ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4
SURAKARTA ACADEMIC YEAR 2014/2015
THESIS
Submitted
as a Partial Fulfillment of the Requirements
for Getting Master Degree of English Language Education
By
EKO MULYONO S200140053
POSTGRADUATE PROGRAM OF LANGUAGE STUDY MUHAMMADIYAH UNIVERSITY OF SURAKARTA
ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4
SURAKARTA ACADEMIC YEAR 2014/2015
THESIS
Submitted
as a Partial Fulfillment of the Requirements
for Getting Master Degree of English Language Education
By
EKO MULYONO S200140053
POSTGRADUATE PROGRAM OF LANGUAGE STUDY MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
Persistence is the key of success. Success is not about how
much money you make. It is about the difference you make in
people's lives and the kindness you make in your heart.
Eko Mulyono
DEDICATION
With the deep profound love, this research is devoted to: 1. My parents, Mrs. Aminah and Mr. Sutarso
2. My beloved sister, Susiati
3. My twin brothers, Waluyo and Widodo and my brother Heru Hermanto 4. My brother in law, Siswanto
5. My sister in law, Maryani and Fitriani 6. My brother in Java, Dwi Agung Kurniawan
ACKNOWLEDGMENT
Assalamu’alaikum Warahmatullahi Wabarakatuh
Alhamdulillahirabbil’alamin, first of all, the writer would like to express his deepest gratitude to Allah SWT who has given guidance and ability so that the writer accomplish writing this research paper entitled “ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4 SURAKARTA ACADEMIC YEAR 2014/2015”. Secondly, he would like to the real revolutionary, Muhammad SAW who had opened and broken the jahiliyah(darkness) period. However, this success would not also be achieved without the help of many individuals and institutions. Thus, on this occasion, the writer express the gratitude to:
1. Prof. Dr. Khudzaifah Dimyati as the director of graduate program of Muhammadiyah University of Surakarta,
2. Prof. Dr. Markamah, M. Hum., as the head of Magister of Language Study of Muhammadiyah University of Surakarta,
3. Dr. Dwi Haryanti as the writer’s first consultant who has guided and advised
him in the process of doing this research paper. Thanks for motivation, wisdom, support and spare time for consultation,
4. Dr.Anam Sutopo, M. Hum as the writer’s second consultant who has guided and advised him in writing this research paper. Thanks for guidance, advice, support and motivation,
5. All of MPB Lecturers for all knowledge and guidance,
6. The principal, the English teacher of the Eleventh Grade students, all of the teachers and administrative staffs,and the Eleventh Grade students of SMKN 4 Surakarta who give their great chance for me to accomplish this thesis. May Allah will always bless you all, Amen.,
7. My beloved parents and my big families for their patience, understanding, tolerance, supports, prayers and encouragement,
8. My best friend who consider me as his brother Dwi Agung Kurniawan (caur-caur) who always prays and supports me in every my way,
TABLE OF CONTENT
TITLE ... i
APPROVAL PAGE ... ii
NOTE OF ADVISOR 1 ... iii
NOTE OF ADVISOR 2 ... iv
PRONOUNCEMENT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ... x
LIST OF TABLE ... xiv
LIST OF FIGURE ... xv
ABSTRACT ... xvi
CHAPTER 1 INTRODUCTION A. Background of the Study ... 1
B. Limitation of the Study ... 10
C. Problem Statement ... 11
D. Objective of the Study ... 11
E. Benefit of the Study ... 11
F. Research Paper Organization ... 13
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Study ... 14
2. Hussain, et.al's Study ... 16
3. Al-Khasawneh's Study ... 18
4. Hau Tse's Study ... 19
5. Koroglu's Study ... 20
6. Krishnasamy's Study ... 21
5. Uthman & Abdalla's Study ... 23
8. Mohammed's Study ... 24
9. Position of the Current Study ... 24
B. Underlying Theory ... 28
1. Error Analysis ... 28
a. Notion of Error Analysis ... 28
b. Types of Error ... 31
c. The Causes of Errors ... 32
d. Error Description ... 34
e. The Procedure of Error Analysis ... 36
f. Error Identification ... 38
g. Error Decription or Classification ... 39
2. English Text ... 47
a. Notion of Text ... 47
b. Narrative Text ... 49
C. Theoretical Framework ... 51
CHAPTER III RESEARCH METHOD A. Research Type ... 53
B. Setting of The Research ... 55
1. Research Place ... 55
2. Research Time ... 61
C. Subject of the Study ... 61
D. Object of the Study ... 62
E. Data and Data Source ... 62
F. Technique of Collecting Data ... 62
G. Data Validity ... 64
H. Technique of Analyzing Data ... 67
I. Research Procedure... 69
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Research Finding ... 70
1. Types of Errors Found in the Students' Writing ... 70
a. Lexical Error ... 71
b. Syntactical Error ... 75
c. Discourse Error... 102
2. Frequency Each Type of Errors ... 106
3. The Causes of Errors ... 110
B. Discussion ... 115
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 128
B. Suggestion ... 130
BIBLIOGRAPHY ... 133 APPENDIX ... 137
LIST OF TABLE
Table 2.1: Error Identification... 39
Table 2.2 Taxonomy of Interlanguage Errors ... 46
Table 3.1 Number of Classrooms Academic Year 2014/2015 ... 60
Table 3.2 Number of Students 3 Years ... 60
Table 3.3 Admissions Students New last 3 years ... 60
Table 3.4. The Time Schedule for Research ... 61
Table 4.1 The Percentage of Each Type of Errors based on Lexical, Syntax, and Discourse ... 108
Table 4.2 The Difference of Previous Finding with Current Finding ... 120
Table 4.3 The Similarity between Finding Current with Finding Previous ... 123
Table 4.4 The Comparative of Current Finding with Underlying Theory ... 127
LIST OF FIGURE
Figure 4.1 Percentage of Error Types ... 106 Figure 4.2 Causes of Errors ... 114
ABSTRACT
Eko Mulyono, S200140053. Errors in Narrative Text Committed by Students in Grade XI of Vocational High School (SMK) State 4 Surakarta Academic Year 2014/2015. Post Graduate Thesis. Graduate Program of Language Studies Muhammadiyah University of Surakarta 2016.
This study aimes to identify the types of errors in the students’ writing, to know the frequencies of each type of errors, and to investigate the causes of errors. There are three types of errors occured in the students’ writing namely lexical error, syntactical error, and discourse error. The errors can be categorized into twenty four subcategories of errors: wrong spelling words (10,35%), wrong selection words (15,53%), omission verb (0,74%), omission v-ing after preposition for (0,55%), addition unnecessary verb (0,74%), using simple present tense refers to simple past (22,37%), use simple future instead of past future (2,40%), using irregular past verb tense after to infinitive (2,40%), addition final ed after to infinitive (1,85%), addition v-ing after to infinitive (1,11%), addition double marking verb (1,66%), omission to be (11,65%), addition to be (1,29%), omission s/es in the use of plural noun (2,40%), addition s in singular noun (1,29%), omission article (6,47%), addition unnecessary article (1,66%), wrong article (1,11%), wrong subject pronoun (2,03%), wrong object pronoun (0,55%), wrong possessive pronoun (2,03%), generic structure (2,96%), reference (2,03%), wrong selection conjunction (4,81%). The most dominant error is in syntactical error i.e. using simple present tense refers to simple past with the percentage 22,37%. Those errors are caused by four aspects, they are overgeneralization, incomplete application of rules, ignorance of rule restrictions, and false concept hypothesized.
Abstrak
Penelitian ini bertujuan untuk mengidentifikasi jenis kesalahan dalam tulisan siswa, untuk mengetahui frekuensi dari setiap jenis kesalahan, dan untuk menyelidiki penyebab kesalahan. Ada tiga jenis kesalahan yang terjadi dalam tulisan siswa yaitu kesalahan leksikal, kesalahan sintaksis, dan kesalahan wacana. Kesalahan-kesalahan itu dapat dikategorikan ke dalam dua puluh empat subkategori kesalahan: wrong spelling words (10,35%), wrong selection words (15,53%), kelalaian omission verb (0,74%), omission v-ing after preposition for (0 , 55%), addition unnecessary verb (0,74%), using simple present tense refers to simple (past 22,37%), use simple future instead of past future (2,40%), using irregular past verb tense after to infinitive (2,40%), addition final ed after to infinitive (1,85%), addition v-ing after to infinitive (1,11%), addition double marking verb (1,66%), omission to be (11,65%), addition to be (1,29%), omission s/es in the use of plural noun (2,40%), addition s in singular noun (1,29%),
omission article (6 , 47%), addition unnecessary article (1,66%), wrong article (1,11%), wrong subject pronoun (2,03%), wrong object pronoun (0,55%), wrong possessive pronoun (2, 03%), generic structure(2,96%), reference (2,03%), wrong selection conjunction (4,81%). Kesalahan yang paling dominan ada di kesalahan sintaksis yaitu using simple present tense refers to simple past dengan persentase 22,37%. Kesalahan-kesalahan tersebut disebabkan oleh empat aspek, yaitu overgeneralization, incomplete application of rules, ignorance of rule restrictions, dan false concept hypothesized.
Kata kunci: analisis kesalahan, penyebab kesalahan, antarbahasa, tata bahasa, tulisan
