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GRADUATE STUDENTS’ SYNTACTICAL ERRORS IN WRITING

THESIS

A THESIS

Submitted to Partial Fulfillment of the Requirements For the Degree of Sarjana Sastra

By:

HANNA MEILINDA RODEARNI SINAGA

Reg. Number: 209220017

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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DECLARATION

The writer states that this thesis is truly her own work. It does not incorporate any materials previously written or published by another person except those indicated in quotations and references. Due to this fact, she is only person responsible if there is any objection or claims from others.

Medan, August 2013

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ABSTRACT

Sinaga, Hanna Meilinda R. 2013. Graduate Students’ Syntactical Errors in Writing Thesis. A Thesis. English and Literature Department. Faculty of Languages and Arts. State University of Medan.

This study deals with the graduate students’ syntactical errors in writing thesis. This study uses a qualitative design in which the data are taken from the sentences of thesis. The data are collected and described using surface strategy taxonomy proposed by Dulay, Burt, and Krashen. The errors found are classified into syntactical errors based on Politzer and Romirez’ model as a guideline. The researcher applies randomly technique to get a representative sample; there are 6 theses as the sample. The analysis found that there are four types of syntactical errors which used; they are Omision 156, Addition 46, Misformation 114 and Misordering 19. So, the most dominant type of syntactical errors made in graduate

students’ thesis is omission. It is hoped that the result of this study is useful to everyone who wants to study about syntactical errors.

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ACKNOWLEDGEMENT

The great thankfulness, praises and glories to God Almighty for loving and

blessing the writer during the completion of this thesis. This thesis is aimed to

fulfilling one of the requirements for degree of Sarjana Sastra at the English

Department of Faculty Language and Arts, State University of Medan.

During this process of completing this thesis, the writer has worked with a

great number of people, through their guidance, suggestion, comment for which

the writer would like to extend her sincere and special thanks to:

Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of Medan.

Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Language and Arts, Vice Dean I, II, and III, and all the administrative staff.

Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Rika, S. Pd., M.Hum., as Secretary of English Department, Dra. Meisuri, M.A., as the Head of English Literature Department and Dra. Masitowarni, M.Ed., as the Head of English Education Department.

 Deepest appreciation is dedicated to the writer’s thesis advisor, Prof. Dr. Lince Sihombing, M.Pd., who also acts as a mother in giving the writer guidance, comment, support and advice. So that the writer has got greatly

improvement in her thesis writing and Prof. Dr. Busmin Gurning,

M.Pd., as the academic advisor thanks for the advice and comment and all the lectures throughout her academic years at the State University of

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 A deepest love, appreciation and gratitude is addressed to the writer’s

beloved parents, L. Sinaga as her father, and D. Sipayung as her mother

who always give love, pray, spirit moreover financial support for the

writer. The same thankfullness is also adressed to her beloved brothers

Andy Sinaga and Albert Sinaga for the endless love and prays.

Thanks is also presented to her best friend Chandro Libra G for the

kindness, pray, support, care, jokes and all the times he shares with the

writer.

Thanks is also to her beloved cell group Amazing Grace (AgRa) K’ Mory,

Anita, Harna, Lisa, Sartika, Faris, Rgg

Thanks to all sisters at boarding house Beauty Puri K’ Epri, K’ Mega, K’

Happy, Tari, Astria, and Roma for their pray and support for the writer.

 Thanks is also given to all her classmate in Applied Linguistics 2009 class

A/B, and those whose name can not be mentioned one by one. May God

bless you all. Thank you.

Medan, August 2013 The Writer

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D. The Techniques of Collecting Data ... 26

E. The Techniques of Analyzing Data ... 27

CHAPTER IV DATA AND DATA ANALYSIS ... 28

A. Data ... 28

B. The Data Analysis ... 29

C. Findings ... 37

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2. Description of Errors ... 38

3. Classification of Errors ... 38

CHAPTER V CONCLUSION AND SUGGESTION ... 43

A. Conclusions ... 43

B. Suggestions ... 44

REFERENCES ...45

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LIST OF APPENDICES

Page Appendix I. The Analysis of Syntactical Errors...47

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CHAPTER I

INTRODUCTION

A. The Background of Study

Making errors is the most natural thing in the world and it is evidently attached to the human being. It is usually be a necessary part of learning moreover

in English learning process. Human learning is fundamentally a process that

involves the making of mistakes, misjudgments, miscalculations, and erroneous. It

is not only errors but also mistakes. In order to analyze learner‟s language in an

appropriate perspective, it‟s crucial to make a distinction between mistakes and

errors, which technically are two very different phenomena.

According to James, “A mistake refers to a performance error that is either a

random guess or a slip in that”. It is a failure to utilize a known system correctly.

An error, a noticeable deviation from the adult grammar of a native speaker,

reflects the competence of the learners.

English learners who ask, “John cans sing”. It‟s all in likelihood reflecting a

competence level, in which all verbs required s for the third person in the present

tense, but it is an overtly idiosyncratic sentence and it can be called an error that

reveals a portion of the learning competence in the target language.

Learning a foreign language like English, of course, takes times. English as

an International language is not new for Indonesian students because it is a

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However, there are many students who still can‟t use English well. In practice,

students are still making errors when they are using English especially in written

forms. Focuses on learning packages aimed at students who are learning English

as foreign language, these errors made can be caused by their carelessness about

using a good structural or they are in a rush. This learning can be as evaluation of

materials for learners, awareness of the needs of teachers in terms of teaching

trainning (Taylor, 2002: 306).

Writing is the production of the written word in the form of text and it must

be read and comprehended in order to communicate. Writing is as the reflection of

the language users‟ cultural background. When students are writing, they express

what are on their minds and feel. Writing is not an easy thing to do. It needs some

guidances such consulting with dictionaries in choosing the appropriate words to

be written; books of grammar in avoiding the erroneous of structural; or

consulting with the people who are expert in grammar.

Error, it is often found in writing thesis as the final assignment for students‟

college. Students‟ mastery in Indonesia and English is not same proportion. It can

be that Indonesian students who are learning English are affected by Indonesia

ways of thinking. These errors can be recognized by syntactic means. These are

perhaps here that the native-language modeling which is described by Catt (1988)

might be effective. The range of possibilities goes from several dozen rules to an

extensive system of English grammar modeling.

In writing, students are expected to concern about grammatical structure

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another effectively and fluently without worrying grammatical relations such as

about agreement or tense shifting.

Based observation that is often seen by the writer in Faculty of Language at

State University of Medan, from the whole theses it is found that there are some

syntactical errors in writing thesis. The thesis, of course, the thesis which is

written in English. They belong to graduate students‟ theses – Applied Linguistics

and English Department. The researcher chooses graduate students‟ thesis to be

analyzed because it is the final work which is as product of their writing skill as

well as their skill in constructing sentence well. The researcher believes that the

students who learn syntax study have to write sentence well, but the fact shows

that their thesis have errors in the sentence construction. Syntactical error is a

confusion in part of speech. Some of the errors are difficult to categorize

unambiguously, however an error in word meaning may be caused by ignorance

of just one word, but it effects are sometimes global: that is the entire sentence

may be affected in unpredictable ways (Ruth Sanders, 1987).

1. Human beings known as a novelist, dramatist or short story writers have

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errors of the examples given is sentence (1) The error is in omission that is

omission in verb phrase, which is in „be‟ and transformation in passive voice

pattern, then the correct sentence must be “Human beings are known as a novelist,

dramatist or short story writers have created literary works”. Syntactic error in (2)

is misorder, and then the correct sentence must be “To obtain the validity of the

test of the following correlation product moment is used by person”. Sentence (3)

is addition of„s‟ in singular nouns. There is an addition of the unimportant object

when it is in numeralization. The correct sentence must be “Subject and auxiliary

verb are regularly ordered to indicate whether a sentence is in the interrogative

form”.

From this observation, the writer is interested to take this problem so that

from the errors analyzed, it can improve the students‟ knowledge of mastering

grammar in writing. The writer assumes that this study becomes a useful research

and makes students understand about grammar.

B. The Problems of Study

Based on explanations above, the problems of the study are formulated as

following:

1. What are the types of the graduate students‟ syntactical errors in writing

thesis?

2. What are the dominant types of the graduate students‟ syntactical errors in

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Theoretically, the result of the research can be a reference for those who want to

conduct a research in Error Analysis especially in analyzing writing. Practically,

the writer hopes that this study will be useful for:

1. The students, to enrich their knowledge and understanding in identifying

the types of errors and to avoid making the errors over and over.

2. The other researchers, to enrich their knowledge about errors. It will give

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer presents the conclusions and suggestions dealing

with the data analysis of the research.

A. Conclusions

Based on the data analysis that has been presented in the previous chapter,

the writer concludes this study based on the problem of the study. They can be

seen as follows:

1. All types of syntactical errors are available on that thesis analysis. Based

on the surface strategy taxonomy analysis, the result of the analysis shows

that the total number of errors in syntax is 387. They are 156 sentences

errors of omission, 46 sentences errors of addition, 114 sentences errors of

misformation, 19 sentences errors of misorder and 52 sentences errors of

transformation.

2. The most dominant type of syntactical error in the six theses is omission

type. Within the errors of omission, omission of third singular inflection to

show the agreement of subject. The errors found show the students often

make errors in forming verb (agreement of subject and verb) in sentences.

3. the errors found are small but significant

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B. Suggestions

Based on the significances of the study, this study aims to give benefit contribution as the following:

1. Students, this study will give new information that will be useful for their

learning process of syntax field. They also know what aspect in grammar

which is difficult for them, so they can improve their studying. .

2. Researchers who are interested in the same research to study

and analyze the syntax field deeply. The writer hopes that the next

researchers analyze the other aspects, which are not covered in this study

yet, it could be in writing text with each genre, writing application letter, or

other writings.

3. Proof readers, this study is useful so that they can help the other

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