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A SUBJECT-VERBAGREEMENTANDTENSES S
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E .Yogyakatra :Engilsh Language
, m a r g o r P y d u t S n o it a c u d
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utterances when they spoke in the aspect so fgramma rsuch a ssubject-verb d n a t n e m e e r g
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t c e j b u s ,s r o r r e : s d r o w y e
ii i v K A R T S B A . ) 3 1 0 2 ( . i n a y ir A a y r u S g n e j A a i s n a n e V , o d e
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E . Yogyakatra : Program Stud i
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H l peneilitan menunjukan bahwa semua subjek peneilitan melakukan a d a p a s a h a b a t a t n a h a l a s e
k subject-verb agreement .Pada kesalahan tata bahasa a d a p i d a jr e t g n a
y subject-verb agreement ,msiformaiton error smerupakan jeni s i d g n ir e s g n il a p g n a y a s a h a b a t a t n a h a l a s e
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r o r r
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S M.Hum . I thank he r fo r guiding , assisitng and supporitng me in e b s y a w l a o t e m d e l e v a h n o it a c i d e d d n a e c n e it a p r e H . s i s e h t s i h t g n i h s il p m o c c a
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T I L A N I G I R O S ’ K R O W F O T N E M E T A T
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E C I D N E P P A F O T S I
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A ResearchBackground ... 1 .
B ResearchProblem ... 4 .
C ProblemLimtiaiton... 4 .
D ResearchObjecitves... 5 .
E ResearchBeneftis ... 5 .
F Deifniitono fTerms ... 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
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1 Grammar... 1 0 .
2 SimplePas tTense... 11 .
3 Subject-VerbAgreement... 12 .
4 Speaking ... 16 .
5 Errors... 18 .
a Deifniitono fErrors ... 18 .
b Type so fErrors ... 18 )
ii x )
2 TheMistake ... 19 )
3 TheLapse... 19 .
c Type so fGrammaitca lE rrors ... .... 1 9 )
1 SimpleAddiiton ... 2 0 )
2 Omission ... 2 0 )
3 Misformaiton... 2 0 )
4 Misordeirng ... 2 1 .
d Cause so fErrors... 2 1 )
1 IntelranguageI nterference ... .. 2 2 )
a Translaiton ... 2 2 )
b Socio ilnguisitc sStiuaiton... 2 3 )
2 InrtailngualI nterference ... 2 3 )
a O -ver generailzaiton ... 2 3 )
b Ignoranceo fRuleRest ircitons ... 2 4 )
c IncompleteAppilcaitono fRules... 2 5 )
d FalseConcept sHypothesized... 2 5 .
e Howt oDfiferenitatebetweenError sandMistakes ... .. 2 6 .
B Theoreitca lFramework ... 2 7
. I I I R E T P A H
C RESEARCHMETHODOLOGY ... .... 3 0 .
A ResearchMethod ... .. 3 0 .
B ResearchParitcipants... 3 1 .
C ResearchSetitng ... .. 3 2 .
D Insrtument sandDataGatheirngTechnique... 3 2 .
E DataAnalysi sTechnique ... 3 4 .
F ResearchProcedure ... 3 5
. V I R E T P A H
C RESEARCHRESULTSANDDISCUSSION... 3 7 .
A Type so fSubject-V erbAgreemen tErrors ... 3 7 .
1 DataPresentaitonont heTypes o fSubject-V erbAgreemen t s
r o r r
ii i x .
2 Analysi sont heTypes o fSubject-VerbAgreemen tErrors 4 0 .
B PossibleFactorsI n lfuencingStudentst oProduceSubject-Verb s
r o r r E t n e m e e r g
A ... 4 7 .
1 DataPresentaitonont hePossibleFactorsI n lfuencingStudentst o t
c e j b u S e c u d o r
P -VerbAgreemen tErrors... 4 8 .
2 Analysi sont hePossibleFactorsI n lfuencingStudent st o t
c e j b u S e c u d o r
P -VerbAgreemen tErrors... 4 9 .
C Type so fTensesErrors ... 5 3 .
1 DataPresentaitonontheType so fTense sErrors... 5 3 .
2 Analysi sontheType so fTense sErrors... 5 6 .
D PossibleFactorsI n lfuencingStudentst oProduceTenses s
r o r r
E ... 5 9 .
1 DataPresentaitonont hePossibleFactorsI n lfuencingStudentst o e
c u d o r
P Tense sErrors ... 5 9 .
2 Analysi sont hePossibleFactorsI n lfuencingStudents t o e
c u d o r
P Tense sErrors ... 6 0 .
E Othe rFindings ... 6 2
. V R E T P A H
C CONCLUSIONSANDRECOMMENDATIONS... 65 .
A Conclusions ... 65 .
B Recommendaitons ... 6 7
S E C N E R E F E
R ... 7 0
S E C I D N E P P
v i x F O T S I
L TABLES
e g a P s
r o r r E f o s e s u a C d n a s e p y T n o n o it a c if i s s a l C 3 e l b a
T ... 3 4
t c e j b u S f o s e p y T 1 . 4 e l b a
T -VerbAgreemen tErrors ... 39 2
. 4 e l b a
T TheUtterancesContainingMisformaitono fPlura landSingula r m
r o
F ... 4 1 3
. 4 e l b a
T TheUtterance sContainingMisformaitonDeailngwtihSpecia l e
s n e T t n e s e r P e l p m i S n i s e s a
C ... 4 2 4
. 4 e l b a
T TheUtterance sContainingMisformaitoni nAdjecitveClause .. 4 3 5
. 4 e l b a
T TheUtteranceContainingMisformaitoni nPassiveVoice ... 4 4 6
. 4 e l b a
T TheUtterance sContainingOmissiono fAuxiilaryVerb... 4 5 7
. 4 e l b a
T TheUtterance sContainingOmissionofI n lfecitona lMorpheme 4 6 e
h T 8 . 4 e l b a
T Utterance sContainingSimpleAddiitonErrors ... 4 7 t
c e j b u S n i s r o r r E f o s e s u a C n o y c n e u q e r F 9 . 4 e l b a
T -VerbAgreemen t
s e s a
c ... 4 8 e
h T 0 1 . 4 e l b a
T Utterance sIn lfuencedbyOver-Generailzaitoni n t
c e j b u
S -VerbAgreemen tCases... 5 0 e
h T 1 1 . 4 e l b a
T Utterance sIn lfuencedbyFalseConcept sHypothesizedi n t
c e j b u
S -VerbAgreemen tCases... 51 2
1 . 4 e l b a
T TheUtteranceIn lfuencedbyI gnoranceo fRuleRestircitons i n t
c e j b u
S -VerbAgreemen tCases... 5 2 3
1 . 4 e l b a
T Type so fTensesErrors ... 5 5 4
1 . 4 e l b a
T TheUtterance sContainingMisformaitonont hePresen tPattern e
s
U inPas tContext... 5 7 5
1 . 4 e l b a
T TheUtteranceContainingMisformaitonont hePas tPatternUse t
x e t n o C t n e s e r P n
i ... 5 7 6
1 . 4 e l b a
T TheUtteranceContainingMisformaitonont heUseo fAuxiilary e
v it c A n i b r e
V Voice ... 5 8 7
1 . 4 e l b a
T TheUtterance sContainingOmission... .... 5 9 8
1 . 4 e l b a
v x 9
1 . 4 e l b a
T TheUtteranceIn lfuencedbyOver-Generailzaitoni nTenses s
e s a
C ... 6 1 0
2 . 4 e l b a
T TheUtteranceIn lfuencedbyFalseConcept sHypothesizedi n s
e s n e
T Cases... 6 2 1
2 . 4 e l b a
T T heUtterance sContainingMistakeandErrorsi nPlura land n
u o N r a l u g n i
S ... 6 3 2
2 . 4 e l b a
i v x F O T S I
L APPENDICES
e g a P :
A x i d n e p p A
n o i s s i m r e P f o r e tt e
L ... 7 3
: B x i d n e p p A
e l p m a
S s fo Lette ro fConsent ... .. 8 0
: C x i d n e p p A
s n o it p ir c s n a r
T o fParitcipants’Utterances ... 8 3
: D x i d n e p p A
ASummaryandSomeSample so fQuesitonnarieResutl... 1 13
: E x i d n e p p A
d n a s e p y T n o n o it a c if i s s a l
C Cause so fErrorsi nSubject-Verb t
n e m e e r g
A Cases ... 1 30
: F x i d n e p p A
d n a s e p y T n o n o it a c if i s s a l
C Cause so fErrors inTense sCases... 1 44
: G x i d n e p p A
s t n e m e ri u q e R m u m i n i
1 I R E T P A H C N O I T C U D O R T N I r e h c r a e s e r e h t ,r e t p a h c s i h t n
I provides theinformaiton abou ttheresearch
h c r a e s e r , s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , m e l b o r p h c r a e s e r , d n u o r g k c a b . s m r e t f o n o it i n if e d d n a s ti f e n e
b In the research background ,the researche r
n o it a m r o f n i d n u o r g k c a b e h t s n i a l p x
e o n the issues .Meanwhlie ,in the research
. h c r a e s e r s i h t n i d e r e w s n a e b o t s n o it s e u q e h t s e d i v o r p r e h c r a e s e r e h t , m e l b o r p h c r a e s e r e h t f o s u c o f e h t d n a e p o c s e h t f o n o it a ti m il e h
T a re explained in the
. n o it a ti m il m e l b o r
p Theresearche ralso presentst he outcome sof t heresearch i n
e n if e d r e h c r a e s e r e h t , s ti f e n e b h c r a e s e r e h t n i , s e d i s e B . s e v it c e j b o h c r a e s e r e h t s d n a h c r a e s e r e h t f o s ti f e n e b e h
t w howli lobtaint hebeneftis fo thestudy .Atl as,t
r e h c r a e s e r e h
t elucidates et h key word so rphrase sused in the study in the
.s m r e t f o n o it i n if e d .
A ResearchBackground
e c l e
C -Murcia a nd Larsen-Freeman (1999) ys a tha tEngilsh i sone o ft he
. e ri u q c a o t e ri s e d e l p o e p y n a m s e g a u g n a l t n a tr o p m
i Many people makean effor t
g n o m a d e r r u c c o n o it a c i n u m m o c r o f t n a tr o p m i s i h s il g n E e s u a c e b h s il g n E n r a e l o t n e k o p s d n a n e tt ir w h t o b d e e n e l p o e p , n o it a c i n u m m o c n I . d lr o w e h t d n u o r a e l p o e p u b t x e t n e tt ir w h g u o r h t e t a c i n u m m o c n a c y l n o t o n e l p o e p e s u a c e b h s il g n
E talso
. n o it a s r e v n o c h g u o r h t e t a c i n u m m o c n a
c The need o f producing wirtten and
g a n i h s il g n E n e k o p
s ood way i salso a concern t o Engilsh LanguageEducaiton
s t n e d u t s ) P S E L E ( m a r g o r P y d u t
S . A s teache r candidates , there are many
o t d e e n y e h t s n o it i s i u q e
2
f o t n o r f n
i the clas sbecause they need to give insrtuciton sto the student sand
, s r e h c a e t e h t s a , s e d i s e B . m e h t o t s l a ir e t a m e h t n i a l p x
e theyareexpectedt obethe
s l e d o m e l o
r fo rthe students .Being a role model ,a teache rha sto deilver the
t c e r r o
c utterancesinf ron toft heclass .
n i ,) 7 0 0 2 ( r e e v n a T o t g n i d r o c c
A producingu tterances correclty ,aspeake r
e t a ir p o r p p a n a t c u rt s n o c o t s a h , s i x e l e l b a ti u s r o f k o o l o t s a
h syntacitc srtucture
n e h e r p m o c a e s u o t s d e e n d n
a sible accent .Besides ,a speake rshould think ,
e m it e m a s e h t t a s a e d i s s e r p x e d n a e z i n a g r
o . Therefore,t oproduceutterancesina
, y a w d o o
g theELESPstudents, sa theteache rcandidates, need to pu tgramma ra s
n r e c n o c r i e h
t .Inothe rword ,st heyareexpectedt ocomposegrammaitcallycorrec t
s e c n a r e tt
u in thei rspeaking .However ,based on the researcher’ sobservaiton ,
e r e h
t w ere many student sfaiilng to produce grammaitcally correc tutterances
y e h t n e h
w spoke. The utterances they deilvere d in thei rspeaking violated the
n i d e t a t s s e l u
r thegramma.r
n i s g n i d n if e h t n o d e s a
B smal lresearch conducted by t heresearcher, t he
r a m m a r g n i s m e l b o r
p w ereencounteredbythefou trhs emesters tudent so fELESP
g n i k a e p s r i e h t n
i .They faced dfiifcutli es in two aspect so f grammar ,namely
t c e j b u
s -verb agreemen tand tenses especially simple pas ttense. They did no t
r e t s a
m thecorrectr ulesi n subject- rv b e agreemen tand tenses .Consequenlty, t hey
e c u d o r
p d subject-verbagreemen terror sandtenseserror swhent heyspoke .
f o y ti li b a n i e h
T ELESP studentsi n gramma rcan l ead to some problem s
e h t r o
f i rfuture .In fact ,ELESP student sare going to be teachers .Hence ,thei r
e c n e t e p m o c n
. s s a l c e h t f o t n o r f n i h c a e
t Consequenlty,t herif uturestudent swillf ollowt heform
f
o utterancestheydeilver.I nothe rword ,st hef uturestudent swli lproduceexaclty
s r o r r e e r o m n e v e r o s r o r r e e m a s e h
t inEngilsh.I tmeanst hati nt hef uture ,ELESP
a f s t n e d u t
s lit obet hegoodr olemodels fort herif utures tudents .
g n i n r e c n o
C the problems i n gramma rconfronted by ELESP student ,s t he
r e h c r a e s e
r considere d the impo trance to invesitgate subject-verb agreemen tand
s e s n e
t error sin utterances produced by the fou trh semeste rstudent sof ELESP .
e s u a c e h t d n a s r o r r e f o e p y t e h t n o e r o m d e t a g it s e v n i e b d l u o h s s r o r r e e h
T so f
s r o r r
e in the students’ utterances .I ti snecessary because the lecturer shave to
. s t n e d u t s P S E L E y b d e c a f s e it l u c if fi d e h t w o n
k Therefore ,they can have more
n r e c n o
c on the problem sand createanysrtategiest oprevent t heerror sproduced
. g n i k a e p s n i s t n e d u t s e h t y
b Accordingt oLuoma( 2004 ,)t heassessmen tdesigner s
o t s t n e d u t s e h t p l e h d l u o h s g n i k a e p s f
o overcomethepossiblet endency o ferror s
g n i k a e p s n i e c u d o r p y e h t . s u c o f e h t e c n i
S o fthi sstudyi son thegramma rinthestudents ’utterances ,
r e h c r a e s e r e h
t determines to deifne the dfiference sbetween gramma rin spoken
e b n a c h c e e p s n i r a m m a r g , ) 4 0 0 2 ( a m o u L o t g n i d r o c c A . h s il g n E n e tt ir w d n a , s ti n u a e d i f o t s i s n o c o t d e r e d i s n o
c namely shor tphrase sand clause sconnected
h ti
w and ,or ,bu to rthat ,o rno tjoined by conjuncitons ,wtih possibly a shor t
m e h t n e e w t e b e s u a
p . Luoma (2004) also state sthat the gramma ro fthe spoken
4
e h t , y d u t s s i h t n
I aspec to fspeaking tha ti s observed i s only planned
s i h c e e p s d e n n a l p y ll a i c e p s e e g a u g n a l n e k o p s , ) 4 0 0 2 ( a m o u L n o d e s a B . h c e e p s
e c n e t n e s n i r e tr o h s y l n o s i ti t u b e g a u g n a l n e tt ir w n i r a m m a r g y b d e c n e u lf n i ll it s
e h t , s e d i s e B . e g a u g n a l n e tt ir w n a h
t possible factors ea r only studied on
l a u g n il a rt n
i factors .
.
B ResearchProblem
e h t d e t c u d n o c r e h c r a e s e r e h
T study based on four main problems .They
. s w o ll o f s a e r a
.
1 Wha tkind so fsubject-verb agreemen terror sare found i n Engilsh Language
m a r g o r P y d u t S n o it a c u d
E students ’utterances?
.
2 Wha tare possible factor sin lfuencing the student sto produce subject-verb
t n e m e e r g
a errorsi nthei ru tterances?
.
3 Wha tkind so ftenseserror sarefound in Engilsh LanguageEducaiton Study
’ s t n e d u t s m a r g o r
P utterances?
.
4 Wha tarepossiblef actorsi n lfuencing t hestudentst o producetenseserrors i n
r i e h
t utterances?
.
C ProblemLimtia iton
e h t y b n w a r d s n o it a ti m il e m o s e r a e r e h t , h c r a e s e r s i h t g n it c u d n o C
. r e h c r a e s e
r Frist ,thi sstudy i sa survey on some smal lgroups in six C iritca l
g n i k a e p S d n a g n i n e t s i
L (CLS )2 classe sof ELESP .The researche rrandomly
e h t e s o h
c students’ presentaitons to berecorded .Then ,20 recording scontaining
e h t e b o t n e s o h c e r e w s r o r r e y n a
l a c it a m m a r g n o s e s u c o f y l n o y d u t s s i h t , d n o c e S . d e z il a r e n e g e b t o n n a c y d u t s s i h t
r e h c r a e s e r e h t t a h t o s s r o r r
e doesno tconcernanyothe rerror sexcep tgrammaitca l
. s r o r r
e Moreove,rtheaspect so fgrammaitca lerrorst ha tbecomet hef ocusint hi s
e r a y d u t
s onlys ubject-verbagreemen terror sandtenseserror .s
.
D ResearchObjecitves
d e t a l u m r o f s a h r e h c r a e s e r e h
T four objecitve sbased on the problem s
y d u t s s i h t n i d e n o it n e
m .Theobjecitve soft hi sresearch :a re
.
1 to ifnd ou tthe kind so fsubject-verb agreemen terror s found in Engilsh
’ s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a
L utterances.
.
2 to ifnd outt hepossiblef actorst hat i n lfuencet hestudentst oproducesubject
t n e m e e r g a b r e
v errorsi nthei rutterances.
.
3 to ifnd ou tthe kind so ftenses error sfound in Engilsh Language Educaiton
’ s t n e d u t s m a r g o r P y d u t
S utterances.
.
4 to ifnd ou tthe possible factor stha tin lfuence the students t o produce tenses
n i s r o r r
e thei rutterances.
.
E ResearchBeneftis
s tl u s e r e h t s t c e p x e r e h c r a e s e r e h t , y d u t s s i h t g n i o d y
B wli lcontirbutes ome
: o t s ti f e n e b
.
1 EngilshLanguageEducaitonStudyProgramLecturers
P S E L E e h t , y d u t s s i h t f o t l u s e r e h t g n i v a h y
B lecturerscan i mprove t he
o t g n i o g e r a y e h t s l a ir e t a
m deilver to the students ,especially the mateiral s
g n i s s u c s i
6
d n
a tenseserrors i n students ’utterances, t he resul tcan show t he mastery of t he
n i s t n e d u t
s subject-verbagreemen tandtenses .Therefore ,bys tudyingt her esul to f
e h t , y d u t s s i h
t lecturerswli lknow t heweaknesse soft hestudent ssot hatt heycan
r o f s l a ir e t a m e h t e v o r p m
i teaching grammar ,especially when concerning the
. s ll i k s g n i k a e p s
.
2 Studentso fEngilshLanguageandEducaitonStudyProgram
e d u t s e h t , y d u t s s i h t f o t l u s e r e h t g n i y d u t s y
B nt scan be more aware o f
d e s a b r a m m a r g n o y d u t s r i e h t s u c o f n a c y e h t ,s e d i s e B . k a e p s y e h t n e h w r a m m a r g
e h t n
o subject-verb agreemen tand tenses error sfound in thi sstudy .By having
n i r a m m a r g r i e h t e v o r p m i n a c y e h t , g n i k a e p s n i s r o r r e n w o r i e h t n o n o it c e r r o c
. s e c n a r e tt u r i e h t
.
F De ifniitono fTerms
e m o s s e d u l c n i r e h c r a e s e r e h t , y d u t s s i h t f o g n i d n a t s r e d n u r a e l c a e k a m o T
n o it i n if e
d s ofi mpo trantt erms:
.
1 ErrorAnalysis
e r a h c i h w , s e r u t c u rt s t n a i v e d y n a e r a s r o r r e , ) 3 8 9 1 ( h s ir r o N o t g n i d r o c c A
i , e li h w n a e M . r e n r a e l a y b d e t a e r
c n thi sstudy ,the researche rfocuse sonly on
r o r r
e s H . ence, i tdoe sno tdea lwtih mistakes or l apses .Therefore ,errors i n t hi s
o t r e f e r y d u t
s the systemaitcally devian t srtucture screated by the learners.
r e v e w o
H ,t her esearche rdoe snotanalyseal lsystemaitcally devian tsrtucture sbu t
n o s e s u c o f y l n o r e h c r a e s e r e h
t the systemaitcally devian tsrtucture so fsubject
-d n a t n e m e e r g a b r e
il l E o t g n i d r o c c
A sandBarkhuizen( 2005) ,“erroranalysi sconsist so fase t
” s r o r r e r e n r a e l g n i n i a l p x e d n a g n i b ir c s e d , g n i y fi t n e d i r o f s e r u d e c o r p f
o (p .51) .
s e s u r e h c r a e s e r e h
T thi sdeifniiton to deifne error analysi sin thi sstudy .In thi s
r o r r e , y d u t
s analysi srefers t o an attemptt o provide data abou tthe t ype sand t he
s e s u a
c o f subject-verb agreemen tand tenses errors occurirng in the learners ’
s e c n a r e tt
u .
.
2 Subject-verbAgreementErrors
n o d e s a
B Qurik ,Greenbaum ,Leech and Svatrvik (1985) “concord (also
p i h s n o it a l e r e h t s a d e n if e d e b n a c ) 't n e m e e r g a' d e m r e
t between t wo grammaitca l
r a l u c it r a p a s y a l p s i d m e h t f o e n o t a h t h c u s s ti n
u feature(egpluraltiy)t hataccord s
)t i c il p m i y ll a c it n a m e s r o ( d e y a l p s i d a h ti
w featurei nt heothe.r” (p.755). Fromt he
t a h t s e c u d e d r e h c r a e s e r e h t , n o it i n if e
d subject-verb agreemen tmeans t he accord
n e e w t e
b the subjec tand the verb .Meanwhlie, according to Norirsh (1983), the
n o it a i v e d c it a m e t s y s e h t s i r o r r
e .Therefore, i n t hi sstudy ,subje -ctverbagreemen t
r e f e r s r o r r
e tothes ystemaitcviolaiton soft her ules ins ubject-verbagreement .
.
3 TensesErrors
g n i d u l c n i s t c e p s a y n a m s n i a t n o c r a m m a r
G tenses .Howeve,r i nt hi sstudy ,
s e s n e
t refer ot simple past t ense .Simple past t ense consist so frules t o apply i n
. t x e t n o c t s a p e l p m i s g n i n i a t n o c e c n e t n e s d o o g a g n i m r o
f Meanwh lie, based on
) 3 8 9 1 ( h s ir r o
N ,theerrors aresystemaitcallydevian tsrtuctures ,whicharecreated
. r e n r a e l a y
b Becauseoft hat ,tenseserrorsi nt hi sstudyr efert o thesystemaitcally
d e ri u q e r n r e tt a p e h t g n it a l o i v s r o r r e t n a i v e
d to create a correc t simple pas t
e c n e t n e
8
.
4 U tterances
d r o w e h t , h s il g n E y a d y r e v e n i “ , ) 5 9 9 1 ( s n o y L n o d e s a
B utterance si
. ) 4 3 . p ( ” e g a u g n a l n e k o p s o t r e f e r o t d e s u y ll a r e n e
g Meanwhlie ,according to
y tr a h c c a M d n a r e tr a
C (2006) ,utterance refer sto the complete communicaitve
s d r o w e l g n i s s a h c u s s ti n
u ,phrases ,clause sandclause scombinaiton sspokeni na
t x e t n o
c . Howeve,r utterances in thi sstudy refer only t o sentences produced in
. g n i k a e p
s According to Luoma (2004) , speaking consist s o f planned and
g n i k a e p s , y d u t s s i h t n I . h c e e p s d e n n a l p n
u focuse son planned speech which the
e s r a e h e r y l b i s s o p d n a d e r a p e r p e v a h s r e k a e p
s dt hei rpresentaitoni nadvanceort he
e h t d e r e t s a m e v a h s r e k a e p
s topics they deilver. tI i smoslty found in speeches ,
a t n e s e r p e c n e r e f n o c , s e r u t c e
l iton sand exper tdiscussions .However, i n t hi sstudy
n o s e s u c o f y l n o r e h c r a e s e r e h
t theindividua land group presentaitons .Therefore ,
e c n a r e tt u e h
t s analysed in t hi sstudy a re theutterances produced i n the students ’
s e h c e e p s d e n n a l
p especiallyi ntheindividua landgrouppresentaitons .
.
5 Fourth Semester Student s o f Engilsh Language Educa iton Study m a r g o r P , y d u t s s i h t n
I the fou trh semeste r student s o f the Engilsh Language
s t n e d u t s e h t o t r e f e r m a r g o r P y d u t S n o it a c u d
E w hohaves tudiedEngilshf o rabou t
s r a e y o w
t . However , the researche r only focuse s on the speaking aspect .
s t n e d u t s e h t , e r o f e r e h
T menitoned in t hi sstudy are t hestudent swho mus thave
s s a l c 1 ) S L C ( g n i k a e p S d n a g n i n e t s i L l a c it ir C d n a 2 g n i k a e p s , 1 g n i k a e p s n e k a
t e .s
h
T e student sare those who deilve rindividua lo rgroup presentaitons in C iritca l
s s a l c 2 ) S L C ( g n i k a e p S d n a g n i n e t s i
L . Based on Panduan Akademik Pendidikan
s i r g g n I a s a h a
n o it c e lf e r d n a e s n o p s e r l a c it ir c l a r o e v i g o t e l b a e b o t d e t c e p x e e r a s t n e d u t
s based
0 1
I I R E T P A H C
F O W E I V E
R RELATEDLITERATURE
, s tr a p n i a m o w t f o s t s i s n o c r e t p a h c s i h
T namely thetheoreitca ldescirpiton ,
tr a p t s ri f e h T . k r o w e m a r f l a c it e r o e h t d n
a the theoreitca ldesc irpiton ,discusse s e
m o
s theo ire srelated to thi sstudy. Meanwh lie ,al lmajor relevan ttheo ires are d
e ll a c t r a p d n o c e s e h t n i d e z i s e h t n y s d n a d e z ir a m m u
s thetheoreitcalf ramework . t
a h t s e ir o e h t e h t e r a e s o h
T suppo trther esearchert oconductt hestudy i n ordert o m
e l b o r p h c r a e s e r e h t e v l o
s s. I nt hi spar,t t her esearcherr elates et h theo ire st o the m
e l b o r p h c r a e s e
r s .
.
A Theoreitca lDescrip iton
e h t , n o it c e s s i h t f o t r a p t s ri f e h t n
I researcher discusse sgrammar .The tr
a p d n o c e
s present sthe rules in simple pas ttense .Meanwhlie ,the rules fo t
c e j b u
s -verb agreemen ta re desc irbed in the thrid patr .In the fou trh patr ,the r
e h c r a e s e
r discussest het heo iresi ns peaking .Meanwhlie,t het heo ire sabou terror s e
r
a elucidatedint he iftfhpatr . .
1 Grammar
s i r a m m a r g “ ) 6 9 9 1 ( n a w S n o d e s a
B the rule stha tsay how word sare ,
d e n i b m o
c arranged and changed to show dfiferen t meanings” (p . xx ii)i. s
t c e p s a o w t s e d u l c n i r a m m a r g , ) 6 9 9 1 ( k c o L o t g n i d r o c c
A , namely the
. s d r o w f o e r u t c u rt s l a n r e t n i e h t d n a s d r o w f o t n e m e g n a r r
a Reviewing those
r e h c r a e s e r e h t , s e ir o e h
t considers tha tthe deifniiton proposed by Lock i sbette r n
o it i n if e d e h t n a h
n O . s d r o w f o e r u t c u rt s l a n r e t n i e h t g n i n r e c n o c t u o h ti w s d r o w f o t n e m e g n a r r a e h t
s g n i h t h t o b s e s s u c s i d k c o L , y r a rt n o c e h
t , namely the arrangemen to fword sa nd e
h
t interna lsrtucture o fwords .Therefore ,the researche rprefer sto use Lock’ s y
r o e h
t fort hedeifniitonofgrammar .
s d r o w e h t w o h n i d e t s e r e t n i e b y a m e w , ) 6 9 9 1 ( k c o L n o d e s a
B are
e n i b m o
c d tof ormameaningfuls entence .Thi saspec to fgrammari susuallycalled s
u c o f y a m o s l a e w , s e d i s e B . x a t n y
s on the interna lsrtucture o fthe word .s Fo r s
a h c u s e c n e t n e s a n i , e l p m a x e
l a e m a g n i v a h r e tf a s e h s i d e h t d e h s a w e h S ] 1 [
, ] 1 [ e c n e t n e s g n i s y l a n
A w e may bei nterested i n t heinterna lsrtucture o f e
h
t wordwashed.I nf ac,tt hewordwashedcanbedividedi ntot wopatr s– wash + d
e .Besides ,sentence ][ 1 can beanalysed by l ooking at t hesyntax which usually o
c ncern sthe sentence srtucture. Deailng wtih the sentence srtucture ,minimum s
t n e m e ri u q e
r aret hei mpo tran taspects to consideri n composing agrammaitcally t
c e r r o
c sentence .Hence, i n analysing t hesentencesrtucture ,wemay concern the minimum requ riement sconsisti ng o fconcord , ifntie verbs ,tenses ,verb groups ,
. g n il l e p s d n a n o it a u t c n u p , s e l c it r
a Meanwhlie, in thi sstudy ,the focu so fthe s
t n e m e ri u q e r m u m i n i m f o s t c e p s a o w t n o s i s i s y l a n
a , namely tense sand subject -t
n e m e e r g a b r e
v .Fu trhermore,t heaspec toft ense sdiscussedi sonlyons implepas t .
e s n e
t Forf u trheri nformaitonont heminimumr equriement ,ss eeappendixg .
.
2 SimplePas tTense
r o g n i k a e p s f o t n e m o m e h t e r o f e b e m it a s i t s a p “ , ) 6 9 9 1 ( k c o L n o d e s a B ” g n it ir
2 1 ,
y lt n e c e r , e r o f e
b and previously .According to Swan (1996) ,there are some
s n e t t s a p e l p m i s f o s n o it c n u
f e .Theyareasf ollows . .
a Weuset he simplepastt enset o t alk abou tmany kind so fpas tevents: shor,t s
n o it c a d e h s i n if y l k c i u
q and happenings ,longe r stiuaitons , and repeated s
t n e v e .
] 2
[ Pete rbrokeawindowl as tnigh.t ]
3
[ Is pen tal lmychlidhoodi nScoltand. .
b Thes implepasti scommoni ns tory-telilngandwhenwearet elilngpeople t
u o b
a pas tevent .s ]
4
[ Oneday t heP irnces sdecided t ha tshed tid n o ilkestaying a thomeall ,
y a
d sos het oldherf athert hats hewantedt oge taj ob... .
c Thes implepasti so tfenusedwtihr eferencest o ifnishedpeirod sand .
e m it f o s t n e m o m
] 5
[ Is awJ ohnyesterdaymorning .Het oldme…
.
3 Subject-verbAgreement
n o d e s a
B Qurik e ta.l (1997) ,“Concord (also t ermed a'greemen't )can be p
i h s n o it a l e r e h t s a d e n if e
d between t wo grammaitca lunti ssuch t ha toneoft hem r
a l u c it r a p a s y a l p s i
d feature (eg pluraltiy )t hat accord swtih a displayed (o r )t
i c il p m i y ll a c it n a m e
s featurei nt heothe .r”( p.755) .Therule sareasf ollows . .
a As ingulars ubjectr equ rie sas ingula rverb . 6
[ ]My daughte r watche s television atfe rsupper . (singula r subjec t+ b
r e v r a l u g n i
.
b Apluralsubjectr equ rie saplura lverb. 7
[ ]My daughter swatch television atfe rsupper .(plura lsubjec t+ plura l b
r e v ) .
c Whent hesubjecti sr eailzedbyanounphrase,t hephrasecount sassingulari f r
a l u g n i s s i d a e h s
ti .
8
[ ]Thechangeinmaleatttiude si smos tobviousi ni ndusrty. 9
[ ]Thechange sinmaleatttiudes aremos tobviousi ni ndusrty. .
d Fin tieandnon ifntieclause sgenerallycoun tass ingular. 0
1
[ ]Howyougott heredoes tn o concernme. 1
1
[ ]To rteatt hema shostage si scirmina.l 2
1
[ ]Smokingcigarette si sdangeroust oyou rheatlh. .
e Preposiitona lphrase sandadverbsf uncitoningass ubjec talsocountass ingular 3
1
[ ]Int heevening si sbestf o rme . 4
1
[ ]Slowlydoe si !t
.f Anapparen texcepitonf o rclausesi st henominalr elaitveclause . l
a n i m o
N relaitveclause sareont hecon itnuumf romclauset onounphrase. f o n o it a t e r p r e t n i e h t n o s d n e p e d r e b m u n r i e h t , d r o c n o c f o e s o p r u p e h t r o
F the
h w e h t f o r e b m u
n -element .Wtih t hedeterminer swha tandwhatever ,t heconcord e
h t n o s d n e p e
d numbe roft hedeterminednoun .Conrtast[ 17 ]and[ 1 ] 8 below: 5
1
[ ]Wha tweresupposed t o benew proposal swerein f actmodiifcaiton s s
e n o r e il r a e f o
6 1
[ ]Wha twa sonceapalacei snowaplieofr ubble . 7
1
4 1
8 1
[ ]Whati dea sheha sarehi swfi 'e .s .
g Averbcount sass ingula rfit hef ris tverbi na ifn tieverbphraseha sasingula r m
r o f .
9 1
[ ]Mys onhasnoi ntenitonofs pendingavacaitonwtihme. 0
2
[ ]Mys on shavenoi ntenitonofs pendingavacaitonwtihme. .
h Theappilcaitonoft hegeneralr ulei sr est irctedi ns evera lgeneralr espects. b
r e v e h t r o f t p e c x E ) 1
( be,t heverb show sadisitnciton o fnumbe ronly i n the3rd n
i d r o c n o c w o h s t o n s e o d y ll a r e n e g b r e v e h t , e c n e H . t n e s e r p n o s r e
p thepas:t
2
[ 1 ]Mydaughterwatchedtelevisionatfers uppe.r 2
[ 2 ]Mydaughterswatchedtelevisionatfers uppe.r b
r e v e h
T bedisplay sconcordalsoi nt he3rdpersonpas:t 2
[ 3 ]Mydaughte rwa swatchingt elevisioni nmybedroom. 2
[ 4 ]Mydaughter swerewatchingt elevisioni nmybedroom.
,s b r e v e ti n if n o N . e v it a c i d n i e h t n i y l n o d e y a l p s i d s i d r o c n o c r e b m u N ) 2 (
.s n o it c n it s i d r e b m u n o n e k a m s e v it c n u j b u s d n a , s e v it a r e p m i
: s n o it c n it s i d r e b m u n o n e k a m s e ir a il i x u a l a d o M ) 3 (
2
[ 5 ]Mydaughte rmaywatcht elevisionatfers uppe.r 2
[ 6 ]Mydaughtersmaywatcht elevisionatfers uppe .r e
c l e C , s e d i s e
B -Murcia da n Larsen-Freeman (1999 )also proposerule sfo r s
e s a c e m o s e l b u o rt y lt n e t s i s r e
p ins ubject-verbagreement .Theyareasf o llows . .
a Co llecitve noun s may take etihe r a singula r o r plura l verb in lfeciton g
n i n a e m e h t n o g n i d n e p e
d .
2
[ 82 ]Ours choolt eamhavewonal lti sgame .s( Individualt eammembers) .
b Some common and prope rnoun sending in –s ,including –ics noun sand r a l u g n i s a e k a t d n a y ti t n e e l g n i s a f o d e v i e c n o c s y a w l a e r a , s e s a e s i d n i a tr e c
. n o it c e lf n i b r e v
[ 92 ]Physicsi sadfi ifcul tobjec.t .
c Tilte so fbooks ,plays ,operas ,flims ,and such works take the singula rverb f
n
i lecitonevenwhent heyareplurali nf orm. 3
[ 0 ]ThePriate so fCarirbeani smyf avourtief lim . .
d Noun soccurirngi nset soft wot aket hesingula rwhen t henounpai ri spresen t n
e h w l a r u l p e h t e k a t t u
b pai ri sabsent . 3
[ 1 ]Apai ro frtousersi sont hes ofa. 3
[ 2 ]Theses hoe sneednewheels . .
e Anumbe ro fnormallyt akest heplural ,whliethenumbe rtakest hes ingula.r 3
[ 3 ]Anumbe rofs tudent shavedroppedt ha tcourse. 3
[ 4 ]Thenumbe rofs tudentsi nt hiss chooli s2,000 .
.f Fraciton sand percentage stake a singula rverb in lfeciton when modfiying a . n u o n l a r u l p a y fi d o m y e h t n e h w n o it c e lf n i b r e v l a r u l p e h t d n a n u o n t n u o c n o n
3
[ 5 ]Onehal foft het oxicwasteha sescaped. 3
[ 6 ]Twot hrid soft hes tudent sares aitsifedwtiht heclas .s .
g Thenoun smajortiyandminortiyareva irouslydescirbeda ssingular ,plura lo r .s
tl u s n o c e n o r a m m a r g e c n e r e f e r h c i h w n o g n i d n e p e d , e v it c e ll o c )
1 An absrtac to rgeneirc meaning tha trefer sto supe irortiy o fnumbers ;the r
o n a m u h e b n a c e c n e r e f e
6 1
3
[ 7 ]Thegrea tmajortiyi shelples .s )
2 As peciifcmeaningwhereoneoft woo rmores et sha sanumeirca lpluraltiyo r .l
a r u l p r o r a l u g n i s r e h ti e n a c y ti r o ir e f n i l a c ir e m u n
[ 83 ]Themajortiywas/weredeterminedt opres stist/hei rvictory . )
3 A speciifc meaning where mos t(majortiy )or l ess t han hal f(minortiy )o fan .l
a r u l p e b d l u o h s y e h T . o t d e r r e f e r g n i e b s i s n o s r e p f o t e s ti c il p x e
[ 93 ]Amajortiyo fmyf irend sadvise ti . .
h Plura luni tword so fdistance ,money and itme take singula rverb in lfeciton d
e il p m i s i y ti t n e e n o n e h
w bu ta plura lverb in lfeciton when more than one .t
c e j b u s e h t n i d e d o c n e s i y ti t n e
4
[ 0 ]1,000mliesi sal ongdistance. 4
[ 1 ]2do llar sareont het able .
.i Artihmeitca loperaitons( add,s ub rtact ,muitplyanddivide)t aket hes ingula.r 4
[ 2 ]Oneplu soneequalst wo.
.j The quanit ifer sal l(of) ,a l o tof ,lot sof ,and plenty of take t hesingula rverb b
r e v l a r u l p t u b t n u o c n o n s i n u o n d a e h t c e j b u s e h t fi t n e m e e r g
a agreement i f
.l a r u l p s i n u o n d a e h t c e j b u s e h t
4
[ 3 ]Al o to fnonsensewa spubilshedaboutt hei nciden.t 4
[ 4 ]Al o to fpeoplewerepresen twheni thappened .
.
4 Speaking
m o r f d e e c o r p o t n e e s e r a s r e n r a e l “ , l a r e n e g n i ,) 4 0 0 2 ( a m o u L o t g n i d r o c c A
d n a e r o m g n i w o n
k more ,from using simple srtucture to using more complex ”
ll a t a y n a f i w e f g n i k a m o t s r o r r e y n a m g n i k a m m o r f d n a , s e n
g n ir e d i s n o
C the theory ,i tcan be inferred tha tmany learner smake error sin g n i k a e p
s . Error sare o tfen found in speaking ,atlhough the gramma rin spoken e g a u g n a
l i ssimplert hant hegrammari nw irttenl anguage . tIi sstated i n Luoma’ s . y r o e h
t Accordingt oLuoma( 2004) ,“thegramma roft hesestirng sofi deaun tisi s t n e d n e p e d d n a s e c n e t n e s g n o l s ti h ti w e g a u g n a l n e tt ir w e h t f o t a h t n a h t r e l p m i s s e s u a l c e t a n i d r o b u s d n
a ” (sic )(p .12).
e n o n e tt ir w e h t n a h t r e l p m i s s i h s il g n E n e k o p s f o r a m m a r g e h t h g u o h tl A t I .t c e p s a t n a tr o p m i n a s a d e r e d i s n o c s i n o it a c i n u m m o c n i r a m m a r g g n ir e t s a m t u b , ) 9 9 9 1 ( n a n u N y b d e t a t s s
i “one need sto know how to aritculate sound sin a e n e n o , r e n n a m e l b i s n e h e r p m o
c ed sanadequatevocabulary ,andoneneedst ohave ” x a t n y s f o y r e t s a
m .( p 226) . I tmeanst ha tan aspec ta l earne rshould master i n g n i d u l c n i e c n e t e p m o c e v it a c i n u m m o
c producing utterances i ssyntax containing e c n e t n e s a f o e r u t c u rt s e h
t stated in grammar .Thi sstatemen ti salso stated by d e k c a rt n e tf o s i s s e r g o r p ’ s r e n r a e l e g a u g n a l d n o c e s d n a t s ri f h t o b “ , ) 4 0 0 2 ( a m o u L m a r g e h t o t g n i d r o c c
a maitca l form s they can produce accurately” (p . 11) . n i t n a tr o p m i d e r e d i s n o c s i r a m m a r g , e r o f e r e h
T deilveirng u tterances atlhough i t n i r e v il e d l li
w a simpleway . o t g n i d r o c c
A Nunan (1999) ,an aspec tconsidered i n speaking f or second s r e n r a e l e g a u g n a
l i swhether thei rutterances ea r planned o rspontaneous .Luoma o s l a ) 4 0 0 2
( proposes the same opinion . Based on Luoma (2004) , speaking . h c e e p s d e n n a l p n u d n a d e n n a l p f o s t s i s n o
c Planned speech consist so fspeech, n o it a t n e s e r
p , lecture ,conferencepresentaiton na dexper tdiscussion .Accordingt o ) 9 7 9 1 ( s h c
8 1
y e h t s n o i n i p o d n a s t n i o p r e v il e d y e h t r o s n o it a t n e s e r p r i e h t d e r a p e r p e v a h y a m
. d e r e t s a m y ll a e r e v a
h Inplanneds peech,t hegramma rusedi ss implert hantheone g
n it ir w n
i becauset he speaker shavet o maket he ilstener sunderstand what t hey k
l a
t in rea l itme. Meanwhlie ,unplanned speech i sa kind o fspeaking acitvtiy i n t
n e m o m e h t f o r u p s e h t n o s k a e p s n o s r e p e h t h c i h
w andmosltyoccursi nr eaciton s
r e k a e p s r e h t o o
t .Unplanned speech consist so fconversaiton sbetween speaker s f
n i n e p p a h y a m t a h
t orma lori nformals tiuaiton .
.
5 Errors
r e h c r a e s e r e h t ,t r a p s i h t n
I clair ifesthedeifniitono ferror ,st ype so ferrors , s
r o r r e l a c it a m m a r g f o s e p y
t ,cause so ferror sand how to dfiferenitate between .
s e k a t s i m d n a s r o r r e
.
a De ifniitono fErrors
o t g n i d r o c c
A Nor irsh (1983) ,error sare any devian tforms made by the s
r e n r a e
l .Besides ,basedonCorder( 1971 )a sctied ni Elil sandBarkhuizen( 2005) , .
) 6 5 . p ( ” e d o c e h t f o e l u r e h t f o h c a e r b a s a d e n if e d e b n a c r o r r e n a
“ Hence ,
t n a i v e d y n a e r a s r o r r e l a c it a m m a r
g srtuctures in grammaitca lform which are .
r e n r a e l a y b d e t a e r c
.
b Type so fErrors
According t o Norirsh (1983) ,error sconsis toft hreedfiferent t ypes .They .
s w o ll o f s a e r a
)
1 TheError
t c e lf e r r o r r e e h t “ , ) 7 9 9 1 ( s il l E o t g n i d r o c c
A s gap s in a learner’ s
) 3 8 9 1 ( h s ir r o
N hast hesameopinion i n which he says t haterrori sasystemaitc .
n o it a i v e d
)
2 TheMistake n o d e s a
B Norirsh ( 1983), t hemistakehappen swhen al earne rha sgott he n i n r e tt a p t a h t s e s u y lt n e t s i s n o c n i e h t u b n r e tt a p r a l u c it r a p t a h t n o e g d e l w o n k
s e s u e h t x e t n o c e m a s e h t r o f s e m it e m o s d n a n r e tt a p t a h t s e s u e h s e m it e m o s h c i h w
. n r e tt a p r e h t o e h t
)
3 TheLapse o t g n i d r o c c
A Norirsh ( 1983), t hist ypeo ferror scan happen any itmeand f o k c a l s a h c u s s r o t c a f y n a m f o e s u a c e b r u c c o n a c e s p a l e h T . e n o y n a o t
n tr o h s , n o it a rt n e c n o
c es so fmemoryo rfaitgue .Therei snocleari ndicaitonont he e
h t e h w r e n r a e l e h t f o d n u o r g k c a b e g d e l w o n
k rhehasl earntt hepattern ,heha sno t .
g n i n r a e l f o s s e c o r p e h t n i s i e h r o n r e tt a p e h t t n r a e
l The l apse i squtie dfiferen t m
o r
f theerro rand mistake becausei tcan beproduced by both second l anguage .
s r e k a e p s e v it a n d n a s r e n r a e
l Based on Norirsh (1983) ,“naitve speaker ssuffe r a s a w e l p m a x e t n e c e r a ; e g a u g n a l e h t f o s r e n r a e l s a y a w e m a s e h t n i s e s p a l
e s e r
p nte ro fBBC’ sRadio 4 who said chieving to astrive ni stead o fst irving to e
v e i h c
a ”(p .8) . .
c Type so fGramma itca lErrors
n o d e s a
B Dulay , Bur t and Krashen (1982) , grammaitca l error s are o
t n i d e if i s s a l
0 2
)
1 SimpleAddiiton o t g n i d r o c c
A Dulay ,Bur tand Krashen (1982) ,“simpleaddiitoni st heuse ll
e w a n i r a e p p a t o n d l u o h s h c i h w m e ti n a f
o -formedutterance” (p .158) .Fromt he e
h t t a h t s e d u l c n o c r e h c r a e s e r e h t , n o it i n if e
d learner eu s s two dfiferen t ilnguisitc m
e
ti s toaword .I tcanbef oundoutf romt heexamplebelow. [45] *Somestudent sdoes no tunderstandt hemateiral .
[ e c n e t n e s m o r
F 45,] t hel earne rproduces simple addiiton error sin which e
h put sa ilnguisitc tiem, namely thrid person singula r– sfo rthe the verb .The b
r e v d n a t c e j b u s e h t n e e w t e b t n e m e e r g a e h t w o h s d l u o h s e c n e t n e
s in which both
n i e r a m e h t f
o plural form . The sentence should be S eo m students od no t l
a ir e t a m e h t d n a t s r e d n
u .
)
2 Omission
s i n o i s s i m o , ) 7 9 9 1 ( s il l E o t g n i d r o c c
A leavingou tan tiemt hati sr equried . e
h t , n o it i n if e d e h t m o r
F researcherconcludest hatt helearner od se no tpu tan tiem d
e d e e
n int hes entence .I tcanbef oundi nsentence[ 46] . [ 6] *4 Hef ree
Sentence [ 6] s4 i na example o fthe sentence containing omission .The e
c n e t n e
s lacksauxiilaryverb.I tcanbet heauxiilaryverbis ,was ,ha sbeen ,o rhad n
e e
b dependingont hecontex.t )
3 M si formaiton o t g n i d r o c c
e h t , n o it i n if e
d researcherinferst hatt helearnercompose sasentencewtihawrong m
r o
f .Fo rexample ,themisinformaitoncanbefoundfroms entence[47]. [47] * I od myhomeworkyesterday
nI sentence [47 ,] t he learner use sthe wrong grammaitca lpattern fo r t
s a p e l p m i
s tense .The l earnershould usetheverb did rathert han do .Therefore , heproduce smisinformaitonerror sinwhichheputst hepresentformo fverbi nt he
t s a p e l p m i
s sentence. )
4 Misordeirng
n a n i s d r o w e h t g n it t u p s i g n ir e d r o s i m “ , ) 7 9 9 1 ( s il l E o t g n i d r o c c A
” r e d r o g n o r w e h t n i e c n a r e tt
u (p .18). Fo rexample ,i toccursi nthewrongorde ro f n
u o n e h
t phrase insentence[ 48]. [ 84 ] *Il ostt hecovert hebook
[ e c n e t n e s t s a p e l p m i s e h t m o r
F 48 ,]i tcanbeanalysedthatt heorde roft he n
u o
n phrase for t heobject i sincorrect .The word book should bepu tbefore t he d
r o
w cove rbecause ti modiifest heword cover. Thesentenceshould beIl ostt he r
e v o c k o o
b .Based on Elil s(1997) ,“the mos tcommon grammaitca lcategory o f .
) 8 1 . p ( ” e s n e t t s a p s i r o r r e
.
d Cause so fErrors
h s ir r o N o t g n i d r o c c
A (1983) , the cause s o f error s are fris t language ,
n o it a l s n a rt , e c n e r e f r e t n
i genera l orde r o f dfiifcutly , over-generailzaiton , l
a ir e t a m d n a s e l u r f o n o it a c il p p a e t e l p m o c n
i -induced error .s Meanwhlie , according t o Richard s(1974) ,errors t hat t he l earner sproducearei n lfuenced by
s a h c u s s r o t c a f y n a
2 2 , y ti l a d o m , e g a , n o it a u ti
s o -ver generailzaiton , ignorance o f rule restircitons , s e l u r f o n o it a c il p p a e t e l p m o c n
i and false concept shypothesized .The researcher s a d e r e d i s n o c s r o t c a f e m o s s ti m o o s l a d n a s tr e p x e h t o b f o y r o e h t e h t s e n i b m o c g n i n i b m o c y b , e r o f e r e h T . s r o t c a f y r a s s e c e n n
u those factor , the researche r s r o t c a f e h t d e r e d i s n o
c in lfuencingl earners ’error sareasf ollows .
