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AN ERROR ANALYSIS ON RECOUNT TEXT WRITTEN BY STUDENTS OF ACCOUNTING EDUCATION IN ENGLISH TUTORIAL PROGRAM
(ETP) AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA ABSTRACT
This study found in recount text written by the students of Accounting Education on English Tutorial Program (ETP) at Muhammadiyah University of Surakarta is aimed to identify the types of morphological, syntactical and discourse errors. The type of this research was qualitative research. The method of collecting data was document analysis. There were 295 data containing errors. The current study adopted error analysis theory of linguistic category and surface strategy taxonomy adopted by James (2013) in Fauziati (2016) for analyzes the data. The steps for analyzing data was classified into error types, describing the frequency of error, describing the dominant type of error, analysis of the sources of error and describing the purpose remedial teaching. The result of the research showed the morphological errors was 22, 72% including, misformation of word in similar meaning, misordering of spelling and blend of Indonesian word. Syntactical error was 69, 14%, which included verb (addition of verb, omission of verb, misuses of verb in past tense, addition of to in verb of present tense), noun (omission of {-s} plural marker), BE (omission of be as predicate, misuses of be as predicate), article (omission of article, addition of article), preposition (addition of preposition, omission of preposition). Discourse error was 8, 14%, which included generic structure, reference, and conjunction. The dominant type of error was misordering of spelling and misuses of verb in past tense.
.Key words: error analysis, recount text, surface strategy, linguistic category taxonomy.
ABSTRAK
article), preposition (addition of preposition, omission of preposition). Discourse error adalah 8, 14%, meliputi generic structure, reference, and conjunction. The dominant type of error was misordering of spelling and misuses of verb in past tense. Jenis dominan kesalahan adalah misordering of spelling dan misuses of verb in past tense.
Kata kunci: analisis kesalahan, recount teks, surface strategy taxonomy, linguistic category.
1. INTRODUCTION
In this era of globalization, it is important to learn the English language. As applicable at Muhammadiyah University of Surakarta, English is a compulsory subject that must be studied by the students of all faculties. However, not all students get a thorough knowledge of the English language. For that reason, LPIDB has created a new program, namely English Tutorial Program (ETP).
English Tutorial Program is designed for all students of non-English department especially to add the knowledge of the English language in verbal and written form. Students are acquiring a basic knowledge of English such as a simple conversation, grammar, tenses and so forth. ETP is given to students in the first and second semester every Saturday and accompanied by a tutor that has been trained. ETP is happily studied by all students of non-English department one of them is students of Accounting Education. Each week the students will be given different materials in the learning process. The materials include past experience, describing something, giving direction and others. As one of the materials is past experience, the tutor gives the task to write a recount text for students about their own past experiences. The recount text is written to retell past event with the purpose of informing or entertaining the audience (or both) E.g. I was in Jakarta last week. In the recount text, the construction is using past tense because recount text retells the past event.
make them visible and concrete. The main purpose of the learners’ writing activity is to catch grammar, spelling, and punctuation errors (Leki in Fauziati, 2010: 46). Writing involves more basic skills than perhaps any other, good writing skills allowed you to communicate your message with clarity.
Essentially, writing needs good knowledge and hard thinking when the students produce words, sentences, and a paragraph at the same time with good English grammar. English is known as a foreign language which is rarely primarily used by the general public. In Indonesia, a learner usually has more difficulty in learning a foreign language, because of the English grammar is more complicated than Indonesian grammar.
Making errors are a common problem for the non-English students at UMS, and they usually make errors when writing. For non-English department students, English is a difficult subject for them. Actually, in practicing writing English most of the students are still making mistakes in grammar, structure, vocabulary, and a mechanism consisting of a preposition and spelling. The differences between Indonesian language and English language make students confused when they write the sentences in English.
Error analysis is a branch of applied linguistics. Error is a part of learning. James in Fauziati (2016: 105) indicated that an errors express the teacher what needs to be taught, express the researcher how learning process, and its means whereby learners test their hypotheses about the second language”. It means that the learners have something developing in their learning process to achieve the target goal. The Error is different from mistakes, errors arise only when there was no intention to omit one, but a mistake is a fault made by a learner where the learner is able for correcting a fault and is not intended, it is then called mistakes (James, 1998).
swiming has misordering of spelling because the word swiming is very influencing the content of the sentence. The correct word is “swimming”.
Based on the phenomena above, the writer was interested to take the title “An Error Analysis on Recount Text Written by Students of Accounting Education: A
Case Study on English Tutorial Program (ETP) at Muhammadiyah University of
Surakarta”.
The current study compared with previous studies, the first from Sarfraz’s Work (2012). He classified the errors into Interlanguage errors and mother tongue (MT) interference errors. They discovered six types of errors in the subjects’ essays. The committed errors were occurring in singular/plural form, verb tense, word choice, preposition, subject-verb agreement and word order. The differentiation with current study is the writer does not discuss used morphological and discourse error.
The second, the current study was compared with Sawalmeh’s Work (2013). He classified errors into ten common errors: (1) verb tense, (2) word order, (3) singular/plural form, (4) subject-verb agreement, (5) double negatives, (6) spellings, (7) capitalization, (8) articles (9) sentence fragments and (10) prepositions. It consists of a comparison between the errors made in the target language (TL) and within that TL itself. The difference between the previous researches with current study was the writer discus linguistic study that focuses on the errors learners make.
The third, the current study was compared with Khansir’s Work (2013). It showed that he classified the error into five major categories they are; Paragraph, conjunction, article, punctuation, and spelling. He discovered that most of the errors occurred in tenses, articles, prepositions, word order, morphology, syntax, lexis that were similar to his previously reported studies. The differentiation the current study with previous study was does not discuss lexis error.
researcher does not classify the error based on the phonology, semantic and lexico level.
Five, the current study was compared with Cholipah’s Work (2014). She classified error into four descriptive classifications of errors classified the errors into grammatical error included capitalization, word choice, verb tense, add a word, spelling, run-on sentence, word order, punctuation, omit a word, word form, article, singular-plural, meaning not clear, incomplete sentence. That’s classification was different with the current study, she has not classified grammatical error.
Sixth, the current study was compared with Mohammed and Abdalhussein’s Work (2015). He classified error into two categories. They are syntax and morphological error taxonomy. Morphological errors (omission of the plural ending “s”, misuse and addition of the plural ending “s”, misuse of possessive “s”, incorrect use of comparative adjectives, wrong word form). Syntax (tenses, prepositions, articles, active and passive voice, verbs). That’s classification was different with the previous study, he has not classified discourse error.
Seven, related to Ardiani’s work (2016). She classified the error into three categories. They are Morphological error (false friend, wrong spelling, code switching), syntactical error (Be as predicate, –s/-es in plural marker, ‘s’ in possessive pronoun, preposition, article, subject pronoun, verb, noun, possessive adjective, conjunction). Discourse error (general structure, conjunction). This research is conducted by Ardiani’s work, but differentiation with the previous study was he has not classified discourse error in reference.
The purposes of this research are: (1) to describe the types of morphological error of writing recount text made by the students of accounting education, (2) to describe the types of syntactical error, (3) to describe the types of discourse error, (4) to know the frequency of each error in writing recount text, (5) to know the sources of errors.
2. RESEARCH METHOD
The current study adopted descriptive qualitative method to describe the types of error in recount text and classify data. The current study used descriptive qualitative to know the types of morphological, syntactic, discourse error, the frequency and dominant, and data source found in recount text which has been written by the students of Accounting Education on English Tutorial Program (ETP) at Muhammadiyah University of Surakarta.
The data of the study were all sentences and paragraphs containing errors which were written by the students of Accounting Education on English Tutorial Program (ETP) at Muhammadiyah University of Surakarta in writing recount text. The data source of the study was a composition of writing recount text by the students of Accounting Education on English Tutorial Program (ETP) at Muhammadiyah University of Surakarta. They were consisting of 50 students’ sheet. The current study adopted document analysis in her data collecting.
The current study used Linguistic Category and Surface Strategy Taxonomy by James (2013) in Fauziati (2016) to analyze the data. The cut study divided technique for analyzing data into six steps, namely: identification of errors, classifying into error types, describing the frequency of error, describing the dominant type of error, and analysis of the sources of error.
3. RESEARCH FINDING AND DISCUSSION
3.1Research Finding
The research finding consists of five steps. They include the type of morphological errors, the type of syntactical errors, the type of discourse errors, the frequency of each error, and the sources of error.
a. Type of Morphological Error
Morphology is a study about word structure. In this research the researcher found 67 errors. The kinds of morphological error were divided into three as follows; misformation of word in similar meaning, misordering of spelling and blend of Indonesian word. The cur study describes the type of error as follows:
1) Misformation of Word in Similar Meaning
Misformation is the use of the wrong form of a structure. Actually the words has a similar in spelling and/or pronunciations in English and Indonesian language but different in meanings.
Th curent study found 22 errors. For example, “we entry into the museum”. This sentence contains errors because used word “entry”. The correct word was” entered”. This word had similar meaning with Indonesia language, but it is not appropriate when used in the English language.
2) Misordering of Spelling
Spelling is a linguistic process of phonemic orthography (correct writing) with the necessary letters and diacritics presented in a comprehensible order.
The curt study found 43 errors. For example, in this sentence “we can saw sunrice” This sentence was error of word spelling because of the word “sunrice”. The student used a letter to represent a sound which was identical to a form a word in English, so the students applied Indonesian language into the English language. On the other hand, the word sunrice and sunrise had a similar sound, but in English the word sunrice was meaningless and incorrect. The correct word was “sunrise”.
3) Blend of Indonesian Word
The students had an Indonesian word to switch cultural words which are untranslatable.
between the one with others” It is an error because the student write the word “atau” which was clearly Indonesian word. The correct word was “or”.
b. Type of Syntactical Error
In the syntactical error, the current study found 204 errors and it’s divided into 5 types of error, namely verb, the use of noun, misuse of BE as predicate, article, preposition. The cur study describes the type of the syntactical error as follows:
1) Verb
The learners made an error in the verb; there are four errors in verb. They are an addition of the verb, omission of the verb, misuses of the verb in the past tense, and the addition of to in verb of present tense.
a) Addition of Verb
Addition is a type of error which is characterized by the presence of an item. The current study found 8 errors in addition of the verb. For example: “In afternoon we went go home”. In this case, the sentence becomes incorrect because the student added double verb in this sentence. The correct sentence was “In afternoon we went home”.
b) Omission of Verb
Omission (Ø) is ungrammatical or a word is lost. The current study found 15 errors made by students. For example, “my friend and I [ ] trip to Bandung for vacation” In this case, the students do not use the verb in their sentence. The correct sentence was “my friends and I made a trip to Bandung for vacation”.
c) Misuse of Verb in the past tense
The current study also found misuses of the verb in the past tense written by students. Most of them still used present tense when wrote sentences in recount text which used past tense.
The curt study found 63 errors in misuses of the verb in the past tense. For example: in there I play in beach. In the case, the students still used the present tense in their sentence (play). The correct word was played.
d) Addition of to in verb of present tense
example: I can add to experience In this case, the students add to in the present tense. The correct sentence was “I can add experience”.
2) The Use of Noun
a) Omission of {-s} plural marker
Omission (Ø) is ungrammatical or a word is lost. The current study found 11 errors made by students. For example, “i visited in any place”. In this case, the students weren’t using {-s} in the word place, because the previous word was many. The correct sentence was “I visited in any places”.
3) The use of BE
The students usually made errors when selecting “to be” as linking verb. Because the students do not pay attention when they maintain to be to go with the subject or/and the student do not understand how to use to be in English. In the research the “be” errors are categorized as Omission of Be, Addition of Be, and Misuse of Be.
a) Omission of BE as a Predicate
The student deleted the “be” when they wrote sentences. In the sentence be used as a predicated to showed the verb of the subject.
The current study found 13 errors. For example, “the view [ ] very beautiful”. It becomes an incorrect sentence. The student must omit the “be” was after the word the view the correct sentence was “the view was very beautiful”.
b) Misuse of BE as a Predicate
Recount text is absolutely using the past tense in the sentence, include the use of be. Be in the past tense is was and were.
The current study found 30 errors made by students. For example, “there is very cold weater” In this case, the student used to be (is) in the sentence which was being in the present tense. The correct sentence was “there was is very cold weater”.
4) Article
noun phrases no article was used. The research article errors were categorized as Omission of Article and Addition of Article.
a) Omission of Article
Omission of Article is the absence of the article that should appear in a well-formed sentence. In the case, the students felt confuse in adding an article in sentences that they have made. This error was often caused by lack of the knowledge of how to add articles in an English sentence.
The current study found 7 errors. For example, this sentence “[ ] beach is very interesting”. It becomes an incorrect sentence. The student has omitted the definite article “the” before the noun “beach”. The correct sentence was “the beach is very interesting”
b) Addition of Article
The current study found 7 errors made by students. For example, “I went to a go in Gunung Kidul.” In this case, the students used a front of the verb. The correct sentence was “I went to go in Gunung Kidul”.
5) Preposition
A preposition is worded in front of another word or connector word. Preposition divided into three kinds, namely: as adjective, noun, and a verb.
a) Addition of Preposition
The current study found 16 errors made by students. The students add wrong preposition in their sentences. For example, “I tried on some old hats”. In this case, the students used “on” in their sentence. The correct sentence was “I tried some old hats”.
b) Omission of Preposition
Omission (Ø) is ungrammatical or a word is the absence of the preposition in the sentences.
c. The Type of Discourse Error
The type of discourse errors, the research found discourse error, namely generic structure, reference, and conjunction.
a) Generic Structure
The current study found generic structure amount 16 errors. Usually, the students still make sentences not using component of generic structure, such as in recount text has three types of generic structure.
b) Reference
Reference related to acts of referring to a preceding or following element. For example, “And it does not want to return home and want to be there longer”. It is an error of reference. It contains an error because the students used pronoun it to substitute the noun of I and my friends. It is anaphoric reference error. The correct sentence was, “And we do not want to return home and want to be there longer”. The current study found 5 data of reference.
c) Conjunction
A conjunction is the part of speech (or word class) that serves to connect words, phrases, clauses, or sentences. But many of the students omit conjunction in their sentence.
The current study found 3 errors written by students. For example, in the sentence “last year, I and my friend went to Pacitan, departing from the house late in evening by car [ ] I stopped eating and praying”. The students omitted the conjunction in the sentence. The correct sentence should add conjunction and between word car is and I. The correct sentence was “last year, I and my friend went to Pacitan, departing from the house late in evening by car and I stopped eating and praying”.
d. The Frequency of Each Type of Error
The number of morphological errors was 22, 72%, including, misformation of word in similar meaning, misordering of spelling, and blend of Indonesian word. Syntactical error was 69, 14%, which included verb (addition of verb, omission of verb, misuses of verb in past tense, addition of to in verb of present tense), noun (omission of {-s} plural marker), BE (omission of be as predicate, misuses of be as predicate), article (omission of article, addition of article), preposition (addition of preposition, omission of preposition). Discourse error was 8, 14%, which included generic structure, reference, and conjunction.
The dominant type of error from three classifications was the first, the type of morphological errors had dominated in the misordering of spelling, it amount 14, 58%. Second, syntactical errors had dominant in misuses of verb in past tense, it amount 21, 35%. Third, discourse error had dominant generic structure, it amount 5, 42%.
e. Sources of Error 1) Interlingual Transfer
Interlingual transfer is an error made by students who learn a second language from the mother tongue. According to Brown (2000, 224) interlingual transfer is “a significant source of error for all learners.” is not appropriate with grammar on second language (English) and it still uses the grammar of their mother tongue (Indonesian).
2) Intralingual Transfer
According to Brown (2000: 224) Intralingual transfer is the negative transfer of items within the target language or put another way, the incorrect generalization of the rules within the target language.
4. CONCLUSION
The current study classified the data based on the types of error and frequency of error. The current study used linguistic category and surface strategy taxonomy to classify the error. The result of the research found 295 sentences made by 50 students of Accounting Education in English Tutorial Program (ETP) at Muhammadiyah University of Surakarta. From the research finding, the writer got the percentage of the data. The number of morphological errors was 22, 72%, including, misformation of word in similar meaning, misordering of spelling and blend of Indonesian word. Syntactical error was 69, 14%, which included verb (addition of verb, omission of verb, misuses of verb in past tense, addition of to in verb of present tense), noun (omission of {-s} plural marker), BE (omission of be as predicate, misuses of be as predicate), article (omission of article, addition of article), preposition (addition of preposition, omission of preposition). Discourse error was 8, 14%, which included generic structure, reference, and conjunction.
Based on the three categories, the dominant type of error was misuses of the verb in the past tense with total number 63 errors or 21, 35% of errors. . It occurs because the students apply present tense when written in recount text. The students do not understand how to use present tense and past tense in the sentences. It makes the sentence incorrectly.
The source error was divided into two, namely interlingual transfer and intralingual transfer. She divided it into three classifications, namely: rules of spelling, rules of verb (V1 and V2), and rules of BE.
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