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Chapter Five
Conclusion and Recommendation
As the last chapter of this research, this chapter presents the summary and the recommendations. This chapter is used to summarize the research results. Besides, in this chapter the researcher also gives recommendation to the people who are related to the discussion of this research.
Conclusion
Students who write an essay should learn and understand subject- verb agreement. It is because the basic standard to make a sentence is having at least one subject and one verb. That is why subject-verb agreement becomes an important aspect in writing. Even though subject-verb agreement seems simple, the students still produced an error.
Based on those problems, the researcher was interested in knowing the types of error on the use of subject-verb agreement. Then, the researcher limits this research only with seven subjects or called as keywords. There were I, we, you, they, she, he, and it. This research investigated the error types on the use of subject-verb agreement when using those seven keywords on an essay, and it also counted the number of those errors to gain specific result and categorized the error into level. It could be low, middle or high. The research participants were IR students batch 2016 who took essay writing class at LTC of UMY.
Then, after doing the research, the researcher found four error types. They were additions, misformation, misordering and omissions(Dulay, Burt, &
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in essay writing class, IR students batch 2016 had errors in all error types. However, not all of subject- verb agreement keywords had all of error types. Keywords “I”, “We”, “You”,“They”, “She”, and “It” had all of errors type which were addition, misformation, misordering, and omission. However, for keywords “He” did not have all of error types. For keywords “He” only had three error types,
which were misformation, misordering, and omission. Keywords “He” did not have
addition error type.
From those errors, it could be concluded that most of subject-verb agreement errors was found in misformation with 159 sentences or 43.80 %. It means the students still selected incorrect aspects of language (Ellis, 2003). The second position was omissions with 141 sentences or 38.90%. It means the students still ommitted the subject or verb when they made a sentence (Ellis, 2003). The third position was addition with 36 sentences or 10.00 %. It means that the students still put an aspect of language that is not needed in the sentence (Ellis, 2003). Finally, the last position or the minimum subject-verb agreement error was found in misordering with 27 sentences or 7.50%. It means the students did incorrect command of part of speech in the sentence (Ellis, 2003).
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Recommendations
After the research findings have been known, the researcher proposes some recommendations dealing with this research. The researcher has some recommendations for students, teachers, and the next researcher.
For the students. The students are recommended to know the possible errors and learn deeper subject-verb agreement. It is because this is the basic rule when writing a sentence. Students should understand subject-verb agreement so that the students know how to use subject-verb agreement and prevent them to produce error in the future.
For the teachers. Based on the result of this research, the teachers can know the errors in the use of subject-verb agreement in writing made by the students and can be a reflection for them in teaching tenses.The teachers already give competence of subject-verb agreement to the students. Then, the teachers are recommended to give a test about subject-verb agreement. This test is to measure the students understanding on subject-verb agreement. The teachers would know whether the students had understood about subject-verb agreement or not, before continuing to the next session. It is because the writing foundation in making a good sentence is on subject-verb agreement.
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For stakeholders. Based on the research findings that shows that error percentage were low draws that the program, syllabus, or curricullum at LTC of UMY was good. The researcher recommend the stakeholders create the interesting module text which can be easily understood by the students included subject-verb agreement error matery. Hence, the stakeholders should know the problems faced by the students in learning subject-verb agreement regarding to create the
