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A ... 9
1 .TheConcep to fW iritngComposiiton ... 9
2 .TheTypeo fW iritngComposiiton ... 01
3 .AB ire fReviewonLanguageErrors... 11
a .Concep to fError ... 2....1 s
e k a t s i M s u s r e V s r o r r E .
ii x
c .TheClassiifcaitono fErrors... 31 s
r o r r E e h t g n i s u a C s r o t c a F e h T .
d ... 91
4 .TheClassiifcaiton so fGrammaitca lErrors ... 1....2 e
s n e T t s a P e l p m i S .
a ... 1..2
b .Subject-verbAgreement... 52 s
n o it i s o p e r P .
c ... 52 k
r o w e m a r F l a c it e r o e h T .
B ... 62
T E M H C R A E S E R I I I R E T P A H
C HODOLOGY
A .ResearchMethod ... 28 B .ResearchSetitng... 29
s t n a p i c it r a P h c r a e s e R .
C ... 03 e
u q i n h c e T g n ir e h t a G a t a D d n a s t n e m u rt s n I .
D ... 31
E .DataAnalysi sTechnique ... 33 .... e
r u d e c o r P h c r a e s e R .
F ... 34
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R V I R E T P A H C
A .TheType so fErrorsi nStudents ’W iritngComposiiton... 35 B .TheCausesf ort heErrors ... 44 ....
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C V R E T P A H C
s n o i s u l c n o C .
A ... 53
B .Recommendaitons ... 55
S E C N E R E F E
ii i x
S E L B A T F O T S I L
C g n it ir W ’ s t n e d u t S n i s r o r r E e h T : 1 . 4 e l b a
T omposiiton ... 36 .. A
n i s r o r r E f o s e p y T e h T : 2 . 4 e l b a
T ddiitonCategory ... 38
: 3 . 4 e l b a
T TheType so fErrorsi nMisformaitonCategory ... 41 Q
e h t f o t l u s e R e h T : 4 . 4 e l b a
T uesitonnarie... 45 W
s e it l u c if fi D ’ s t n e d u t S e h T : 5 . 4 e l b a
T h Wen iritngaComposiitoni nEngilsh.. 47 f
( s r o r r E e h t g n i s u a C s r o t c a F e h T : a 6 . 4 e l b a
T romt het eacher) ... 47 g
n i s u a C s r o t c a F e h T : b 6 . 4 e l b a
T theErrors(fromt hes tudents) ... 48 r
e t s a M o t y a W e h T : 7 . 4 e l b a
T theknowledgeont heUseo fSimplePas tTense e
r o
v i x
S E C I D N E P P A F O T S I L
: A x i d n e p p
A Sura tPermohonanI ijnPeneilitan ... 06 s
m r o F : B x i d n e p p
A fo theStudents ’W iritngTe st ... 61
: C x i d n e p p
A Quesitonnarie... 63 C
g n it ir W ’ s t n e d u t S e h t f o s e l p m a S : D x i d n e p p
A omposiiton... 66
: E x i d n e p p
1 CHAPTERI
INTRODUCTION
h ti w s l a e d y d u t s s i h
T anerro ranalysisi nw iritngcomposiitonmadebyt he d
n o c e
s grade student s o f SMK Marsud i Luhu r II Yogyakarta . Thi s chapte r t
,s t n i o p n e v e s f o s t s i s n o
c herearebackground oft hestudy ,problem f ormulaiton , f o n o it i n if e d d n a , y d u t s e h t f o s ti f e n e b , y d u t s e h t f o s e v it c e j b o , n o it a ti m il m e l b o r p
.s m r e t
.
A Backgroundoft heStudy
g n it a e r c m o r f d e t a r a p e s e b t o n n a c e g a u g n a l n g i e r o f r o d n o c e s a g n i n r a e L s r o r r
e (Richard,1974 , )p.1 .Even t henaitvespeakers themselve sarenotf reef rom s
r o r r e s ’ r e n r a e l e h t , g n i n r a e l e g a u g n a l d n o c e s n I .s r o r r e g n it a e r
c areindicaitveo f
e g a u g n a l d n o c e s a h c i h w n i y a w e h t d n a e g d e l w o n k s ’ r e n r a e l e h t f o e t a t s e h t h t o b
d e n r a e l s
i (Richard,1974 ,p.1) .However ,error smade by the learner sand the e
r a r e k a e p s e v it a
n dfiferent . Corder (1973 ) state s tha t the naitve speaker s s
r o r r e r i e h t e z i n g o c e
r ,whlie learner sdo not alway srecognize t hei rerror s(p.1) . Thu swhent hei rattenitoni sdrawnt oi ,tt heyo tfencanno tcorrec tti.
s r o r r e t i m m o c o t s t n e d u t s e s u a c t a h t s r o t c a f l a r e v e s e r a e r e h
T .Int hestudy
f
o Engilsherrors ,Richard( 1974) point soutt ha terrors areno tonly causedbyt he h
t a h w o s l a t u b , e u g n o t r e h t o m e h t m o r f e c n e r e f r e t n
i e call sovergenerailzaiton
h c i h
w igno irng the rule srestirciton ,incomplete appilcaiton o frules ,and false .
) 4 7 1 . p ( d e z i s e h t o p y h s t p e c n o
k s g n i h c a e t ri e h t e v o r p m i o t e l b a e r a s r e h c a e t t a h t d e t c e p x e s i ti , s r o r r
e li landt he
r p l a n o it c u rt s n
i ocess .According to Dula y e tal,. (1982) ,error scan be usefu l .s
r e h c a e t e h t r o f k c a b d e e f
. g n i n r a e l e g a u g n a l n i l li k s t n a tr o p m i n a s i g n it ir
W According to Troyka
, ) 2 . p , 7 8 9 1
( therearesomereason swhy wiritng i s i mpo trant .Frist ,wiritng i sa e r o l p x e o t s e it i n u tr o p p o e v a h s r e n r a e l , g n it ir w y B . g n i n r a e l d n a g n i k n i h t f o y a w
e h t s w o ll a g n it ir w f o t c a e h T . g n ir e v o c s i d f o y a w a s i g n it ir w , d n o c e S . s a e d i ri e h t
p x e n u e k a m o t s r e n r a e
l ected conneciton samong idea sand language .Thrid , e b o t s a e d i ’ s r e n r a e l e h t f o d r o c e r e l b i s i v a s e t a e r c t I . g n i d a e r e t a e r c n a c g n it ir w
. e l p o e p r e h t o y b d a e
r To make a good w iritng ,frislty ,they mus tknow and n
o c e S . r a m m a r g r o e r u t c u rt s h s il g n E d n a t s r e d n
u d ,they have to pracitce how to e s a r h p o t d r o w o t e m e h p r o m o t e m e n o h p m o r f , e g a u g n a l f o t n e m e l e h c a e e n i b m o c
. n e v i g n o it a u ti s e h t n o d e s a b e c n e t n e s o
t When doing Program Pengalaman n
a g n a p a
L in SMK Marsud iLuhu r II Yogyakarta mfro October-Novembe r2011 , e
h
t wrtierfound some error smade by t he student sin thei rw iritng composiiton . Mos to fthem give ltilte atten iton to w iritng by applying inapprop irate tense ,
d n a , n o it i s o p e r p e h t g n it ti m
o igno irng t he subject-verb agreement .By producing ,s
r o r r e e s o h
t ti can be said t hat t he student scould no tcompose agood wiritng . o
t d e e n y e h t , e r o f e r e h
T ifxt heerror sinordert oavoidmistakesi nproducinggood h
s il g n E n i y ll a i c e p s e g n it ir
w (Campbel l1966 ,p.1 .) i
o p e v o b a e h t n o d e s a
B nt ,s t he wrtie rwants t o conduct an erro ranalysis i n n
o it i s o p m o c g n it ir
w madebyt hesecondgradestudent so fSMKMarsud iLuhu r II a
t r a k a y g o
n a l e v it a n ’ s t n e d u t s e h t f o m e t s y s e g a u g n a l e h t n e e w t e b e c n e r e f fi d a s i e r e h
t guage
. d e i d u t s y e h t t a h t e g a u g n a l n g i e r o f e h t d n
a Ast heexample, t hei rmotherl anguage s
e s n e t e v a h t o n s e o
d tha texplain an acitvtiy tha thappens in t hepast ,present ,o r n g i e r o f g n ir i u q c a f o s s e c o r p e h t e c n e u lf n i t h g i m n o it a u ti s s i h T . e m it e r u t u f
g a u g n a
l e .
s t n e d u t s y n a m e r a e r e h t t a h t d n u o f r e ti r w e h t , y d u t s s u o i v e r p e h t n o d e s a B
t c e r r o c e h t g n i m r o f n i s m e l b o r p y n a m e v a h l li t s o h
w sentence susing therulei n
. r a m m a r g h s il g n
E Oneoft hemi st her esearch which wa sdoneby Tiiten i n 2004 h
c i h
w focused on the students ’errors in forming posiitve sentences ,negaitve s
e c n e t n e s e v it a g o r r e t n i d n a , s e c n e t n e
s sin implepastt ense .She stated t ha tsome t
n e m tr a p e D h s il g n E f o s t n e d u t
s stli lmadeerrorsi nf ormingt hesentence sbecause l
c e r o m d n a t s r e d n u t o n d i d y e h
t ealry aboutt heusing o fsimple pastt ense .Based s
t n i o p e v o b a e h t n
o ,the wrtie rwould ilke to choose ‘An Erro rAnalysi sin f
o s t n e d u t S e d a r G d n o c e S e h t y b e d a m n o it i s o p m o C g n it ir
W SMKMarsud iLuhu r
II Yogyakarta’ ast het opicoft hisr esearchsince tii ssitllf ounderrorsi napplying f
o e l u r e h
t grammar when they have to wrtie a composiiton .I ti sinteresitng t o e
z y l a n
a theerror son t hegrammarthatt heyproducein t hei rw iritng composiiton y
l e k il e r a t a h t s e s u a c e h t d n
a to be responsible fo rthe error sin thei rw iritng .
n o it i s o p m o c
.
B ResearchProblems
d n a s m e l b o r p d e if it n e d i r e ti r w e h t , n o it a n a l p x e r e il r a e e h t g n ir e d i s n o C
e h t d e t a l u m r o
.
1 Wha ttype soferror sa refoundi ns tudents’wiritngcomposiiton? .
2 Wha taret hecauses fo theerrors?
.
C ProblemLimtia iton
e z y l a n a o t d e t c u d n o c s i y d u t s s i h
T the error s based on the w iritng n
i s t n e d u t s e h t y b d e tt i m m o c n o it i s o p m o
c SMK Marsud iLuhu rI I Yogyakarta . e
ti m il s i r e ti r w e h
T donly t o t heuse ssubject-verb agreement ,and preposiiton, i n f
o m r o f e h
t simplepastt ensesentences .Based onCompetencyBasedCurriculum ,
s l o o h c s h g i h r o i n e s f
o those element so fgramma rare taught i n t he fris tgrade . s
a , s u h
T secondgrades tudentst heyonlyneedt or eviewt hei runderstandingabou t t
a h
t .The reason why grammar wa schosen i stha t because i t o tfen cause s m
e l b o r
p s to t hestudent ssincetherearemany Engilsh grammartha tdo no texis t inBahasabuti tdoesi nEngilsh, f orexamplet heusageo fpreposiitonand simple
e s n e t t s a
p . T he wrtier also ilmti s the study jus ton w iritng composiiton o f g
n i v i g y b t x e t n o it a r r a
n at opicrelatedt ot heusageo fapprop iratet ense.Thet opic s
i reallyf amiilarto t hei rdaliyl fie .Thi sstudy i si ntended t oanalyze , ifndoutt he e
h t d n a , s r o r r
e causestha tare ilkelyr esponsiblef ort heerror .sTheparitcipant so f y
d u t s s i h
t are severa l second grade student s o f SMK Marsud i Luhu r II a
t r a k a y g o
Y .
.
D ResearchObjecitves
m i a h c r a e s e r e h
T s a t descirbing h ow to improve the students ’ i
d n a t s r e d n
d n o c e
s gradestudent so fSMKMarsud iLuhu r II Yogyaka tra. Thewrtierstatest he f
o s m i
a thestudyasf ollows.
.
1 To ifnd out the type so ferror sin wiritng composiiton made by the second e
d a r
g student so fSMKMarsud iLuhu r II Yogyakarta. .
2 To ifnd out the cause sfo rthe errors made by the second grade student so f r
u h u L i d u s r a M K M
S II Yogyaka tra.
.
E ResearchBeneftis
e h
T wrtier beileve s tha t the study in thi s research wli l give many s
e g a t n a v d
a asf ollow .s
.
1 Fors tudents
e h t n w o n k g n i v a h r e tf
A gramma rmistake sin w iritng Engilsh word sin simplepastt ense mfor ,t hes tudent sareexpectedt oavoido ranitcipatemakingt he
m e m a
s istake stor educet heerrorsinw iritngacomposiiton. Beside ,st heyarealso n
o n o it a m r o f n i e l b a u l a v d n if o t e l b a e b o t d e t c e p x
e grammaitcalerrorsr elated t o t
c e j b u s , e s n e t t s a p e l p m i
s -verbagreement ,andpreposiiton.
.
2 Fo rEngilshteachers
w o n k o t s r e h c a e t p l e h l li w t
I the grammaitcal problems in students ’ g
n it ir
w composiiton ,in orde rto improve and develop the students ’ablitiy in a
g n it ir
w nd also ti i sexpected t hatt he resul toft hi sstudy may help t heEngilsh e
g d e l w o n k e v i g o t s r e h c a e
f o e g a s u e h t g n i z i s a h p m e y ll a i c e p s
e subject-verb agreement ,and preposiiton in s
e c n e t n e s e s n e t t s a p e l p m i s g n i m r o
f .
.
3 Fo rothe rresearchers t y ll u f e p o
H hi sstudy can help others to ge tmore knowledge abou tthe m
e l b o r p ’ s t n e d u t
s s in w iritng composiiton and i ti sexpected tha tthe study can i
l u f e s u e d i v o r
p nformaiton and give sitmulu sto othe rresearcher sso tha tthi s y
d u t
s can beused a sa reference to make new study abou tanalysi so f students ’ r
o r r
e s inotherl anguages kill .s
.
F Deifni itono fTerms
s i h t f o t n e t n o c e h t t u o b a s r e d a e r e h t o t e n il e d i u g a e v i g o t r e d r o n
I study ,
e h
t wrtiertirest oexplains omet erm swhichareusedi nt hi sstudy. w
o ll o f s a e r a s m r e t e h
T s.
.
1 W iritngcomposiiton 9 7 9 1 ( r e d r o
C , p.127 ) de ifne s “w iritng composiiton i s a task which s e c n e t n e s t c e r r o c y ll a c it a m m a r g n i s d r o w g n it a l u p i n a m n i t n e d u t s e h t s e v l o v n i
h c i h w g n it ir w s u o u n it n o c f o e c e i p a m r o f o t s e c n e t n e s e s o h t g n i k n il n i d n a
’ r e ti r w e h t s e t a c i n u m m o c y ll u f s s e c c u
s st hought sandi dea son acetrain t opic.”I n ,
y d u t s s i h
t wiritng composiiton si deifned as t he resul toft hestudents’ t hought s c
i p o t n i a tr e c a f o s a e d i d n
.
2 Grammar
r o r e s u e g a u g n a l e h t h c i h w n i y a w e h t g n i n r e c n o c , e g a u g n a l a f o s e l u r e h T
o t e l b a t p e c c a e r a t a h t s e c n e t n e s e k a m o t r e d r o n i r e h t e g o t s d r o w t u p n a c r e n r a e l
y d u t s s i h t n I . e g a u g n a l e h t f o s r e k a e p s e h
t ,the term “grammar” refer ssome f
o s t n e m e l
e Engilsh grammar ; they are to simple pas t tense , subject-verb d
n a , t n e m e e r g
a preposiiton.
.
3 Erro rAnalysis i d r o c c
A ng to Sharma (1981 ,p.2 )1 erro ranalysi si sa proces sbased on e l b a ti u s d n a g n i v l o v e : e v it c e j b o r a e l c e n o h ti w s r o r r e ’ s r e n r a e l f o s i s y l a n a
e l e v it c e f f
e arning teaching srtategy and remedia lmeasure snecessary in cetrain r o r r e m r e t e h t , y d u t s s i h t n I . e g a u g n a l n g i e r o f e h t f o s a e r a t u o d e k r a m y lr a e l c
s r o r r e g n i z y l a n a s n a e m s i s y l a n
a thatt hestudent smakei napplyingsomeelement s r
a m m a r g h s il g n E f
o .
.
4 Errors VersusMistakes
d e s u n e tf o e r a ’ s e k a t s i m ‘ d n a ’ s r o r r e ‘ e c n i
S synonymously,i nt hiss tudy,i t .
s r o r r e f o g n i n a e m e h t e n if e d o t d e d e e n s
i A swha tDulay e tal. ,(1982 ,p.139 ) e
t a t
s that ,“error sarecompetenceerror sresulitng from l ack o fknowledgeof the e
li h w , ” e g a u g n a l t e g r a t e h t f o s e l u
r Brown (1987 ,p.170 )point soutt ha tmistake .
r o r r e e c n a m r o fr e p a g n it c e lf e r p il s a r o s s e u g m o d n a r a e b n a
c In othe rwords ,
. r o t c a f e c n a m r o f r e p y b d e s u a c n o it a i v e d e r a s e k a t s i
m Accordingt oHarmer( 2007 ,
.
p96) ,whliesilp scan becorrectedbyt heone smakingmistakes ,error scanno tbe .s
g n it a it n e r e f fi d , d e n if e d y lr a e l c n e e b e v a h s e k a t s i m d n a s r o r r e h g u o h tl A
s d e e n , e r o f e r e h t , d n a e l p m i s n e e b s y a w l a t o n s a h s e k a t s i m d n a s r o r r e n e e w t e b
a
c refu lanalysis .Hence,i nt hiss tudy ,thewrtie rusest het ermerror swhichrefert o s
t n e d u t s e h t y b e d a m s m r o f t n a i v e d l l
a duet o t hel ack o fknowledgeoft her ule s .r
a m m a r g h s il g n E e h t f o
.
5 Secondgrades tudent so fSMKMarsud iLuhu r II Yogyakarta e
h
T second gradestudent saret hestudent swhoarestudyingi nt hesecond e
d a r
g in SMK Marsudi Luhu r II Yogyakarta .There are two program studie sin r
u h u L i d u s r a M K M
S II Yogyakarta .Theprogramstudie sareTeknikAudioVideo d
n
a TeknikMekanikaOtomotfi. e
s o h t e c n i
S second gradestudent sarestli lconitnuing to study Engilsh a s n
r a e l ll it s y e h t ,s t c e j b u s e h t f o e n
o tense sandw iritngcomposiiton .Therefore , tii s e
h t fi e l b a ti u
s wrtiermanagest o ifnd out t heerrors in wiritng composiiton made e
h t y
9
CHAPTERI I
REVIEWOFRELATEDLITERATURE
s i h
T chapte roffer ssomet heo iresf romr elatedl tieraturea saf oundaitono f
thestudy outilnei n ChapterI .Therearet wo majo rarea swhich wli lbeanalyzed
e r a y e h T . r e t p a h c s i h t n
i theoreitca ldesc irp itonandt heoreitcalf ramework.
.
A Theoreitca lDescrip iton
e h t , h c r a e s e r e h t t r o p p u s o
T wrtier tire sto collec tsome theo ire sabou t
. g n i h c a e t e g a u g n a l n i s tr e p x e l a r e v e s y b d e t a t s e r e w h c i h w s r o r r e d n a g n it ir w
.
1 TheConcepto fWriitngComposiiton
a p n o g n i h t e m o s g n it a c i n u m m o c f o s s e c o r p a y ll a c i s a b s i g n it ir
W per t o a
. p , 7 8 9 1 ( a k y o r T . r e d a e
r 3 )state stha tw iritng i sa way o fcommunicaitng a
e
m ssaget o a reade rfo rpurposes .Communicaitng mean ssending ,so amessage
e v a h t s u
m desitnaiton wherea smessageo fw iritng i st hecontent .Sinclain( 1987)
, d i a
s “Composiiton si a piece o fwirtten work ,especially one tha tyou wrtie a t
s o t l o o h c
s how you r skli l and imaginaiton”(p.285) . W iritng give s u s an
m r o f n i e m o s d n a a e d i r u o s s e r p x e d n a k n i h t o t y ti n u tr o p p
o aitonf ort her eaders;i t
o t g n i d r o c c A . m r o f t c e ri d n i n i s a e d i r u o g n o m a n o it c e n n o c d o o g s e k a m o s l a
( n l o c n i L d n a n a n r e f f e
H 1986) “Throughw iritng ,wehave itmet o t hink, t o rtyou t
r e ti r w e h t t a h w d n if o t ,r e p a p f o s e c e i p n o s a e d
i means”(p.4).
d r o w f o g n it a l u p i n a m e h t s e v l o v n i h c i h w , k s a t a s i n o it i s o p m o c g n it ir
W s
n o it n e t n i s ’r e ti r w e h t s e t a c i n u m m o
c onaspeciifct opic.I ntegraitngnewi deasi na
i k s l a i c e p s s d e e n n o it i s o p m o
c ll s w iritng should be arranged in a good
u rt s n o
c citon .According t o Atle r(1982 ,p.5) , tii si mpo trant t o beari n mind t ha t
e h
t studen tatt hisl evels houldalway sbeguidedinw iritngcomposiiton .
.
2 T heType so fWriitngComposiiton i
d r o c c
A ng t o Paulston and Brude r(1976 ,p.205 ,) t here aret hreet ype so f
n o it i s o p m o C e e r F s i t s ri f e h T . n o it i s o p m o
c in which the itlte i sprovided and
y r e v
e thing else i sdone by the student .In thi scase ,the composiiton cover sal l
l l e w s a s a e d i e h t e c u d o r p o t s t n e d u t s e h t e ri u q c a h c i h w y ti v it c a g n it ir w f o s m r o f
e h T . n o i s s e r p x e f o a i d e m e e r f s a e g a u g n a l w e n e h t e s u o t s i t a h t e g a u g n a l e h t s a
il i m a f e b d l u o h s c i p o
t art ot hestudent ,si fno;tt hestudent swli lhaveltilteo reven
. e ti r w o t ll a t a g n i h t o
n A tferwards,t hes econdi sConrtolledComposiitoni nwhich
y b e l p m a x e r o f , s a e d i e h t d n a e g a u g n a l e h t h t o b n i s e u l c n e v i g e r a s t n e d u t s e h t
e h t t A . n o it s e u q g n ir e w s n
a beginning al lthe quesiton sshould be of equa ltype ,
a
l tert hequesitonwli lbevaired . fIt hequesiton sarecarefullyselected,t heanswe r
. y r o t s a m r o f ll i
w Fu trhermore, t hel asti sGuidedComposiitoni n whichstudent s
n a y l n o a e d i e h t n i s e u l c n e v i g e r
a d t hey havet o supply t he l anguageon how t o
n a s i s d r o w t u o h ti w y r o t s a s ll e t t a h t d e t p m o r p n o it i s o p m o C . s a e d i t u o e ti r w
. n o it i s o p m o c n e tt ir w d n a l a r o h t o b g n it o m o r p r o f y a w t n e ll e c x e
Therearet hreekindo fexercisesi nw iritngcomposiiton:i mtiaitvew iritng ,
.t n e m p o l e v e d e c n e t n e s c i p o t d n a , g n it ir w d e d i u
g i In mtiaitvew iritngthestudent s
c u d o r p e r r o y p o
d n i k s i h t n
I o fexercise, t hel earner swli lsee and ifnd a mode lo fparagraph ,and
o t r e h t o e h t h ti w h p a r g a r a p e h t e t a ti m i ll i w y e h t n e h
t pic.I tmean ,st hel earner sno t
, e t a c i d e r p , t c e j b u s e h t g n it u ti t b u s y b h p a r g a r a p r e h tr u f e h t y p o c y l n
o and object .
n a h t e r o m r e v e w o
H that ,the learner swli ladd the new paragraph wtih the rea l
t n e v
e st ha thappen.Whetheri n GuidedWiritng,t hel earner sdot hew iritngbu tare
r e h c a e t e h t y b d e d e e n s a d e tr o p p u
s whoprov s ide insrtuciton( Fisher ,2007 ,p.12 ) ,
e s a r h p d n a s d r o w e m o s y b d e d i u g s i h c i h
w s .I tmean ,s t o make a paragraph t he
n e v i g e r a s r e n r a e
l anexampleparagraphwtihsomeword so rphrasest o guidet he
g n it ir w n i s r e n r a e
l a new paragraph .Thel earner s rty t o wrtienew paragraph by
e s a r h p r o s d r o w e m o s g n it u ti t b u
s i nto the example paragraph .Based on the
. h p a r g a r a p w e n a e k a m o t y rt s r e n r a e l e h t , d e d i u
g Thet hrid way t ol earn w iritng
e c n e t n e s c i p o t e h t g n i p o l e v e d y b s i n o it i s o p m o
c , namely Topic Sentence
t n e m p o l e v e
D .In thi sseciton ,the learner sconcenrtate on the topic nse tence .I t
n a c r e h c a e t e h t , r e v e w o H . y lt c e r r o c s a e d i r i e h t p o l e v e d o t s t n e d u t s e h t s e l b a n e
e v i
g more atteniton to the learner son how the learner scan expres sthei ridea s
. e c n e t n e s c i p o t o t n i y lt c a x e
.
3 ABrie fReviewonLanguageErrors s
i h
T par tdiscusse ssome b ire freview son language errors .The discussion
, s r o r r e f o n o it a c if i s s a l c e h t ,s e k a t s i m s u s r e v s r o r r e , r o r r e f o t p e c n o c e h t s e d u l c n i
.
a Concepto fError
e r n i s i r o r r e n a t a h w d n a t s r e d n u o t r e d r o n
I laiton to the proces so f
g n i n r a e
l , i twli lbemoreusefu lfo rus t o refert o t he deifniiton so f‘error ’which
.s c it s i u g n il e m o s y b d e s o p o r p e r
a Dulay e tal. ,(1982 )state tha tan errori s“the
’ r e n r a e l f o e d i s d e w a
lf sspeech o rw iritng .They are pa tr so fconversaiton o r
e g a u g n a l e r u t a n f o s m r o n d e t c e l e s e m o s m o r f e t a i v e d t a h t n o it i s o p m o c
e c n a m r o f r e
p ”( p.138.)
9 7 9 1 ( r e d r o
C , p.122 ) use s the term errorneou s to refe r to error , he
“ . s a r o r r e n a s e b ir c s e
d .. .etihe rsuperifciallydevian tori napprop iratet erm soft he
g n i k a m , e g a u g n a l a g n i n r a e l n I ” . e c it c a r p l a u s u e h t s a r a m m a r g e g a u g n a l t e g r a t
g n i k a m t u o h ti w e g a u g n a l a n r a e l t o n n a c r e n r a e l A . d e d i o v a e b t o n n a c s r o r r e
k c a b d e e f s a d e s u e r a s r o r r e e h T . s r o r r
e int eaching-learnngprocesses.
, e v o b a n o it a n a l p x e e h t n o d e s a
B thewrtie rconcludest ha tlearners make an
f i r o r r
e theri wirtten expression sgrammaitcaly deviatefrom t he syntaitcrule so f
. e g a u g n a l t e g r a t e h t
.
b Error sversu sMistakes s
e k a t s i
M and error sareassumed to be t heviolaiton from t herule soft he
’ s r o r r e ‘ m r e t e h t o t d e t a l e r y l e s o l c s i t a h t m r e t r e h t o n A .r a m m a r g e g a u g n a l t e g r a t
m r e t e h t s
i ‘mistakes’ .In addressing t his ,many peopleconsidert heset wo t erm s
i n a e m r a li m i s g n i v a h s
a n g.In connecitonwtiherrorsi nl anguaget eaching ,errors ,
3 8 9 1 ( h s ir r o N s
a ,pp.7-8 )notes ,arecaused by t hel earner son t heprocessing t he
e h t n i s r e n r a e l e h t f o e c n e t e p m o c d e ti m
il rulesystem so fthe language they are
y a m y e h t r o , s r o r r e r i e h t t c e r r o c o t y d a e r t o n e r a y e h t , e c n e u q e s n o c a s A . g n i n r a e l r i e h t y b d e s u a c s i e c n e t e p m o c d e ti m il s i h T . s r o r r e g n i k a m f o e r a w a e b t o n . g n i p o l e v e d l li t s s i t a h t e g d e l w o n k n i d r o c c a , s e k a t s i m e li h
W gt oBrown( 1994 ,p .209)r efertoapefrormance
s e k a t s i M . e u g n o t f o p il s a r o n o it n e tt a n i , e u g it a f ,s s e u g m o d n a r a r e h ti e t a h t r o r r e t n e r e f fi d s i e k a t s i m t a h t r a e l c s i tI . s r o t c a f e c n a m r o f r e p y b d e s u a c y ll a r e n e g e r a e h t n o e il s e c n e r e f fi d e h T . r o r r e m o r
f pefrormance and competence o f the
.s r e n r a e l r o r r e y ll a r e n e g , n o i s u l c n o c n
I s indicate the students ’ imperfec t
t c e f r e p m i ’ s t n e d u t s e h t m o r f d e v ir e d e r a s e k a t s i m s a e r e h w , e c n e t e p m o c r e ti r w e h t , h c r a e s e r s i h t n I . e c n a m r o f r e
p would ilket o discusst heerrorssincei n
ir w e h t h c r a e s e r s i h
t te rwli lonly discus sthe error son the use o fpas ttense o f
. n o it i s o p m o c g n it ir w r i e h t n i s t n e d u t s l o o h c s h g i h r o i n e s .
c TheClas is ifca itono fErrors y
a l u
D e tal .(1982 ,pp.146 – 192 )propose fou rbasic classi ifcaiton o f
y r o g e t a c c it s i u g n il n o d e s a b s r o r r e f o n o it a c if i s s a l c e r a e r e h T . s r o r r
e taxonomy ,
t c e f f e e v it a c i n u m m o c d n a , y m o n o x a t e v it a r a p m o c , y m o n o x a t y g e t a rt s e c a f r u s . y m o n o x a t )
1 ErrorClassiifca itonBasedonLinguis itcCategoryTaxonomy y r o g e t a c s i h
T classiife serror sbased on etihe ro rboth o fthe language
y a l u D ( s t c e f f a r o r r e e h t t n e u ti t s n o c c it s i u g n il r a l u c it r a p e h t r o t n e n o p m o
. p , 2 8 9
1 146) .Stli laccording to Dulay e tal. ,language component swhich are
y g o l o h p r o m d n a x a t n y s , ) n o it a i c n u n o r p ( y g o l o n o h p e r a y r o g e t a c s i h t n i d e d u l c n i
e s r u o c s i d d n a , ) y r a l u b a c o v d n a g n i n a e m ( n o c i x e l d n a s c it n a m e s , ) r a m m a r g (
e g a u g n a l h c a e e s ir p m o c t a h t s t n e m e l e e h t e d u l c n i s t n e u ti t s n o c s a e r e h W . ) e l y t s (
e l p m a x e r o f , t n e n o p m o
c wtihin syntax, t heerro rmay bei n t he main clause ,and
, y r a il i x u a , e s a r h p b r e v , e s a r h p n u o n e h t n i e b y a m r o r r e e h t e s u a l c a n i h ti w
. h tr o f o s d n a , n o it i s o p e r
p Based on Dulay e tal,. (1982 ,pp.148 - 015 ,) t he erro r
d e s a b s e p y
t on ilnguisitccategoryt axonomyi nclude:
)
a Morphologica lErrors
Thereares everalt ype so ferrorsi nmorphologica lerrorsbasedonDulaye t
l
a. ,(1982 ,p.148) .They are error sin de ifntie aritcle (An orange instead o fA
e g n a r
o ), error s in possessive case (David’s magazine instead o f David’
e n i z a g a
m ),errorsi n t hrid singula rverb (Jean stays fo r2 days in Mandala Hotel
instead fo Jean stay fo r2 day sin Mandala Hotel) e , rror sin pas ttense t(he
f o e l p m a x
e regula rpast t ense si h e p aid more f or t hi sbookinstead o fhepayed
k o o b s i h t r o f e r o
m .Fu trhermore, t heexampleo f riregula rpastt ense i s Isold my
r a
c las tweekinstead o f Iselled myca rlas tweek) ,errorsi n pas tparitciple (R ay s
a
w accepte d a sa markeitng <
