i
AN ANALYSIS OF ENGLISH GRAMMATICAL ERRORS IN
SIMPLE SENTENCE IN WRITING II MADE BY THE FOURTH
SEMESTER STUDENTS OF ENGLISH DEPARTMENT IN
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
WAHYU JUNAEDI
201210100311041
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
ii
AN ANALYSIS OF ENGLISH GRAMMATICAL ERRORS IN
SIMPLE SENTENCE IN WRITING II MADE BY THE FOURTH
SEMESTER STUDENTS OF ENGLISH DEPARTMENT IN
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education.
By:
WAHYU JUNAEDI
201210100311041
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
v
MOTTOS
-Your destiny can be changed by your hard
work-Wahyu Junaedi
DEDICATIONS
This thesis is greatly dedicated to:
My beloved parents Khusnul Yaqin and Jumaiyah
My sister and brother in law Rahmawati and Saipul
viii
ACKNOWLEDGEMENTS
Allhamdulillah, Allah SWT, the God Almighty in which I am so grateful for His Merciful and Gracious blessing that I can properly finish this study.
Mainly, I would like to express my gratefulness and appreciation to Mr. Dr. Masduki, M.Pd as first advisor and Mrs. Rahmawati Khadijah Maro, S.Pd., M.PEd as my second advisor for their advice, suggestion and support in guiding to finish this study well. Being patient, kind and communicative have been shown by them while guiding me.
Moreover, I also want to express my gratefulness and appreciation to my parents, Khusnul Yaqin and Jumaiyah who always support me and pray for me all the time. Unforgettably, great appreciation, I give to my sister, Rahmawati, who also motivates me in living my life. Pivotally, I also thank to my brother in law, Saipul Arip, who sincerely entertains me in my bad days.
Greatly, I thank to Mr. Dr. Hartono., M.Pd as my writing lecturer who shares his knowledge and experience and gives me some suggestions, motivation to be successful in dealing this life. Specially, I also thank to Miss Nina Inayati, M.A who properly supports me by giving good advice for this study. Further, I also want to thank to all English lecturers who have properly taught me in University of Muhammadiyah Malang.
In addition, I also thank to Mukholidiyah, Fauji, Rifki, Hendro, Dwiki, Faruoq, Ido, Riski, Zeze, Itha, Fifit, Yeni, Aldo, Dimas, Nalurita, who have kindly accompanied me to study in University of Muhammadiyah Malang. Finally, all my appreciation, I also address to all English department friends who study with me together nicely.
Malang, August 10, 2016
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TABLE OF CONTENTS
APPROVAL ... iii
MOTTOS AND DEDICATIONS ... v
STATEMENT OF WORK’S ORIGINALITY ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... ix
LIST OF APPENDICES ... xi
LIST OF THE TABLES ... xii
CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1
1.2 Statements of the Problem... 4
1.3 Purposes of the Study ... 4
1.4 Significance of the Study ... 5
1.5 Scope and Limitation ... 5
1.6 Definition of the Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Errors ... 7
2.2 Error Analysis ... 8
2.3 Types of Errors ... 9
2.3.1 Surface strategy taxonomy ... 9
2.4 Cause of Errors ... 12
2.4.1 Interlingual transfer ... 13
2.4.2 Intralingual transfer ... 13
2.4.3 Context of learning ... 13
x
2.5 Writing ... 14
2.6 Sentence ... 15
2.6.1 Simple sentence ... 15
2.6.2 Compound sentence ... 16
2.6.3 Complex sentence ... 16
2.6.4 Compound Complex sentence ... 17
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 18
3.2 Research Subject ... 19
3.3 Research Instruments ... 19
3.3.1 Document ... 20
3.3.2 Interview Guide ... 20
3.4 Data Collection ... 21
3.5 Data Analysis ... 22
CHAPTER IV FINDINGS AND DISCUSSION 4.1Research Findings ... 24
4.1.1 The Types of Errors in Simple Sentence ... 24
4.1.2 The Cause of Errors in Simple Sentence ... 38
4.2 Discussion ... 40
CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 43
5.2 Suggestions ... 44
REFERENCES ... 46
xi
LIST OF APPENDICES
Appendix 1 The Result of Mid Test Examination ... 47
xii
LIST OF TABLES
Table 1 Missing of to be... 25
Table 2 Missing of Article ... 25
Table 3 Missing of Punctuation ... 26
Table 4 Missing of Subject ... 27
Table 5 Missing of Preposition ... 28
Table 6 Missing of -s/es in Regular Noun ... 28
Table 7 Addition of Infinitive ... 30
Table 8 Addition of Article ... 30
Table 9 Addition of -ed in verb ... 31
Table 10 Misformation of Tenses Use ... 32
Table 11 Misformation of Punctuation ... 33
Table 12 Misformation of Personal Pronoun ... 34
Table 13 Misformation of Subject-Verb Agreement ... 35
Table 14 Misordering of Modifying Noun... 36
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REFERENCES
Ary, Donald et. al. 2010. Introduction to Research in Education (8thed.). Belmont: Wadsworth.
Azar, S, B. 1999. English Grammar (third edition). New York: Pearson Education.
Brown, Douglas, H.2000. Principles of Language Learning and Teaching (fourth edition). New York: Pearson Education.
Corder, S.P. 1982. Error Analysis and Interlanguage. Oxford: Oxford University Press.
Dulay, H; Burt, M; Krashen, S. 1982. Language Two. Oxford: Oxford University Press.
Ellis, R. 1997. Second Language Acquisition. NZ: Oxford University Press.
Frankel, Wallen. 2009. How to Design and Evaluate Research in Education (7th ed.)
New York: McGraw-Hill
Gass, Mackey. 2005. Second Language Research: Methodology and Design. New
Jersey: Lawrence Erlbaum Associates.
Harmer, Jeremy. 2004. How to Teach Writing. Harlow: Pearson Education Limited.
Harmer, Jeremy. 2007. The Practice of English Language Teaching (4th ed). Harlow: Pearson Education Limited.
Hyams, N; Rodman, R; Fromkin V. 2009. An Introduction to Language (ninth edition). Boston: Wadsworth.
Larseen, Diana et. al. 1991. An Introduction to Second Language Acquisition Research. New York: Routledge
Miles and Hubberman. 1994. Qualitative Data Analysis (second edition). London: Sage Publication.
Oshima, Alice; Hogue, Ann. 1998. Writing Academic English (third edition). New York: Addison Wesley Longman.
Richard, J.1971. Error Analysis Perspectives on Second Language Acquisition. New York: Longman.
1
CHAPTER I
INTRODUCTION
Regarding the inquiry on this present study, this chapter will explore how
the researcher begins this present study. Chapter I is dealing with some prime
information to be discussed. It will include background of study, statement of
problem, purpose of study, significant of study, scope and limitation, and definition
of key term. Each parts will be explained bellow.
1.1 Background of study
Language is one of the pivotal aspect possessed by human in this world. By
using language, people are able to express and share his opinion in a society.
Therefore, Human and society are considered as the fundamental of language
enhancement. According to Wardhaugh (2006), “Language is what the members of
a particular society speak. However, as we will see, speech in almost any society
can take many very different forms, and just what forms we should choose to
discuss when we attempt to describe the language of a society may prove to be a
contentious matter”. It means that both human and society give such a great effect
in constructing their language in communicating with each other. Therefore, both
of which cannot be splinted up in this life.
Following the previous ideas, there are a lot of languages existing in this
2 those languages, English is the one of which becomes an international language
used by people around world. Due to the fact that English becomes an international
language, it makes a change in this era namely occupation and education. As the
result, every country has implemented a regulation in which English must be learnt
from elementary school to university. It is expected that students becomes
competence generations which can properly speak English. On the other hand, the
students are able to compete in looking for a job after they have finished studying
English.
When the students learn English, all of whom must understand well
concerning four skills which are used to enhance their knowledge in the
teaching-learning processes. According to Harmer (2007), “Four skills are often divided into
two types. Receptive skills is a term used for reading and listening, skills where
meaning is extracted from the discourse. Productive skills is the term for speaking
and writing, skills where students actually have to produce language themselves”.
Consequently, either receptive or productive skill must be obtained by students who
study how to apply English well.
Apart from it, writing is a difficult thing in the process of teaching-learning
in which it is hard to be learnt by students due to some excuses. Students must
imaginatively be able to think how to create sentences by using a correct grammar
in their assignment. Further, students are demanded to master the grammar properly
so that their writing sounds academic. Grammar is a rule used to construct a good
sentence. On the other hand, it is used to connect each word to possess a meaning.
Comprehending the English grammar is difficult for students. It is proved that
3 make the errors due to some reasons, namely lack of understanding how to use the
grammar in sentences well.
In writing, there are four types of English sentences which have to be
comprehended by students when they want to begin writing the sentence.
According to Oshima, et al. (1998), “There are basically four kinds of sentences in
English: simple, compound, complex, and compound-complex”. It means that some
of those types are commonly appeared when students are writing in the class.
Therefore, the students can write in the form of simple, compound, complex and
compound-complex in his sentences.
Simple sentence is the first and basic of sentence structure learnt by the
students. Thus, it is the fundamental of compound, complex and
compound-complex sentences. It means that the students must be able to understand about the
structure of simple sentence in which it helps them develop his sentences in the
proper form. Therefore, it is important for students who want to enhance his writing
due to the fact that simple sentence is the development of each type of sentence.
The explanation above suggests the reason why the researcher is interested
in conducting the research entitled “An Analysis of English Grammatical Errors in
Simple Sentence in Writing II Made by the Fourth Semester Students of English
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1.2Problem of the study
Based on the background above, the problem of this research is stated as
follow:
1. What are grammatical errors made by the fourth semester students of
English Department in University of Muhammadiyah Malang in simple
sentence in Writing II?
2. What are the causes of error made by the fourth semester students of
English Department in University of Muhammadiyah Malang in simple
sentence in Writing II?
1.3 Purpose of the study
Related to what has been discussed above, the purpose of this study is to
answer the problem of the study. That is:
1. To know what grammatical errors are made by the fourth semester
students of English Department in University of Muhammadiyah
Malang in simple sentence in Writing II.
2. To know what the causes of error are made by the fourth semester
students of English Department in University of Muhammadiyah
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1.4 Significance of the study
The result of this study is expected to be useful for the following
contribution:
1. For English lecturers, this study gives them information about what
grammatical errors are made by students in simple sentence in Writing
II. It will help the lecturers make an appropriate way to teach their
students.
2. For students, this study will give them an understanding how to write
simple sentence well. Further, it makes students be careful to write
English sentences by using appropriate grammar. On the other hand,
students will not make any errors in writing his assignments.
1.5 Scope and Limitation
The scope of this study is focused on the analyzing of grammatical error in
students’ writing. The limitation of this study is on the fourth semester students of
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1.6Definition of Key Terms
To avoid the misunderstanding in terms and contents of the topic in this
study, it is necessary for the researcher to define the key term used in this study.
Errors are the flawed side of learner speech or writing. They are those parts of
conversation of composition that deviate from some selected norm of mature
language performance (Dulay et al: 1982).
Grammar is the knowledge speakers have about the units and rules of their
language (Hyams, et al: 2009).
Simple sentence is one independent clause (Oshima, et al: 1998).