AN ANALYSIS ON ERRORS MADE BY LEARNERS
IN FORMING IRREGULAR PLURAL NOUNS
(A Case Study at the First Year Students of M.A. ‘Jamiat Kheir’ Central Jakarta)MUHAMMAD SAUGI
208014000103
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER
’
S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
(A Case Study at the First Year of M.A. 'Jamiat Kheir' Students)
a Skripsi
Presented to the Faculty of Tarbiyah and Teacher's Training
In Partial Fuffillment of the requirementsfor the Degree of Strata
I
(Bachelor of Arts) in English Language Educationby:
Muhammad Saugi 208014000103
Approved by Advisors:
Drs. H. Sunardi Kartowisastro" Dip.Ed
NIP: 19440719 196510 2 001 NIP: 19790811 200912 2 001
DEPARTMENT
OF
ENGLISH EDUCATION
FACULTY
OF
TARBIYAH
AND
TEACIIER'S TRAINING
SYARIF
HIDAYATULLAH
STATE ISLAMTC UNIVBRSITY
JAKARTA
BNDORSEMENT
SHBET
The Examination Committee
of
the Facultyof
Tarbiyah and Teachers, Training certifies that the 'skripsi' (Scientific paper) entitled .,ANANALysrs
oN ERR9RSMADE BY LEARNERS
IN
FORMING IRREGULAR PLURAL NOUNS', (ICase Study
at
theFirst
Year Students ofM.A.
'JamiatKheir'
Central Jakarta),written
by
Muharnmad Saugi, student's registration number 208014000103 was examinedby
the committee on Decemberrrtt',2013.
The .skripsi, has been accepted and declared to have fulfilled one of the requirements for the degree of"S.Pd" (Bachelor of Arls) in English Language Education at the English Depitment
of 'Syarif Hidayatullah' State Islamic University.
J akarta, December I lth, 20 13
EXAMINATION
COMMITTEE
CHAIRMAN Drs. Syauqi. M. Pd.
NIP. 19641212 t99I 03 1002
SECRETARY Zaharil Anasy. M. Hum
NrP. 19761007 2007 10 1 002
EXAMINER I Nida Husna. M. Pd.. M.A. TESOL NIP. 19720705 2003 122002
ulr-'4
Vr--i
.
-...._
EXAMINER II DR. Atiq Susilo, M.A.
NIP. 194911221978 03 1 001
Acknowledged by
Dean of Faculty of Tarbiyah and Teachers, Training
\u,^tu$l-Dra. Nurlena Rifai. M.A.. Ph.D NrP" 19591A2A 1986 03 2 001
SURAT PERNYATAAN KARYA
SENDIRI
:
111Saya Yang Bertandatangan dibawah ini,
Nama
Tempat, Tanggal Lahir NIM
Jurusan/ Frodi
Prograrn
Judul Skripsi
MUHAMMAD SAUGI
Situbondo, 16 Oktober 1980
208014000103
Pendidikan Bahasa Inggris Non Reguler
AN
ANALYSIS
ON
ERRORS
MADE
BYLEARNERS
IN
FORMING
IRREGULARPLURAL NOUNS" (A Case Study at the Firist Year.
Students of M.A. 'Jamiat Kheir' Central Jakarta)
i.
Drs. H. Sunardi Kaftowisastro, Dip.Ed2. Ummi Kultsum, M.Pd
Dosen Pembimbing
Dengan
ini
menyatakan bahwa saya buat benar-benar hasil karya sendiri dan sayabertanggung jawab secara akademis atas apa yang saya tulis. Demikian ini dibuat sebagai salah satu syarat Wisuda.
Jakafta, 9 Juli 2013
Mahasiswa Ybs.
l1l
iv
ABSTRACT
AN ANALYSIS ON ERRORS MADE BY LEARNERS IN FORMING IRREGULAR PLURAL NOUNS A Case Study at the First Year Students of
M.A. „Jamiat Kheir‟ Central Jakarta. Skripsi of English Education at Faculty of Tarbiyah and Teachers‟ Training of State Islamic University Syarif Hidayatullah
Jakarta, 2014.
Advisor I : Drs. H. Sunardi Kartowisastro, Dip.Ed Advisor II : Ummi Kultsum, M.Pd
Key Words : Errors, and Error Analysis on Irregular Plural Nouns
Committing errors in language learning is a common thing and thus inevitable, especially for learners of English as a foreign language. Brown defines an error as “a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learners.”1 The writer of this
„skripsi‟ does an analysis on errors found on the learners‟ tests upon the matter of forming the irregular plural nouns. Vahdatinejad maintains that “error analysis can be used to determine what a learner still needs to be taught as it provides the necessary information about what is lacking in his or her competence.”2 Accordingly, the writer, then, carries on a descriptive research to identify and further diagnose on what might be the reasons for the learners of the first grade of
senior high school „Jamiat Kheir‟ Jakarta in committing the errors. There are 17 (seventeen) students taken as the object of this research who take the test as one of the instruments prepared, in addition to personal observation, an interview to an English teacher, and questionnaires for the students to acquire additional description to what likely occurs at the classroom. The analysis of data shows that students committed the errors of word-order and addition. They did errors that are caused by the factor of inter-lingual transfer and the context of learning. The most errors that were made are the nouns that come from Latin or Greek (97.6%) which indicates that most of them do not aware that some nouns words have their typical as well as exceptional forms. Accordingly, it is a must for the teachers to inform their learners of the exceptions to the rule of the language matter which is ungrammatical, to be followed by giving necessary evaluation, especially on the formation of the irregular plural nouns.
1Brown, H., Douglas, 2000, Principles of Language Teaching and Learning, New York: Addson
Wesley, p 217
2
Vahdatinejad, International Journal of Learning and Development: Applied Error Analysis of Written Production of English Essays of Tenth Grade Students in Ajloun School, Jordan
v
IRREGULAR PLURAL NOUNS di M.A. „Jamiat Kheir‟ Jakarta Pusat kelas
satu. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta, 2014.
Pembimbing I : Drs. H. Sunardi Kartowisastro, Dip.Ed Pembimbing II : Ummi Kultsum, M.Pd
Kata Kunci : Kesalahan, analisis kesalahan, dan kata benda tidak beraturan jamak
Membuat kesalahan dalam mempelajari bahasa adalah sesuatu hal yang lumrah dan tidak dapat dihindari, khususnya bagi mereka yang sedang mempelajari bahasa Inggris sebagai bahasa asing. Brown mendefinisikan
kesalahan (error) sebagai „penyimpangan‟ yang dapat dilacak dari sebuah tata
bahasa (yang digunakan oleh) penutur asli dewasa, yang merefleksikan kompetensi atau kemampuan interlanguage siswanya. Penulis skripsi ini melakukan sebuah analisa kesalahan (error) yang dijumpai pada hasil tes siswa dengan materi tentang pembentukan kata benda jamak tidak beraturan.
Vahdatinejad mengatakan dengan tegas bahwa analisa kesalahan (error analysis)
vi
MOTTO
Hai manusia, sesungguhnya Kami menciptakan kamu dari seorang laki-laki dan seorang
perempuan dan menjadikan kamu berbangsa-bangsa dan bersuku-suku supaya kamu saling
kenal-mengenal. Sesungguhnya orang yang paling mulia di antara kamu di sisi Allah ialah orang yang
paling taqwa di antara kamu. Sesungguhnya Allah Maha Mengetahui lagi Maha Mengenal.
O mankind, WE have created you from a male and a female; And WE have made you tribes and sub-tribes that you may know one another. Verily, the most honourable among you, in the sight of ALLAH, is he who is the most righteous among you. Surely, ALLAH is All-Knowing, All-Aware.
(Al-Quran Surah Al-Hujurah (49) verse13)
Errare humanum est. (to err is human)
(Latin proverb)
An error does not become a mistake Until you refuse to correct it.
vii
has been giving the writer His blessing and guide, especially on the accomplishment of this study. Peace and salutation be upon the great prophet Muhammad, his companions and followers.
It is absolutely indispensable for the writer to express his gratitude for those who have been helpful in assisting on the accomplishment of this research.
The writer would like to dedicate this „skripsi‟ to his beloved mother
(Syifa Almuhdar), his father (the late-Syech Basry Assegaf), his wife (Hidayah Savira) and his daughters (Fateema Mutia Khalyla and Amyna Nasheera Nadine) for their attention and support.
On this occasion, the writer also would like to give thanks to:
1. Mrs. Ummi Kultsum, M, Pd. and Mr. Drs. H. Sunardi Kartowisastro, Dip, Ed., for their guidance, patience and perseverance during the course of this study. 2. All the lecturers of English Education Department from whom the writer attains
worthy knowledge, particularly in English language learning.
3. Drs. Syauki, M, Pd., the head of English Education Department, and Zahril Anasy, M. Pd., the secretary.
4. Dra. Nurlena Rifa‟i, MA., Ph.D., the dean of Faculty of Tarbiyah and Teacher‟s Training.
5. Mr. Syauqi Algadri, the head of „Jamiat Kheir‟ institution, Mr. Husin
Alhadad, the headmaster of M.A. „Jamiat Kheir‟, and Mr. Erlansyah, the
English teacher, for their contribution of this project in both the obtaining of the data as well as the handling of the instruments.
6. The students of „Jamiat Kheir‟ school from which the writer of this „Skripsi‟ collect the data, especially the students of grade X, unit of „banat‟. Thanks for the learners who took their time to respond to the questionnaires sent to them. 7. All of the writer‟s friends, exceptionally those of extension class-C for the
viii
The writer feels sure that this „skripsi‟ is still far from impeccable. For that reason, any comment or criticism which is constructive or practical is always desirably welcome with salutation for the meaningfulness as well as the usefulness of this „skripsi‟.
Jakarta, February 10, 2014
ix
ENDORSEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI ... iii
ABSTRACT ... iv
ABSTRAK ... v
MOTTO ... vi
ACKNOWLEDGMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
CHAPTER I INTRODUCTION A.Background of the Research ... 1
B.The Limitation and Formulation of the Problem ... 3
C.The Objective of the Research ... 3
D.The Significance of the Research ... 3
E. The Organization of the Writing ... 3
CHAPTER II THEORETICAL FRAMEWORK A. Error Analysis ... 5
1. The Definition of Error ... 5
2. The Definition of Error Analysis ... 5
3. The Sources of Errors ... 7
4. The Classification of Errors ... 10
5. The Procedure of Error Analysis ... 12
B. Nouns ... 13
1. Nouns and Its Role as a Part of Speech ... 13
2. Noun Classification ... 13
3. Irregular Plural Nouns ... 14
CHAPTER III THE RESEARCH METHODOLOGY A. The Method of the Research ... 16
B. The Place and Time of the Research ... 16
C. The Object of the Research ... 16
D. The Instruments of the Research ... 17
E. The Technique of Data Analysis ... 17
CHAPTER IV THE RESEARCH FINDING A. Data Description ... 18
B. Data Identification ... 21
x
D. Interpretation of Data ... 29
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 31
B. Suggestion ... 32
REFERENCES ... 33
xi
Table 4.2 Students‟ Test Result of the 24 Items ... 18
Table 4.3 Number of Errors on Each Item ... 19
Table 4.4 First Identification of the Students‟ Error (test-1) ... 21
Table 4.5 Second Identification of the Students‟ Error (test-2) ... 23
Table 4.6 Third Identification of the Students‟ Error (test-3) ... 25
Table 4.7 Classification of Students‟ Error in Number and Percentage ... 26
Table 4.8 Number of Causes of Error ... 26
[image:12.595.115.533.78.471.2]1
CHAPTER I
INTRODUCTION
A. Background of the Research
The existence of English from century to century has made it become the
lingua franca or as an international means of daily talks and conversation which is
spoken by many population throughout the world. People have significantly put their intention in dealing with English language to lessen the „barrier‟ of their cross-continent communication.
In Indonesia, English, which is a foreign language, has been one of the main subjects among other lessons taught to students from the level of elementary up until secondary or high school levels. The English subject or lesson with the topics or subject matters including the four skills (listening, speaking, reading writing) and language components (grammar, vocabulary, and pronunciation or
phonology) is delivered to students of Junior and Senior High School.
Some students are highly-interested in learning the language, especially when they are provided relevant as well as supportive facilities including the competent teachers and the attractive materials, while some others are less courageous or motivated with a number of reasons. Teachers, along with their ways or methods, conduct the teaching and learning process to fulfil the completion of the matters where students are expected to understand.
Grammar matter, apart from the other aspects such as expression and texts, are periodically given to students with several parts of test or exercises. Students learn a number of structures or rules which is called the grammar, as what is defined by Richards and Schmidt as “a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in a language.”1 However, students often forget the structures unless they keep using them constantly on daily use or conversation, as what is
1
stated by Harmer “… what they know about grammar they may remember the
lesson from school, but beyond that they will say that they have forgotten what
grammar they once knew.”2
The structures in English language involve a number of grammatical rules including the regular and irregular forms of words where students are expected to understand but unfortunately, they find this an uneasy thing to do. One of the examples is when they feel quite difficult in distinguishing the regular and irregular forms of plural nouns.
The difference between English and Indonesian structures of words writing does confuse many students in learning it, especially for the noun words that are not only in form of singular and plural, but also in form of regular and irregular. Some of the nouns are the same in forms whether they are in plural or singular, while some others are in different forms. We can say in English „a deer‟
and „many deer‟ (not „many deers‟) as it is in the same form and belongs to irregular noun (form). In Indonesian, we just easily can say: seekor rusa or banyak rusa (without any inflectional changes). Another example is the noun word a
horse which is singular and thus becomes horses in plural, and this belongs to
regular noun word, as the pattern is simply by asserting an s at the end of the singular noun word.
Those grammatical rules in forming the plural nouns are perplexed by a number of other exceptional patterns. We take examples the noun words mouse that changes into mice, not mouses, and goose that becomes geese, not gooses, from their singular forms into their plural ones, respectively. Their specific ways in changing from singular to plural classify them into what we call as the irregular nouns and thus become an exception in which many students experience a number of errors. This phenomenon urges the writer to learn more the causes or reasons within, and thus made him conduct a research which is titled “An Analysis on Errors Made by Learners in Forming Irregular Plural Nouns”.
2
3
B.
The Limitation and the Formulation of the Problem
The scope of this research is to analyze the errors made by the students on the test items of Irregular Plural Nouns forms and to find out factors that might cause them difficult in forming the Irregular Plural Nouns. The writer will discuss only the forms of Irregular Nouns which are also in Plural forms.
According to the statements above, the writer formulates the problem into:
“What kinds of errors do the students make on the topic of Irregular Plural Nouns
form and what factors that cause them to commit such errors?”
C.
The Objective of the Research
The writer‟s purpose in conducting this research is to identify the errors
and to learn what factors become the causes on the difficulty faced by students as they made errors while doing the tests items related to the forming of the Irregular Plural Nouns after learning such matter, as a part of the study of grammar in the high school.
D.
The Significance of the Research
This research is intended to minimize the students‟ errors in grammatical matter of irregular plural nouns and to provide them with better understanding on this topic. Hopefully, they are motivated to increase their comprehension on irregular plural nouns formation which can be assisted by their teachers after analyzing the errors that have been committed. In addition, through this research, the writer hopes to widen his view on this matter as well as for the readers or those who are concerned with this issue to contribute with supplementary knowledge.
E.
The Organization of the Writing
This „skripsi‟ is divided into five chapters. The first chapter is the
The second chapter is the theoretical framework. This chapter consists of two main parts. The first part gives the explanation for the error analysis that comprises the definition of error and error analysis, the sources of error, the classification of error, and the procedure of error analysis. The second part of this chapter explains about the noun which covers the noun as a part of speech, the noun classification, and the irregular plural nouns.
The third chapter of this research is the research methodology. It comprises the method of the research, the place and time of the research, the object of the research, the instrument of the research, and the technique of data analysis.
The research finding is in the fourth chapter. It provides the explanation of data description, data analysis, and data interpretation.
5
CHAPTER II
THEORETICAL FRAMEWORK
A.
Error Analysis
1. The Definition of Error
Various definitions of error have been presented by a number of experts. Basically, those definitions contain the same meaning while the difference lies only on the ways they formulate them. The first definition is what is stated by Norrish, i.e. “error is a systematic deviation, when a learner has not learnt something and consistently gets it wrong.”3 It means something can be said an error when someone does not know the matter and he or she constantly does it incorrectly as they produce deviant grammatical rules on this context.
The second definition is given by Cunningsworth that says “… errors are systematic deviations from the norms of the language being learned.”4 This is similar with the previous explanation and the emphasis is on the norms or grammatical patterns.” Those two theories are preceded by another definition from Dullay, et al, stated that “error is the flawed side of a learner‟s speech or writing.”5 Here, our attention lays on the „flawed‟ side which means parts of the
learners‟ speaking or writing that are grammatically incorrect and thus to be called errors.
2. The Definition of Error Analysis
From the previous sub charter, it can be said that error analysis is an activity to reveal errors found in writing and speaking. Richards et al state that “… error analysis is the study of errors by the second and foreign learners. Error analysis may be carried out in order to (a) find out how well someone knows a language, (b) find out how a person learns a language, and (c) obtain information
3
Norrish, J, Language Learning and Their Errors, 1987, London: Macmillan Publisher Ltd.,p.7
4
Cunningsworth, A., Evaluation and Selecting EFL Teaching Materials, 1987, London: Heineman Education Book, p.87
5
on common difficulties in language learning, as an aid in teaching or in the preparation of teaching materials.”6
Another concept of error analysis is given by Brown. He defined error analysis as “the process to observe, analyze, and classify the deviations of the rules of the second language and then to reveal the systems operated by learner.”7 It seems this concept is similar with the one proposed by Crystal i.e. “error analysis is a technique for identifying, classifying and systematically interpreting
the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.”8
“Theoretical analysis of errors, mainly deals with the process and strategies of language learning and its similarities with first language acquisition. In other words, it tries to investigate what is going on in the minds of language learners. Secondly, it tries to decode the strategies of learners such as overgeneralization and simplification, and thirdly, to go to a conclusion that regards the universals of language learning process whether there is an internal syllabus for learning a second language.”9
Before we go further on explaining about the error and its characteristics, it is necessary to pay our attention to the distinction between an error and a mistake as what some linguists call them two different phenomena.
According to Dictionary of Language Teaching and Applied Linguistics,
“a learner makes a mistake when writing or speaking because of lack of attention, fatigue, carelessness, or some other aspects of performance. Mistake can be self-corrected when attention is called. Whereas, an 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, In other words, it occurs because the learner does
6
Richards, J.C., (ed), Error Analysis, 1985, London: Longman, p.96
7
Brown, H.D., Principles of Language Learning and Teaching, 1980, New Jersey: Prentice Hall Inc.,p.166
8
Crystal, D., A Dictionary of Linguistics and Phonetics, 2nd Edition, 1987, New York: Basil Blackwell Inc., p. 112
9
7
not know what is correct, and thus it cannot be self-corrected.”10
To distinguish between an error and mistake, Ellis suggests two ways.
“The first one is to check the consistency of learner‟s performance. If he
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. Where he is unable to, the
deviations are errors, where he is successful, they are mistakes.”11
3. The Sources of Errors
As there are many descriptions for different kinds of errors, it is inevitable to move further and ask for the sources of errors. It has been indicated in the previous part of this writing that errors were assumed as being the only result of interference of the first language habits to the learning of the second language.
“However, with the field of error analysis, it has been understood that the nature of errors implicates the existence of other reasons for errors to occur.”12 Then, the sources of errors can be categorized within two domains: (1) interlingual transfer, and (2) intralingual transfer.
a. Interlingual Transfer
Interlingual transfer is a significant source for language learners. The
dictionary of Language Teaching and Applied Linguistics defines interlingual
transfer as “being the result of language transfer, which is caused by the learner‟s
first language”.13 In other words, students‟ mother tongue may interfere the language transfer that results in what is called interlingual errors. These interlingual errors occur when the students translate the sentences or the test items into their first language directly or without making necessary adjustments and thus use the result of the translation to cope with the matters or problems.
Unlike English, the Indonesian language is only familiar with countable
10
Richards, J.C., et.al. Dictionary of Language Teaching and Applied Linguistics, 1992, Essex: Longman
11
Ellis, R., Second Language Acquisition, 1997, Oxford: Oxford University Press, p.17
12
Vacide Erdogan, op. cit., p.265
13
nouns whether they are singular or plural, and not the uncountable ones. In
Indonesian, the noun „money‟ is almost always considered plural, without concerning its quantity, contradictory with that in English, which is always considered singular since it is an uncountable noun. Another example of the interlingual error is the words „each‟ and „every‟. These two determiners are usually translated into Indonesian as „setiap‟, such as „setiap siswa‟ (each student
or every student). In Indonesian, the word „setiap‟ usually refers to all members of
a group or all parts of something. In fact, it is always considered singular or refers to personal in English language structure.
b. Intra-lingual Transfer
Interferences for the students‟ own language is not the only reason for
committing errors. As Ellis states, “some errors seem to be universal, reflecting
learners‟ attempts to make the task of learning and using the target language simpler.”14 The use of past tense suffix „-ed‟ for all verbs is an example of simplifications and over-generalization.
“Intra-lingual errors result from faulty or partial learning of the target language rather than language transfer. They may be caused by the influence of one target language item upon another. For example, learners attempt to use two tense markers at the same time in one sentence since they have not mastered the language yet.”15
Norrish classifies the causes of error into three types, they are carelessness, first language interference, and translation.16 The three types of causes of error will be stated briefly below.
a. Carelessness
Carelessness is often closely related to lack of motivation. Many teachers will admit that it is not always the student‟s fault if he loses interest, perhaps the materials and/or style of presentation do not suit him.
14
Ellis, op.cit. , p.266
15
Vacide Erdogan, p.266
16
9
b. First language
Norrish states that learning a language (a mother tongue or a foreign language) is a matter of habit formation. When someone tries to learn new habits, the old ones will interfere the one ones. These causes of error is called first language interference.
c. Translation
Translation is one of the causes of error. This happens because a student translates his first language sentence or idiomatic expression in to the target language word by word. This is probably the most common cause of error. 17
Another expert who discusses the sources of error is Richards in Schumann and Stenson in his article “Error Analysis and Second Language
Strategies”. He classifies sources of errors into:
(1) interference that is an error resulting from the transfer of grammatical and/or stylistic elements from the source language to the target language;
(2) overgeneralization, that is an error caused by extension of target language rules to areas where they do not apply;
(3) performance error, that is unsystematic error that occurs as the result of such thing as memory lapses, fatigue, confusion, or strong emotion; (4) markers of transitional competence, that is an error that results from a natural and perhaps inevitable development sequence in the second language learning process (by analogy with first language acquisition);
(5) strategy of communication and assimilation that is an error resulting from the attempt to communicate in the target language without having completely acquired the grammatical form necessary to do so; and
(6) teacher-induced error, that is an error resulting from pedagogical procedures contained in the text or employed by the teacher.18
Another cause of errors is what is called the context of learning, which is cited by Brown. Context of learning here, means a classroom situation which can be either the teachers or the materials (or both) that leads to errors made by the learners.
Context refers, for example, 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 textbook can lead the learner to make faulty hypotheses about the
17
Ellis, R., 1994, The Study of Second Language Acquisition, Oxford: Oxford University Press, p.20
18
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 rote memorized in a drill but improperly contextualized.19
It means that either the teachers or the textbook (or both), can be the
causes of the students‟ errors in term of the context of learning. The teachers‟
explanation might also push the learners to make the errors for sometimes the
teachers provide incorrect information by way of misleading definition, word, or
grammatical generalization.
As there are several kinds of causes or error mentioned above, the writer
adopts mainly 3 (three) kinds of them, i.e. the inter-lingual transfer, intra-lingual
transfer, and context of learning, that are relevant to the object of the research.
4. The Classification of Errors
The writer thinks it is necessary to cite the kinds of errors that the students
make during the class, thus to classify them into several points.
Ellis explains that “…..while local errors affect only a single constituent in
the sentence (for example, the verb), and are, perhaps, less likely to create any
processing problems, global errors violate the overall structure of a sentence and
for this reason may make it difficult to process.”20
It can be said that something is
classified into local errors when the object is a part of a sentence and therefore, it
does not result in misunderstanding significantly, while the global ones happen
when someone commit more deviations of the right grammatical structure and
thus makes it confused to get the actual meaning of the sentence.
Another classification is given by Corder, which consists of omission of
some required element, addition of unnecessary or incorrect element, selection of
an incorrect element and misordering of element.21
19
H. Douglas Brown, Principles of Language Learning and Teaching, fifth edition, (New York: Pearson Education, inc, 2007), pp.263-264
20
Ellis, R., 1994, op. cit, p.20
21
11
a. Addition
„Addition‟ means to add element which is not really needed and
thought as an error since it is excessive which does not give any additional meaning, as in:22
1) The woman does not likes* the colour; (like) 2) The sheeps* are on the green meadow; (sheep) and 3) What you need is already in* here (without „in‟)
b. Omission
Certain linguistic forms may be omitted by the learner because of their complexity in production. Omission also occurs in morphology, where learners often leave out the third person singular morpheme-s, the plural marker-s and the past tense inflection-„ed‟,23 as in:
1) Ayunda always come* on time; (comes) 2) He needs a number of paper*; (papers) and
3) The children play* in mud on last holiday (played)
c. Selection
Learners commit errors in pronunciation, morphology, syntax, and vocabulary, due to the selection of the wrong phoneme, structure and vocabulary items,24 as in:
a. You and me*are invited. (I);
b. Jupiter is biggest* than Venus. (bigger) c. The gooses* are in the lake. (geese); and d. These avocadoes does* not taste good. (do)
d. Ordering (or Misordering)
Misordering can occurs in morphology level. Misordering of bound
morpheme in English is perhaps less frequent, given their limited number,25 as in:
a. She needs really* the stuff; (really need)
b. The sky blue* overwhelms people; (blue sky) and c. With regard kindly* (kindly regard)
22
Ibid
23
ibid
24
ibid
25
5. The Procedures of Error Analysis
In conducting this research of an error analysis, it is substantial to deal with the steps as what is called the procedure of an error analysis. There are some procedures in error analysis which is stated by Theo Van Els and friends, as follows:
a. Identification of Errors b. Description of Errors c. Explanation of Errors d. Evaluation of Errors; and
e. Preventing/Correction of errors26
Identification of errors is the first step in the process of error analysis. In
this step, teachers identify the students‟ errors from the test given. The second step is the description of errors which begun when the identification step is already
taken. The description of the students‟ errors implies the classification of the
errors committed by the students.
The explanation of errors is the third step which attempts to account for how and why such errors can occur. The fourth step in the process of error analysis is the evaluation where the teachers give tasks or tests to prove such errors as the incorrect ones.
[image:24.595.108.518.581.726.2]The last step in the procedure of error analysis is the correction of errors in which the teacher or examiners check the outcomes from the tasks or tests given to the students and thus to give corrections for the errors.
Table 2.1 Example of the Procedure of Error Analysis
Identification of Errors
Classification of Error’s Description
Explanation Correction Cause of Error
They not do the task
Omit a word (omission)
„not‟ should be preceded by „do‟
They do not do the task
Inter-lingual transfer
26
13
She is needs the cash
Add a word (addition)
„is‟ should be
omitted
She needs the cash
Context of learning
B.
Noun
1.
Noun and Its Functions
“A noun is a word that refers to a person, place, thing, event, substance, or quality.”27 The writer of this research, Oxford, dictionary, research, coal and beauty thus are all nouns.
As we know that noun is a part of speech in English grammar beside other
parts of speech like verbs, adjectives, adverbs, prepositions, pronouns, articles,
auxiliaries, conjunctions and interjections. Frank stated that “the noun is one of the most important parts of speech. Its arrangement with the verb helps to form
the sentence core which is essential to every complete sentence. In addition, it
may function as the chief or „head‟ word in many structures of modification.”28 In
other words, a noun can function as a subject, an object, a complement, and an
object of preposition.
2.
Noun Classification
According to Marcella Frank in her book, Modern English: a Practical Reference Guide, nouns are classified into four kinds:
a. Proper Nouns
A proper noun begins with a capital letter in writing. It includes (a) personal names (Mr. Sadiri, Mrs. Sumarni); (b) names of geographic units such as countries, cities, rivers, etc. (Greece, Jakarta, Bengawan Solo); (c) names of nationalities and religions (Irish, Islam); (d) names of holidays (Idul Fitri, Easter); (e) names of time units (Friday, October); (f) words used for personification – a thing or abstraction treated as a person (Nature, Liberty).
27Cambridge Advanced Learner’s Dictionary, Third Edition
. 1998, p.970
28
b. Concrete or Abstract Nouns
A concrete noun is a word for a physical object that can be perceived by the senses – we can see, touch, smell the object (flower, girl). An abstract noun is a word for a concept – it is an idea that exists in our mind only (beauty, justice, mankind).
c. Countable or Noncountable Nouns
A countable noun can usually be made plural by the addition of –s (one girl, two girls). A noncountable noun is not used in the plural. Mass nouns form one type of noncountable noun. They are words for concrete objects stated in a n undivided quantity (coffee, iron). Abstract nouns (including names of school subjects and sports) are noncountable.
d. Collective Nouns
A collective noun is a word for a group of people, animals, or objects considered as a single unit. Examples of collective nouns are audience, committee, class, crew, crowd, enemy, faculty, family, flock, folk, government, group, herd, jury, majority, minority, nation, orchestra, press, public, team.29
3. Irregular Plural Nouns
The general rule for writing the plural of English nouns is to add s to the singular form (cat – cats, marble – marbles). However, Frank mentioned a number of exceptions due to its further complicated rules:
a. After a sibilant sound spelled as s, z, ch, sh, x, es is added (classes, churches, dishes). However, if final ch is pronounced [k], only s is added (monarchs, stomachs, epochs).
b. After y preceded by a consonant, the y is changed to i and es is added (lady – ladies, country – countries). If final y is preceded by a vowel, no change is made (attorney – attorneys, valley – valleys).
c. In one-syllable words, final f or fe becomes ves in the plural (wife – wifes, leaf – leaves, thief – thiefes). However, some such words take the regular s ending (chief – chiefs, roof – roofs).
d. After final o, es is sometimes added, especially in some common words (heroes, Negroes, echoes, potatoes). If a vowel precedes the final o, or if the word is a term used in music, only s is added (studios, zoos, pianos, sopranos). Sometimes, the es alternates with a less common s ending (cargoes or cargos, mottoes or mottos, volcanoes or volcanos).
29
15
e. Irregular plurals based on older English may take the form of: (a) an internal change (man – men, foot – feet, mouse – mice). (b) an en ending (child – children, ox – oxen).
f. The plural has the same form as the singular (sheep – sheep, deer – deer).
g. The singular has the same form as the plural (series – series, means – means)
h. Many foreign words retain their foreign in English:
(a) Singular us ending becomes plural i ending (stimulus – stimuli, radius – radii).
(b) Singular a ending becomes plural ae ending (larva – larvae, vertebra – vertebrae).
(c) Singular um ending becomes plural a ending (memorandum – memoranda, stratum – strata). Some such words are used chiefly in the plural (data, bateria).
(d) Singular is ending becomes es ending (crisis – crises, parenthesis – parentheses).
(e) Singular on ending becomes plural a ending (criterion – criteria, phenomenon – phenomena).
(f) Singular ex or ix ending becomes ices ending (vortex – vortices, matrix – matrices, appendix – appendices).
(g) Singular eau ending becomes plural eaux ending (bureau – bureaux, plateau – plateaux).
i. No plural is used for noncountable words such as information, advice, clothing, furniture.
j. Some words ending in s are singular non countable words, especially names of diseases and fields of study (news, measles, economics). k. Some words ending in s are used chiefly as plurals (ashes, brains,
goods, riches). In this group are words for items that have two parts (scissors, spectacles, pliers, trousers).30
From the classifications above, it can be said that irregular nouns which
have their „uniquely different‟ ways (compared with the regular nouns) between their singular and plural forms comprise those of abstract and concrete nouns that can be either countable or uncountable ones.
30
16
This chapter comprises the method of the research, the place and time of the research, the object of the research, the instruments, and the technique of data collecting as well as its analysis.
A. The Method of the Research
The writer applies qualitative method on this research. Several characteristics of qualitative research according to Bogdan and Biklen are,
(1) qualitative research has the natural setting as the direct source of data and researcher is the key instrument; (2) qualitative research is descriptive. The data collected is in the form of words or pictures rather than number; (3) qualitative research is concerned with process rather than simply with outcomes or products; (4) qualitative research tend to analyze data inductively; and (5) meaning is of essential to the qualitative approach.31
The writer collected the written test result from the students, identified, and classified the errors on the irregular plural nouns formations by using the
theory of Marcella Frank‟s nouns classification and described the data
descriptively with the Corder‟s errors explanation. After that, he classified those
errors into their source of errors, followed by synthesizing the conclusion.
B. The Place and Time of the Research
This research was conducted at MA (Madrasah Aliyah) “Jamiat Kheir”
Tanah Abang, Central Jakarta, beginning in the early November 2012 until the mid of November 2012.
C. The Object of the Research
The writer took and used the written test result from 17 students who fill in the items as the object of this research. The total students of the class is 20 and there were 3 of them who did not follow the test.
31
17
D. The Instruments of the Research
In order to get the data of the research, the writer gave writing tests. The tests were all about the formation of the plural nouns, including both regular and irregular ones, to identify the students‟ understanding and attainability on this topic. However, the writer will only focus on the result of the irregular plural noun items as stated on the research title.
There are as many as 3 (three) parts of written test items prepared by the writer as the major instruments for doing this research (enclosed in appendix), apart from interview and observation.
E. The Technique of Data Analysis
The technique of data analysis used by the writer in this research is descriptive analysis technique (percentage), the formula which is used is:
P
P = Percentage
F = Frequency of error made
N = Number of samples which is observed32
The formula given above is used to count on the percentage of errors for each of the items followed by each student as the sample.
In order to know the average value of the errors committed by the students, the following formula is then applied:
P =
P : Percentage
F : Frequency of wrong answer N : Number of Sample
n : Number of items
32
18
A. Data Description
As the writer stated in the preceding chapter, this „skripsi‟ discusses about the errors made by the students in forming irregular plural nouns. To get the data, the writer has given the students written test which consists of 3 parts (see
appendix-1). The test consists of 50 items which cover 26 items of regular forms
and 24 forms of irregular forms. However, the writer will only discuss for the irregular noun items as the point of this research.
[image:30.595.114.527.79.745.2]The 24 items of irregular plural nouns are taken from the three tests given. Items from the test-1 are those number 2, 6, 10, 11, 13, 14, 15. Items of test-2 are number 9, 10, 11, 12, 13, 14, 15, 16, 19, 20, 23, 24. Items of test-3 are number 3, 4, 5, 8, 9. All of which are enclosed in the appendix pages.
Table 4.2 Students’ Test Result of the 24 items
No. Object Number of Correct
Answers
Number of Wrong Answers
1. Student 1 1 23
2. Student 2 18 6
3. Student 3 15 9
4. Student 4 13 11
5. Student 5 5 19
6. Student 6 12 12
7. Student 7 14 10
8. Student 8 11 13
9. Student 9 3 21
10. Student 10 2 22
19
12. Student 12 1 23
13. Student 13 1 23
14. Student 14 10 14
15. Student 15 2 22
16. Student 16 2 22
17. Student 17 2 22
Total 122 (29.9%) 286 (70.1%)
From the table, it can be seen that the student with the best score is the student number 2 with 18 correct answers or 6 false ones, while the worst score is achieved by as many as 3 students where they were only able to give 1 correct answer, each. In average value, each student was only able to make 7 correct answers, or, they commit 17 errors on the items as the total of the items is 24. In
percentage, the students‟ correct answer is only 29.9%, or, their total wrong
answers reaches 70.1% which is called as errors.
[image:31.595.125.532.85.372.2]After showing the students‟ right and wrong answers in form of scores, the writer would like to present all the test items along with their attainment in numbers and percentage.
Table 4.3 Number of Errors on Each item
No. Item (Noun word) Number of Errors (students)
Percentage of total 17 students
1. Child-children 6 35.3 %
2. Mouse-mice 11 64.7%
3. Person-people 7 41.2%
4. Tooth-teeth 10 58.8%
5. Woman-women 8 47%
6. Sheep-sheep 10 58.8%
7. Man-men 10 58.85
9. Man-men 10 58.8%
10. Mouse-mice 11 64.7%
11. Tooth-teeth 9 52.9%
12. Deer-deer 14 82.3%
13. Person-people 10 58.8%
14. Woman-women 12 70.5%
15. Stimulus-stimuli 17 100%
16. Goose-geese 17 100%
17. Sheep-sheep 12 70.5%
18. Crisis-crises 17 100%
19. Bacterium-bacteria 16 94.1%
20. Person-people 9 52.9%
21. Deer-deer 14 82.3%
22. Belief-beliefs 16 94.1%
23. Mouse-mice 13 76.4%
24. Goose-geese 17 100%
Of the total 24 test items on irregular nouns above, there are as many as 10 items that appear at least twice on the test. This is intended to investigate whether the students do the test better or even worse, as to reveal the theory of errors that a learner is said to commit an error when he or she consistently gets it wrong. The items that appeared twice are the nouns child; tooth; woman; sheep; man; deer;
and goose, while the items that appeared three times are the nouns mouse and
person.
21
As seen from the table, the noun words that appear 3 times on the test are the nouns mouse and person. The noun word mouse shows its number of errors as 11 on the first test part, 11 on the second part, and 13 on the last part of the test. In other words, it shows its quite constant level, if not the decrease one. Similarly, the noun word person has its relative stable value from the first part through the third part of the test, i.e. 10, 10, and 9.
B. Data Identification
[image:33.595.107.524.198.748.2]The students‟ test result of the incorrect forms of the irregular plural nouns are identified and classified first before knowing the causes of those errors, as follow:
Table 4.4 First Identification of the Students’ Error (test-1)
Test item
Identification of Error
Classification of Error’s Description
Explanation Correction Causes of Error
2. Childs are Word order The word
„childs‟
should be replaced by
„children‟ Children are Inter-lingual transfer
6. Some mouses Word order The word
„mouses‟
should be replaced by
„mice‟
Some mice Inter-lingual transfer
10. Many persons Word order The word
„persons‟
should be replaced by
„people‟ Many people Inter-lingual transfer
Inter-„toothes‟
should be replaced by
„teeth‟
lingual transfer
13. Womans are Word order The word
„womans‟
should be replaced by
„women‟
Women are Inter-lingual transfer
14. Sheeps are Add a word (addition)
The word
„sheep‟
should be replaced by
„sheep‟
Sheep are Context of learning
15. Mans always think
Word order The word
„mans‟
should be replaced by
„men‟
Men always think
23
Table 4.5 Second Identification of the Students’ Error (test-2)
Test Item Identification of Error Classification of Errors (types of error)
Explanation Correction Causes of Error
9. Childs Word order The word
„childs‟
should be replaced by
„children‟
Children Inter-lingual transfer
10. Mans Word order The word
„mans‟
should be replaced by
„men‟
Men
Inter-lingual transfer
11. Mouses Word order The word
„mouses‟
should be replaced by
„mice‟
Mice Inter-lingual transfer
12. Tooths Word order The word
„tooths‟
should be replaced by
„teeth‟
Teeth Inter-lingual transfer
13. Deers Add a word
(addition)
The word
„deers‟
should be replaced by
„deer‟
Deer Context of learning
14. Persons Word order The word
„persons‟
should be replaced by
„people‟
transfer
15. Womans Word order The word
„womans‟
should be replaced by
„women‟
Women Inter-lingual transfer
16. Stimuluses Word order The word
„stimuluses‟
should be replaced by
„stimuli‟
Stimuli Inter-lingual transfer
19. Gooses Word order The word
„gooses‟
should be replaced by
„geese‟
Geese Inter-lingual transfer
20. Sheeps Add a word (addition)
The word
„sheeps‟
should be replaced by
„sheep‟
Sheep Context of learning
23. Crisises Word order The word
„crisises‟
should be replaced by
„crises‟
Crises Inter-lingual transfer
24. Bacteriums Word order The word
„bacteriums‟
should be replaced by
„bacteria‟
25
Table 4.6 Third Identification of the Students’ Error (test-3)
Test Item
Identification of Error
Classification of Error’s Description
Explanation Correction Causes of Error
3. Persons Word order The word
„persons‟
should replaced by
„people‟
People Inter-lingual transfer
4. Deers Add a word
(addition)
The word
„deer‟
should be replaced by
„deer‟
Deer Context of learning
8. Mouses Word order The word
„mouses‟
should be replaced by
„mice‟
Mice Inter-lingual transfer
9. Gooses Word order The word goose
should be replaced by
„geese‟
Geese Inter-lingual transfer
C. Data Analysis
In this subchapter, the writer would like to show the analysis of data from
Table 4.7 Classification of Students’ Error in Number and Percentage No. Types of Error Number of
Errors
Average
1. Word order 217 ( of 19 items) 11.4 (67%) 2. Add a word
(addition)
50 (of 4 items) 12.5 (73.5%)
Total 23 items
From the table above, it can be seen that in average, there are as many as 11 errors (or 67% students) made for each item in word order classification since the students do not have or lack of knowledge on the plural formation of the irregular nouns. Also, there are 12 or 13 errors (or 73.5% of the students) made by each student in add-a-word classification because they add incorrect words in the plural forms of the nouns.
Table 4.8 Number of Causes of Error
No. Causes of Error Number of Errors Average
1. Inter-lingual transfer (word-order)
217 (of 19 items) 11.4 (67.2%)
2. Context of learning (addition)
50 (of 4 items) 12.5 (73.5%)
According to the table above, as many as 67.2% students committed the errors that are caused by the factor of inter-lingual transfer. This cause of errors encompasses noun words that belong to the error classification of word order
(such as child-children, mouse-mice, person-people, stimulus-stimuli, etc.). On this factor of inter-lingual transfer, the students committed the errors in forming the plural nouns which apply the irregular patterns carelessly, especially
when they made „generalization‟ by asserting an s to those irregular noun words
(childs, mouses, toothes, etc.). This happened because they might be influenced by
27
Therefore, when the students learn a foreign language, which is English here, their mother tongue might interfere it, which is caused by the inter-lingual transfer.
Also, there are 73.5% students made errors which are caused by the factor of context of learning. The noun words that belong to this factor of errors
are sheep and deer, where most students committed the errors that belong to
addition classification of errors (sheeps and deers). They seem do not aware that
some noun words do not change their forms in plural. The teachers or the textbooks are of the causes of this source of error.
After showing the calculation of the students‟ errors based on the
[image:39.595.107.523.102.763.2]classification and the causes of errors, the writer would like to demonstrate the number of errors according to the group or areas of those irregular nouns.
Table 4.9 Frequency and Percentage of the Errors on Each Areas
No Irregular
Nouns Item Number
Frequency of
Error Percentage
1. Nouns with identical plural and singular
14 (sheep) 10 20%
28 (deer) 14 28%
35 (sheep) 12 24%
43 (deer) 14 28%
Total 4 items 50 100%
Average 50 errors/ 4 items
= 12.5 (73.5% students)
2. Common irregular nouns
2 (children) 6 8.4%
6 (mice) 11 15.5%
10 (people) 7 9.8%
24 (children) 7 9.8%
26 (mice) 11 15.5%
29 (people) 10 14%
42 (people) 9 12.6%
47 (mice) 10 14%
Total 8 items 71 100%
Average 71 errors/8 items
3. Umlaut Plural 11 (teeth) 10 10.6%
13 (women) 9 9.5%
15 (men) 10 10.6%
25 (men) 10 10.6%
27 (teeth) 9 9.5%
30 (women) 12 12.7%
34 (geese) 17 18%
48 (geese) 17 18%
Total 8 items 94 100%
Average 94 errors/8 items
= 11.75 (69.1% students)
4. Irregular plural from Latin and Greek
31 (stimuli) 17 34%
38 (crises) 17 34%
39 (bacteria) 16 32%
Total 3 items 50 100%
Average 50 errors/3 items
= 16.6 (97.6%)
From the first part of the table, which is the group of identical singular and nouns, as many as 12 to 13 students (or 73.5%) made the errors for each number of the item. For the common irregular nouns, there are 8 or 9 students (or 51.7%) committed the errors for each item. On this part, the noun letters change significantly compared with other irregular ones. Many of them do not know that the singular noun words child, person, and mouse change into children, people,
and mice, respectively.
29
twice on the test. The last part of this irregular nouns area is nouns that come from Latin or Greek. Again, they nearly failed on these items as only 1 student who was successful in answering the item of bacterium that changes into bacteria, while the entire of them failed in forming the singular nouns stimulus and crisis. On this part of nouns area from Latin and Greek, 97.6% of the students showed their lack of understanding as well as they do not have adequate knowledge to form the correct irregular nouns.
D. Data Interpretation
Based on the data analysis, the writer would like to give the interpretation of data. From the classification of the students‟ errors on the items of irregular plural nouns formation, the result shows that there are two types of errors committed by the students, i.e. word order with 217 errors of 19 items (or 67% in average), and add-a-word with 50 errors of 4 items (or 73.5% in average). It can be seen that the percentage of word order is slightly below that of add-a-word. 73.5% of the students did the errors of asserting the unnecessary element of the noun words, while 67% of them did the errors that they were considered less of understanding of the appropriate irregular nouns form which is classified into the errors of word order.
The students‟ errors are also classified according to their causes of errors
that they made on the test. Here, the errors belong to the causes of (1)
inter-lingual transfer and (2) context of learning. The inter-lingual transfer here
includes the errors of word order classification which is mentioned on the previous paragraph. The number of errors caused by the factor of inter-lingual
transfer reaches 67.2%, which is the same with 11 or 12 students (in average) that
did the errors on each item. For the context of learning which comprises the
After the writer explains the errors based on their classification and their causes, he turns to interpret the errors of the irregular nouns according their plural areas (see table 4.9). Here, the areas encompass (1) the nouns with identical plural and singular forms; (2) the common irregular nouns; (3) the umlaut plurals; and (4) irregular nouns from Latin and Greek. The percentage that is shown reflects the number of errors committed for each item and thus becomes the comparison in
errors‟ proportion among the items of the same nouns area. Of the four irregular
31
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis of data in the previous chapter, the writer would like to conclude the findings related with the errors that the students committed on the test items of the irregular plural nouns formation.
The students‟ errors on the result of this research are classified into the
word-order in which 67% of the students made the errors and addition for 73.5%.
They have less knowledge on the formation rules of the irregular plural nouns as well as they frequently add unnecessary element of the noun words that should be avoided.
From the causes of the errors, as many as 72.3% of the students are influenced by the inter-lingual transfer and 73.5% of them belong to the context of learning as the causes of the errors that they made.
On the errors classification that is based on the areas of the irregular nouns, it can be mentioned from the least level of errors up until the most ones, respectively i.e. the common irregular nouns (51.7%), the umlaut plurals (69.1%), the nouns with identical plural and singular (73.5%), and the irregular nouns from Latin and Greek (97.6%).
B. Suggestion
According to the result of this research, the writer would like to give suggestions related with, that hopefully those can be used to assist both English teacher and students in the classrooms, mainly for the topic of irregular nouns. The suggestions include:
1. Teachers are strongly asked to introduce the various kinds of irregular nouns including their formation from singular to plural, in addition the regular ones which in fact have several inflectional rules, too.
2. It is necessary for students to spend more time reading materials in order to get used to the exceptional irregular nouns that they are hardly familiar with those words provided on the test.
3. For a better tabulation as well as the calculation of the data, the number of irregular noun items for each category should be the same.
33
REFERENCES
Azar, Betty Schrampfer. 1989. Understanding and Using English Grammar. New Jersey: Prentice Hall, Inc.
Bogdan R.C., and Biklen, S.K. 1982. Qualitative Research for Education: An
Introduction to Theory and Methods. Boston: Allyn and Bacon Inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Pearson Education Inc.
Corder, S.P. 1981. Error Analysis and Interlanguage. Oxford: Oxford University Press
Crystal, D. 1987. A Dictionary of Linguistics and Phonetics, 2nd Edition. New York: Basil Blackwell Inc.
Cunningsworth, A. 1987. Evaluation and Selecting EFL Teaching Materials. London: Heineman Education Book
Dullay, Heidi, et.al. 1982. Language Two. New York: Oxford University Press
Ellis, R. 1997. Second Language Acquisition. Oxford: Oxford University Press
Els, Theo Van, et.al. 1984. Applied Linguistics and the Learning and Teaching of
Foreign Languages. London: A Division of Hodder and Stoughton
Frank, Marcella. 1972. Modern English: A Practical Reference Guide. New Jersey: Prentice Hall, Inc.
Harmer, Jeremy. 1991. The Practice of English Language Teaching. New York: Longman Publishing
Heaton, J.B. 1975. Writing English Language Test. New York: Longman
Johnson, Elaine B. 2002. Contextual Teaching and Learning. California: Corwin Press
Littlewood, William T. 1984. Foreign and Second Language Learning. Cambridge: Cambridge University Press
Makins, Marian, et al. 1991. Collins Shorter Dictionary and Thesaurus. St. Helens: Harper Collins Publisher
Nunan, David. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press
Richards, J.C. 1985. Error Analysis. London: Longman
________, 1974. Error Analysis: Perspectives on Second Language Acquisition. London: Longman
Schumann, J.H., and Nancy Stenson. 1978. Error Analysis and Second Language
Strategies. Rowley, Mass.: Newbury House
Swain, Michael.1983. Practical English Usage. New York: Oxford University Press
Thornbury, Scott. 1999. How to teach Grammar. Edinburgh: Longman
Ur, Penny. 1988. Grammar Practice Activities. Cambridge: Cambridge University Press
35
Appendix 1
Test 1
Instruction: Fill in the blanks with the correct forms of the words in parentheses!
Example:
Ten students are absent today. (student)
1. Look! There are many _______ in the field. (cow)
2. The _______ are playing after learning in the class. (child) 3. Do you mind taking the 5 _______ to the room? (box) 4. Several ________ are useful for medicine ingredients. (leaf) 5. A lot of _________ have been sterilized. (potato)
6. Some ________ were caught in the kitchen. (mouse) 7. ________ are available at the corner of the hotel. (Taxi) 8. Watch out! Plenty of ________ perch on the food. (fly) 9. The big ________ are parked at the parking lot. (bus) 10.Many ________ come to see the strange object. (person) 11.Every child has at least 20 _______. (tooth)
12.In big cities, you can easily find many _________. (studio)
13._________ are nowadays fighting for their emancipation. (Woman) 14.In Australia, ________ are much more than the citizen. (sheep) 15.It is wrong that _______ always think themselves superior. (man)
Test 2
Instruction: Write the plural forms!
Example:
Magazine -> Magazines (majalah)
1. Passenger -> ____________ (penumpang) 2. Talk -> ____________ (perbincangan/obrolan) 3. Tax -> _________ (pajak)
4. Flash -> ___________ (lampu sorot/kilat cahaya) 5. Sketch -> ____________ (sketsa)
6. Fly -> ____________ (lalat)
7. Buoy -> ____________ (pelampung) 8. Princess -> ____________ (puteri) 9. Child -> _____________ (anak) 10.Man -> ___________ (orang laki-laki) 11.Mouse -> ___________ (tikus) 12.Tooth -> ___________ (gigi) 13.Deer -> ___________ (rusa) 14.Person -> ____________ (orang)
15.Woman -> _____________ (orang perempuan) 16.Stimulus -> _____________ (rangsangan) 17.Cliff -> _____________ (bukit)
18.Tomato -> _____________ (tomat) 19.Goose -> _____________ (angsa) 20.Sheep -> _____________ (domba) 21.Zoo -> _____________ (kebun binatang) 22.Wolf -> _____________ (serigala) 23.Crisis -> ______________ (krisis) 24.Bacterium -> ______________ (bakteri)
37
Instruction: Make sentences using the plural forms of the italicized nouns below!
(Boleh menggunakan kata „some‟, „several‟, „these‟, „those‟, „a number of‟, dan
lain- lain.)
1. The knife is already dull.
……….
2. He offers me this expensive Swiss watch.
……….
3. That
