ERROR ANALYSIS OF AFFIXATION ON ELEVENTH
GRADE STUDENTS IN WRITING ANALYTICAL
EXPOSITION TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
SYARIFAH IMROH TAMANI NASUTION
Reg. Number: 2101121046
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
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ABSTRACT
Nasution, Syarifah Imroh Tamani. Regisration Number: 2101121046. Error Analysis of Affixation on Eleventh Grade Students in Writing Analytical Exposition Text. A Thesis. English Educational Program, State University of Medan, 2015
This research deals with the eleventh grade students’ inflectional affixation errors in writing analytical exposition texts. This research uses a qualitative design in which the data are taken from the sentences of texts. The data are collected and described by using surface strategy taxonomy proposed by Dulay et al. The errors found are classified into causes of errors based on Erdogan’s model as a guideline. The researcher applies random technique to get a representative sample; from six private schools at Marelan, 150 students are choosen as the sample. The analysis found that there are three types of affixation errors occured; they are omission 66 cases, addition 44 cases, and misformation 14 cases both in inflection and derivation. Besides, intralingual contributes 60,5% (75 cases) and interlingual 39,5% (49 cases) in causing errors happened. So, the most dominant type of inflectional affixation errors made by the eleventh grade students in writing analytical exposition text is omission. It is hoped that the result of this research is useful for everyone who wants to study about affixation errors.
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ACKNOWLEDGEMENT
The deep greatest thankfulness to Allah SWT for blessing, strength,
capability, and patience, so that the writer can accomplish this thesis as a partial
fulfillment of the requirements for the degree of Sarjana Pendidikan at the English
Department of Faculty Languages and Arts, State University of Medan.
The scintillating, historical, and meaningful process of realizing this thesis,
surprisingly has created the involvement between the writer and a great number of
people who gave guidance, suggestion, and assistance, and therefore, the writer
would like to extend her wholehearted and special gratitude to :
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Masitowarni, M.Ed., the Head of English Educational Study Pogram.
Prof. Dr. Busmin Gurning, M.Pd and Indra Hartoyo, S.Pd., M.Hum., her
Thesis Supervisors.
Dr. Anni Holila Pulungan, M.Hum., Dra. Meisuri, M.A., and Dra. Tjut
Ernidawati, M.Pd., her Thesis Reviewers.
All the Lecturers of English Department who have taught her throughout
the academic years.
Bripka Syafaruddin Nasution and Risda Sitanggang, her beloved parents
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can make the writer understands and appreciates the meaning of struggle in
life. The writer’s sincere gratitude also goes to her dearest sisters and brother,
Farida Irayani Nasution, Ummi Chairani Nasution and Rahmat Ibrahim Nasution for the supports and pray.
Satria Perdana Purba, the writer’s beloved person.
7 Ikan; Adi Pranata S, Alwi Fadillah, Putri H.M Sinaga(deceased), Sinde
Elisa N, Fransiska S and Veronika N, the writer’s close friends. Helti M. Tarigan and Kebo’ (Ruth Emmy), the writer’s crazy friend.
Headmasters, English teachers and students of SMA Sw. Budi Agung,
Yapim, Brigjend Katamso, Harapan Mekar, PGRI 12 and Bina Taruna Marelan. Thank You.
Medan, March 2015 The Writer,
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LIST OF APPENDICES ... vii
CHAPTER I. INTRODUCTION ... 1
CHAPTER II. REVIEW OF LITERATURE ... 7
A.Theoretical Framework ... 7
B.Morphology ... 7
G.Analytical Exposition ... 16
1. Generic Structure ... 16
2. Language Features ... 17
H.Types of Errors ... 17
c. Alternating form ... 19
4. Misordering... 19
I. Causes of Errors ... 19
1. Interlingual Transfer ... 20
v
J. Relevant Studies ... 21
K.Conceptual Framework ... 23
CHAPTER III. RESEARCH METHOD ... 25
A.Research Design ... 25
B.The Source of Data ... 26
C.The Sample of Data... 26
D.The Technique of Collecting Data ... 26
E. The Technique of Analyzing Data ... 27
CHAPTER IV. DATA ANALYSIS AND FINDINGS ... 28
A.Data Analysis ... 28
1. Types of Errors ... 29
a. Omission ... 29
b. Addition ... 34
c. Misformation ... 37
2. Causes of Errors ... 41
a. Omission ... 41
b. Addition ... 41
c. Misformation ... 41
B.Findings ... 43
C.Discussion ... 45
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ...47
A.Conclusions ...47
B.Suggestions ...47
REFERENCES ...49
vi
LIST OF TABLES
Pages
Table 2.1 The Examples of Prefix ... 11
Table 2.2 The Examples of Suffix ... 12
Table 2.3 The English Inflection ... 14
Table 2.4 The Example of Analytical Exposition Text... 17
Table 4.1 The Percentage of Data Analysis of the Affixation Errors in Analytical Exposition Texts ... 29
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LIST OF APPENDICES
Pages
Appendix A. Writing Test ... 52
Appendix B. Students’ Work Sheet ... 54
Appendix C. The Classification of Errors (I) ... 60
Appendix D. The Classification of Errors (II) ... 69
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CHAPTER I
INTRODUCTION
A. The Background of The Study
Language is a tool which is used to express thoughts, feelings, and ideas to
other people. Talking about language means talking about agreement. In order to
understand and be understood by other people, someone must follow the language
rules which are commonly accepted. The existence of the language in its using
does not suddenly emerge, but it experiences morphological processes to make
various forms such as words, phrases, clauses, and sentences.
Word formation is something fundamental that should be known well
before using the more complex language units. And one of the ways in forming
words is through affixation. In the case of English as an international language,
people likewise Indonesian are required to be able to speak it written or spoken.
Therefore, the basic knowledge about word formation in English is a necessity.
It can’t be denied that English has complicated affixation, this condition
leads the difficulties to learn English either for English as a second language
(ESL) or English as a foreign language (EFL). Thus, the English learners may
face difficulties which lead to the errors in their English learning process
(Maulianasari, 2007). This condition was experienced by the eleventh grade
students of SMA Swasta Parulian which is based on the preliminary observation,
affixation errors were found in their English writings. Some sentences which are
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1. It’s make me happy ( It makes me happy)
In this sentence, suffix –s should be added to indicate verb for singular
person.
2. Hi Novelina, how are you ? I hope you fines. ( Hi Novelina, how are you
? I hope you are fine )
Fine in this sentence is adjective. The existence of adjective in sentence
comes after to be and it is never added with suffix –s.
3. First impress after she came to the class is good. (first impression when she
came to the class was good)
Suffix- ion should be added to word impress to indicate noun
4. Thank you miss because you teach us patient. (Thank you miss because
you teach us patiently )
In this sentence, the word patient should be added with suffix –ly to
indicate adverb.
5. I want to tell all about present miss Nina in this school. ( I want to tell all
about the presence of miss Nina in This school / I want to tell all about
miss Nina’s presence in this school
In this sentence, the word that is used should be in noun. The word present
is added with suffix –ence to make it noun.
Affixation also becomes problem for foreign students in Bandung
international school. Based on the research, Indonesian affixation is a subject
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because of Indonesian grammar is different from their mother tongue’s grammar
(Widawati, 2012).
The researches about English mastery found that the most dominant errors
produced by the students are morphological aspects of language. Affixes, adverbs,
adjectives, plural forms are some of the categories that students find problem
with. The research which was conducted by Jalaludin, Awal, Bakar (2008) in
Malaysia indicated that this happens because the different morphological
structures between bahasa Melayu and English. Furthermore, the research which
was conducted by Hidayati (2011) found that substitution type of errors is most
frequently found.
The facts above indicate that affixation which is frequently neglected in
classrooms and teaching materials still become the problem for students in
language using. Whereas, knowledge about affixation is something important in
supporting language mastery, especially in vocabulary (Nurhemida, 2007;
Nakayama, 2008; Kim, 2013; Mousavi & Hasani, 2014; Buddhing, 2005). As it is
known, vocabulary has great role in language skills. In senior high school level,
the sufficient English vocabulary power is required to have by senior high school
students in order to do English final examination, university entrance test, and
other tests successfully.
Moreover, the using afffixes can cause significant effect to the quality of
writing and message delivering. As senior high school students, the ability to
write various genre texts effectively is a necessity. The role of affixes is obviously
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Unfortunately, students still have lack knowledge in affixation. Students’
problem in inability to use words effectively and productively can be seen from
the average students’ writing scores for English lesson which are considered low.
The researches found that writing score of senior high school students are still
under the minimum criteria mastery (KKM or Kriteria Ketuntasan Minimal)
(Wulandari, 2004; Septryani, 2008; Munthe, 2008).
Referring to the Educational Unit Oriented Curriculum (Kurikulum
Tingkat Satuan Pendidikan or KTSP) 2006 of senior high school, the ability to
write various genre texts is required to have by students. Specifically, in the
syllabus that stated in Competence Standard of the eleventh grade student
curriculum of English subject, analytical exposition is one of texts that must be
learned by students. Analytical exposition text is the text which contains about
someone’s arguments in agreeing or disagreeing about certain topic. The language
features which are used in this text is considered large, because it contains about
someone’s responds towards something. This consideration makes analytical
exposition text becomes the object analysis of affixation errors which are
committed by the eleventh grade students.
It is important then to analyse students’ problems in affixation especially
in writing because it has significant role in language using. The analysis of
students’ errors is something advantageous in order to know students’ needs then
finding the solution for it. The research hopes that the findings in the analysis of
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B. The Scope of the Study
Affixation in English can be divided into two, they are prefix and suffix.
Prefix and suffix are attached into words based on the word category itself which
is in derivational or inflectional. Then, this study focuses only on inflection in
analytical exposition texts which are written by the eleventh grade students of
natural science program in six private schools at Marelan sub-district region.
C. The Problems of the Study
Based on the explanations above, the problems of the study are formulated
as following :
1. What are the types of inflectional affixation errors of the eleventh grade
students at Marelan private schools in writing analytical exposition text ?
2. Why do the eleventh grade students of Marelan private schools make the
errors as it is ?
D. The Objectives of the Study
Related to the problems, the objectives of this study are to find out :
1. The types of inflectional affixation errors of the eleventh grade students at
Marelan private schools in writing analytical exposition text
2. The causes of errors made by the eleventh grade students of Marelan
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E. The Significance of the Study
The findings of this research are expected not to be the merely data
aggregation but something more advantageous both theoretically and practically,
which can be described as follows :
Theoritically, the result of the research can be a reference for those who are
interested and want to conduct a research in Error Analysis especially about
affixation. Practically, the researcher hopes that this study will be useful for :
1. The teachers
To give advantageous informations based on the contents and the findings
of this research.
2. The students
To increase their awareness about affixation in writing report, narrative,
analytical exposition or any kind of text in order to avoid making the
errors on and on.
3. The other researchers, to enrich their knowledge about errors especially in
affixation so that they can conduct research and analyze deeper beside to
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the data analysis of research at eleventh grade students of SMA
Swasta Budi Agung, SMA Swasta Brigjend Katamso II, SMA Swasta Bina
Taruna, SMA Swasta YAPIM, SMA Swasta Harapan Mekar and SMA Swasta
PGRI Marelan, the writer wants to present the conclusions. The conclusions
consists of several points that are related to the problems of the study. They are :
1. The types of affixation errors in analytical exposition texts written by the
eleventh grade students in six private schools at Marelan are omission,
addition and misformation.
2. The causes of errors made by the students are Intralingual transfer (60,5
%) and interlingual transfer (39,5%).
B. Suggestions
Considering the conclusions above, some suggestions are presented below
both theoretically and practically. Then, it is suggested :
1. Theoretically
For books, journals or other academic materials to support the content
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2. Practically
a. For the teachers
To teach and include morphology in syllabus as another important
subject to be learned in writing.
b. For the students
To be more aware about affixation rules for the sake of their mastery in
using English spoken and written, to learn more about English
affixation and practice more about it.
c. For the other researchers
To conduct varied researches about inflectional and derivational
affixation in other kinds of texts which are considered important for
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