AN ERROR ANALYSIS ON STUDENS’ OF INFLECTIONAL MORPHEMES AT DEPARTMENT OF ENGLISH
EDUCATION OF UIN SUSKA RIAU
BY
ALHAM FADLULLAH SIN. 11810410619
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
AN ERROR ANALYSIS ON STUDENS’ OF INFLECTIONAL MORPHEMES AT DEPARTMENT OF ENGLISH
EDUCATION OF UIN SUSKA RIAU
By
ALHAM FADLULLAH SIN. 11810410619
Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S.Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
iii
ACKNOWLEDGEMENT
In the name of Allah, the most Gracious and Merciful, praise belongs to Allah Almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “An Errors Analysis on Students’ Use of Inflectional Morphemes at Department of English Education of UIN SUSKA Riau”. It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S. Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last mesengger of Allah, Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to my beloved parents, Mr. Sidin Hidayat and Mrs. Salmiati, who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and blessings in the world and in the hereafter for the kindness that has given to the researcher.
Thank you so much Dad, Mom.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M. Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj, Helmiati, M. Ag., as Vice Rector I, Dr. H.
Mas’ud Zein, M. Pd., as Vice Rector II, Prof. Edi Erwan, S. Pt., M. Sc., Ph. D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M.
Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as iv the Vice Dean
iv
II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staff.
Thanks for the kindness and the encouragement.
3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Rizky Gushendra, M.Ed, the Academic Supervisor for his guidance to the students.
6. Kurnia Budiyanti, M.Pd, my beloved supervisor who has given me correction, suggestions, support, advice, and guidance in accomplishing this thesis.
7. My beloved parents my Mom and my Dad as mood booster in my life always giving support.
8. My beloved all of my family, thank you for always giving support.
9. And for all people who had given the researcher great support in carrying out finishing this thesis. It cannot be writen one by one.
Finally, the researcher realized that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, 2 January 2023 The Researcher
Alham Fadlullah SIN.11810410619
v ABSTRACT
Alham Fadlullah, (2023): An Error Analysis on Students’ Use of Inflectional Morphemes at Department of English Education of UIN SUSKA RIAU
Having good grammar is one of important components in the mastery of English language. However, grammatical errors still become an important problem in around us, especially for EFL students. Therefore, this study aimed to find out the major types of grammatical errors in using inflectional morpheme.
This study was designed as a descriptive quantitative study. In taking participants, the researcher used purposive sampling. The data in this research was obtained from the written test by the fourth semester students of Department of English Education of UIN SUSKA RIAU. The data were analyzed and identified by using theory of error proposed by Dulay et al. (1982) about surface strategy taxonomy.
The findings showed that the major type of grammatical errors was misformation.
vi ABSRAK
Alham Fadlullah, (2023): Analisis Kesalahan Penggunaan Inflectional Morpheme Siswa di Jurusan Pendidikan Bahasa Inggris UIN SUSKA RIAU
Mempunyai tata bahasa yang baik adalah salah satu kompenen yang penting dalam penguasaan bahasa Inggris. Namun, kesalahan tata bahasa masih menjadi masalah penting disekitar kita, terutama untuk pelajar Bahasa Inggris sebagai Bahasa Asing. Untuk itu, penelitian ini bermaksud untuk mengetahui jenis-jenis kesalahan tata bahasa dalam penggunaan inflectional morpheme. Penelitian ini dirancang sebagai penelitian kuantitatif deskriptif. Dalam pengambilan peserta, penelitian ini menggunakan purposive sampling. Data dalam penelitian ini diperoleh dari uji menulis yang diuji oleh mahasiswa semester empat Bahasa Inggris UIN SUSKA RIAU. Data dianalisis dan didentifikasikan berdasarkan teori kesalahan Dulay (1982) tentang surface strategy taxonomy. Hasil analisis menunjukkan bahwa jenis kesalahan tata bahasa yang paling sering muncul adalah misformation.
vii
صّخلم
( ،الله لضف مالهأ ٠٢٠٢
مادختسا في ءاطخلأا ليلتح :) ميفروم
فيرصت ىدل
ناطلسلا ةعمابج ةيزيلنجلإا ةغللا ميلعت مسقب بلاطلا ويار ةيموكلحا ةيملاسلإا مساق فيرشلا
دعت دعاوقلا ةيوغللا
ةديلجا دحأ تناوكلما ةمهلما
في ناقتإ ةغللا ةيزيلنجلإا .
عمو
،كلذ لا لازت ءاطخلأا ةيوحنلا
ةلكشم ةمهم
نم
،انلوح ةصاخ
ةبسنلبا بلاطل
ةغللا
ةيزيلنجلإا ةغلك
ةيبنجأ في ةيوحنلا ءاطخلأا عاونأ ةفرعم لىإ ثحبلا اذه فدهي ،كلذل .
مادختسا ميفروم
فيرصت لوصحللو .يفصو يمك ثحبك هميمصت تم ثحبلا اذهو .
نم اهيلع لوصلحا تم تناايبلاو .ةفدالها تانيعلا ةينقت مادختسا تم ،ثحبلا تانيع ىلع ةغللا ميلعت مسقل عبارلا يساردلا لصفلا بلاط هيف كراش يذلا يريرحتلا رابتخلاا للاخ لحا ةيملاسلإا مساق فيرشلا ناطلسلا ةعمابج ةيزيلنجلإا .واور ةيموكو
تم ليلتح تناايبلا
اهديدتحو ءانب
ىلع ةيرظن أطخ يلاود ( 2891 ) فينصتل ةيجيتاترسإ
حطسلا ةجيتنو .
نأ ىلع تلد تناايبلا ليلتح عون
أطلخا يوحنلا يذلا
ثديح لكشب
رركتم وه
تامولعلما ةئطالخا
.
viii
LIST OF CONTENTS
SUPERVISOR APPOVAL i
EXAMINER APPOVAL ii
ACKNOWLEDGEMENT iii
ABSTRACT v
ABSTRAK vi
مهخّص vii
LIST OF CONTENTS vii
LIST OF TABLE x
LIST OF APPENDICES xi
CHAPTER 1 INTRODUCTION... 1
A. Background of the Problem ... 1
B. Problem of the Research ... 5
1. Identification of the Problem ... 5
2. Limitation of the Problem ... 5
3. Formulation of the Problem ... 6
C. Objective and Significance of the Research ... 6
1. Objective of the Research ... 6
2. Significance of the Research ... 6
D. Definition of the Key Term ... 7
2. Error ... 7
3. Inflection ... 8
4. Morphology ... 8
5. Inflectional Morpheme ... 8
CHAPTER II REVIEW OF RELATED LITERATURE ... 9
A. The Theoretical Framework ... 9
2. Concept of Grammar ... 10
3. Concept of Morphology ... 12
ix
4. Concept Morpheme ... 13
5. Error ... 21
B. Relevant Research ... 31
C. Conceptual Framework ... 33
CHAPTER III RESEARCH METHOD ... 34
A. Research Design ... 34
B. Time and Location of the Research ... 34
C. Subject and Object of the Research ... 34
D. The Population and Sample of Research ... 35
1. The Population of the Research ... 35
2. The Sample of the Research ... 36
E. The Technique of Data Collecting ... 36
F. The Technique of Analyzing the Data ... 37
CHAPTER IV RESULT AND DISCUSSION ... 38
CHAPTER V CONCLUSION AND SUGGESTION ... 43
A. Conclusion ... 43
B. Suggestion ... 43
REFERENCES APPENDICES
CURRICULUM VITAE
x LIST OF TABLE
Table II.1 Surface Strategy Taxonomy 26 Table III.1 The Population of fourth semester students
English Education Department UIN Suska Riau 35 Table IV.1 Precentage of students‟ Grammatical Errors in using
Inflectional morpheme in writing 38 Table IV.2 The example of misformation errors made
by fourth semester department of English education
in using inflectional morpheme 40 Table IV.3 The example of omission errors made
by fourth semester department of English education
in using inflectional morpheme 41 Table IV.4 The example of addition errors made
by fourth semester department of English education
in using inflectional morpheme 42
xi LIST OF APPENDICES
Appendix 1 : Lesson Plan
Appendix 2 : Recommendation Latters Appendix 3 : Documentation
Appendix 4 : The Recapitulation of Student‟s Error Two Raters
1 CHAPTER 1 INTRODUCTION A. Background of the Problem
Most foreign language teachers will find out the errors makes by the students in both oral and written form. The students can be said to make errors when the production of their oral and written expression different from the native speaker of the target language's norms. Errors in language learning are sometimes natural and tend to occur frequently.
Writing is one of skills that should be mastered by English education department students. By writing, the students can express their ideas in written form. According to Ann Brown (1993), the cruel skill in human‟s live provides a way for people to transfer information with others. It is stated by Raimes (1993), in writing, to share ideas, feelings or thought, people must write it down using their hand, eyes and also brain.Thus, the students have to keep their eyes when they type, use their brains to think a new words, and use their hands when arranged the words into sentence.
Grammar is important part in learning English. When learners can not understand well about grammar, learners will confuse to arrange the sentence in English. Related to grammar, these are some definitions of grammar from experts.
2
First, according to Hirai (2010), grammar is a way to organize the sentence and create a good language. Moreover, Gerot and Wignell (1994) defined grammar as the theory of language which shows the process of language happened. Besides that, Scott Thornbury (1999) said that grammar is an analysis of the form of the sentences which has meaning. Also, grammar is the forming of meaning from the combination of words and it describes the language works (Ur, 1991). Crystal (2004) argued that Grammar is the way to state our feeling through the structural form of language.
In learning English, it is common that students make mistakes or errors in written form, especially in how to use the verb correctly based on tenses which will be used. Error that the students make when they learn a language is very common. They often make grammatical errors. Choironi and Sukirlan (2013) stated that an error is action which is inaccurate or incorrect. In some usage, an error is synonymous with a mistakes. Error are typically made by learners who do not yet fully command some instutionalized language system. In other words, errors arise due to the imperfect competence in the target language. If the learners do not understand about system of language, it will cause them make many errors in their learning.
Putri (2012) said that grammatical errors analysis is important to be analyzed in order to find out how students learn a language, their progress in learning the target language, their problems, and the aspect where improvement need to be made. By analyzing the students‟ grammatical errors, it will give important role in giving feedback for the English teachers
3
and researchers in order to evaluate and develop material in teaching learning process.
One language feature that students error in writing is grammar.
According to Greenbaum and Nelson (2002) stated that grammar is the central component of language.So, grammar is a core aspect to be noticed in writing among five aspects that researcher has mention before. As reported by Fromkin et.al (2003), in our sense, the grammar includes everything speakers know about their language - the sound system,it is called phonology; the system of meaning, it is called semantics, the rules of word formation, it is called morphology, and the rules of sentence formation, it is called syntax. It also includes the vocabulary of words – the dictionary or lexicon.
Talking about word form, in linguistics the study of this case is called morphology. According to Goerge Yule (2010), in morphology, there are two kinds of word formation; derivation and inflection. The difference between derivation and inflection is located in their word formation. Derivation; the additional item can change their word formation by adding either suffixes or prefixes, for example “homeless (adjective)” which it comes from home (noun) + less (suffix). Inflection means by adding the suffixes, the word formation do not change their meaning. For example “hand” (noun) comes from “hand + s” which it is still noun. The use of –s indicate the “hand” is plural.
4
As the result, the difference between word form between Bahasa and English can create students make errors especially in using inflectional morpheme. As stated by Jabeen (2015), errors are the result of incomplete learning and linguistic incompetency of the learners and error cannot be self- corrected.
Department of English Education UIN Suska Riau implements the B2 CEFR curriculum. According to B2 CEFR curriculum at Department of English Education is is designed to students are expected to understand about how words are formed throught affixation. It is clear that one of the profiles expected of this department is to produce professional writer.
The researcher did preliminary research by interviewing some of students English education department (EED) in UIN Sultan Syarif Kasim Riau (UIN Suska Riau). Based on interview that the researcher did with the students, it was shown that they had problems in using inflection morphemes.
Some of students used incorrect addition in using inflectional morpheme in writing, example: know – knows, cat – cats, book – books, also some of students in fourth semester of English education department used incorrect omission in using inflectional morpheme in writing, for example: he will pass the exam and I too miss to be will.
In addition there are still few researchers who research about inflection morpheme. A few of previous research discussed about inflection morpheme such as Abdelrady and Ibrahim (2015) and Suwaree Yordchim and Toby J.Gibbs (2014). The focussed of their study were to investigate the occurrence
5
of errors in inflectional morphemes and to find out the types or errors and the most frequent errors that were made by the students. And from their study the students still had problems and errors in grammar espesially in using inflectione morpheme. Therefore, the researcher thought that this research was necessary to be conducted.
Based on the phenomena above, the researcher was interested in investigating the problems above and finding out about the real condition of the errors which was faced by the students in using inflectional morpheme into a research about an errors analysis on students‟ use of inflectional morpheme.
B. Problem of the Research
1. Identification of the Problem
Based on the background of the problem mentioned above, the problem identified as follow:
a. Why the students still have problem in using inflectional morpheme?
b. Why the student still have problem in addition?
c. Why the student still have problem in omission?
d. What types of students‟ errors in using inflectional morpheme?
2. Limitation of the Problem
In this research, the researher analyzed the student‟s error in using inflectional morphemes. This research focussed on regular inflection (-s, -ing, -ed, -en in Verb and -s, -es in Noun). In this reserach, the research
6
took the students‟ written test to get the error. The researcher analyzed and identified the errors based on surface strategy taxonomy made by students of fourth semester Department of English Education of UIN Suska Riau in the academic year of 2022/2023.
3. Formulation of the Problem
Based on the limitation above, the problems are formulated in the following research questions:
a. What types of errors are commonly made by fourth semester department of English Education in using inflectional morpheme based on surface strategy taxonomy?
C. Objective and Significance of the Research 1. Objective of the Research
a. To describe the types of errors made by fourth semester department of English Education in using inflectional morpheme based on surface strategy taxonomy?
2. Significance of the Research
a. Hopefully, this research can benefit to the researcher as a novice researcher.
b. The research can be used for measuring the students‟ ability in learning English morphological inflection. The teacher has to be aware of the students‟ error. The teacher should give a better and
7
clear explanation, especially about the students‟ difficulties in learning English morphological inflection.
c. The research can be used to know the students‟ ability in learning English morphological inflection. It also can motivate the students to be able to study well, especially English morphological inflection that is difficult for students, so they can write and speak English correctly.
d. This research can be used to help the readers‟ understanding of English morphological inflection.
D. Definition of the Key Terms
To avoid misunderstanding and misinterpretation in the research, the definition of the terms are the essential view to clarifying.
1. Grammar
Herring (2016) stated that grammar refers to the way words are used, classified, and structured together to form coherent written or spoken communication. Brown (2004) defined that “grammar bears to language several different relations, and acquires from each a nature leading to a different definition. ” Brown adds that grammar is a science, as skill, as navigation, as a chart, and as a single voyage.
2. Error
According to Richards (2002), an error is the use of a word, speech act, or grammatical items in such a way it seems imperfect and significant of incomplete learning. According to Amara (2015), an error is a sign of
8
misleading and is regarded as undesirable by the learners because it reflects learners' lack of knowledge in learning the language. Errors mean imperfections of learning knowledge in learning the language.
3. Inflection
According to Jack C. Richard, Richard Schmidt (2002), inflection is the process of adding an affix to a word or changing it in some other ways according to the rules of the grammar of a language. Inflection adds a suffix to a word and it doesn‟t change meaning or word class, but it just changes grammatical function.
4. Morphology
Rochelle Lieber (2009), morphology is the study of word formation, including the ways new words are coined in the languages of the world and the way forms of words are varied depending on how they are used in sentences. Morphology can change shape, meaning, function, and class of the word.
5. Inflectional Morpheme
As stated by Katamba and Stonham, the term morpheme is used to refer to the smallest, indivisible units of semantic content or grammatical function from which word are made up. Therefore, morpheme refers to the smallest unit of meaning until that word can be divided anymore. For example, the word “cats” contains into two units which are meaningful:
“cat”, which specifies a particular kind of animal, and -s, which indicates plural.
9 CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Theoretical Framework 1. Concept of Writing
Writing is one of the four language skills and together with speaking, it is a productive skill. According to Chan and Abdullah (2004), that it is a skill that has not been sufficiently explored.
According to Urquhart and Mclver (2005), that writing is a recursive process, meaning students revise the entire process, often moving back and forth between stages. So, writing is not a simple skill. There is a stage, namely editing; This is the stage that writers use to re-examine their writing, perhaps like checking grammar or checking punctuation to make good writing.
A language is used for various purposes. Thus, it has many functions as well. Next, there are two language macro skills; they are receptive and productive skills. Writing skill is one of the productive skills that must be mastered in using a language, this is because writing skills have an important meaning in improving the communicative competence of language learning.
Writing is one of the productive skills that language learners need to learn. They learn to write as an important component not only for their academic practice but also later in their professional life. Later, they will have the appropriate background knowledge about writing.
10
Writing is not an easy skill to be mastered. Many students think that writing is the most difficult skill to master. According to Richards and Renandya (2002), state that writing is the most difficult skill for second language learners. The difficulty lies not only in generating and organizing ideas but also in translating those ideas into a readable text. The skills involved in writing are very complex. Second language writers should pay attention to their planning and organizing skills as well as their spelling and punctuation skills.
2. Concept of Grammar
According to Richards and Schmidt (2002), grammar is a description of the structure of a language and how language units such as words and phrases are formed into sentences. The next definition, according to Brinton (2000), grammar is a set of rules or working principles of a language, its system or structure . Meanwhile, Yule (2010), stated that grammar is a process of describing the structure of phrases and sentences by considering their order in a language.
According according to Uurrodliyah (2012) grammar can be defined as a set of common assumptions about how Working language. Following Cowan (2008), grammar is a set of rules that explain how words and phrases can be arranged in certain sentences Language. That definition, in his opinion, is probably the most appropriate definition of Grammar for teachers. More precisely, English grammar consists of rules that control the formation of English sentences. Crystal (2004) is also of the opinion
11
that grammar is really central in the study of the language, in one of the dialects, the standard, and all meaning contrasts or vice versa. Grammar makes sense when a word is built into a particular sentence.
So it is very important to define standards. Linguists of all shapes and sizes, according to Crystal (2004), agree that grammar Language has rules; Language that conforms to grammatical rules is Grammar and what is not is not grammatical. Based on some of the explanations above, grammar is a set of rules of language as a language learning center used to form a word or group Standard words have specific meanings. The role of grammar itself is important because without noticing it, one could tend to always produce the wrong thing Speech form. Paying attention to grammatical definitions can be a fundamental part of doing business Error analysis, especially with regard to grammatical forms or terms used there in research is a grammatical mistake.
Adjusted to its statement, a grammatical error is a mistake in Combine words into larger units such as phrases, clauses, and sentences.
Be able Also defined as a morphological and syntactic error.
Morphological errors are errors that result in non-compliance with norms in returns each part of a class of words, nouns, verbs, adjectives, adverbs and prepositions. Syntax errors are errors that affect the text more than words; Phrases, Sentences, sentences and paragraphs. Syntax errors include grammatical interference and sentence errors.
12 3. Concept of Morphology
Morphology is a branch of linguistics that studies the relationship between meaning and form, within words, and between words. The word morphology consists of two morphemes, namely morph + ology. The suffix –ology means “the science” or “the branch of knowledge about.”
So, the meaning of morphology is "the study of word forms". Morphology is part of our grammatical knowledge about a language. Therefore, morphology can be used in two ways: it refers to the subdiscipline of linguistics, but it can also be used to refer to the grammatical part of a language that contains the rules for inflection and word formation, i.e.
word grammar. Morphology and syntax are essential for successful communication both written and speech.
Morphology, based on Loretto Todd, is a subset of phonology and phonology has been described as the study of speech sounds and their patterns. It is a study based on the smallest significant 'phoneme' or speech unit. Loretto Todd (1987) stated, "Morphology is the study of morphemes, which are the smallest significant grammatical unit." This definition becomes more understandable based on the example below:
Rabbit Rabbits
Lock Locked
Lieber said that morphology is the study of word formation including the way new words are created in the world's languages and the
13
ways in which they are formed words vary depending on how they are used in sentences. This means that morphology is about words; formation of words based on their use in writing. For example, if someone wants to write the word “walk” in the past tense, he or she must add the ending “–
ed” so, the words become “walked” where the ending “–ed” indicates that the lexeme “walked” refers to the past tense.
From the researcher's point of view, morphology is a type of linguistics that focuses on words especially how they are formed and how they change depending on how they are used. So, morphologically the words concert walk, walking, and walking can be qualified as word forms of the lexeme "walked".
4. Concept Morpheme
According to Yule (2014), the definition of a morpheme is "a minimal unit of meaning or grammatical function". The grammatical unit of function includes the form used to indicate the past or plural form, for example. So, the word renewed consists of a minimal meaning unit (new), another meaning unit (re = again) and a grammatical function unit -ed (=
past tense). The word tourist has two meaning units (tour and -ist) plus one grammatical function unit -s (= plural).
Furthermore, Wardhaugh (1977), defined that morphemes can be classified into free and bound morphemes. A free morpheme is a morpheme that can appear alone as a stand-alone word; for example, cat,
14
man, go, like, and enough. A free form to which another morpheme can be attached is called a base (or root). All the words in the list just given are bases. The base is not always free form. Bound morphemes cannot arise alone. Like sage, s book. It represents "plural", a bound morpheme in English.
On the other hand, bound morphemes do not always have to be attached to the free form, because they can be attached to other bound morphemes: accept is "re" and "receive" and "sub" and "mit". The type of morpheme consists of root and base.
In conclusion, morpheme is a type of morphology which is a study in linguistics that focuses on smaller parts of words and all words consist of one or more morphemes. Although all morphemes are units of meaning, there are two types of morphemes:
a. Free Morpheme
Free morphemes are morphemes that can stand alone as words because they contain meaning. This means that a free morpheme can appear independently and have meaning. Examples of free morphemes are cat, text, book, fast, school, boy, girl, teaching, checking, church, mosque, etc.
According to Yule (2014), said there are two categories of morphemes:
15 1) Lexical Morpheme
A lexical morpheme is a common set of nouns, adjectives, and verbs that we think of as words that carry the 'content' of the message we convey. In addition, lexical morpheme is a morpheme that can be given affixes. Therefore, they are treated as an open word class which means it can create new meanings or word classes. For example, beauty (beautiful), pen (pen), agree (agreement), happy (happiness), listening (listening), etc.
2) Functional
Functional morphemes are a set of conjunctions, prepositions, articles, and pronouns that are mostly made up of functional words in the language. In addition, functional morphemes are morphemes that cannot be affixed. Hence, they are described as closed word classes meaning unable to create new meanings or word classes. For example, after, before, when, while, in, under, in, we, you, in, because, above, that, etc.
b. Bound Morphemes
Bound morphemes are morphemes that can not stand on their own as a word. It means that a bound morpheme can not occur independently. It has to be attached to a free morpheme to have a clear meaning. The examples of bound morphemes are -ment, -en, -ing, -ed, -ness, -ful, mis-, en-, un-, im-, in-, -anti, -less, etc. For example:
16
Undressed Careless
un- dress -ed care -less -ness prefix stem suffix stem suffix suffix (bound) (free) (bound) (free) (bound) (bound)
Bound morphemes are normally affixes. According to Yule (2010), affixes can be divided into sub-classes depending on whether they attach before the stem, in which case they are prefixes, or after the stem, in which case they are suffixes. As well as Yule (2010), said that bound morphemes have two types, they are called inflectional and derivational. Inflectional bound morpheme means by adding suffixes, the word formation do not change their meaning rather than derivational, the additional morpheme can change their word formation by adding either suffixes or prefixes.
At the end of the line, morpheme as a smallest part of word that has meaning can be broken into two parts namely; free morpheme and bound morpheme. The difference between them is based on they can stand alone or not. If free morpheme can stand alone (chair, laptop, pillow), it means bound morpheme cannot stand alone such as; -s, -ed, -ness, -ly, etc. In bound morpheme there are two kinds; inflection and derivation. Inflection is word formation that does not change a part of speech but, derivation can change a part of speech.
17 c. Inflection Morpheme
Lehmann (in Srijono, 2001) defines morphology as the study of morphemes, their variation, and their combination in words. A morpheme can be defined as the smallest unit of words that has meaning or serves a grammatical function in a language. Some morphemes are able to stand on their own as words, while other morphemes are only allowed to combine themselves with some other morphemes but they cannot stand by themselves as independent words. Those morphemes that are allowed to stand on their own in sentences as words are called free morphemes. On the other side, the morphemes that should combine themselves with other morphemes are called bound morphemes.
According to Aronoff and Fudeman (2001), morphemes often defined as the smallest linguistic pieces with a grammatical function.
Further they said that a morpheme may consist of a word, such as hand, or a meaningful piece of word, such as the –ed of looked, that cannot be divide into smaller meaningful parts. The term „morpheme‟
is used to refer to the smallest unit that has meaning or serves a grammatical function in a language. Accroding to Katamba (2005) Morphemes are the atoms with which words are built. Further explains that „when we classify morphemes in terms of where they are followed to appear, we find that they fall into two major groupings, some morphemes are capable of occurring on their own as words,
18
while other morphemes are only allowed to occur in combination with some other morpheme(s) but that can be used by themselves as independent words. Those morphemes that are allowed to occur on their own in sentences as words are called FREE MORPHEMES while those morphemes that must occur in the company of some other morphemes are called BOUND MORPHEMES.
For instances:
Pest pest (i)-icide Modern post-modern-ist
Child child-ish
Pack pre-pack-ed
Laugh laugh-ing
The bound morphemes are italicized.
Katamba (2005), stated that word – building fall into two board categories. Inflection and derivation. Further he explains that typically inflection contributes a morpheme that is required in order to ensure that the word has a form that id appropriate for the grammatical context in which it is used. For instance, if we have a third person subject, a present tense verb agreeing with it must take -s ending:
anything else is forbidden. Whereas inflection is driven by the requirement to form a word with the appropriate form in particular grammatical context, derivation is motivated by the desire to create new lexical items using pre-existing morphemes and words. When
19
you need a new word (in the sense of vocabulary item), you do not usually need to make it up from scratch. It is possible to create new lexical items by recycling pre-existing materials. This is derivation.
For instead:
Teach/er/s americ (a) an/is/ation govern/ment/al.
The morphemes –er, -an, -is, -ation, -ment, and –al are called derivational morphemes.
Moreover According to Aronoff and Fudeman (2001), state: „the morphological grammar of English tells us that we have to put an –s on melon whenever we are talking about more than one‟. Further they explain that „we have now observed something about English morphology. If a word is plural, it takes the suffix –s‟.
There are some examples of inflectional morphemes stated by Arnoff and Fudeman (2001). They are:
Examples of word=inflectional morphemes 1. Nouns: book + s
Fox + es 2. Verbs read + s
Load + ed See + n
Drink + ing
20
Beard (1995), stated the distinction of inflectional form lexical categories as:
a. Word formation may change the syntactic class of the base:
inflection may not.
b. Word formation markers attach to the base: inflectional marks attach outside derivational markers.
c. Word formation is marginally productive: inflection is completely productive.
d. Word formation is subject to semantic idiomatization.
e. Inflectional morphology is grammatically consistent.
According to Aronoff and Fudeman (2001), explained about inflectional morphemes and differences between the use of English and Indonesian. They state : „however, if we were speaking Indonesian or Japanese, we would say the equivalent of two melon (three melon, four melon, etc) because these languages do not use morphological plurals in sentences like this:
Indonesian:
Saya makan dua buah semangka (se)tiaphari I eat two fruit melon everyday
“ I eat two melons everyday”
Based on the description above, errors on inflectional morphemes will include noun (s/es) and verb (s+ed+n+ing) as described in the following diagram.
21 Figure II.1 Inflection Errors
5. Error
Errors and mistakes are different. Dulay (1982) said that performance factors such as fatigue and inattention usually result in mistakes. Appearance factors such as difficulty and consistency lead to errors. In other words, errors occur due to a lack of knowledge of the English language rules.
James Reason (1990) has extensively analysed human errors and distinguishes between mistakes and slips. Mistake are errors in choosing and objective or specifiying a method of achieiving it whereas slips are errors in carrying out and intended method for reaching an objective.
Making erors or mistake is a normal and natural process for students.
Inflectional Errors
Noun
Verb
S
ES
S
ED
ING
22
When learnes could not reply correctly to a certain stimulus in the second language that they study errors will happen.
According to Burt and Krashen‟s (1982), defined errors as the flawed side of learners‟ speech of writing. They are those parts of conversation or composition that deviate from some selected norm of nature language performance. Meanwhile, Erdorgan (2005), mentioned that error analysis, however, deals with the learners performance in term of the cognitive processes they make use of recognizing or coding the input they receive from the target language.
The writer determines from previous descriptions from an expert that error is the natural and spontaneous process from students in learning a new form of a language or second language acquisition, which shows the different abilities in every student.
a. Causes of Errors
According to Norrish (1987), exposed three causes of errors as follows:
1) Carelessness
This is related to the lack of student motivation to learn.
Many teachers recognize that it is not one of the students who lose interest in learning might design or learning materials less suitable for him.
23 2) First Language Interference
Language learning (mother tongue or a foreign language) was a matter of habit information. When someone tries to learn new habits, the old one will interference with the new one.
3) Translation
Probably the most students make errors in translation. This happens because a student translates his first language sentence of idiomatic expression into the target language word by word.
It can be highlighted that Norrish (1987), divided the cause of errors into three categories, those are Carelessness, First Language Interference and Translation, which are from the learners themselves or the teacher, and the method.
b. Error Analysis
In general, every creature called human is inseparable from doing wrong, for example a mistake in the learning process that includes language learning. The error of language itself is something that is normal and common in every language usage, both oral and written.
Error analysis is a type of linguistic analysis that focuses on the errors learners make. According to Khansir (2012), said that error analysis emphasizes the significance of learners' errors in a second language. According to Brown (2007), said that error analysis is an
24
error that can be observed, analyzed and classified to utter something of the system operating within the learner, leading to a surge of study of learners" errors. Relate with previous theory, according to Jabeen (2015), suggested that error analysis has an important role in second and foreign language teaching because it will help the teachers teach and give feedback of errors made by the learners.
According to Ananda (2014), error analysis is important for teachers to find students' progress and researchers to become familiar with language learning ideas such as the proper use of objective language. Based on the above definition, it can be said that error analysis is a misunderstanding in students that can be observed and analyzed by the teacher or expert. It is important for students to understand the second language or foreign language to avoid mistakes in the target language.
c. Surface Strategy Taxonomy
A surface of taxonomy highlights the ways surface structures are altered: learners may omit necessary items or add unnecessary ones:
they may miss form items or miss order them. That surface elements of a language are altered in spesific and systematic ways.
Analyzing errors based on surface strategy taxonomy hold so much promise for researcher concerned with identifying cognitive process that underlie the leaners‟reconstruction of the new language. It
25
also makes people aware that learners‟ errors are based on some logic;
they are not the result of laziness or sloppy thinking but, the learner use of interim principles to produce a new language. As reported by Dulay et.al (1982), surface strategy taxonomy classifies errors into four, as in table.
26 Table II.1
Surface Strategy Taxonomy
Type of Errors Explanation
1. Omission Absence of an item that must appear in a well a formed sentence
2. Addition
a. Double Marking
b. Regularization
c. Simple Addition
Two items rather than one more marked for the same feature The type of error that related to regular and irregular
An addition of error which is not a double marking or a regularization 3. Misformation
a. Regularization Errors
b. Archi-forms
c. Alternating forms
Misformation category in regular to irregular ones.
The wrong form selected by the learners.
The learner use alternative way of various member of a class with each other.
4. Misordering Incorrect placement of a morpheme or group or morpheme in an utterance Source :Book (Language Two)
27 a. Omission
Omission errors are the characterized by the absence of an item that must appear in a well formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of morphemes are omitted more than others. If content words are omitted in Language second speech, it is usually occasioned by lack of vocabulary, and learners usually indicate their awareness of the missing constituent. It means when the students do not put an important items that should be put in sentence, it can be called omission. In other word that omission, in the student‟s writing, there is an important word which must emerge in content but it omit.
Omission may be caused by students‟ low in vocabulary when they using both either word or phrase.
For example,
He think you are important The sentence should be, He thinks you are important.
The suffix “s” in this case, the student omits in the end of the verb when the sentence should be in present tense rules.
b. Addition
Second type of surface strategy taxonomy is addition which is the learners adds unnecessary items in their word, in order word
28
addition is presence of an items which much not appear in a well- formed utterance. According to Suhono (2016), addition occurs because of the failure of the students to know the exception to the general rules and this error might also be due to the student‟s inability to know the appropriate rule for each item. It means, addition is the opposite from omission where is in addition, the students put an item that does not important in their word. Based on Dulay‟s theory in his book, There are three types of addition; double marking, regularization, and simple additions. Therefore, the researcher tries to explain those types:
1) Double Marking
Many additional errors are more accurately described as the failure to delete certain items that are required in some linguistic construction, but not in others. When two items marked for the same feature is called Double marking. Students who have learned the tense form for both auxiliary and verb often place the marker both, as in; “He doesn‟t knows my name”,“We didn‟t went there” Which the correction of the sentence above is “He doesn‟t know my name”, “We didn‟t go there.”
2) Regularization
Regularization errors that fall under the additional categories are those in which a marker that is typically added to a linguistic item is erroneously added to exceptional items of the
29
given class that do not take a marker. When students add morpheme to the exceptional word it means that regularization error will occur. For example, the verb „eat‟ does not become
„eated‟ but „ate‟ and noun „sheep‟ it is also „sheep‟ in the plural, not „sheeps„.
3) Simple Addition
Simple addition error is not double marking and nor a regularization, no particular features illustrate simple additions other than those that characterize all addition error. The use of an item that should not appear in a well-formed utterance.
For example:
For me, she is strongers woman than anyone The correct sentence must be:
For me, she is stronger woman than anyone
In this case, the student puts unnecessary items (the suffix –s) in the end of the adjective.
c. Misformation Errors
Sometimes student supplies something in sentence although it is incorrect it is called Misformation or Substitution errors. It characterized by the use of wrong placement of morpheme or structure. Three forms of misformation are regularization, archy, and alternating form.
30 1) Regularization Error
Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, example, runed for run or gooses for geese.
2) Archi-form
The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition it is called archi-form. For example;
“Give me that”, “Me hungry”, “That cat”, “That cats”.
3) Alternating-form
The learner use alternative way of various member of a class with each other. As the student‟s vocabulary and grammar grow, the use of archi-forms often gives way to the fairly free alternation of various members of a class with each other.
For example;
Rina talks to me, he talks about everyting.
The sentence should be,
Rina talks to me, she talks about everyting.
In this case, the student use subject “he” for “Rina”.
31 d. Misordering Errors
Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example, in the utterance:
a) He is all the time late.
b) What Daddy is doing ? c) I don‟t know what is that The correct utterances are:
a) He is late all the time.
b) What is Daddy doing?
c) I don‟t know what that is
B. Relevant Research
There are some studies about errors of inflection morpheme. Relevant research is very essential in order to avoid the plagiarism toward the designs and findings of the previous researches. There are some relevant researches which have relevancy to this research. The researchers are from:
First, Wardah (2018), on An Analysis of Grammatical Errors in Students‟ Writing Descriptive Text at Eight Grade of State Junior High School 16 Jambi City. The researcher used the descriptive quantitative design. The data was gethered by using documantation of students‟ work, that is descriptive text by Linguistic Surface Strategies Taxonomy.
32
Second, Putri Novryanty (2018), on Error Analysis of Inflectional Morpheme in Text Written by Second-Year Students of SMK PAB Medan Estate. The researcher used the descriptive quantitative design. The data was gethered by writing three texts in different time based on a topic provided by the researcher. Students were free to write anything that want, any genre they could, because its study only focus on errors appeared not with the generic structure of one kind of genre.
Third, Aulia Nurul Aini (2020), on Error Analysis of Inflectional Morpheme in Descriptive Text Written by Sevent-Grade Students of SMP N 1 Mungkid in the Academic Year 2020/2021. The researcher used the quantitative approach. The researcher got the descriptive text in the intensive course (writing) class. The researcher took the data with documentation because the researcher got the descriptive text in an intensive course (writing), and get an interview with several students.
Fourth, Abdelrady and Ibrahim (2015), from journal “Error of Inflectional Morphemes Made by Preparatory Year Saudi ELF Students at Al-Jouf University”. Both of them research analyzed and identified errors especially in inflectional morpheme. The focus of them study are to investigate the occurrence of errors in inflectional morphemes and to find out the types or errors and the most frequent errors that were made by the students.
33
Fifth, Suwaree Yordchim and Toby J.Gibbs (2014), entitled “Error Analysis of English Inflection among Thai University Students”. They research suggests two implication: first, why do Thai make such a large number of errors in English inflection and secondly, how can thissituation the improved and the number of error that are made by the students be reduced.
C. Conceptual Framework
Figure II.2 Copteptual Framework
Error Analysis
Surface Strategy Taxonomy (Dulay, 1987)
Omission Addition Misformation Misordering
To find error analysis, the researcher uses the theory Dulay (1982), surface strategy taxonomy which is divided into 4, namely: omission, addition, misformation and misordering and to find out the cause of error using.
34 CHAPTER III RESEARCH METHOD
A. Research Design
In this study the writer used quantitative descriptive method. Creswell (2012) stated typical descriptive research is to gather information about the present existing condition. Williams (2007) mentioned the descriptive research approach is a basic research method that examined the situation, as it exixts in its current state. Descriptive research involved identification of attributes of a particular phenomenon based on an observational basis.
According to Gay (2000) quantitative descriptive method is used to describe current conditions, investigate relationship, and study case effect phenomena. Quantitative descriptive or survey research is involved collecting data in order to answer question about preferences, attitudes, practices, concerns or interest of some group of people.
B. Time and Location of the Research
This research was conducted on November 2022 at department of English education of UIN Sultan Syarif Kasim Riau. It is located on HR.
Soebrantas street, Simpang baru, Panam, Pekanbaru City.
C. Subject and Object of the Research
The subject of this research was the fourth semester of English Education Department of UIN Sultan Syarif Khasim Riau, while the object of
35
this research was grammatical errors on students‟ inflectional morpheme in writing text.
D. The Population and Sample of Research 1. The Population of the Research
Sugiyono (2010) stated that population is a group consist of object and subject that have quality and certain characteristic that set by researcher.
In this research the population were fourth semester of department of English education of UIN Suska Riau. The fourth semester of English education department consists of five classes. The population of the research can be seen as follow:
Table III.1
The Population of Fourth Semester Students Department of English Education UIN Suska Riau
No Class Population
1 CLASS 4 A 25
2 CLASS 4 B 26
3 CLASS 4 C 25
4 CLASS 4 D 23
5 CLASS 4 E 26
TOTAL 125
36 2. The Sample of the Research
In this study the researcher used purposive sampling as a population sample selection technique. According to Arikunto (2010) purposive sampling is the process of selecting subjects based on certain goals in certain populations that have the same characteristics. This sampling technique is a method by taking subjects that are not based on level or region, but are taken based on certain goals. In this study, the researchers took class 4D as the sample of this study and the total of sample was 20 students. In this research, the researcher chose class 4D as the research subject because the lecturer of this class gave to the students appropriate test with the objective of this research.
E. The Technique of Data Collecting
To get the data about the students‟ errors of using inflectional morpheme, the researcher used documentation obtained from the lecturer.
According to Creswell (2012), document provides valuable information to respresent a good source for text (word) data in helping researcher understand central phenomena. The data of the students in using inflectional morpheme analyzed to know the types of errors.
The data that was collected from the document writing test that was done by writing lecturer. The written test was about writing Eid Fitri experience. The lecturer gave the instructions to the students to do the writing.
37 F. The Technique of Analyzing the Data
Tha data of the research were obtained by two raters to identify students‟ errors in using inflectional in students‟ writting by giving mark errors in noun and verb in omission, addition, misformation, and misordering.
After collecting the data, the researcher analyzed students‟ errors in using inflectional morpheme, the following steps in error analysis research by Corder (1981):
1. Collecting the data of the sample 2. Identification the errors
3. Description the errors 4. Explaning the errors
The researcher calculated each percentage of students‟ errors in using inflectional morpheme by using a formula from Sudijono (2009) as follows:
P= x 100%
In which:
P = percentage of students‟ error F = Frequency of incorrect answer N = Total of errros
100% = Constant value
43 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result and discussion in the chapter IV, finally the writer concluded the answer of the formulation of the problem. The most frequent type of errors commited by the students was misformation, the next most frequent type of errors commited was omission. The third most frequent type of errors was addition and there was no errors in misordering.
B. Suggestion
After conducting the research and analyzing the data, the researcher gives suggestions and recommendations to students, teachers, and other researchers.
a. The students should pay more attention to inflectional morpheme. They also need to practice in writing.
b. The teacher should improve the teaching learning process to make students more familiar with the english structures and rules.
c. This research has many weaknesses. The researcher suggests that further researcher should focus on causes of errors to avoid the wide scope of inflectional morpheme.
REFERENCES
Abbas Hussein Abdelrady & Abdul Mahmoud Idress Ibrahim. (2015). Error analysis of inflectional morpheme error made by prepatory year saudi elf sudents at al-jouf university. Sust Journals of Humanities, 10(4).
Amara, N. (2015). Errors correction in foreign language teaching. The Online Journal of New Horizon in Education, 5(3).
Ananda, R., Gani, S. A.,and Sahardin, R. (2014). A study of error analysis from students' sentences in writing: Studies in English Language and Education.
Andrew Carstairs-McCarthy. (2002). An introduction to English morphology words and their structur. Edinburgh University Press Ltd.
Aqsa Jabeen. (2015). The role of error analysis in teaching and learning of second and foreign language. Journal of Education and Linguistics Research, 1(2).
Arikunto, S. (2010). Prosedur penelitian suatu pendekatan praktik. Jakarta:
Rineka Cipta.
Aronoff, Mark and Kristen Fudeman. (2011). What is morphology? (2nd ed).
Oxford: Blackwell Publishing Ltd.
Brinton, J.L. (2000). The structure of modern English: a linguistic introduction.
The Netherland: John Benjamin Publishing Co.
Brown. (2000). Principles of language learning and teaching (4th ed.). New York: Longman press.
Chan and Abdullah. (2004). Examining the use of English within a dominant national language setting. Studies in Foreign Language Education, Hankuk University of Foreign Studies, Korea.
Choironi and Sukirlan. (2013). Error analysis of students’ writing descriptive text based on surface strategy taxonomy. English Education Department, Lampung University.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge.
Cowan, R. (2008). The teacher's grammar of English a course book and reference guide. New York: Cambridge University Press.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA:
Pearson.
Crystal, D. (2004). The language revolution. Cambridge: Polity Press.
Corder, S. Pit. 1981. Error Analysis and Interlanguge. London: Oxford University Press.
Dulay, H., & Krashen, S. a. (1982). Language two. New york: Oxford University Press.
Endorgan, Vacide. (2005). Contribution of error analysis to foreign language teaching. Mersin University journal of the faculty of education. 1(2).
Fromkin Victoria et., al. (2003). An introduction to language (7th ed). United State: Wadsworth.
Gay, L. (2012). Educational research: competencies for analysis. america:
pearson education and applications.
George Yule. (2010). The study of language (4th ed). Cambridge University Press.
Gerot, Linda & Peter Wignell. (1994). Making sense of functional grammar.
Sydney: Antipodean Educational Enterprise.
Greenbaum, Sydney and Gerald Nelson. (2002). An introduction to english grammar (2nd ed). Malaysia: Pearson Education Limited.
Herring, P. (2016). Complete English grammar rules. County Clare: Farlex International.
Hirai, D.L. (2010). Academic language/literacy strategies for adolescents, New York
Jabeen, A., Kazemian, B., and Mustafai, M. S. (2015). The role of error analysis in teaching and learning of second and foreign language in education and linguistic research.
Kabir, S.M.S. (2016). Basic guidelines for research: An introductory approach for all disciplines. Book Zone Publication, Chittagong.
Khansir A.A,. (2012). Error analysis and second language acquisition. In Theory and Practice in Language Studies
Lieber, Rochelle. (2009). Introducting morphology. United State of America:
Cambridge University Press.
Norrish, J. (1987). Language learners and their errors. London: Macmillan.
Putri, Y.F. (2012). Students’ errors in using simple present tense in writing descriptive text. State University of Malang.
Raimes, Ann. (1983). Technique in teaching writing. Oxford: Oxford University Press.
Richards Jack and Richards Schmidt. (2002). Longman dictionary of applied linguistics and language teaching (3rd edition). Harlow: Longman.
Reason, J. (1990). Human error. Cambridge University Press, Cambridge.
Thornbury, S. (1999). How to teach grammar. Pearson Education Ltd.
Sandjojo, Nidjo (2011). Metode analysis jalur (path analysis) dan aplikasinya.
Jakarta: Pustaka Sinar Harapan.
Sipri, H.T. (2020). The accuracy level of inflectional morphemes performed by the third semester EFL students of Yogyakarta state university.Yogyakarta University State.
Suwaree Yordchim, Toby J.Gibbs. (2014) Error analysis of English inflection among thai university students, international journal of social. 8(7).
Todd, Loretto. (1987). An introduction to linguistic. Singapore: Longman.
Uurrodliyah, A. (2012). An analysis of grammatical errors upon students’
hortatory exposition text at SMAN 1 Baureno Bojonegoro. Unpublished.
Vicki Urquhart, Monette Mclver. (2005). Teaching writing in the content areas, ASCD, United States of America.
Wardhaugh, Ronald. (1977). Introduction to linguistics. Toronto: McGraw-Hill Book Company.
Weaver,C. (1996). Teaching grammar in context. Heinemann.
Yule, George. (2010). The study of language (4th ed). Cambridge: Cambridge University Press.
