ABSTRACT
AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING
RECOUNT TEXT BASED ON SURFACE STRATEGY TAXONOMY AT THE FIRST YEAR OF SMA YP UNILA
BANDAR LAMPUNG
By
Bulqis Jolay Waway
In composing a good writing, we should notice some aspects. Grammar is important aspect that should be mastered in order to make a well-structured writing. In learning process, the students still made errors and mistakes, so it is important to analyze their errors and diagnose the difficulty of the study in the classroom.
In reference to that matter there seems to be need to analyze what are the frequencies of the students’ grammatical errors that is the objective of this
research are to identify the frequencies of occurances of the students’ grammatical errors based on surface strategy taxonomy that is found in their recount text. This research applied descriptive qualitative method, where the researcher gathered the data from the students recount text writing. The data gained were further based on the surface strategy taxonomy in order to draw the conclusion. Having analyzed the data, it was found that the first grade students of first semester at SMA YP UNILA Bandar Lampung, committed four types of errors based on surface strategy taxonomy. The highest frequency of errors based on surface strategy taxonomy is misformation 81 items of errors or 46.7%. The highest students’ errors frequency of each error type is misformation of verb which is 43 errors or 53%, the second is omission of verb which is 14 errors or 20.6%, then the third is addition of preposition which is 10 errors or 59%, and the last is misordering of phrase which is 9 errors or 100%.
Writing is the most difficult skill for students even though they have learnt English for years. This can be caused by the differences between Indonesian and English grammar. In writing recount text, the students often commit errors in using tenses, especially past tense and also part of speech.
In reference to that matter there seems to be need to analyze what are the frequencies of the students’ grammatical errors and what are the main resources that may cause the errors that is the objectives of this research are to identify the frequencies of occurances of the students’ grammatical errors based on surface strategy taxonomy and developmental category that are found in their recount text and to find out the possible sources of the errors. This research was conducted at the first grade of SMA N 13 Bandar Lampung, at second semester, during 2011/2012 school year.
This research applied descriptive qualitative method, where the researcher gathered the data from the students recount text writing and interview. The data gained were further based on the surface strategy taxonomy and developmental category in order to draw the conclusion.
Having analyzed the data, it is found that the first grade students of second semester at SMA Negeri 13 Bandar Lampung, committed four types of errors based on surface strategy taxonomy and developmental category, the highest frequency of error types based on surface strategy taxonomy is misformation error with 45.65% followed by ommision errors (26.23 %), addition errors (22.31%) and misordering errors (5.79%). While based on the developmental category are: pre-systematic stage (49.74%), systematic stage (28.62%) and post-systematic stage (21.63%).
As for result, it can be found that the highest number of errors occurred in
misformation errors. This might show that students have more serious problems in using tenses and part of speech and they have not comprehended the linguistic system used in the sentences. They might also be influenced by Indonesian grammar. And based on the developmental category the most frequent errors occurred in pre-systematic stage. This might due to the students’ lack of
ACKNOWLEDGEMENTS
Prise merely for be ALLAH SWT for giving the writer strength, bless and capacity to complete this work entitles “An Analysis of Grammatical Errors in Writing Recount Text based on Surface Strategy Taxonomy at The First Year of SMA YP UNILA Bandar Lampung”. This script is submitted to the Language and Arts Department of Teacher Training and Education Faculty, Lampung University as a partial fulfillment of the requirements for S-1 degree.
the writer’s research work and for his warm welcome and innovative ideas in completion of this script as well as his forthcoming suggestion.
The writer also like to give special thanks to Mr. Berchah Pitoewas as the head of SMA YP UNILA Bandar Lampung, Mrs. Irma as the teacher of X 2 who had given the writer her permission to get the data in her class and all the students of class X 2, for their willingness to cooperate during the research. The writer also wishes to thank Nadya, Desti, and Inggar for supporting this research.
The writer would also like to thank all of her colleagues for the time that we spent together helping each other in helping the research project.
Appreciations go also to all who helped her in one way or another to realize this work.
Bandar Lampung, March 2013 The writer,
BULQIS JOLAY WAWAY
Appendix 1
WRITING TEST
Subject : English Class : I (first year)
Skill : Writing
Text Genre : Recount Text Time allocation : 2X45 minutes
Directions
1. Write down your name and your class on the piece of paper provided. 2. Choose one of these topics:
a. My Unforgettable Experience b. My Last Holiday
c. My Unforgettable Birthday
d. Writing an Event; (e.g. Eid al-Fitri and New Year).
3. Compose a recount text consistsing of 100 to 200 words based on the topic you have chosen. You may use the questions given on each topic as a guideline of your writing. But later on, you can expand your writing.
4. Do make sure that you have written the title, the orientation, the series of events and the re-orientation in your writing.Then, Pay attention to your grammar. Write in appropriate grammar. Check them carefully before you submit it.
** The Guide Questions
a. My unforgettable Experience - Who were involved in the story? - When did it happen?
- Where did it happen? - What did you do? - How did you feel? b. My Last Holiday
- What is your name?
- Who were involved in the story? - Where did you go on your last holiday? - What did you do on your last holiday? - How was your feeling?
- Was your holiday fun?
- Please tell one of the most memorable stories in your last holiday. c. My unforgettable Birthday
- Where were you born? When were you born? - How old were you at that time?
- Who were invited ? when and where did it happen? - What was the best gift you got on that day?
- How was your feeling?
d. Writing an Event; (e.g. Idul Fitri and New Year) - What was the event?
- When was it happen? - Where was it?
- What happened? - What did you do? - How did you feel?
Appendix 3
Correction of Students’ Grammatical Errors in Recount Text Writing based on Surface Strategy Taxonomy.
A1 We could looked shellfish We could see shellfish Misformation of appropriate
Such as fried rice, cake, and orange juice shake hand and eat together
preposition
Our next destination was Trans studio
D5 I and family shopping I and my family shopped Omission of
friend about concert L’are-en-Cid
I get information from my friend about L’are-en-Cid concert
Misordering of phrase
F1 We bought much souvenirs We bought many souvenirs Misformation of appropriate word
H1 First day.., Second day.. The first day.., The second day.. Omission of article H1 We can saw many kinds of
we saw some birds, tigers, horses, etc
I saw many kinds of rabbits were sold
H2 We stopped at the curb to bought some rabbits
We stopped at the curb to H2 After lunch After having lunch Omission of verb H2 It has white fur It had white fur Misformation of found historical stuff
Misordering of phrase,
Misformation of verb
14 L1 The foods traditional in Yogyakarta was very sweet
The traditionalfoods in Yogyakarta were very sweet
Misordering of
My aunt was interested to buy Clothes
We saw how yokyakarta view looked like from the top
Addition of
traditional music instrument
We could see some kinds of traditional music instruments
17 M3 We took a rest my daughters’ house there Bintaro Jaya
We took a rest in my cousins’ house there in Bintaro Jaya
Misformation of appropriate word Omission of preposition M3 Our next on Monday evening Our next day on Monday evening Omission of noun 18 M4 I had a day bad in my junior
high school last year
I had a bad day in my junior high school last year
Misordering of
We could see many kinds of animals there 20 M6 My family breakfast My family had breakfast Omission of verb M6 We leave the Summit We left the Summit Misformation of
verb M6 We brought some foods for
we lunch
We brought some foods for lunch Addition of pronoun
M6 We looked beautiful view We saw beautiful view Misformation of appropriate word M6 After arrived After arriving Misformation of
linking verb dress, bag, shoes, and jeans
We went to Mall Kelapa Gading to buy some long dresses, bags, shoes, and jeans
Omission of morpheme –s Omission morpheme –s N3 We playing, eating We played, ate Misformation of
verb
amazing animals and endanger animals
We went to Bali zoo to see amazing animals and dangerous animals
We bought some traditional foods
prepared Preparing verb
I went to my friend’s house for refreshing
Misformation of preposition R4 They bought a beautiful cake
and a 15 candles
They bought a beautiful cake and 15 candles R5 After played basketball After playing basketball Misformation of
verb R5 The most memorable stories
in my last holiday when I played basketball invilla’s court
The most memorable story in my last holiday was when I played basketball onvilla court
Omission of R5 I didn’t use basketball shoes I didn’t wear basketball shoes Misformation of
S2 I visited to my grandma house
morpheme –‘s (possessive) W1 I was lost in highways I lost on highways Addition of
linking verb Misformation of preposition W1 We took leave to
Lampung
We went back to Lampung
Misformation of appropriate word 33 W2 We lived in a house small We lived in a small house Misordering of
phrase W2 It was located on the corner
of a dead-end alley
It was located in the corner of a dead-end alley
Misformation of preposition W2 It is the biggest house It was the biggest house Misformation of
linking verb W2 I moved to Lampung
because my job father
I moved to Lampung because of my father’s job
Omission of preposition Misordering of phrase
Appendix 4
Frequency of Students’ Grammatical Errors in Recount Text Wrting based on Surface Strategy Taxonomy
NO. Omission Addition Misformation Misordering
33 W2 2 - 2 2 6
Total 68 17 81 9 175
Omission = 68 items Addition = 17 items Misformation = 81 items
Appendix 5
Frequency of Students’ Errors based on Surface Strategy Taxonomy
animals bought some rabbits 32 H2 It has white fur
33 K1 We went to Vandeburg museum and find historical stuff
34 L1 The traditional foodsin Yogyakarta was very sweet 35 M1 I went to saw it
57 N3 We playing,
view looked like from the top 30 M2 We could see some kinds of
traditional music instruments 31 M2 We went to Keraton
Yogyakarta to see the equipment of marriage ceremony
32 M3 We took a rest in my cousins’ house there in Bintaro Jaya 33 M3 Our next day on Monday evening
42 R2 We bought some traditional foods
traditional music instruments 49 R4 We went back to hotel to relax played basketball on villa court 53 R5 It was caused by wrong shoes 54 S2 I went there
3. Addition
63 to Grandmother’s house
64 S2 So, this is the story about my
because of my father’s job
4. Misordering friend about concert L’are-en-Cid
3 K1 We went to museum Vandeburg
4 L1 The foods traditional in Yogyakarta was very sweet 5 M4 I had a day bad in my junior
high school last year
6 M4 It was a experience bad for
Appendix 6
A.The Total Percentage of Students’ Grammatical Errors in Recount Text Writing based on Surface Strategy Taxonomy (Nation (1981:58))
!
"
" # $ "
Note: - POM: Percentage of Omission -PAD: Percentage of Addition -PMF: percentage of Misformation -PMO: Percentage of Misordering The Percentage of Total Errors:
AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING
RECOUNT TEXT BASED ON SURFACE STRATEGY
TAXONOMY AT THE FIRST YEAR OF SMA YP UNILA
BANDAR LAMPUNG
BULQIS JOLAY WAWAY 0853042006
Advisors:
1. Drs. Huzairin, M.Pd.
2. Budi Kadaryanto, S.Pd.,M.A
LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
CURRICULUM VITAE
The writer’s name is Bulqis Jolay Waway. She was born in Yogyakarta on September 4th 1989. She is the second child of a harmonious couple, Mr. Cholidi,
Sh.CN and Mrs.Devita Astra. She has two sisters, Helen Radiolen Waway and Aida Elfira Waway.
DEDICATION
This paper is dedicated to:
My great father Cholidi and my gorgeous mother Devita Astra. My lovely sisters (Helen and Aida).
All my friends with whom I shared the university life with its lights and shadows (English Dept 2008)
My beloved friends who always support me (Inggar, Desti, and Nadya) My beloved lecturers who have given knowledge to me.
LIST OF APPENDICES
Appendices 1………..53
Appendices 2………...55
Appendices 3………..57
Appendices 4………..66
Appendices 5………..68
LIST OF FIGURES
Table 4,1 Results of Students’ Errors …………...…....……….………...34
Table 4. 2 Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Omission Type ……...………….………....…35
Table 4. Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Addition Type …...……….………....…38
Table 4. 4 Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Misformation Type …...……….………....…40
Table 4. 5 Frequency and Percentage of Students’ Errors based on Surface
Strategy Taxonomy in Misordering Type …...……….………...…42
Table 4. 6 Frequency and Percentage of Students’ Errors based on Surface
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REFFERENCES
Brown, J. D. 1980. Principles in Language Learning and Teaching. New Jersey:
Prentice Hall.
Brown, H Douglas.2001.Principles of Language Learning Teaching.Newyork:
Addison Wesley Longman Inc.
Burton-Robert, Noel. 1999. Analysing Sentences. London: Addison Wesely
Longman.
Candlin. 1997. Discourse as a topic and social practice: An introduction. Sarangi: S
&
Corder, S. P. (1981). Introducing applied linguistics. Middlesex: Penguin
Corder, S. P. 1981. Error Analysis and Interlanguage. London: Oxford University
Press.
Coulthard, M. 2000. Discourse and Social Life. Essex: Longman
Derewianka, Beverly. 1992. Exploring How Texts Work. New South Wales: Primary
English Teaching Association.
Dulay, Heidi; and Burt M. and Krashen S.D. 1982. Language Two. Oxford: Oxford
University Press. New York.
Harmer, Jeremy. 2004.How to Teach Writing.Edinburg Gate: Pearson Educational
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Hartley, J. and R. Male. 1962. Reading and writing. Alternate Edition. The United
States of America: Holt, Rinehart and Winston. Inc.
Hendrickson, James M. 1979. Error Analaysis and Error Correction In Language
Teaching. Singapore: Seamoe Regional Language centre.
Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary of Current English.
London: Oxford University Press.
Hyland, Kent.2002.Teaching and Researching Writing.London: Pearson Education
James. 1998. Errors in Language Learning and Use. London: Pearson Education.
Lado, Robert. 1968. Language Teaching. A Scientific Approach. New York. Me
Grew Hill. Inc.
Linda F and John R. H, "A Cognitive Process Theory of Writing", CCC 32 (1981,
pp. 365-87, rpt. in Cross-Talk in Comp Theory, 2nd ed., ed. Victor
Villanueva, Urbana: NCTE, 2003.
Nation, P. 1981. Free Composition and Remedial Work. New Zealand: Victoria University of Wellington.
Nunan, D. (1988). The learner-centered curriculum. Cambridge: University Press.
Richard, J. C. 1974. Error Analysis. England: Longman Group Ltd.
Sridhar, S. N. (1985). Contrastive analysis, error analysis, and interlangauge. In
Croft, K. (Ed.), Readings on English as a second language. Cambridge,
Mass: Winthrop.
Sujoko. 1989. Error Analysis. Surakarta: Sebelas Maret University Press.
Swarbrick, A. 1994. Teaching Modern Language. London: Longman.
TABLE OF CONTENT
1.1 Background of the Problem... 1.2 Formulation of the Problems... 3 1.3 Objectives of the Research.………...……...……... 3 1.4 Uses of the Research.……...………... 3 1.5 Scope of the Research... 4 1.6 Definition of the Terms... 5 II . FRAME OF THEORIES
2.1 Concept of Writing... 2.2 Concept of Writing Skill...
6 8 2.3 Concept of Grammar...………...………... 10 2.4 Concept of Error.…………... 2.5 Concept of Grammatical Errors.……….…...………... III . RESEARCH METHODS
3.2 Case of Study of the Research... 3.3 Data Collecting Technique... 3.4 Research Procedure... 3.5 Data Analysis...
27 27 28 28 IV. RESULT AND DISCUSSION
4.1 Results ... 33 4.2Types of Errors... 4.3 Disscussion of Finding...
34 44
V. CONCLUSION AND SUGGESTIONS
5.1 Conclusion ... 49 5.2 Suggestions ... 50 REFFERENCES
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I. INTRODUCTION
1.1 Background
There are four basic abilities that are learned in studying English, they are listening, speaking, reading, and writing. Writing is one of the skills that must be learned by the students. In writing, the learners must apply five general
components of the writing process; they are content, form, grammar, style and mechanic. The writer thought that the composition was important for the learners to develop their imagination in written English. Corder (1981:6) says that human lives in imperfect world; consequently, errors will occur in spite of their best effort. This wrong thing can also be met in learning a language. People often produce utterances that are incorrect. Brown (1980: 15) names the learning condition above as error. In learning English, it is common that students make mistake or errors both in spoken or written form. According to Corder (1973), error that students make when they learn a language is very common. It signals the students are on stage of internalizing the rule of the language.
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sometimes made grammatical errors; in this case, they were very likely to make errors probably because of the language habit in their mother tongue that was sometimes slightly or absolutely different from English. 2
In composing a good writing, we should notice some aspects. Grammar is one of important aspects that should be mastered in order to make a well-structured writing. In learning process, the students still made errors and mistakes, so it is important to analyze their errors and diagnose the difficulty of the study in the classroom. Therefore, the writer used error analysis to detect the students’ errors. It was needed because the result of the analysis would give some contributions in attempting to decrease errors done by the students in learning English especially in SMA YP UNILA. The title of this research is The Analysis of Grammatical Errors in Students’ Writing Recount at SMA YP UNILA at The First Year Students of SMA YP UNILA in year 2012/2013.
According to Sujoko (1989: 5), an error is a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learner. In order to analyze the students’ error, it is crucial to make an error analysis. By errors analysis, the students would get the correction on grammar in their writing, so they can master English well.
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School. So, it was very important to know how many kinds of errors in writing to help them understand writing skill well.
1.2 Formulation of the Problem
Based on the background previously presented, the writer formulated the problem in the following question:
What errors are mostly made by the second year students of SMA YP UNILA in writing recount text on grammar based on surface strategy taxonomy?
1.3 Objective of the Research
According to the problem formulated above, the research was conducted to find ou grammatical errors mostly made by the students of SMA YP UNILA in writing recount text based on surface strategy taxonomy.
1.4 Uses of the Research
This result is expected that the result of this research can have the following uses:
1. Practical Uses
a. The writer hopes that the result can be a reference for the reader or teacher, so that the errors can be minimized.
b. The result of this study can provide information and evaluation for the students, so they will try to avoid the same errors next time.
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d. The finding of this research by the other research to conduct farther analyzing dealing with errors in the second language learning.
2. Theoretical Uses
The theoretical benefits of this study is to inform the student’s errors in writing the recount text in teaching learning process.
1.5 Scope of the Research
This qualitative research focused on “the analysis of students’ grammatical errors in their recount text writing on surface strategy taxonomy. The surface strategy taxonomy divids into four categories; namely omission, addition, misordering, and misformation. This research conducted at the first grade students of first semester at SMA YP UNILA Bandar Lampung, during 2012/2013 school year. This choice was due to the fact that English grammar had already been taught in the previous grade.
This research was focused on analyzing and clasifying students’ errors based on
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1.6 Definition of Terms
In the effort of avoiding misunderstanding, there were some terms used in this research which were defined here:
1. Writing is a process of expressing ideas, feelings and thought through written forms by arranging words, sentences and paragraph, and reinforcing the use of structure and vocabulary that have been learned.
2. Grammatical errors is any deviation from a selected norm of language performance, no matter what the causes or characteristics are, the deviation might be consideration as an error. The research purpose is to anlayze students’ grammatical errors in recount text writing, the grammatical errors defined as any errors appear in the students’ recount text writing.
3. Error analysis is a technique of analyzing, classifying and describing the noticeable errors made by the students in learning process. The analysis is undertaken by a) Identification of the errors, b) Classification of the errors into categories based on surface strategy taxonomy c) Calculation of the frequency of each type of error.
4. Recount text is the text that shares a story of what happened in the past. With this text, a writer wants to tell the readers what (s) he or someone else
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II.
LITERATURE REVIEW
2.1 Concept of Writing
Hartley (1962: 66) stated that “writing might, that is to say, be regarded as a form of artificial memory, whose development should be accompanied by a deeper knowledge of the past and, therefore, by a greater ability to organize the present and the future.”
In fact, there are some acts of writing which can be used as the basis for conceiving the meaning of writing. Those acts of writing are in line with the development of learning to write through which a student should pass.
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Whereas discourse, as explained by Candlin (1997: viii) is a means of talking and writing about and acting upon worlds, a means which both constructs and is constructed by asset of social practices within these worlds, and in so doing both reproduces and constructs afresh particular social-discursive practices, constrained or encouraged by more macro movements in the
overarching social formation. Whether style is feature of literary composition, which belongs to form and expression rather than to the substance of the thought or matter expressed and also a manner of discourse or tone of speaking, adopted in addressing others or in ordinary
conversation.
Writing should be done with the understanding from the past time in order to inform and express what had happened. It should be well-organized in order to be understandable for the readers (Harmer, 2004: 3). Just like speaking, writing is a way of communicating a message with an intended audience. It is a means of expressing thoughts, ideas, and feelings. By writing, we may flow out a burden occupying our mind offer our ideas and concepts to others, and share our knowledge and experiences.
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2.2 Concept of Writing Skill
Writing as one of the four language skills in real world contexts. It is not an activity in its own right but one, which serves the other skills. Therefore, writing has a relation with grammar, reading, listening, and speaking. Most students found foreign language writing are difficult; they rarely needed to write in adult life, so they decreased the amount of writing. Swarbick (1994: 142) describes five stages of development that students need to go through in acquiring competence in writing, i.e.: copying, reproduction, recombination, guided writing, and free writing.
We should also consider the writing process. It is influenced by the content and the medium of the writing. The processes are planning, drafting, editing, and final draft (Harmer, 2004: 4-6). They are the steps if we want to compose a good writing. Before writing, we should plan what we are going to write about and the purposes of the writing. After that, we can start to write. We may produce a number of writing (draft) and editing in order to get the good writing – that is the final draft.
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This is not the end of writing. After we write the first draft, we should edit and revise it. It could be the content, form, organization, cohesion and style, and grammar. In order to produce a good writing we should write more than just one draft. A good writing could be the fourth or fifth draft or even more.
Hayes (1981: 368) state that in order to built a “write” or theoretical system that would reflect the process of writing, you need to at least three things :
1. First, you need to define the major elements or sub-processes that make up the larger process of writing. Such sub-processes would include planning, retrieving information from long term memory, reviewing and so on
2. Second, you want to show how the process interact in the total process of writing. For example, how is “knowledge” about the audience actually integrated into the moment-to-moment act of composing?
3. And finally, since a model is primarily tool for thinking with, you want your model to speak to critical questions in the discipline. It should help you see things you didn’t see before.
Traditional conceptions of writing expertise are based on the view that good writing is regardless of audience, purpose or context (Hyland, 2002: 59)
While according Brown (2001: 346) , But as you contemplate devising a technique that has a writing goal in it, consider the various things that efficient writers do, and see if your technique includes some of these practices. For example, good writers
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b. Perceptively gauge their audience.
c. Spend some time (but not too much!) planning to write.
d. Easily let their first ideas flow onto the paper
e. Follow a general organizational plan as they write
f. Solicit and utilize feedback on their writing
g. Are not wedded to certain surface structures
h. Revise their work willingly and efficiently
i. Patiently make as many revisions as needed.
2.3 Concept of Grammar
Trask (1999:110) mentioned that grammar is the rules for constructing words and sentence in a particular language, or the branch of linguistics studying this. Then, Brown (2001: 362)
illustrates grammar as the system of rules governing the conventional arrangement and relationship of words in a sentence.
The cited definitions above basically have the same meaning that grammar is defined as a system of rules that covers morphology, syntax phonology, and semantic, for example she like swimming. This sentence is ungrammatical because the verb must be likes. It should have morpheme –s because the sentence is in
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Every language has a grammar; indeed, every language has a lot of grammatical rules. The function of the grammar of a language is to specify which word sequences are, and which are not, in the infinite set of its sentences. The ideal
envisioned here is that grammar is the description of a language by means of a general definition of ‘sentence’ in that language (Burton-Robert, 1999: 295-296).
In relation with students ‘grammatical errors, Hendrikson (1979 : 7-8) suggested that errors involving general grammatical rules are more deserving of attention than errors involving lexical exceptions. It is because the errors in general grammatical rules more often create misperception than the second one.
Literally, grammar is defined as a part of language which deals with the forms and structure of words (morphology) with their customary arrangement in phrases and sentences (syntax), and now often with language sounds (phonology) and word meanings (semantics). In this research the writer focuses in syntax. Based on Chomsky (1986: 27) , Syntax deals with the relation of words to each other as component parts of a sentence, and with their proper arrangement to express clearly the intended meaning.
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Syntax deals with a number of elements, all of which help to facilitate being understood through language. Without rules, there would be no foundation from which to discern meaning from a bunch of words strung together; whereas these rules allow for a virtually infinite number of sentences. Perhaps the most
important aspect of syntax is how the various parts of speech connect together. Another aspect of syntax covers the various parts of speech that a language uses and separates the words of the language into these groups. Each part of speech in turn has various rules that may be applied to it, and other rules that dictate when it cannot be used. Understanding linguistic rules allows speakers and writers to effectively
communicate ideas to others.
However, the writer just focused on surface strategy taxonomy, because the writer would like to see the errors with more highlight on the ways surface structures are altered in systematic and specific ways.
Based on the concept above, it is clear that grammar is very essential to support the students to know the rules, word changes and to improve English skills. It can be assumed that every
language has its own structure which is different so the sound system and how to combine words or phrases of any language will not be the same as other language in the world. It is clear that our aim in teaching grammar should be to ensure that students are communicatively efficient with the grammar they have at their level. Since knowledge of grammar is essential for competent users of language, it is clearly necessary for the students.
2.4 Concept of Error
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and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learners, led to a surge of study of learners’ errors, called error analysis, (Sujoko, 1989: 6).
From the all explanation above, the writer concludes that errors analysis is a type a linguistic analysis that focuses on the process of identifying, and describing the learner’s error in target language learning.
Corder (1973) said that errors that students make when they learn language are very common. Further, according to Dulay (1982: 138), people cannot learn without first systematically commiting errors. By making errors, students know the correct one, and those errors can motivate students to learn. We also have to realize that students‘ errors are the process of learning, the students can learn from their errors. So almost all students must make errors when they are learning English because it is difficult to separate errors in the process of learning English.
Errors are deviation from something that has been true that can influence the understanding and delivering message. The teacher should not see them negatively as a sign of failure but see them positively as an indication learning happen. So, if the teacher tries to prevent students‘ errorss, he/she never finds out what they do not know. Dullay (1982: 139) stated that an errors is caused by the lack of knowledge of the language rules, while a mistake is the result of imperfection in producting speech due to fatigue, inattention and slip factors. In other word, it can be said that errors is ungrammatical utterance which refers to the language performance.
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Corder, true errors are marker of the learners’ competence (Richards, 1974). Errors are caused by deficiency in competence and a short coming in the knowledge of language learners make errors when they have not learnt something correctly.
From the linguists’ opinion above, the writer concluded that mistake refers to the failures to use the language system correctly caused by some factors such as carelessness, memory lapses, and physical condition. While error, refers to the failure to use the system correctly caused by the lack of the learners’ competence.
2.5 Concept of Grammatical Errors
James (1998: 255) states that students’ erroneous output – their composition errors in particular – are not one remove, but two removes from the native speaker’s version. We are not only
correcting the errors into what learners want say but also correcting the errors into what the native speakers would have said or write.
He thus challenges Corder’s claim that the data of error analysis are ‘two sentences: the idiosyncratic sentence [produced by the learner] and a well-formed sentence [that which the native would have produced]’. These two sentences would then be compared. This is not the case, however. The data of error analysis comprise not two but three sentences: (i) what learner said; (ii) what they were attempting to say; and (iii) what the NSs would have said (or written) (James, 1998: 255).
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grammar-noticing opportunities under these two conditions in order to find out which way is the more effective (James, 1998: 257).
This is why analyzing learner’s grammatical errors in learning other language would be interesting. Learning other language became difficult since the target language had different system from the native language. This difference sometimes made the learners (in this case – the students) make errors especially in applying the grammar.
2.6 Types of Errors
There are four most useful and commonly used bases for the descriptive classification of errors. They are (1) linguistic based category, (2) surface strategy, (3) comparative analysis, and (4) communicate effect. From these four taxonomies, the writer takes surface strategy taxonomy in classifying error made by students in analysis students’ grammatical errors in writing recount text.
According to Dullay, Burt, Krashen (1982: 155) that surface strategy taxonomy highlights the way surface structures are altered. The learners may omit necessary items or add unnecessary ones; they may misform items or misorder items. Analyzing errors from surface strategy perspective holds much promise for writers concerned with identifying cognitive process that underline that learner’s reconstruction of the language. It is appropriate to be used in analyzing the learner’s process ion reconstructing or arranging new language.
According to Dulay, Burt and Krashen (1982: 155), there are four types of errors based on the surface strategy taxonomy, omission, addition, misformation and misordering.
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Omission errors are characterized by the absence of items that must be present in a well-formed utterance.
Example:
1. He is good student.
1. She is best teacher in my school.
In utterance the students omits an indefinite article 1 for He is good student, while in utterance 2 a definite article the is omitted for She is best teacher in my school.
b. Addition
Addition errors are the opposite of omission errors. They are characterized by the presence of an item which must not be present in a well-formed utterance. Dullay, Burt and Krashen, (1982: 156) they divide addition error into three types, they are as follows:
1. Double Marking
Many addition errors are more accurately described as the failure to delete certain items which are required in some linguistics construction, but not in others.
Example:
a. They didn’t went here. b. I did not arrived on time.
In utterance, two items rather than one are marked for the same feature (tense in these examples).
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Regularization error refers to an error having exceptional items of the given class that do not take a marker’s form.
For example:
Incorrect correct
- Mans : Men (plural from man)
- Buyed : Bought (past tense from buy) - Childs : Children (plural from child)
The examples above are regularization errors, in which the regular plural noun and tense markers respectively have been added to items which do not take marker.
3. Simple Addition
Errors of simple addition refer to the addition of one element to the correct utterance.
Example:
1. I am is a student.
2. You can to swim in the swimming pool anytime.
In the utterance 1 the sentence I am a student incorrect sentence because add with word is. Therefore, the correct sentence is I am a student. Moreover, in the utterance 2 the sentence You can to swim in the swimming pool anytime is incorrect sentence because add with word to. Therefore, the correct sentence is You can swim in the swimming pool anytime.
c. Misformation
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learner supplies something, although it is incorrect. There are three subtypes of misformation errors, they are as follows:
1) Regularization Errors
Regularization errors are errors in which regular marker are used in place of irregular ones, as in runned for ran or sheeps for sheep.
2) Archi-forms
The selection of marker of one member of a class of forms to represent other in the class is a common characteristic of all stages of second language acquisition. The form selected by the learner is called archi-forms.
The following examples are dealing with the use of demonstrative adjective this, that, these, and those.
Example:
1. That cats. 2. This students. 3. These book. 4. Those table.
This type of misformation errors has been called archi- form. That should be followed by singular forms, while these should be followed by the plural forms, and the correct form of the examples above are as follows:
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3. These books. 4. Those tables. 3) Alternating Form
As learner’s vocabulary and grammar grow, the use of archi-form often gives away to the apparently free alternation of various member of class with each other.
a. She seen her yesterday.
b. He would have saw them.
The utterances above have incorrect verbs seen and saw instead of saw and seen respectively.
d. Misordering Errors
The incorrect placement of a morpheme or group of morphemes in an utterance characterized misordering error. Examples:
1. I don’t know who is he.
2. What you are thinking about?
Taking a look at both sentences above have incorrect placement of is and are. Grammatically, the utterance should be written as follows:
1. I don’t know who he is.
2. What are you thinking about?
In addition to these creative misordering errors, the students have made written misordering errors that are word-for-word translation of native language surface structure.
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According to James (1998: 1), error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language.
As a learner, making errors in language process is very common. It
involves the making of mistakes and errors. Errors help the learners to establish the closer and closer approximations to the system of the target language. Brown
(1980: 163) stated, “….by gradual process of trial and error and hypothesis testing, the learner slowly and tediously succeeds in establishing closer and closer approximation to the system used by native speakers of the language.”
The students get problems in learning English because there are many differences between Indonesian and English in terms of grammar, vocabulary, etc.
1. The Practical Uses of Error Analysis
Studying learner’s errors serve some benefit, particularly for the teacher. Sujoko (1989: 48) suggests the practical use of error analysis is to the teacher, they are as follows:
a. Errors provide feedback; they tell the teacher something about the effectiveness of his teaching materials and his teaching techniques.
b. They show him what parts of the syllabus he has been following have been inadequately
learned or taught and need further attention.
c. They enable him to decide whether he must devote more time to the item he has been
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d. They provide the information for designing a remedial syllabus or a program of re- teaching.
As mentioned above, the practical use of error analysis was very significant both to the teacher and the learner. The significance of the practical uses of error analysis was to the teacher. It meant that he analyzed the learner’s error and corrected the error that made by the learners. For the learners the practical uses of error analysis could facilitate them in improving the English mastery.
2.8 Methodology of Error Analysis
Methodology is procedures in carrying out the research dealing with the technique of collecting and analyzing the data. The writer realized that writing such kind of paper had to use methodology.
The Methodology of Error Analysis according to S.N Sridhar (1985: 222) The first is collecting of the data (either from a free composition by students on given theme or from examination answer). The second is dentifying of errors (Labeling with varying degrees of precision depending on the linguistic sophistication brought to bear on the task, with respect to the exact nature of the deviation, dangling preposition, anomalous sequence of the tense, etc). The third is classifying into errors types. The fourth is stating of relative frequency of errors types. The fifth is identifying of the area of difficulty in the target language. The last is therapy (remedial drill, lesson, etc)
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process of identifying, the writer and the teacher used the rules of English as a target language to be the norm followed in determining the kinds of errors by the students.
Then the writer classified the errors of students’ writing based on surface strategy taxonomy. The next step done by the writer was counting the errors, frequencies, deciding the lace of errors, making the percentages of the errors made by the students and finding the best terrify. After that, the writer gave the evaluation of errors that done by students and the final, the writer and the teacher corrected the data.
2.9 Concept of Recount Text
Recount text is one of the texts that recalls and reconstructs events, experiences, and achivement from the past in logical sequence. Some recounts are purely informative, while others aim to both inform and entertain.
All recounts recontruct the past, but the purpose, audience and focus are according to the form used. Many relucant readers or writers find this text type accessible and manageable because it is generally based on fact rather than fiction.
Recounts generally follow similiar structure, but the students should be guided by the purpose for an audience of their text in their use of the following stucture.
1. Orientation
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what, when, where, and why). The speaker needs to give information about what happend, who or what was involved, when and where the events occured and why. An awareness of audience and purpose will assist the author in selecting the amount of detailed needed.
2. Series of events
In series of events, the speaker tells the events chronologically. In begins from the first event, followed by the second event. The sum of events depend on the creativity of the speaker.
Events should be selected carefully to add to the audience’s undestanding of the topic. Students should be prepared to dicard events and details that are unimportant or uninteresting. A recount, in most cases, is more than ‘shpping list‘ of every possible detail. Students should be guided to select only those events that are relevant and that can be expanded through the inclusion of specific details.
3. Re-orientation (optional)
The final section concludes the recount by summarizing outcomes or result, evaluating the topic’s importance or offering personal comment or opinion. It can also look to the future by speculating about what might happen next. But, not all recount closed by re-orientation. It is optional.
According to Darewianka (1992), there are five types of recount text, they are 1. Personal Recount
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In this research, the topics of recount text were unforgettable experience, last holiday,
unforgettable birthday, so the type that was used is personal recount, because in that topic of the their own experience, the students could express their ideas, opinions, desires, emotions, and feelings more easily.
The definition of personal recount text according to Darewianka (1992), it tells about activities whereas the writer or speaker involves or do by her or himself (e.g. oral anecdote, diary entry) use first pronouns (I,we). Personal responses to the events can be included, particularly at the end. Details are often chosen to add or humor.
Language Features that are used in Recount Text are:
1. Simple past tense is used in most recounts, but present tense may be used to create immediacy. For example in dairy or journal. Future tense is sometimes used in conclusion of an immaginative or biographical recount to predict what might happen in the future, for example,“ This great tennis player will no doubt win many more tournaments“.
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4. Time connectives (firstly, secondly, next, finally) are used to separate events into a cohesive whole text.
5. Adverbs (yesterday, ouside) and advarbial phrases. For example,‘In 2011, in top of hotel‘, are used to indicate specific times and places.
6. Specific participants (nouns and pronouns), such as Sandy Pricillia, a Beach provide detail and credibility.
Here is the example of recount text:
Our trip to the Blue Mountain
On Friday, we went to the Blue Mountain. We stayed at David and Della’s house. It has a big garden with lots of colorful flowers and tennis court. On Saturday, we saw the Three Sisters and we went on the scenic railway. It was scary. Then, Mom and I went shopping with Della. We went to some antique shops and I tried on some old hats.
On Sunday, we went on the scenic Skyway and it rocked. We saw cockatoos having shower. In the afternoon, we went home
Here is the organization of recount text:
Our trip to the Blue Mountain
Orientation
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Event 1
On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then,
Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats.
Event 2
On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower.
Reorientation
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III. RESEARCH METHODS
3.1 Research Design
The strategy used in this research was descriptive qualitative. This strategy tried to solve the problem nowadays, which had actual characteristic. Because of this characteristic, the writer did not use the hypothesis as temporary answer to solve the problem. The work way of descriptive qualitative was collecting the data, arranging the data and interpreting the data. Qualitative research was concerned with description.
According to Hornby (1995: 734) method means way of doing something. Meanwhile, research is investigation undertaken to discover new fact, get additional information, etc.
Based on the definition above, the meaning of research method in this study was the way to discover new fact, get additional information. Every research had its own method which depended on the aim of the research and the nature of the topic.
The writer identified and classified the students’ errors based on the surface strategy taxonomy in order to conclude it. The description in this research was about the students’ grammatical errors in writing recount text. The analysis was based on the data taken from the students’ writing.
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The subject of this research were the students of the first semester in the first year of learning year 2012/2013 of SMA YP UNILA Bandar Lampung. From the eleven classes of class X the writer only used one class, Class X2. The class consisted of 33 students. The class was selected based on the English teacher’s recomendation that the class had relatively low ability in English. The teacher had also said that the students frequently made numerous grammatical errors in their writing. Therefore the class was suitable for the purpose of this research. The classification of this research was on surface strategy taxonomy.
3.3 Data Collecting Technique
In collecting the data, the writer had applied one instrument to elicit students’ grammatical errors. The instrument was writing test. The reason why the writer used writing test as the instrument was that through writing the students created their sentences and really put their knowledge of structures in their writing. Therefore, it would be easier for the writer to analyze and classify the data. The students had been assigned to write a recount text. The instrument was expected in line with the scope and function.
1. Writing test
The test was used to gather the data accurately on students’ writing. In this case the writer gave a writing test to the students by giving three topics to be chosen, they are: (1) Unforgettable Experience, (2) Last Holiday, (3) Unforgettable
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3.4 Data Collecting Technique
1. Determining the subject of the research
The subject of this research was the first year students’ of SMA YP UNILA Bandar Lampung, but the writer took only one class. Class X 2, was taken as the subject. The class consisted of 33 students.
2. Conducting the test
The test was conducted in order to get the data of students’ grammatical errors that were further analyzed based on the Surface Strategy Taxonomy.
3. Analyzing the data
In analyzing the data, the writer went through some important steps, namely: recognizing errors, classifying errors, and calculating the percentage, as described in the next point.
3.5 Data Analysis
In analyzing the data, the writer used errors analysis method. Corder (122:1981) suggests the following steps to conduct an errors analysis research:
1. Collecting of the data
Data collection was done by giving writing test, the writer got the data, which was needed.
2. Identifying of errors
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3. Classifying of errors
The errors that have been found were grouped and stated the classes of the errors
4. Explaining of errors
The errors were explained by establishing the source of the errors and calculating how often the errors appear
5. Evaluating of errors
The errors were evaluated and tabulated by step involves, then they were drawn conclusion
Based on the steps of error analysis method above, the data was analyzed as follows:
(1) Collecting the data
By giving writing test, the writer got the data, which was needed.
(2) Identifying of errors
In this step, the writer studied the acquired data and tried to find out the
grammatical errors by underlying the errors. The writer tried to analyze the data as objective as possible.
(3) Classifying of errors
The errors were classified based on Surface Strategy Taxonomy
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In order to avoid the subjectivity in giving correction, the writer used inter rater to check the students’ errors in writing recount text.
(5) Ranking the errors
The writer arranged the students errors based on the students’ name alphabetically
(6) Calculating of the errors
In this step, the writer calculated the errors in order to know how frequent these errors had been made by the students of immersion class in the first grade of SMA YP UNILA. In calculating the frequency of these each error, the writer employed the following formula:
n1
P = X100%
N
in which,
P : percentage of each error
N1 : total of the given error
N : total of the whole errors
By calculating the frequency of each error, the writer could identify the most frequent errors and the least frequent errors made by the students.
(7) Tabulating the result
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error. Therefore, the result of the analysis of the grammatical errors in recount writing made by the students of immersion class in the first grade of SMA YP UNILA was presented in the form of a table.
n Stu den ts’ Co de
Errors In Writing Recount Text Total
Omission Addition Misformation Misordering A.
B. C.
T1 T2 T3 T4 GT
T1 = Total of omission errors
T2 = Total of addition errors
T3 = Total of misformation errors
T4 = Total of misordering errors
GT = T1+T2+T3+T4
Based on the table, the frequency was counted using the formula for percentage of omission (Po), percentage of addition errors (Pa), percentage of misformation (Pmf), percentage of misordering errors (Pmo) in writing recount text.
Po = T1 x 100%
GT
Pa = T2 x 100%
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Pmf = T3 x 100%
GT
Pmo = T4 x 100%
GT
Frequency of errors in each category Total number of errors
x 100% = Percentage
Nation (1981:58)
(8) Drawing a conclusion
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V. CONCLUSION AND SUGGESTION
5.1 Conclusion
Most of the students’ of class X.2 of SMA YP UNILA Bandar Lampung
committed all error types of surface strategy taxonomy. It means that although the students have been taught English 4 hours a week, they still have problem with English grammar.
The percentage and frequeny of the errors (ranked from the types of error that are mostly made by the students) committed in their recount text writing based on the error types of surface strategy taxonomy, the highest frequency of errors of the total is misformation 81 errors or 46.7%. The highest students’ errors frequency of each error type is misformation of verb that consist of 43 errors or 53%, the second is omission of verb that consist of 14 errors or 20.6%, then the third is addition of preposition that consist of 10 errors or 9%, and the last is misordering of phrase that consist of 9 errors or 100%.
5.2 Suggestion
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English, particularly in writing a recount text. They should take the errors into account, analyze them and provide proper correction. Therefore, the teacher can make a correction of students’ writing errors, then the teacher advisedly gives it back to them, so they will know their grammatical errors. The teacher also can ask other students to correct them together to make them active and the capable students can share their knowledge to the others. The teacher can give remedial teaching to the students to improve their mastery in writing skill, for example by giving them exercise or homework until they understand the rule of English grammar. Then they are able to apply it in their writing. Besides that, the teacher must set the first priority to the errors that mostly occur.
