An analysis of students’ error in learning noun clause: a case study in the second grade students of SMA Darul Ma’arif

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“Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Arts) in

English Language Education

By: Nur Baithy 107014000376

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ABSTRACT

Nur Baithy (NIM: 107014000376). An Analysis of Students’ Error in

Learning Noun Clause; A Case Study in the Second Grade Students of SMA

Darul Ma’arif. Skripsi of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

This research was carried out to find empirical evidence of the most common errors in learning noun clause made by the second grade students of SMA Darul Maarif academic year 2013/2014. The total respondents of this research consisted of 21 students.

The objective of this research is to analyze the students’ error in learning noun clause. The limitation of the problem is to classify the students’ errors based on Dullay’s surface structure taxonomy. The method used in this research was a case study. In collecting the data, the written test about the use of noun clause in sentences was given to the students. The formula that is used to this descriptive analysis is: P= F/N x 100%.

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ABSTRAK

Nur Baithy (NIM: 107014000376). Analisa Kesalahan Siswa dalam Belajar

Klausa Nomina; Studi Kasus pada Siswa Kelas Dua SMA Darul Ma’arif. Skripsi

Jurusan Pendidikan Bahasa Inggris di Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Penelitian ini dilaksanakan untuk menemukan bukti empiris kesalahan yang umumnya terjadi dalam belajar klausa nomina yang dilakukan oleh siswa-siswa kelas dua SMA Darul Ma’arif tahun ajaran 2013/2014. Jumlah responden dalam penelitian ini terdiri dari 21 siswa.

Tujuan dari penelitian ini adalah untuk menganalisa kesalahan siswa dalam belajar klausa nomina. Pembatasan masalahnya adalah untuk mengklasifikasi kesalahan-kesalahan siswa berdasarkan surface structure taxonomy yang dikemukakan Dullay. Metode yang digunakan dalam penelitian ini adalah studi kasus. Dalam pengumpulan data, tes tertulis tentang penggunaan klausa nomina dalam kalimat diberikan kepada siswa. Rumus yang digunakan untuk analisa deskriptif ini adalah: F/N x 100%.

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highest finally the writer is able to finish her „skripsi’ after long effort of writing.

Peace, blessing and salutation be upon our great prophet Muhammad, his family, his descendants, and his followers who strived in Islam.

In this precious occasion, the writer would like to express her greatest gratitude and honor to her family, especially her mother, who have given the writer support and advices during her study in English Education Department.

The writer also would like to address her greatest thanks and appreciation to her kind advisor, Drs. Nasifuddin Jalil, M. Ag., who has guided, helped, suggested, and corrected during developing until accomplishing this „skripsi’. May Allah always bestow blessing along his life.

Her gratitude and appreciation are also addressed to:

1. Nurlena Rifa’i, M.A., Ph.D., as the Dean of Faculty of Tarbiya and

Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd., as the chairman of English Education Department. 3. Zaharil Anasy, M.Hum., as the secretary of English Education

Department.

4. All lecturers of English Education Department who have taught and educated the writer during her study.

5. The principal of SMA Darul Ma’arif Jakarta Selatan for giving the writer permission in conducting the research.

6. All friends of English Education Department who have encouraged, motivated and given to the writer memorable times during her study. 7. To any other persons who cannot be mentioned one by one for their

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May Alloh the Almighty always bless them all.

Hopefully, this „skripsi’ can be beneficial in broadening the perception of

Error Analysis for the writer particularly and for anyone who read this „skripsi’

generally. The writer realizes that this „skripsi’ is still far from being perfect. Hence, she accepts any constructive suggestions to make this „skripsi’ better.

Jakarta, July 18th 2014

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ABSTRAK ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENT ... v

LIST OF TABLES ... vii

LIST OF CHARTS ... viii

CHAPTER I : INTRODUCTION A. The Background of the Study ... 1

B. The Limitation of the Problem ... 4

C. The Formulation of the Problem ... 4

D. The Use of the Study ... 4

E. The Organization of Writing ... 5

CHAPTER II : THEORETICAL FRAMEWORK A. Error Analysis 1. The Concept of Error Analyis ... 6

2. The Distinction between Error and Mistake ... 7

3. The Causes of Error ... 8

4. The Types of Error ... 10

5. The Procedure of Error... 12

B. English Sentence 1. Simple Sentence ... 14

2. Compound Sentence... 15

3. Complex Sentence ... 15

C. English Clauses 1. Adjective Clause ... 16

2. Adverbial Clause ... 19

3. Noun Clause ... 21

D. Noun Clause 1. Subordinator „that’ in Noun Clause ... 22

2. Subordinator Question Words in Noun Clause ... 22

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CHAPTER III : RESEARCH METHODOLOGY

A. The Method of the Research ... 24

B. The Place and Time ... 24

C. The Population and Sample ... 24

D. The Instrument of the Research ... 25

E. The Technique of Data Analysis ... 25

CHAPTER IV : RESEARCH FINDINGS A. The Description and Analysis of Data ... 26

1. The Using of Subordinator „That’ in Noun Clause ... 26

2. The Using of Subordinator Question Words in Noun Clause ... 31

3. The Using of Subordinator „If or Whether’ in Noun Clause ... 36

4. The Description and Analysis of Types of Error ... 41

5. The Description and Analysis of Causes of Error ... 44

B. The Data Interpretation ... 47

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 49

B. Suggestion ... 49 Bibliography

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THE LIST OF TABLES

1. Table 4.1: The Table of Tested Area ... 24

2. Table 4.2: Question no.2... 24

10.Table 4.10: Question no.10... 31

17.Table 4.17: Table of Total Error Frequency ... 38

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THE LIST OF CHARTS

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CHAPTER I

INTRODUCTION

A. The Background of the Study

English as the language is the world’s most widely used by society for communication and international contact. It also has become the popular language which is learnt by most people in many areas because English serves in many sectors. The existence of English in many areas makes English be the most recommended language to be learnt in every country.

In English learning process, there are two skills that will be learned by the English learners; receptive and productive skills. The receptive skills are listening and reading, learners do not need to produce language to do these, they just have to receive and understand it. These skills are sometimes known as passive skills. In the other hand, the productive skills are speaking and writing, learners doing these, need to produce language. They are also known as active skills.

Based on the meaning, productive skills mean to produce language, so it can be defined that, with speaking and writing, a language learner can express their ideas and their thoughts in written or spoken way. In speaking, if a speaker makes any mistakes, it can be tolerated as long as the listener can get the meaning. However, in writing, a writer does not just put words on a page of paper to express the ideas or thoughts. Effective writing is focused, fresh and appropriate. The purpose and organization are clear; words and sentences reflect a sense of style; words mean what they are invented to; spelling observes standard usage; grammatical structures for the ideas they have, and punctuation makes relationship clear. 1

Discussing about sentence, there are three basic sentence types: simple, compound, and complex. From those types of sentence, students often find the

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difficulties in learning complex sentence. Students have the problem in English sentence pattern when they have to combine two sentences which consist of one independent clause, and one dependent clause. An independent clause is a clause that can stand by itself.

In adapting a new language, students will find new different language patterns from their mother language. Its condition also can be found in the process of learning noun clause. As the consequences of adaptation to the new language rule, students might find some difficulties which can lead them to make mistakes or errors in using noun clause in a sentence. The writer got such case when she did PPKT (Praktik Profesi Keguruan Terpadu) in a Vocational High School. In the last of the second term, the first grade students learnt reported speech, which includes noun clause. Most of the students still confused in using the subordinators properly and the students have misunderstood toward noun clause because they have not fully mastered the noun clause rule.

Here, the writer would like to show some mistakes made by the learners. He said that (Ann is married).

Question: What did he say?

- Noun Clause: I do not know what did he say. (Student’s answer)

The student’s answer in this sentence is incorrect. In this case, the writer analyzed

this mistake as incorrectness in word order. The student thought the sentence began with what is an interrogative sentence. In fact, it is an affirmative sentence which using noun clause. Therefore, the answer is what he said.

Based on the explanation above, the writer understands how important of doing error analysis. Through error analysis, the most common writing error in applying noun clause in sentences that the students made can be identified and the sources of error can be found. By knowing at least the common error, the students are expected not to do the same error again next time.

The above explanation stimulates the writer to conduct the research on the

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grade students of SMA Darul Ma’arif. Therefore, the writer would like to discuss it in her “skripsi” under the title “An Analysis of Students’ Error in Learning Noun Clause”

B. The Limitation of the Problem

To make this research easy to understand, the writer limits the discussion on

the errors made by the second grade students of SMA Darul Ma’arif on the use of Noun Clause. The students’ acquisition in English noun clause will be obtained

from the result of test given by the writer. The classification of errors will be

based on Dullay’s surface structure taxonomy: omission, addition, misformation,

and misordering.

C. The Formulation of the Problem

Based on the background of the study there are problems, which can be formulated among the second grade of SMA Darul Ma’arif. The problems can be stated as follow: What types of errors do the second grade students of SMA Darul

Ma’arif commonly make when they use noun clause in sentences?”

D. The Objective of the Study

Based on the formulation of the problem above, the objectives of this study mainly intend to find empirical evidence of students’ errors in the second grade of

SMA Darul Ma’arif in using noun clause.

E. The Significance of the Study

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CHAPTER II

THEORETICAL FRAMEWORK

A. Error Analysis

Talking about language learning, there must be a long time process in a way to acquire it. In language learning process, it is normal when someone makes mistakes. By these mistakes, a language learner should get feedback from others, slowly but surely, he can learn to produce the acceptable speech.1

The early days when Contrastive Analysis was the only approach in viewing

the errors made by language learner, it was believed that comparing learner’s

native language and learner’s second language would describe anything needed to know to plan a good language-teaching programme.2

Its approach is unable to carry the problem of errors happened in learning language. Some linguists, such as S. P. Corder, Selinker, Nemser, and J. C. Richards developed a new perspective providing a wide coverage of errors than in Contrastive Analysis, Error Analysis.3 The explanation below will tell more about error analysis and how it views errors.

1. The Concept of Error Analysis

The word of error analysis consists of two words, error and analysis. Littlewood says in his book that error analysis is based on the assumption that the product is still sufficiently regular to enable teachers to make

1

H. Douglas Brown, Principles of Language Learning and Teaching, fourth edition, (New York, Englewood Cliffs: Prentice Hall Regents, 2000), p. 217

2

Keith Johnson, An Introduction to Foreign Language Learning and Teaching, second edition, (Edinburgh: Pearson Education Limited, 2008), p. 69

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generalization about the systems and this assumption seems to have been justified in practice.4

In its history, error analysis has been developed as a new way of looking at errors made by the second language learner. It appeared in the sixties as a branch of applied linguistic to find that errors made by learner were not only

because of the learner’s native language, but also the errors reflected some

learning strategies, as a reaction to contrastive analysis theory.5 It can be said that error analysis is a systematic errors that appear in language learner. Language teachers who listen to the speech of their students probably notice the errors first. But the truth is that everyone makes errors in speaking, even native speakers.6

From the statement above, it can be seen that error analysis helps language teacher to see if the language learner made the error, it is not considered as a bad thing, but it is an important part of learning a language.

2. The Distinction Between Error and Mistake

In the process of language learning, it is rare to be found that a language learner can produce a new language he learnt in a full correct way. For a learner, making error is a very usual thing on the way to acquire the language he learnt. The incorrectness which the learner made is distinguished into error and mistake.

The first linguist who made a clear distinction between error and mistake is S. P. Corder. Corder in Masachika says

Errors refer to errors of competence which are systematic and represent transitional stages in the development of grammatical

rules or the final stage of the learner’s knowledge. Mistakes, on

the other hand, refer to errors of performance which are occasional and haphazard and are related to such factors as

4

William T. Little Wood, Foreign and Second Language Learning, (Cambridge: Cambridge University Press, 1984), p.32

5

Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin University Journal of the Faculty of Education, 2005, p.262

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fatigue, memory lapses, and psychological conditions such as strong emotion.7

In line with this statement, Dictionary of Language Teaching and Applied Linguistics in Vacide Erdogan said that

A learner makes a mistake when writing or speaking because lack of attention, fatigue, carelessness, or some other aspects of performance. Mistakes 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 not know what is correct, and thus it cannot be self corrected. 8

Martin Parrot has his own statement in distinguishing what error and mistake is. According to him, “errors are considered to be evidence of the

learner’s developing competence in the foreign language. Mistakes, on the

other hand, are generally non-systematic and do not necessarily reflect the

learner’s underlying competence”.9

In a simple way, the statement from Jack C. Richard is taken as a conclusion, he said that mistakes are referring to errors of performance, errors are referring to the systematic errors of the

learner which are able to reconstruct the learner’s knowledge of the

language.10

3. The Causes of Error

Error analysis sees error as inevitable part in the process of foreign language learning. These are the causes or the factors are found in some books related to this material. John Norrish states in his book that there are three causes of errors:11

a. Carelessness

7

Ishida Masachika. (1982). Error Analysis And Its Significance In Second Language Teaching : a brief survey of the theoretical aspect of error analysis. 現代英米研究(12), 1-13. P. 4

8

Erdogan, op. cit., p.263 9

Martin Parrot, Tasks for Language Teachers, (Cambridge: Cambridge University Press, 2002), pp. 68-69

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Richards, op. cit., p. 25 11

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Carelessness is often closely related to the lack of motivation. Many

teachers will admit that it is not always the student’s fault if the learner

loses his interest; perhaps the materials or the style of presentation does not suit the learner.

b. First Language Interference

First language interference is also called mother tongue interference.

Skinner’s behaviorist statement that language is a set of habits makes the

first language of a learner interfere him when the learner tries to learn new language or second language.12

c. Translation

Different with Norrish, Brown suggests that there are four causes of error; interlingual transfer, intralingual transfer, context of learning and communication strategies.13

a. Dictionary of Language Teaching and Applied Linguistics in Erdogan defines interlingual errors as being the result of language

transfer, which is caused by the learner’s first language.14

b. Intralingual transfer is a major factor in second language learning.

It happened as learners progress in the second language, their previous experience and their existing subsumers begin to include structures within the target language itself.

c. A third cause is context of learning. Students often make errors because of misleading explanation from the teacher, faulty presentation of a structure or word in a textbook or even because of improperly contextualize pattern.

12 Ibid. 13

Brown, op. cit., pp. 223-227 14

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d. Learners use language production strategy in order to enhance getting their message across, but at times these techniques can become a source of error. It is called communication strategy.

While Parrot mentions four causes of errors and mistakes in his book:15 a. „Interference’ from the learner’s first language

b. Over-generalisation of the rules of the target language c. Responding to the demands of complex communication d. Carelessness

4. The Types of Errors

Besides discussing about how to distinguish error and mistake, and what causes of error, this subchapter will also discuss about types of errors. The first step in analyzing process is the identification and description of errors.16 From this idea, it can be said that errors which become an important part in language learning must be identified and also be described. Ellis in Erdogan

maintains “classifying errors in these ways can help us to diagnose learners’

learning problems at any stage of their development and to plot how changes

in error patterns occur over time.”17

There are a number of different types of errors. In Douglas Brown’s

book, Principles of Language Learning and Teaching, it is stated that the types of errors are classified into four:18

a. The most generalized types of error are addition, omission, substitution, and ordering.

b. Phonology or orthography, lexicon, grammar, and discourse.

c. Global or local errors. Global errors prevent the message of communication from being understood. While local errors do not prevent the message of communication.

15

Parrot, loc. cit. 16

Brown, op. cit., pp. 220 17

Erdogan, loc. cit. 18

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d. The last is covert and overt errors. Overtly erroneous utterances are unquestionably ungrammatical at the sentence level. Covertly erroneous utterances are grammatically well-formed at the sentence level but are not interpretable within the context of communication.

Another types of errors are explained in the book Language Two which is written by Heidi Dulay, Marina Burt, and Stephen Kreshen. This type is based on Surface Structure Taxonomy. According to Dulay, “analyzing errors from a surface strategy perspective holds much promise for researchers concerned with identifying cognitive processes that underlie the

learner’s reconstruction of the new language.”19

On Surface Structure Taxonomy, errors are classified into four; omission, addition, misformation, and misordering.

a. Omission

Omission errors are characterized by the absence of an item that must appear in a well-formed utterance. The item could be functional or content words.

For example : Marlyn is go to the zoo It should be : Marlyn is going to the zoo. b. Addition

Addition is the opposite of omission. In addition, it is characterized by the presence of an item which must not appear in a well-formed utterance.

For example : She does not wants to study. It should be : She does not want to study. c. Misformation

Misformation errors are characterized by the use of wrong form of the morpheme or structure.

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For example : We sang with the childs. It should be : We sang with the children. d. Misordering

It is said that misordering errors are signed with the false placement of a morpheme or group of morphemes in an utterance.

For example : I want to know who are you. It should be : I want to know who you are.20

After comparing the types of error explained by Brown and Dullay, then Surface Structure Taxonomy is decided to be used on this study to identify the errors later in chapter four.

5. The Procedures of Error Analysis

In language teaching, either a native language or a second language teaching, studying about the students’ errors is very important. However, there are some procedures in conducting error analysis. Ellis has the

explanation about how to analyze the students’ errors:

a. Collection of a sample of learner language

The type of data collected can have a marked effect on the results of an error analysis. It includes data from the learner of a given test or task. b. Identification of errors

In this step, it requires determination of some elements in the sample of learner language deviating from the target L2 in some ways.

c. Description of errors

The description of learner errors involves a comparison of the

learner’s idiosyncratic utterances with a reconstruction of target

language utterances. d. Explanation of errors

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This stage is the most important in trying to understand the process of SLA (Second Language Acquisition). It concerns with establishing the source of the error.

e. Evaluating errors

Error evaluation involves a consideration of the effect that errors

have on the person’s addressed. The design includes on who the addressees will be, what errors will be judged, and how those will be judged.21

Based on the explanation, it can be said on the other word that the procedures in analyzing errors include collecting the data from the language learners first, then identifying the errors, describing the errors based on the classification, the next is explaining error by taking the possibility of why and how it happens, and the last step is evaluating the error.

B. English Sentence

According to Cambridge Advances Learner’s Dictionary, sentence is a group of words, usually containing a verb, which expresses a thought in the form of a statement, question, instruction or exclamation and starts with a capital letter when written.22 A word “sentence” is taken from Latin “sententia” which meant feeling or opinion. In the context of grammar, the meaning of sentence is an utterance that expresses a feeling or opinion.23 Nesfield in his book gives another definition; sentence is a combination of words that contains at least one subject and a predicate.24 From those three definitions, it should be said that a sentence is

a unity of words that each word has its own function to express someone’s

thought.

21

Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University Press, 2008), pp. 46-57

22

Elizabeth Walter, Cambridge Advances Learner’s Dictionary, (Cambridge: Cambridge University Press, 2008), p. 1300

23

Marjolijn Verspoor and Kim Sauter, English Sentence Analysis: An Introductory Course, (Philadelphia: John Benjamins Publishing Company, 2000), p. 33

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Basically, there are three types of sentence in English. They are simple, compound and complex. In some literatures, there is also compound-complex sentence. Each type of sentence depends on the types of clauses they contain. Here, three basic types of sentence will be explained.

1. Simple Sentence

As it is called, a simple sentence only has one subject and one predicate, or one clause. In the simple sentence, the clause is called independent clause which meant a clause can stand alone. Marjolijn states that a simple sentence consists of one main clause only. However, this does not mean that the sentence has to be very short.25 There are four forms in simple sentence: statement, question, request, and exclamation.

Here is an example of simple sentence:

Alice went to her village this morning.

In this sentence, the only subject is Alice and the verb is went. To her village this morning is as complement. By this sentence, the meaning is clear. It can be known who does something (the doer) and what the doer does. However, the simple sentence is an independent clause- one complete thought that can stand-alone.26

2. Compound Sentence

Most compound sentences result from joining two or more independent clauses, that is, two or more simple sentences, with a comma and a coordinating conjunction-and, or, nor, but, for-or by semicolon alone.27 Both sentences in compound sentence have equal important ideas. It means that compound sentence has two subjects and two verbs. The conjunction that will be used depends on the relationship between the ideas in the two clauses. If the second clause provides additional information, and will be

25

Verspoor, op. cit., p. 35 26

Betty Mattix Dietsch, Reasoning and Writing Well, (New York, Mc Graw Hill, 2000), p. 95

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used. If the second clause is in contrast to the first, but will be used, or, yet, or nor. If the second clause has a cause-and-effect relationship with the first, for, or so will be used in this case.28

Compound sentence may also be formed by using a semicolon, with or without the coordinating conjunction. It also can be formed by using a semicolon and a conjunctive adverb such as moreover, in addition, besides, otherwise, however, still, nevertheless, therefore, consequently, accordingly.29

Example:

With a coordinating conjunction

Nina was sick, so she did not go to office.

With a semicolon alone

Nina was sick; she did not go to office.

With a conjunctive adverb

Nina was sick; therefore, she did not go to office.

3. Complex Sentence

The third type is complex sentence, it is made of one independent clause and one or more dependent clause. A dependent clause is a group of words that includes a subject and a predicate but that cannot stand alone: it depends on an independent clause for its meaning to be clear.30

For example:

The boy who is wearing a black hat is my son.

28

Dietsch. loc. cit. 29

MarcellaFrank, Modern English, (Englewood Cliffs, New Jersey: Prentice Hall, 1972), p. 7

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The independent clause from the sentence above is The boy is my son, who is wearing a black hat is dependent one.

The difference between compound and complex sentence is that in a compound sentence both parts are really just simple, independent sentences. In a complex sentence, the dependent clause cannot stand on its own and functions as a constituent of the main clause.31 Generally one idea is more important than another one. The idea, which is more important, is called main idea or independent clause. Then, the second one is called subordinate or dependent clause.

C. English Clauses

This subchapter will discuss about kind of clauses. As it is mentioned before, there are dependent and independent clauses. Independent clause is a clause that can stand alone, but dependent clause cannot stand-alone. Dependent clause has three kinds; adjective, adverbial, and noun clause.

1. Adjective Clause

An adjective clause is a dependent clause which is used as an adjective; it modifies a noun or a pronoun.32 Betty Azar also states “An adjective clause is a dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun”.33

In some books, adjective clause is also called as relative clause. Usually, an adjective clause is preceded by the relative pronouns who, whom, which, whose, and that. Adjective clause may also be preceded by the subordinate conjunctions such as when, where, and why.34

These are the uses of adjective clause subordinator35:

31

Verspoor, op. cit., p. 38 32

George E. Wishon and Julia M. Burks, Let’s Write English: Revised Edition, (New York: Litton Educational Publishing International, 1980), p. 165

33

Betty Schrampfer Azar, Understanding and Using English Grammar , (New Jersey, Prentice Hall 1992), p.238

34

Burks. loc. cit. 35

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a. Who and whom are used in referring people. Although both are used to modify people, but they have different function. Who is for subject of adjective clause, whom is for object.

e.g.: I have a friend. She likes apple very much. = I have a friend who likes apples very much.

b. Which is used when referring to things. It can be used as a subject or object of adjective clause.

e.g.: Ellen watched a movie last night. The movie was so bad. = The movie which Ellen watched last night was so bad.

c. Whose is used to show possession. It carries the same meaning as possessive pronouns.

e.g.: I live in a dormitory. Its residents come from many countries. = I live in a dormitory whose residents come from many countries. d. That can be used when referring to both people and things. It can be

as subject or object.

e.g.: Juan just bought a car. The car is stalled on the road now. = The car that Juan just bought is stalled on the road now.

e. When is used to modify a noun of time (year, day, time, century, etc.).

e.g.: April is the month. Abbey was born in that month. = April is the month when Abbey was born.

f. Where can be used in an adjective clause to modify a place. e.g.: The city is beautiful. Mary lives there.

= The city where Mary lives is beautiful. g. Why is used to explain a reason.36

e.g.: Give me one good reason! The reason you came late. = Give me one good reason why you came late.

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2. Adverbial Clause

Another kind of dependent clause is adverbial clause. According to J. C.

Nesfield “An adverb clause does the work as an adverb to some verb, adjective, or adverb belonging to some other clause.”37

Adverbial clauses usually express place, time, manner, comparison, reason, cause, purpose, result, condition, contrast, concession. 38 The following is a table of adverbial clause and its subordinator conjunction found from some books.

No Clause Marker Subordinator Conjunction

1) Place Where

Wherever

2) Time When As soon as Until While As long as

Since By the time Before Now that After Once

3) Manner As if

As though

4) Comparison As / (not) so + adj. or adv. + as -er / more + adj. or adv. + than 5) Reason or Cause Because Whereas As

In as much as Now that Since As long as 6) Purpose That So

So that For the purpose that In order that

7) Result So +adj. or adv. + that Such (a) +noun + that So that

37

Nesfield, op. cit, p. 133 38

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8) Condition If Provided / Providing that Unless In the event that

On condition that Whether 9) Contrast or Concession Although Even if

Though Wherever Even though Whenever No matter if Whatever While As much as In spite / despite of the fact that Not with standing that

A subordinator conjunction comes between an independent clause and a dependent clause to show their relationship. An adverbial clause coming first in a sentence is always set off by a comma.39 For example:

After my dad passed away, my mother started her business.

Dependent clause Independent clause

Adverbial clause of time

Ordinarily, an adverbial clause which comes at the end of a sentence is not preceded by a comma.40 For example:

She dresses as if she were the daughter of a millionaire. Ind. Clause Dep. Clause (adverbial clause of manner)

However, only restrictive adverbial clauses such as -place, time, manner, condition, and comparison- coming at the end of a sentence is not preceded by a comma. 41

An adverbial clause is also can be changed into an adverbial phrase. Like an adjective phrase, an adverbial phrase does not have a subject or a verb. It consists of a present or past participle and an adverbial clause time marker.42

39

Martha Kolln and Loretta Gray, Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, (Boston: Pearson Education, Inc., 2010), Sixth Edition, p. 159

40

Lincoln, op. cit., p. 302 41

Pies et al, op. cit., p. 63 42

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19

An adverbial clause can be changed into an adverbial phrase only if the subject of the main clause and the adverbial clause are the same.

For example:

(Adverbial clause) Before I came to London, I took some English classes. (Adverbial phrase) Before coming to London, I took some English classes. (Adverbial clause) While we were waiting for the bus, we saw the police arrest a pickpocket at the edge of the crowd.

(Adverbial phrase) While waiting for the bus, we saw the police arrest a pickpocket at the edge of the crowd.

3. Noun Clause

Dependent clause can also function as nominal, filling noun phrase position. A dependent clause which has the function as a noun called noun clause.43 A noun clause acts as a noun in a sentence. Burks says, “The noun clauses may be introduced by subordinate conjunctions or relative

pronouns”.44

D. Noun Clause

This subchapter will discuss about noun clause in broader explanation. As mentioned before, noun clause is a dependent clause which has a function as a noun. Here, more definition related to noun clause taken from some grammar

experts’ statements will be given. Marcella Frank in her book says, “A noun clause consists of a subject and predicate that functions as a noun”.45

It is also supported by Lincoln, “a noun clause is a clause used as a noun within a sentence.

A noun clause can serve as subject, object, or predicate noun”.46

Nesfield noted that a noun clause is subject to all the liabilities and duties of a noun proper.47 Like other kind of clause, noun clause has its subordinators. They are question

words, „if/whether’, and „that’. Each of them has its own use.

43

Pies et.al., op. cit., p. 70 44

Burks, op. cit., p. 174 45

Frank, op. cit., p. 62 46

Lincoln, op. cit., p. 305 47

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1. Subordinator ‘That’ in Noun Clause

The main clause usually comes first. The word that, used to introduce a statement. When that introduces a noun clause, has no meaning in itself. It just marks the beginning of the clause. In this case, that as the subordinator can be omitted.48 For example:

I know that Rama is a smart boy. Both sentences

I know Rama is a smart boy. have the same meaning It is different when that is used as the subject of the sentence, that is not omitted. For example:

That plants need water in order to grow is true.

2. Subordinator Question Words in Noun Clause

A noun clause may be introduced with question words, they are; when, where, why, how, who, whom, what, which, whose. Although this kind of clause begins with a question word, but it does not mean that it is an interrogative sentence.

For example:

Direct question: How old is she?

Noun clause in a statement: I need to know how old she is.

This type of noun clause is usually called as indirect question. Indirect question has two functions, as Wisniewska states in her book:49

a. Indirect question is used to express something that is not known or to express uncertainty. For example:

I want to know why he left Hana. Main Clause Noun Clause

48

Ibid., h. 270 49

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21

b. Indirect question is used to ask politely for information. For example:

Do you know when they are coming?

Main Clause Noun Clause 3. Subordinator ‘That’ in Noun Clause

If or whether is used to change a yes/no question into a noun clause. It does not follow question word order, but it follows statement word order.

“In formal English, whether is more acceptable, but if is quite commonly

used, especially in speaking.”50

Example:

(If or whether placed as a subject) Whether he saw me is not important.

(If or whether placed as a subjective complement) The question is whether he will call.

(If or whether placed as an object of verb)

I want to know if Syella can accompany me or not.

50

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22

A. The Place and Time of the Research

The research was conducted at SMA Darul Ma’arif which is located on Jl. RS

Fatmawati no.45 Cipete Selatan, Cilandak, South Jakarta. The research was carried on April, 29th 2014.

B. The Method of the Research

The method of the research in this study can be categorized into descriptive analysis. The descriptive analysis is concerned with a qualitative analysis. After the data are gotten by counting the total of each error classification to know the

highest frequency of the students’ error, data is interpreted with qualitative

analysis.

In this case, the procedures of Error Analysis is chosen based on Ellis, which is collecting all of the data at the same time, then analyzing them by identifying the errors, describing the errors based on the classification, explaining the errors, and the last is evaluating which means correcting the errors. Based on the limitation of the problem that stated in chapter one, then the error classification used in this research are based on Dullay’s Surface Structure Taxonomy: omission, addition, misformation, and misordering

C. The Population and Sample of the Research

In this study, the second grade students of SMA Darul Ma’arif was taken as

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23

D. The Technique of Data Collecting

The data was collected by giving test to the students. In doing research, the written test was used as an instrument to obtain the data, the test is about the use of noun clause in sentences. The test consists of 15 questions. Those questions asked the students to complete the sentences by using the right order of noun clauses. First, the test papers were distributed to all students. Then, after the students finished, the papers were collected and the incorrect words were circled. After that, the students were asked to correct the circling words and collecting the papers again. After all the data have been collected, then the data was analyzed.

E. The Technique of Data Analysis

For the next step of this research, the data was processed and analyzed by using non-statistic analysis because the data collected is qualitative data. The technique of data analysis used in this research is descriptive analysis technique (percentage), the formula as follows:

P = F X 100 % N

P = Percentage

F = Frequency of error made

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24

A. The Description and Analysis of Data

This 15 test items were composed and given to the students of SMA Darul Ma‟arif on Tuesday, April 29, 2014. The sample is second grade students of Science. The test items are focused on the use of noun clause. the description of each item as follow:

Table 4.1

The Table of Tested Area

No Subordinators Using in Noun Clause Number of items

1 That 2, 3, 7, 11, 12

2 Question Words (what, when, where, who, why, how)

1, 5, 6, 10, 13

3 If or Whether 4, 8, 9, 14, 15

1. The Using of Subordinator ‘That’ in Noun Clause

Table 4.2 Question no.2 Q: Your dress is so beautiful.

Students Identification

of Errors

Description of Errors

Explanation Correction

1, 8, 17 Nadia said to me that (1) dress is so beautiful.

(1)Omission (1)It should be „my‟ before the word „dress‟

Nadia said to me that my dress is so

beautiful. 2, 5, 6, 7,

9, 12, 14

Nadia said to me that your(1)

dress is so beautiful.

(1)Misformation (1)The word „your‟ should be replaced by „my‟

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25 „that‟ after main clause.

(2)„your‟ should be replaced with „my‟.

(3)There must be the word „dress‟ before „is‟ your(4) dress is so beautiful. be replaced by „my‟. „that‟ is needed before main clause.

(2)„your‟ should be replaced by „my‟

(3)It should be „so‟ as written on the given question

beautiful.

Table 4.3 Question no.3 Q: Smoking can cause cancer.

of Errors

6 It is true whether(1) smoking can cause cancer

(1)Misformation (1)The subordinator should be „that‟, not „whether‟

It is true that smoking can cause cancer.

13 It is true if(1) smoking can cause cancer

(1)Misformation (1) The subordinator should be „that‟, not „if‟

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Table 4.4 Question no.7 Q: Orlando Bloom is a good actor.

Table 4.5 Question no.11 Q: The sun rises from the east.

of Errors

3 It is the fact (1) the sun rises from the east

(1)Omission (1)The subordinator „that‟ should be written after the main clause

It is the fact that the sun rises from the

east. sun rises from the

of Errors

3, 13 We already know if /whether(1) Orlando Bloom is a good actor

(1)Misformation (1)For statements, the correct

subordinator should be „that‟

We already know that Orlando Bloom

is a good actor. missing, it should be „that‟

(2)„he is‟ should be replaced by „Orlando Bloom‟

is a good actor.

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27

from the east „that‟ should be

written after the main clause sun rises from the east‟

east. 13 It is the fact if(1)

the sun rises from the east

(1)Misformation (1)The subordinator should be „that‟

east. 15 It is the fact is(1)

the sun rises from the east

(1)Misformation (1)„is‟ should be

replaced by „that‟ It is the fact that the sun rises from the east. sun rises from the

east.

Table 4.6 Question no.12 Q: Vania didn‟t pass the examination.

of Errors

1, 14 Is it true why(1) Vania didn‟t pass the examination?

(1)Misformation (1)The subordinator should be „that‟

Is it true that Vania didn‟t pass the

examination? didn‟t pass the

examination?

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Vania (2) pass the examination?

(2)Omission be „that‟ (2)the word „didn‟t‟ should be added

didn‟t pass the examination?

(1)Misformation (1)The correct subordinator for a statement is „that‟

examination? be replaced by „that‟

(2)The subject „Vania‟ should be written

examination? subordinator for a statement is „that‟ (2)„don‟t‟ should be replaced by „didn‟t‟

examination?

(1)There must be the subordinator didn‟t pass the

examination?

15 Is it true when(1) Vania didn‟t pass the examination?

(1)Misformation (1)The correct subordinator for a statement is „that‟ not „when‟

examination? 17 Is it true that (1)

didn‟t pass the examination?

(1)Omission (1)The subject

„Vania‟ is missing Is it true that Vania didn‟t pass the examination? replaced by „that‟, (2)„you‟ should be replaced by „Vania‟

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29

2. The Using of Subordinator Question Words in Noun Clause

Table 4.7 Question no.1 Q: What did he say?

of Errors

1, 4, 5, 6,

(1)Misformation (1)The question used past tense form, so „say‟

(1)Misformation (1)The sentence should be „what he said‟ Q: Where does Rani live?

of Errors

1 Do you know where Rani leave(1)?

(1)Misformation (1)„leave‟ should be replaced by „lives‟

(1)Misformation (1) „where does Rani live‟ should be replaced with „lives‟

Do you know where Rani lives?

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that(1) where does Rani live(2)?

(2)Misordering be omitted (2)The order of the sentence should be „where Rani lives‟, not question order

of Errors

1 I(1) don‟t(2)

(1)Omission (1)It should be

„he is‟ How old he is, is none of your should be „he is‟

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31

(1)Misordering (1)The correct

order is „he is‟, How old he is, is none of your business.

Table 4.10 Question no.10 Q: Whose house is that?

of Errors

1, 8, 15 I want to know where(1) house is that(2).

(1)Misformation (2)Misordering

(1)„where‟ should be replaced by „whose‟

(2)The correct order is „that is‟

I want to know whose house is that.

2, 9, 12, 14, 19

I want to know if/whether(1) house is that(2).

(1)Misformation order should be „that is‟

3, 11 I want to know whose house is that.

4 I want to know (1) house is that(2).

(1)Omission (2)Misordering

(1)There must be subordinator „whose‟ (2)The correct order is „that is‟

5, 16 I want to know whose house is

(1)Misordering (1)The correct order is „that is‟

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that(1).

(1)Omission (1)There should

be „is‟ after „that‟ whose house is that. I want to know order is „that is‟

17 I want to know whether(1) whose house that (2).

(1)Addition (2)Omission

(1)„whether‟ should be omitted (2)There should be „is‟ after „that‟

18 I want to know be „is‟ after „that‟

Table 4.11 Question no.13 Q: What were they talking about?

of Errors

1, 8 (1) they (2)

What they were talking about was

not interesting.

2 What they talked(1) about was not

interesting.

(1)Misformation (1)„talked‟ should be replaced by „were talking‟

not interesting.

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33

not interesting.

13 Whether(1) they (2) talking about was not

not interesting.

15 What were they(1) talking about was not interesting

(1)Misordering (1)The order of the underlined words should be „they were‟

not interesting.

19 What they (1) talking about was not interesting

(1)Omission (1)Omitting

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3. The Using of Subordinator ‘If or Whether’ in Noun Clause Table 4.12

Question no.4 Q: Is what I‟ve heard true?

of Errors

1, 4, 5, 6, 9, 11, 12

I wonder (1) what I‟ve heard (2) true

(1)Omission (1)„what‟ should not be omitted

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35

of Errors

1, 2, 3, 5,

(1)Misformation (1)„you‟ should be changed with „I‟

Tina asked me if/whether I want to go out. if/whether I want to go out.

10 Tina asked me if a(1) want to go out

(1)Misformation (1)„a‟ should be

replaced by „I‟ Tina asked me if/whether I want to go out. be replaced by „I‟

Tina asked me if/whether I want to go out. if/whether I want to go out. if/whether I want to

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Table 4.14 Question no.9 Q: Will she go with me?

of Errors

1, 7, 8, 9, 12, 14, 15

I wonder if/whether she (1) go with me

(1)Omission (1)The word „will‟ is missing, it should be after „she‟

I wonder if/whether she will go with

me. 2, 13, 19,

20

I wonder that(1) she (2) go with

me.

4 , 5, 11 I wonder

whether will she go(1) with me

(1)Misordering (1)The correct order is „she will go‟

me.

Table 4.15 Question no.14 Q: Did Naura come last night?

of Errors

1, 2, 7, 8,

(1)Misformation (1)The sentence uses past tense, so it should be

Sam wanted to know if/whether

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37

18,19, 20 last night „came‟ night

3 Sam wanted to know that(1) did Naura come(2)

Naura came last night

Naura came last night 14 Sam wanted to

know whether Naura (1) last night

(1)Omission (1)Wrong form Sam wanted to know if/whether

Naura came last night be changed with „came‟

Sam wanted to know if/whether

Naura came last night

Table 4.16 Question no.15 Q: Should we wait for Anna?

of Errors

1, 2, 3, 5, 6, 7, 8,

Dino asked if/whether we (1)

(1)Omission (1)Omitting

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11, 19 wait for Anna should wait for should wait for

Anna. 9, 12 Dino asked

whether should we(1) wait for Anna

(1)Misordering (1)The correct order is „we should‟

Dino asked if/whether we should wait for

Anna. should wait for

Anna.

In the next step, it will be drawn up the total of error frequency based on the table of three kinds of subordinator in noun clause

Table 4.17

Table of Total Error Frequency Subordinators in Noun

Clause

Frequency of Errors Percentage

That 51 26,02%

Question words 74 37,75%

If/Whether 71 36,22%

Total 196 100%

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39

4. The Description of Types of Error

The students‟ error has been identified and calculated for the number of each error. Then, the result of calculation will be drawn up into table and converted into percentages. Then, a pie chart was made based on the result. After that, the data is interpreted after processing the result. The following is the recapitulation table of the students‟ error according to the types of error in using noun clause:

Table 4.18

The Recapitulation of Students’ Classification of Errors Item

Number

The Classification of Error

Omission Addition Misformation Misordering

1 1 - 3 -

2 4 3 5 -

3 - - 2 -

4 16 1 3 1

5 1 1 6 -

6 7 5 2 3

7 6 - 2 -

8 4 - 7 2

9 6 - 5 2

10 7 2 2 6

11 8 - 3 -

12 8 - 10 -

13 17 8 3 1

14 5 12 - -

15 5 - 1 1

Total 94 32 54 16

Percentage

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of Error

Total Error 196

The chart below represents the presentation of errors made by the students:

Chart 4.1

The Students’ Types of Error

The pie chart above based on the students‟ writing data explains the varieties of errors that students made. Next, it will be explained more about all the errors from the highest until the lowest frequency that occurred as follow;

a. Omission

First, Most of the students do omission in their writing with the total error is 94 or 48%. An example sentence of it is “It is the fact the sun rises from the east.” The correct one is “It is the fact that the sun rises from the east.” It may occur because the student didn‟t know that the subordinate clause need subordinator to become noun clause, and the proper subordinator is „that‟ because „the sun rises from the east‟ is a statement.

48%

16% 28%

8%

The Types of Error

Omission

Addition

Misformation

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41

b. Misformation

These errors happened because the students have a lack of the use of words. The total error of misformation is 54 or 28%. For example, “Can you hear what he say?” The correct one is “Can you hear what he said?”

c. Addition

In this type of error, the total error reaches 32, lower than misformation, with the percentage 16%. Some students added unneeded morphemes in the word or sentence. The example for this case is “I want to know whether whose house that is.” The correct one is “I want to know whose house that is”

d. Misordering

The lowest frequency of types of error comes from misordering. There are 16 total of errors with the percentage only 8%. An example for misordering is “Dino asked whether should we wait for Anna.” It should be “Dino asked whether we should wait for Anna.” These errors happened because the students got confused when changing interrogative into affirmative or statement.

B. Data Interpretation

In this part, the data based on the description above will be interpreted. The result from the analysis of data shows that the error frequency in types of error is omission (94 errors or 48%), misformation (54 errors or 28%), addition (32 errors or 16%), misordering (16 errors or 8%). Based on the result, it can be said that the teaching of this noun clause material was not successfully done by the teacher. Meanwhile, the students might not pay attention to the material given by the teacher so they made errors because they did not understand about the explanation.

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sentences. It was affected by the students‟ first language which in Indonesian language to be is not available. Communication strategies also caused omission error because the students omitted the words in the sentence to ease their intended message but it led them to error.

The second is misformation, which the major cause of this error is intralingual transfer because the students generalized in applying subordinators they had learnt to other sentences incorrectly and having incorrect words choice of verb tense and pronoun in their sentences.

The third is addition, the cause of this error is communication strategy. The students made a strategy to enhance their sentence by adding the words or letters based on their version, but the strategy led them to error.

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43

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

As written in previous chapter, errors are part of learning in adapting a new rule of target language, that is why error analysis is important in helping teachers to know the condition of the students’ ability. Theoretically, errors are considered to be evidence of the learner’s developing competence in the foreign language. Based on the data gotten from the research, it can be concluded that the second grade students of SMA Darul Ma’arif still made errors in their writing when they asked to use noun clause in sentences. It is found that the most common type of error which the students made is omission; its frequency is 94 errors or 48%. Then the second is misformation with 54 total of error frequency or 28%. The third is addition; which having 32 total errors or 16%. While the lowest frequency of error is misordering with 16 error frequency or 8%.

B. Suggestion

After the research is done, some suggestion related to the result of this research will be given. Therefore, it can improve English teaching and learning process. Here are some suggestions that hopefully can be applied:

1. The teachers have to give feedback to students after correcting and analyzing their error in writing.

2. The teachers have to motivate their students to keep on learning though they found difficulties during the process in learning, and make an improvement of their style of teaching, so the students do not feel boring.

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