transmitting them through the visual medium as marks on paper.,,54 This definition means that the accuracy on grammatical form in making a sentence in writing is emphasized.
While Coulmas defined writing system as "a set of visible or tactile signs that is used to represent units of language in a systematic way, with the purpose of recording messages, which can be retrieved by everyone who knows the language." 55 It means, writing could be in textual form (books, journals, newspapers, etc.) or in tactile form (braille).
In addition, from the aspect of process, writing could be seen as an activity which includes: discovering a point, developing solid support for the point, organizing the supporting material and writing out in a first draft, and
. , 56
revIsing.
In The Online Encyclopedia of Writing Systems and Languages, writing defined as "a system of marks used to represent an utterance in such a way
53 Donald Hall, Writing Well. Second Edition (Boston: Little Brown and Company,
1973), p.18.
" H.G. Widdowson,Teaching Language as Communication, (Oxford: Oxford University Press, 1978), p.62.
55 Florian Coulmas, r-Vriling Systems, .·In Introductiun 10 The Linguisticａｮ｡ｾｊｊｳｩｳＺ (New
York, Cambridge University Press, 2003), p.l.
that it can be recovered more or less exactly without the intervention of the utterer.,,57
From the definitions above, it can be concluded that writing is a skill of representing language in visual or tactile form which includes several steps: discovering a point, developing solid support for the point, organizing the supporting material and writing out in a 'first draft, and revising. Writing systems use sets of symbols to represent the sounds of speech.
2. The Types of Writing
According to Hall in Writing Well, Writing could be categorized into 8 types: eXposition, argument and persuasion, description, narrative, autobiography, writing fiction, writing about writing, and writing research.58
a. Exposition
Exposition is writing with a referential atm. "It does not argue, although exposition can form part of an argument. It does not tell a story, although it might explain something essential to telling a story.,,59
Expository writing must be clear, short, and strongW Encyclopedia entries are the example of expository. So, in expository writing, the writer explains something and carries information about something in clear, short, and strong way.
b. Argument and Persuasion
"In writing an argument, writer IS dealing with debatable
material.,,61 Through this type of writing, writer will use exposition,
narrative, and description, but he/she also has an argument to defend, and
57 "What is Writing" inOmniglot, The online enc.vclopedia of writing systems and
languages. from hltp:l/mrw.omniglot.com/wrilingldcfinilion. hllll. July 6. 20 II. ss Hall,Writing Well p.223-269.
59Hall,Writing Well p.223.
he/she will try to argue and persuade by means of clear thinking, reasonableness, and taking account of the opposition62 It means, the main purpose is to give an opinion and try to influence the readers with the writer's idea.
c. Description
Through this type of writing, writers try to describe something in detail. "Description may occur in other forms of writing, such as exposition, narration, and argument,,63
d. Narrative
"Narrative must have enough detail, so that the reader knows what is happening. However, it must not have too much detail that could make the reader get confused. The detail must be appropriate; it must have the right quality, as well as the right quantity.,,64 In sort, narrative is telling a story. While in more detail, it is any development in sentence, paragraph, or paper by chronological order65 .
e. Autobiography
Through autobiography, the writer tells about his/her life. "Our own life is the greatest source of writing.,,66 However, to write it is not
easy, the problem is getting the source and bringing the experiences back, so that the reader can understand our writing67
f Writing Fiction
Writing fiction is writing with imagination. "Description, narrative, and dialogue are ingredients of fiction, but the most important ingredient is
62Hall.Writing I'Vell.. , p.228-229. 63Hall,Writing Well .. , p.242-243.
61 Hall, Writing Well.. , p.245.
65Hall,Writing Well .. , p.245. 66Hall, Writing Well .. , p.248.
PERPUST;,KAAN UT/\11,11/\
the formal ｩｭ｡ｧｩｮ｡ｴｩｯｮＮＢＨＧｾ It means the quality of fiction writing depends on the writer's imagination.
g. Writing About Writing
In this type of writing, writers write to investigate something about writing; it may analyze the argument of essay, or the ｰ｡ｲ｡ｧｾ｡ｰｨ structure, or the use of narrative and description in a text69
h. Writing Research
Through this type of writing, writers make a report about his/her observation. "In writing a research paper, the most important decision is choosing a manageable topic, and a topic neither too large nor too small to
"70
be handled in the assigned number of pages.
A. Research Objectives
The objectives of this research are to identify and to describe the personal pronoun errors and to know the most frequent personal pronoun error made by the first grade students of SMP Al-Zahra Indonesia, Pamulang.
B. Time and Location
The research is took places at SMP Al-Zahra Indonesia on 23'd_2S'h
May 20 IL It is located on JI. Villa Dago Boulevard, Pamulang, Tangerang Selatan, Banten.
C. Technique of Sample Taking
The number of population consists of two classes, There are fifty students of the first grade of the academic year 2010/2011, it is divided into class A and B. In this research, the writer took sample only one classes (26 students from class
13),
it is about 52% from the population. The writer takes sample only one class because of the limited time that is given by the schooL Therefore, the method of sample taking in this "Skripsi" could be classified asD. Research Instrument
In this study, the writer tried to find the data about the errors of the use of English personal pronouns. The main instrument in this research is a sentence completion test that consists of 20 items. The test paper is presented in the appendix.
E. Technique of Data Analysis
The data is acquired through collecting the error items found in students' test and describing them into several categories based on the kind of personal pronoun cases:
I. Subjective Pronoun 2. Objective Pronoun 3. Possessive Adjective 4. Possessive Pronoun
By using these categories, the writer classifies the errors and explains the problem.
From the data, the writer tries to verify the frequency of the errors in the students' test descriptively. Therefore, for data analysis procedure the writer uses descriptive analysis technique. The frequency distribution will be described in the table percentage and the formula is as below:
P = FIN X 100%1
P= Percentage
A. Data Description
[image:40.521.47.442.149.722.2]The first stage in processing the data for error analysis is identifying the errors. In this process, the item numbers containing error are marked, then, compared with the correct sentences. Here, to mark the area, the wrong personal pronouns are italicized.
Table 4.1 The Error Items
Personal
Number
Correct Sentence Students' Error Sentences
Pronoun
Items
Type
1 Heis my brolller. • 51,eis my brother.
S Alice and I are very thin. • Alice and I are very thin. Theyare
-- § We are top models. lop models.
g
8 9 11 is a wonderful day today. • It'sis a wonderful day today.
p..
<l)
Ｎｾ 13 Her classmates aren't from • Her classmates aren't from Japan,
U <l)
Japan,theyare from China, themare from China.
B
;:l
-V>
17 You andImnst go now. • You andmemust go now.Weare
We are latc! laic!
---20 Jack and his family have • Jack and his family have been here
been here since two weeks since two weeks ago. This house is ago. This house istheirs. them.
e Jack and his family have been here since two weeks ago. This house is
B. Data Analysis
From the data collected, the writer breaks down the error types into four categories based on personal pronoun cases: subjective pronoun, objective pronoun, possessive adjective, possessive pronoun. The identified errors are presented in the table based on their category and supplemented with hhe explanation of errors. Then, the percentage of each type of errors is calculated:
a. ｓｲＺ｢Ｎｬ｜ｾ｣ｴｩｶ･ Pronoun
[image:42.524.57.451.155.560.2]Table 4.2
Frequency(>f,Students' Error in Subjective Pronoun
Freq.
No. Type of Source of of Percent<lge
Students' Errorｓ･ｬｬｬｾ･ｮ｣･ｳ
Items Error Error Error
I • Sheis my brother. Afiss- !nteriingual 2 7.69% selection transfer
5 • Alice and I are very thin. The)" ,Hiss- lnterlingua/
3 11.54%
are top models. selection transfer
9 • It'sis a wonderful day today. Addition Intralingual 4 15.39%
transfer
13 • Her classmatesaren'tfrom Afiss- Il1terlingual
2 7.69%
Japan,themare from China. selection transfer
"
17 • You andmemust go now. We 1\118S- Interlingual
16 61.54%
are late! selection transfer
Total 27 20.77%
•
The highest frequency of eJrror in subject pronoun is at the item number 17 with 61.54%, followed by the item number 9 with 15.39%, number 5 with 11.54%, and number 1 and 13 with the same percentage, 7.69%. The test item fo r the number 17 is below:
, - - - 1
The correct personal pronoun for this sentence is "1". So, the sentence should be: "Yoll and I must go now". However, the data shows that most students (61.54%) choose the wrong answer; they choose the personal pronoun "me". This problem is caused by the mother tongue interferences/first language interferences (inter/ingual transfer). In this case, students still do not know about the use of personal pronoun in English and have difficulty in distinguishing between subjective and objective pronoun because in Bahasa Indonesia, the pronoun "saya"
can be used in the subjective or objective case, but in English, the pronoun "/" should be used in the subjective case. This error could be categorized as miss-selection
For the item number 9, there are four students (15.39%) who choose the wrong answer. The test item for the number 9 is below:
I
9. ...isa wonderful day today.The correct personal pronoun for this test item is "it". However, there are four students who make error. Here, they used double auxiliaries
(It's is a wonde/jul day today). This error is classified into an addition
because the students add an unnecessary element into the sentence. The source of error for this case could be categorized as an
overgeneralization/simplification. Students might have heard or learnt
b. Objective Pronoun
Table 4.3
Frequency of Students' Error in Objective Pronoun
}freq.
No. Type of Source of of Percentage
Students' Error Sentences
Items Error Error Error
2 • They will sendI a message Miss- lnterlingual 5
19.23%
immediately. selection transfer
6 • Nadine, Lea, and Mark are my Miss- lnterlingual
best friends. I lovetheyvety selection transfer 1 3.85%
much.
10 • My watch has lost. I have to find Miss- lnterlingual 1 3.85% my. selection transfer
14 • Suzanne's bag is vety heavy. I Miss- lnterlingual 1 3.85%
have to helpsheto carty it. selection transfer
18 • Our teacher is tellingweabout ｾｍｩｳｳＭ lnterlingual
his e'''I)erience. selection transfer 6 23.07% • Our teacher is tellingourabout J.\1iss- lnterlingual
his e'''I)erience. selection transfer
Total 14 10.77%
The highest frequency of error in objective pronoun is at number 18 with 23.07%, followed by the item number 2 with 19.23%, and number 6, 10, 14 with same percentage, 3.85%. The test item for the number 18 is below:
2. Our teacher is telling ... about his experience.
[image:44.524.61.446.145.502.2]Students have problem to differentiate among subjective pronoun, objective pronoun, and possessive adjective. It happens because in Bahasa Indonesia, the pronoun "kami" could be used for the subjective case, objective case, or possessive adjective.
[image:45.526.67.446.159.531.2]c. Possessive Adjective
Table 4.4
Frequency of Students' Error in Possessive Adjective
Freq.
No. TY\le of Source of of ]lerccntage
Students' Error Sentences
Items Error Error Error
3 • They are ridingtheirsown l\Jiss- Interlingua/ 9 34.61%
bikes. selection transfer
7 None
-
-
0 0%11 • This is notyourbook, butthis is Miss- Interlingua/ 3 11.54%
mine. selection transfer
15 • 1 foundhimnotes yesterday. Miss- Interlingua/ 5 19.23%
selection transfer
19 • Mrs. Nina isoursEnglish Miss- Interlingua/
teacher. selection transfer 2 7.69%
• Mrs. Nina isweEnglish teacher. lUiss- Inferlingua/ selection transfer
Total 19 14.61%
In this section, the highest frequency of error is at number 3 (34.61%), followed by the number 15 with 19.23%, number 11 with 11.54%, and number 9 with 7.69%. The test item for the number 3 is below:
I
3. They are riding ... own bikes.personal pronoun "theirs". It happens because they could not differentiate between possessive pronoun and possessive adjective. This type of error is categorized as miss-selectionthat is caused by the mother tongue interference(interlingual transfer).
d. Possessive Pronoun
Table 4.5
Frequency of Students' Error in Possessive Pronoun
Freq.
No. Type of Source of or Percentage
Students' Error Sentences
Items Error Error Error
4 • This is Andrew's phone. l1lis Miss- Interiinguat 18 69.23% phone ishim. selection transfer
8 • My pencil is broken.CanI Miss- Interiingual 7 26.92% borrowyour? selection transfer
12 • She has a black stick. This black Miss- Interiingual 22 84.61% stick isher. selection transfer
• That is your pencil, and this is Miss- Interiingual
16 selection transfer 5 19.23%
my.
• Jack and his family have been Miss- Interiingual
here since two weeks ago. This selection transfer
20 house isthem. 15 50%
• Jack and his family have been lvJiss- Interlingual here since two weeks ago. TIus selection transfer
house isthey.
Total 67 51.54%
Number 12 has taken the highest frequency of error that made by the students with 84.61%, followed by the number 4 with 69.23%, number 20 with 50%, number 8 with 26.92%, and number 16 with 19.23%. The test item for the number 12 is below:
[image:46.522.69.441.157.602.2]For this item, the correct personal pronoun is "hers". However, 69.23% students choose the wrong personal pronoun (her). This error could be classified into miss-selection because they use "her" for the possessive pronoun. In the other point of view, this error also could be classified into ommision because the students remove the suffix "-s". In this case, the source of error could be classified as interlingual transfer.
C. Data Interpretation
After classifying the errors based on the personal pronouns area, the writer gets the distribution of personal pronoun area which is based on high frequency of errors, as in the following table. It can be seen which one of the personal pronoun that is the highest frequency of error and the lower frequency.
[image:47.524.60.434.194.640.2]Table 4.6
The Distribution of Personal Pronoun Area
Based on the Frequency of Errors
No. Type of Personal Frequency Percentage
Pronoun of Error of Error
1 Possessive Pronoun 67 51.54% 2 Subjective Pronoun 27 20.77% 3 Possessive Adjective 19 14.61% 4 Objective Pronoun 14 10.77%
pronoun with 20.77%, the third is possessive adjective with 14.6]%, and the last is objective pronoun with 10.77%.
After analyzing the errors, the writer takes conclusion that most of the errors are caused by the mother tongue interference. This is the most basic factor. The grammar of English is different that ofIndonesian; for example, in Bahasa Indonesia, "saya, dia, kami, kamu, and mereka" are used in any position in sentences and do not change, but in English, the pronoun "I, he, she, we, and they" become "me, him, her, us, and them" when they are used as object. The pronouns"yoll and it", however, do not change form when they change position in the sentence. The difference, such as in the example above, often makes student confused to use the appropriate pronoun, especially in writing.
Besides, the errors could also cause by the method of teaching, because how well the students understand the material depends on the method of teaching that teacher uses. The last possible factor is the students themselves. Their lack of motivation can lead to·the errors. Related to this factor, the lack of students' motivation has a close relationship with the students' boredom (Chapter II). In this case, teachers should find some various strategies to avoid the problem of students' boredom.
A. Conclusion
After finding out the result and analyzing it, the writer comes to the conclusion that some students have not understood about the form and the function of personal pronouns; the most frequent type of error is in the possessive pronoun (51.54%), the second is subjective pronoun (20.77%), and the third is possessive adjective (14.61%), and the last is objective pronoun (10.77%). Most of the errors could be categorized as "miss-selection" that is caused by the mother tongue interference/interlingual transfer.
B. Suggestions
Some suggestions are needed by the English teachers in order to prevent the students of making the same error and hopefully in using the pronoun. The suggestions are given below:
to familiarize the students with the personal pronoun forms. This way could help students to avoid the word-by-word translation that is often used when they make a personal pronoun sentence.
2) The teachers should use various strategies for teaching English, especially for teaching the material of personal pronoun so that the students will clearly understand more and not get borea.
Books:
Badan Standar Nasional Pendidikan (BSNP).Standar lsi Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: BSNP, 2006.
Brown, DouglasH. Principle ofLanguage Learning and Teaching, Fourth loaition. New York: Pearson Education, 2000.
Coulmas, Florian. Writing Systems, An Introduction to The Linguistic Analysis. New York, Cambridge University Press, 2003.
DeCapua, Andrea. Grammarjor Teachers: A Guide to American English jar Native and Non-Native. New York: Springer Sciences+Business Media, 2008.
Ellis, Rod. Second Language Acquisition.Oxford: Oxford University Press, 1997.
Frank, Marcella.Modern English, A Practical Rejerence Guide. New Jersey: Prentice Hall, 1972.
Hall, Donald. Writing Well, Second Edition. Boston: Little Brown and Company, 1973.
Hansen, Barbara& McDaniel, Rebecca. Simplified Sentence Skills. Illinois: NTC Publishing Group, 1998.
Hubbardet. al.. A Training Coursefor TEFL. New York: Oxford University Press, 1983.
Richards, Jack C. & Rodgers, Theodore S. New York: Cambridge University Press, 1992.
Langan, John. English Skills.New York: The McGraw-Hill Companies, Inc., 2001.
Leech, Geoffrey& Svartvik, Jan. New York:A Communicative Grammar ofEnglish. Pearson Education Limited, 2002.
Robinett, Bett)' Wallace and Schachter, Jacqueline. Second Language Learning: Contrastive Analysis, Error Analysis, and Related Aspects. Michigan: University of Michigan Press, 1986.
Warriner, John E. Warriner's English Grammar and Composition Third Course. New York: Harcourt Brace Jovanovic, Inc., 1982.
Widdowson,H.G. Teaching Language as Communication. Oxford: Oxford University Press, 1978.
Wishon, George E.Let's Write l<-nglish (Revised Edition). New York: Litton Educational Publishing International, 1980.
Jom'Dals:
Hasyim, Sunardi. "Error analysis in the teaching of English,"Jurnal Jurusan Sastra
Inggris, Univ. Kristen Petravol. 4, nO.l (June 2002).
Erdogan, Vacide. "Contribution of error analysis to foreign language teaching."
Mersin University Joul11al ojTheFaculty ojEducatioJ1, vol. 1, (December
2005).
Sakoda, Namiko. "Error analysis within newspaper reporting written by Japanese secondary school students", ｉＥＡｦｈｩｦＯｊｦ［ｴｾｬｩｊｦｐｴｩｩｊｪｪｴＬ 27(3), (December 2004).
Websites:
"Common Pronoun Problems," in Lynchburg College Web. Retrieved: July 12,2011 from littp!I",'w\\f.lynyDblU,g,eQu/x2390x1TI
"English Grammar: Possessive Adjective," inl<-i1glishLanguageGuide.com.
Retrieved: July 12,2011 from
h!.tp:f/w\vw.englishlanguageguide.com/english/grammar/possessive-adjective.asQ
"Frequency Distribution Tables", inPSYCH 200: ElementGlY Statistics in Psychology,
Retrieved July 9, 20 II from
https:ijcourses.worldca mpus.psu .edu!welcome(Psych200/less02 02.html
"Pr'€lnouns and Pronoun Errors," in Grossmont College Web. Retrieved: July 11,2011 from
httQ:f/www.grossmon!.edu/karl.sherlockfEnglish098/PronounsAndPronounE1T ors.html
"Stages of Error Analysis" in Teaching Styles Online Web. Retrieved July 6, 2011 from http://www.teachinggylesonline.cQ!.11/stageLoferroranalysis.html
"What is Writing" inOmniglot, The online encyclopedia qj"writing ,ystems and languages. Retrieved July 6, 2011 from
THE RESEARCH INSTRUMENT
Name Class : VII
Complete the following sentences
byusing the correct personal
pronoun!
1. ... is my brother.
2. They will send a message immediately. 3. They are riding own bikes.
4. This is Andrew's phone. This phone is ... 5. Alice and I are very thin are top models.
6. Nadine, Lea, and Mark are my best friend. I love ... very much. 7... doctor is from Germany.
8. My pencil is broken. Can I borrow ...? 9. .. .... is a wonderful day today.
10. My watch has lost. I have to find ... 11. This is not ... book but this is mine.
12. She has a black stick. This black stick is .
13. Her classmates aren't from Japan are from China. 14. Suzanne's bag is very heavy. I have to help ... to carry it. 15. I found ... notes yesterday.
16. That is your pencil and this is . 17. You and ... must go now. We are late!
18. Our teacher is telling ... about his experience. 19. Ms. Nina is ... English teacher.
1. He
2. Me/him/her/us/them
3. Their
4. His
5. We
6. Them
7. My/his/her/our/their
8. Yours
9. It
10. It
11.Your/his/her/their
12.Hers
13.They
14. Her
15. His/her/my/your/their
16. Mine
17. I
18. Us
19. Our/my/their/her/his 20. Theirs
Complete the following sentences
by
using the correct personal pronoun!(she
I
he
I
it
I
they
I weIll
you
I
her
I
him
I
it
I
them
I
us
I
me
I
you
I
her
I
his
I
its
I
their lour
I
my
I
your
I
hers
I
his
I
its
I
theirs
lours I
mine
I
yours)
1. \,\{'....
is my brother.
2.
They will send .'l1::':-a message immediately.
Th
'd' \c'0e-i '(b'k
3.
ey are n mg ... own
Ies.
4. This is Andrew's phone. This phone is
ｾ
5. Alice and I are very thin.
｜Ｚ［ｊＮｾＮare top models.
ｾＢＬＬＬ｜ｦＧｉＢ6. Nadine, Lea, and Mark are my best friend. I love ... very much.
ｾｉ
7...\. doctor is from Germany.
8
.
My penCi
'1' bISro en. an
k C I borrow ...
'-(O\)'-;S
9.
.\1-...
is a wonderful day today.
10.
My watch has lost. I have to find
\'±:...
11.
This is not
j0::
book but this is mine.
12.She has a black stick. This black stick
ｩｾ
13. Her classmates aren't from Japan.
ｾ･
from China.
\0"'-'\
14.
ｳｵｺ｡ｮｮｾｳvery heavy. I have to help ... to carry it.
15. I
ｦｯｵｮｾｴ･ｳ
yesterday.
16. That is your pencil and this is
ＮｾＡＧ［Ｇｌ＼Ｎ17. You and ..\ ... must go now. We are late!
18. Our teacher is telli@bout his experience.
19. Ms. Nina is
o.J.'!.
English teacher.
Complete the following sentences
byusing the correct personal
pronoun!
(she
ＨＧｨ･ｲＫｴＯＩ｢･ｹＱｾＯｉＯｹｯｵ/.Ber/
him /
ｩｴＯｾ/ us
Ｏｾｯｵ/ her /
his /
its /their / our /
my/ yoor /
hers
/4ir5/
its / theiFS7 ours / mine /
ｾhg·
b h1. ...
ISmy rot er.
2.
They will send
ｾ＿
a message immediately.
3.• They are
ｲｩ､ｩｮｾｮ
bikes.
4. This is Andrew's phone. This phone
ｩｓｾＮ
:.-:i
5. Alice and I are very
ｴｨｩｮＮｾＮ
ｾｲ･
top models.
ｾｦＮｾｩｨ
6. Nadine, Lea, and Mark are my best friend. I love ... very much.
7.
!!::.J
doctor is from Germany.
ｾ
ＸｾＲｴｰ･ｮ｣ｩｬ
is broken. Can I
｢ｯｲｲｯｾ
ｾＮ
is a wonderful day today.
.
·t
10. My watch has lost. I have to find
1.. ....
11. This is
ｮｯｦｽｱＮｾ
ｾｏｏｫ
but this is
ｭｩｮ･ｾ
12. She has a black stick. This black
ｳｴｩｾ
ｾＮ
13. Her classmates aren't from Japan... are from China.
14.
ｳｵｺ｡ｮｮ･ｾｳ
b
is very heavy. I have to help
hf.':?to
carry it.
l
(tri
15· I found ...
n
yesterday.
t
L" •f'vｾ
16. That is your pencil and this is ...
fNll
17. You and.l. ... must go now. We are late!
18. Our
ｴ･｡｣ｨﾣｩｬｾｾｴＱＺＺｾ｡
