ANALISIS KESALAHAN TATA BAHASA PADA TULISAN ESAI ARGUMENTASI MAHASISWA.

(1)

AN ANALYSIS OF COLLEGE STUDENTS’ GRAMMATICAL ERRORS IN WRITING AN ARGUMENTATIVE ESSAY

A Research Paper

Submitted to the English Education Department of Indonesia University of Education as a Partial Fulfillment of the Requirements for Sarjana

Pendidikan Degree

Vera Triana Wijaya 0900178

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

(2)

An Analysis of College Students’ Grammatical Errors in Writing An Argumentative Essay

Oleh

Vera Triana Wijaya

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

April 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

(3)

PAGE OF APPROVAL

AN ANALYSIS OF COLLEGE STUDENTS’ GRAMMATICAL ERRORS IN WRITING AN ARGUMENTATIVE ESSAY

Written by: Vera Triana Wijaya

0900178

Approved by:

Main Supervisor, Co-supervisor,

Pupung Purnawarman, M.S.Ed., Ph.D. Sri Harto, S.Pd., M.Pd. NIP. 19681013198031001 NIP. 197205012006041004

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

(4)

DECLARATION

I declare that this research paper entitled An Analysis of College Students’

Grammatical Errors in Writing an Argumentative Essay submitted for Sarjana

Pendidikan degree is thoroughly the result of my own work. I am fully aware that

I have quoted some statements and ideas from several resources. Any materials obtained from other sources, and references to work done by any other people or institutions have been duly cited.

Bandung, April 2014

(5)

ANALISIS KESALAHAN TATA BAHASA PADA TULISAN ESAI ARGUMENTASI MAHASISWA

Abstrak: Penelitian ini bertujuan untuk menganalisis jenis-jenis kesalahan tata bahasa yang sering terdapat di penulisan esai argumentasi mahasiswa. Semua esai dianalisa untuk mengetahui jenis kesalahan tata bahasa yang ditemukan sekaligus untuk mengetahui seberapa jauh pemahaman mahasiswa terhadap Basic English Grammar. Jenis-jenis kesalahan tata bahasa yang ditemukan kemudian dijelaskan secara kualitatif dengan menggunakan landasan teori kategori kesalahan penulisan pada ESL yang diadaptasi dari Ferris dkk. (2000), dikutip dari Ferris (2003) dan landasan teori tentang Basic English Grammar yang dikemukakan oleh Brooks, Pinson dan Wilson (2013). Hasil penelitian ini menunjukkan bahwa penggunaan L1 (Bahasa Indonesia) dalam keseharian memiliki pengaruh terhadap keahlian dalam penggunaan L2 (English) yang mana juga menjelaskan kesalahan-kesalahan yang terjadi pada tulisan mahasiswa ESL.

Kata Kunci: tata bahasa, kesalahan, mahasiswa, penulisan.

AN ANALYSIS OF COLLEGE STUDENTS’ GRAMMATICAL ERRORS IN WRITING ARGUMENTATIVE ESSAY

Abstract: This study attempts to analyze the types of grammatical errors that commonly happen in college students’ writing argumentative essay. The essays were analyzed in order to see what types of grammatical errors occur the most and how deep the students’ understanding towards Basic English Grammar. The types of grammatical errors were described qualitatively by employing the framework theory of ESL writing error categories adapted from Ferris et al. (2000), cited from Ferris (2003) and the theory of Basic English Grammar proposed by Brooks, Pinson and Wilson (2013). The findings indicated that the daily use of L1 (Bahasa Indonesia) may interfere and influence on the use of L2 (English) proficiency in which explains the error patterns on the ESL students’ writing.

(6)

Vera Triana Wijaya, 2014

Analisis Kesalahan Tata Bahasa Pada Tulisan Esai Argumentasi Mahasiswa Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER I: INTRODUCTION ... 1

1.1. Background of the Study ... 1

1.2. Statement of the Problem ... 3

1.3. Aim of the Study ... 3

1.4. Scope of the Study ... 3

1.5. Significance of the Study ... 4

1.6. Research Methodology... 4

1.6.1. Research Design ... 4

1.6.2. Research Participants...5

1.6.3. Data Collection ... 5

1.6.4. Instrument ... 5

1.6.5. Data Analysis...6

1.7. Clarification of Terms ... 7

1.8. Organization of the Paper ... 7

CHAPTER II: LITERATURE REVIEW ... 9

2.1. Grammar ... 9

2.1.1. Definition and Elements of Grammar ... 9

2.1.2. The Importance of Grammar...12

(7)

2.3. Sources of Errors ... 18

2.4. Types of Grammatical Errors ... 19

2.5. Writing... 29

2.5.1. Definition of Writing ... 29

2.6. Argumentative Essay ... 31

2.6.1. Linguistic Features of Argumentative Essay ... 31

CHAPTER III: RESEARCH METHODOLOGY ... 33

3.1. Formulation of Problem ... 33

3.2. Research Method ... 33

3.2.1. Research Design ... 33

3.3. Data Collection... 34

3.3.1. Research Participants ... 34

3.3.2. Instrument...34

3.4. Research Procedure ... 35

3.4.1. Collection of Students' Essays...35

3.4.2. Multiple-choice Test...35

3.4.3. Interview...35

3.5. Trustworthiness ... 36

3.6. Data Analysis...37

3.6.1. Analysis of Students' Essays...36

3.6.2. Analysis of Students' Multiple-choice Test...36

3.6.3. Analysis of Students' Interview...36

3.7. Validity...38

3.8. Reliability...39

CHAPTER IV: FINDINGS AND DISCUSSION ... 40

4.1. Findings ... 40

4.1.1. Types of Grammatical Errors Found in Students’ Argumentative Essays ... 40

(8)

Vera Triana Wijaya, 2014

4.2.3. Data Analysis from the Interview ... 52

4.2. Discussions...57

CHAPTER V: CONCLUSION AND RECOMMENDATION ... 60

5.1. Conclusion ... 60

5.2. Recommendation... 61

(9)

LIST OF TABLES

Table 2.1 ESL Writing Error Categories. ...20

Table 2.2 Larger Error Categories ...21

Table 2.3 Common Helping Verbs ...22

Table 2.4 Pronoun Categories...29

Table 4.1 Types of Grammatical Errors in Students’ Argumentative Essays...40

Table 4.2 Errors in Articles/Determiners...41

Table 4.3 Errors in Subject-verb Agreement...43

Table 4.4 Errors in Noun...44

Table 4.5 Errors in Sentence Structure...46

Table 4.6 Errors in Word Choice...48

Table 4.7 Errors in Pronouns...49

(10)

Vera Triana Wijaya, 2014

LIST OF FIGURES

(11)

LIST OF APPENDICES

Appendix A: Instructions for Writing the Essay Appendix B: Students’ Argumentative Essays

(12)

1

Vera Triana Wijaya, 2014

CHAPTER I INTRODUCTION 1.1 Background

Like in many other languages, English has four basic skills, among others; speaking, listening, reading, and writing. Regarding those basic skills of English, writing has been one of the most difficult skills to master (Hogue, 2003). Many students of English as a Foreign Language (EFL) seem to encounter many problems and difficulties in dealing with this writing skill. One of those problems and difficulties they have to deal with is to write in accordance with the use of accurate or even perfect grammar. The accuracy in writing covers the validity in several aspects considered, like good grammar, language formality, punctuation, diction, structured sentence and/or paragraph (Bailey, 2003).

It is believed that language is a system of meaning (Halliday, 2002). In that case, the notion of creating good writing along with either good grammar or good organization is to make a good-contextualized-comprehensive-structured-meaningful writing, so that the readers can trust and understand to what we are trying to say in our writing (Brooks, Pinson and Wilson, 2013). Furthermore, grammar in writing is essentially considered since many people tend to recognize and give more consideration toward English written grammar. Besides, convenient grammar in writing plays a very significant role, especially when people are going to apply job, internships or even scholarships because it often becomes one of the requirements tested to be passed (Brooks, Pinson and Wilson, 2013).

(13)

2

the students can naturally know the correct and proper grammar through more examples and repetition of using the grammar itself in a context. Besides, Truscott (1996) and Weaver, McNally, Moerman (2001) suggest that it would be better if the focus is put more in the quality of the writing itself.

However, Halliday (2003) believes that Grammar is not merely annotating experience but construing experience in which we theorize it in the process of what we call as „understanding‟. Besides, the importance of grammatical accuracy is not only intended to avoid some misunderstanding but also intended to send the writer‟s original intended message (Brooks, Pinson and Wilson, 2013). In other words, it can be said that grammar is necessary to be taught and learned. Some people can learn it naturally, but many of them cannot, instead of learning it traditionally – using formulas and theories. Even Brooks, Pinson and Wilson (2013) believe that it is not only about the grammar, but the knowledge also that matters in differentiating those who are more professionals or educated and those are still amateurs in writing.

Despite the importance of a good writing skill involved with grammar accuracy, many EFL students, especially undergraduate students basically are prepared to have writing academic course in their class. The course indirectly teaches how to make good, meaningful, well-structured-grammatically-correct sentences and paragraphs. For later, those undergraduate students are going to be more prepared and specialized in their major to go for finding jobs or getting scholarships/continuing their study. The English writing skill along with grammar accuracy can be one of the basic skills that appears to be one of the requirements, like writing an essay or a paper. In other words, as Brown (2001) says that the higher someone‟s educational background is, the better his/her grammar accuracy should be, for one is going to have a higher professional goal.

(14)

3

Vera Triana Wijaya, 2014

with tenses, verb agreements, noun phrases, word choice, and some kinds of those things. A research done by Mardijono (2003) showed that from 17 research proposals written by the English Department students approaching their final stage of study, there were found 32,61% of noun phrase errors, 45% of verb phrase errors, 53,57% of passive transformations errors. These students‟ lack of grammar understanding problems indicated that even college students who have learnt English for like about more than eight years still make several errors in their English writing skill. Whereas, according to Brown (2001), among the four-skill proficiency of English, writing skill tends to require more perfection in grammatical form.

Thereby, based on the facts, problems, and theories stated above, this study will focus on the analysis of grammatical errors in writing an argumentative essay done by the undergraduate students of English Education Department in one of state universities in Bandung.

1.2 Statement of the Problem

This study is to address the following question:

a. What kinds of grammatical errors made by the undergraduate students of the English Education Department in one of state universities in Bandung in writing an argumentative essay?

1.3 Aim of the Study

The aim of this study is to identify what kinds of grammatical errors made by the undergraduate students of the English Education Department in one of state universities in Bandung in writing an argumentative essay.

1.4 Scope of the Study

(15)

4

undergraduate students of the English Education Department in one of state universities in Bandung in writing an argumentative essay.

1.5 Significance of the Study a. For the students

This study is expected to be a learning process, reflection, as well as a reference, especially for the undergraduate students of the English Education Department in one of state universities in Bandung regarding grammatical errors in their argumentative essay, so that the students can know how to overcome it while improving their written English grammar accuracy in the future.

b. For the lecturers/teachers

While this study gives information about students‟ written grammatical errors, then it is expected that the lecturers can give better solutions in ways of either improving or strengthening the students‟ grammar skill, accuracy, understanding and knowledge.

c. For the researcher

This study is expected to get and to give more information as well as knowledge about students‟ common written grammatical errors in their argumentative essay, for the researcher plans to be a better teacher/lecturer.

1.6 Research Method 1.6.1 Research Design

The research design of this study is conducted by using a descriptive qualitative design. According to Fraenkel and Wallen (2012), descriptive qualitative research is a study to describe the conditions that exist properly with no analysis of the relationships among variables.

(16)

5

Vera Triana Wijaya, 2014

made in their essays. At last, the researcher went through the analysis of how deep and far the students‟ understanding/knowledge toward Basic English Grammar through the result of their essay, multiple-choice test, and interview.

1.6.2 Research Participants

The participants in this study are nine undergraduate students of the English Education Department in one of state universities in Bandung. All of the students come from semester eight, those who have taken English Foundation Grammar course.

The samples were chosen due to the limitation of time, energy, and fund considerations of the study.

1.6.3 Data Collection

This part discusses the ways or steps of searching and collecting some data needed in this study. The data collection used some instruments and steps. The instruments used were writing test, multiple-choice test and semi-structured interview, in which those were combined into one method called „triangulation‟.

1.6.4 Instrument

Since the study employed triangulation method, so there were three kinds of instruments here which consisted of writing, multiple-choice test and interview. These instruments were used in order to meticulously get the description and deeper analysis of students‟ grammatical errors in writing an argumentative essay. Here are brief descriptions for each instrument:

1. Writing Test

(17)

6

2. Multiple-choice Test

Each student was given a set of multiple-choice test consists of ten questions concerning about grammar. The multiple-choice test‟s validity and reliability had already been tested to 30 students from one class of the English Education Department. These 30 students were taken due to their time availability and their passing the English Foundation Grammar course, as well as their same level in semester eight. Then, the results were finally checked and analyzed, like how many errors the students made from those ten multiple-choice questions.

3. Interview

The interview was done to each student and the results were put as additional information to the data. The interview technique employed here was semi-structured interview. Semi-semi-structured interview was done by asking a series of structured questions and investigating deeply into getting more additional information by using open-form questions (Fraenkel and Wallen, 2012). Thus, by this technique of interview, hopefully, the data and the information obtained could be more accurate and specific in elaborating the result. After analyzing while identifying the grammatical errors in the students‟ essay so long with the multiple-choice result as well, then each student was interviewed and/or asked some questions regarding their background, knowledge and understanding of Basic English Grammar.

1.6.5 Data Analysis

(18)

7

Analisis Kesalahan Tata Bahasa Pada Tulisan Esai Argumentasi Mahasiswa Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.7 Clarification of Terms

In order to avoid some misunderstandings, several terms are clarified as below:

1. Error in this study is defined as students‟ failure in mastering the rule of target language as well as students‟ lack of knowledge about the target language. 2. Grammar is one of the important fundamental aspects in English writing

proficiency which covers either syntax or morphology; the rules that make sentences more structured and meaningful, as well as understood (Thornbury, 1999).

3. Grammatical errors in this study are the deviations of English grammatical rules that happen in ESL writing learners, like the deviations in the use of subject-verb agreement, sentence structure, word choice, noun, article or determiner, and pronoun.

4. Argumentative essay is an essay that consists of thesis, arguments, and a stance of either pro or contra.

1.8 Organization of the Paper

The organization of the paper consists of five chapters as in the following:

Chapter 1: Introduction. This chapter points out the background of the study, research question, aim of the study, scope of the study, significance of the study, research methodology, clarification of terms , and organization of the paper.

(19)

8

Chapter 3: Research Methodology. In this chapter, the details of research methodology will be elucidated.

Chapter 4: Findings and Discussion. This chapter presents the result of the study and the analysis of the findings.

(20)

33

Vera Triana Wijaya, 2014

CHAPTER III METHODOLOGY

This chapter will discuss the method of this study. It consists of research design, research site and participant, data collection, and data analysis. The discussion will be begun by identifying the research method of this study. Afterwards, the setting, participants, and data collection techniques covering analyzing students’ argumentative essays, analyzing students’ multiple-choice test result and analyzing the data from the interview will also be discussed.

3.1 Formulation of Problem

The main point of the study was to investigate the grammatical errors made by the students of the English Education Department in one of state universities in Bandung. Therefore, this study focused on answering the formulated question as follows:

a. What kinds of grammatical errors made by the undergraduate students of the English Education Department in one of state universities in Bandung in writing an argumentative essay?

3.2 Research Method 3.2.1 Research Design

(21)

34

means of statistical procedures or other means of quantification. Besides, Fraenkl and Wallen (2012) describe qualitative research as the method to investigate the quality in terms of relationships, activities, materials, or situations and conditions.

This study particularly used descriptive design. Best and Khan (1989) cited from Suherman (2011) state that descriptive method is to describe, record, analyze and interpret circumstances that appear in particular group. Moreover, according to Gay (2003), descriptive method determines and reports just how the ways things are, while the researcher has no control over the variable that was being researched. Meanwhile, Fraenkl and Wallen (2012) give an explanation about descriptive method as a method used to explain, analyze and classify something by using several techniques, such as; survey, interview, questionnaire, observation and text.

3.3 Data Collection 3.3.1 Research Participants

The study was conducted in one of state universities in Bandung. The participants involved in this study were 9 students from the English Education Department. All students’ essays were analyzed in terms of the grammatical errors. The samples were only taken nine students since in qualitative design, the quality of the samples itself becomes the more essential major than the quantity of samples itself (DePaoulo, 2000).

3.3.2 Instrument

(22)

35

Analisis Kesalahan Tata Bahasa Pada Tulisan Esai Argumentasi Mahasiswa Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4 Research Procedure

In this study, the method of collecting data used was triangulation. The triangulation method employed three methods of collecting data. The first and main method was by collecting students’ argumentative essays. Then next additional methods were by employing and collecting data through multiple-choice test and interview. Each of those data collection technique will be further discussed below:

3.4.1 Collection of Students’ Essays

The students’ argumentative essays were collected and documented, then next would be supported by the other data collection methods; multiple-choice test and interview. The number of essays collected was nine students’ argumentative essays written in an hour by the students who have taken Basic Foundation Grammar course previously. The students’ essays were sent through email.

3.4.2 Multiple-choice Test

The nine students as participants taken from the English Education Department students, who have taken Basic English Foundation Grammar course, were given a set of multiple-choice exercise about grammar. The exercise consisted of 10 numbers and was already tested its validity and reliability toward 30 students of English Department students from the other class. The multiple-choice test was given right before the interview was held.

3.4.3 Interview

(23)

36

respondents would not reveal by using other collecting data techniques (Gall and Borg, 2003).

Among several kinds of interview techniques, this study used a semi-structured interview. It involved asking a series of semi-structured questions and investigating deeply into getting more additional information by using open-form questions (Gass and Mackey, 2005).

The interview was conducted and recorded once by using one-on-one technique. The total number was 10 questions. The questions covered, more or less as follow:

1. What is the most difficult thing in learning grammar? 2. What do you know about sentence structure?

3. What do you know about pronouns? 4. What do you know about present tense? 5. What do you know about singular/plural? 6. What do you know about articles?

7. What do you know about active and passive voice? 8. What do you know about subject-verb agreement? 9. What do you know about prepositions?

10.What do you know about word choice?

3.5 Trustworthiness

According to Alwasilah (2002) the word ‘trustworthiness’ is derived from description, conclusion, interpretation, and any other kinds of report. In doing this study, there might happen to be some biases. Thereby, to provide the trustworthiness of qualitative data, this study applied triangulation method as Cresswell (2008, p.266) stated:

”Qualitative inquires triangulate among different data sources to enhance

the accuracy of the study. Triangulation is the process of corroborating

(24)

37

Vera Triana Wijaya, 2014

data (e.g. observation fields notes and interviews), or method of data

collection (e.g. documents and interview) in descriptions and themes in

qualitative research.”

Therefore, this study used more than one techniques in gathering the data and information, they were writing an essay, multiple-choice test and interview.

3.6 Data Analysis

The data analysis was conducted based on the instruments used in this study. First, the data obtained from writing the argumentative essay (which finally would be analyzed), then the data gained from the multiple-choice test, and last but not least, the data gained from the interview.

3.6.1 Analysis of Students’ Essays

The analysis of students’ essays was conducted to answer the research question. Each text was analyzed in terms of the grammatical errors that the students made. Nevertheless, this study would focus on the grammatical errors made by the ESL students in their writing, based on the categories shown in table 2.1 which are taken only some of the important and most common error categories: articles/determiners, subject-verb agreement, noun, word choice, and pronouns. Those categories then will be analyzed using theories proposed by Brooks, Pinson and Wilson (2013).

3.6.2 Analysis of Student’s Multiple-choice Test

The analysis of students’ multiple-choice test was conducted to give additional information towards the data collection. The result of students’ multiple-choice test was seen based on how many errors made by the students’ and then analyzed as how much the students understood about grammar.

3.6.3 Analysis of Students’ Interview

(25)

38

a) Transcribing the interview into write-ups form b) Categorizing the write-ups

c) Reducing inappropriate data

d) Interpreting the data and drawing conclusions

3.7 Validity

Validity is important for the effectiveness of a research, either in qualitative or quantitative research (Cohen and Manion, 2005). The instrument quality in a research is very essential, thus researchers need to use some procedures in order to obtain a valid and reliable data (Fraenkel and Wallen, 2012). Fraenkel and Wallen (2012) define validity as something refers to appropriateness, meaningfulness, correctness, and usefulness from the inferences that a researcher makes. Meanwhile, Hammersley (1992; 71) cited from Cohen and Manion (2000) suggests that the internal validity elements for qualitative research should cover:

a. Plausibility and credibility;

b. A great enough number of evidence (the greater the claim, the more trusting the evidence is for the claim);

c. Clarity on every claim made in the research (e.g. definitional, descriptive, explanatory, theory generative).

(26)

39

Vera Triana Wijaya, 2014

Analisis Kesalahan Tata Bahasa Pada Tulisan Esai Argumentasi Mahasiswa Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.8 Reliability

Aside of the validity importance in a research, reliability is also required significantly. According to Fraenkel and Wallen (2012), reliability refers to how the consistency of scores obtained from one set of items to another can be constant. If there is a student who gets high score at the first test, then he may not get the same identical score the next time he takes the test. Though the score would not be identical, but the score might be close.

In this study, the researcher has tested the reliability of the multiple-choice instrument before it was given to the nine participants. The reliability test was done twice along with the validity test. The test was given to 30 students in the same semester of the nine chosen students as participants, but from another class. The result then was checked and counted by using SPSS 22.0 for windows type. The first one was reliable but not valid yet. Then, the second one, it was both valid and reliable.

(27)

60

CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents the conclusion along with the suggestion related to the study as well as the future study.

5.1 Conclusion

The discussion of the current study is concerned with the types of common grammatical errors found in the college students’ argumentative essays. The types were categorized based on Ferris et al. (2000), cited from Ferris (2003) and Brooks, Pinson, and Wilson (2013).

Based on the result of analysis, the present study concludes that there are six types of grammatical errors found in the nine students’ argumentative essays, which are articles/determiners, subject-verb agreement, word choice, noun, sentence structure, pronoun.

(28)

61

Analisis Kesalahan Tata Bahasa Pada Tulisan Esai Argumentasi Mahasiswa Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 5.2 Recommendation

Based on the findings and discussion stated previously in this study, there are some suggestions for further study. As this study merely analyzed and investigated the common grammatical errors in articles/determiners, subject-verb agreement, noun, word choice, sentence structure, and pronouns, then it would be better if further study investigates the grammatical errors in other expanded categories like modality, verb patterns, or preposition as well.

(29)

REFERENCES

Alwasilah, C. (2002). Pokoknya Kualitatif. Jakarta: PT Dunia Pustaka.

Bailey, S. (2003). Academic Writing: A Practical Guide for Students. London: RoutledgeFalmer.

Bod, R. (1998). Beyond Grammar: An Experience-Based Theory of Language. Stanford: CSLI Publications.

Brooks, B. S., & Pinson, J. L., & Wilson, J. G. (2013). Working with Words. Boston: Bedford/St. Martin’s

Brown, H. D. (2001). Teaching by principles: An interactive approach to

language pedagogy. New York: Longman.

Bruce, I. (2008). Academic Writing and Genre: A Systematic Analysis. London: Continuum.

Cambridge University Press. (2004). Cambridge Learners’ Dictionary: Second Edition. Cambridge: Cambridge University Press.

Cohen, L., & Manion, L. (2005). Research Method in Education: Fifth Edition. London: Routledge II New Fetter Lane..

Creswell, J. W. (2012). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research (4th ed.). New Jersey:

Pearson Education.

DePaoulo, P. (2000). Sample Size for Qualitative Research. [Online]. Available

at:http://www.quirks.com/articles/a2000/20001202.aspx?searchID=215035&

sort=5&pg=1. Accessed on December, 17 2013.

(30)

Vera Triana Wijaya, 2014

Dulay, et.al. (1982). Language Two. New York: Oxford University Press.

Dutwin, O. (2010). English Grammar Demystified. London: McGraw Hill.

Erdogan, V. (2005). Contribution of Error Analysis to Foreign Language

Teaching. Mersin University Journal of the Faculty of Education, 1, 261-270.

Ferris, D. R. (2003). Response to Student Writing: Implications for second

language students. Mahwah, NJ: Erlbaum.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate

research in education (8th ed.). New York: McGraw Hill.

Feez, S., & Joyce, H. (1998).Writing Skills: Narrative and Non-fiction Text Types. Australia: Phoenix Education Pty Ltd.

Gall, M. D., Gall, J.P., & Borg, W. R. (2003). Educational Research: An

Introduction (7th edition). Boston, MA: Allyn and Bacon.

Gerot, L., and Wignell, P. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Hakim, L. (2006). The Correlation Between Students’ English Grammar Mastery

and Their Translating Ability. UPI: Unpublished.

Halliday, M.A.K. (2002). On Grammar. New York: Continuum.

Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.

Harmer, J. (2004). How to Teach Writing. Malaysia. Longman.

Hogue, Ann. (2003). The Essentials of English. New York: Pearson Education, Inc.

(31)

Mackey. A., & Gass, M. Susan. (2005). Second Language Research:

Methodology and Design. London: Lawrence Erlbaum Associates, Inc.

Mardijono, J. Josefa. (2003). Indonesian EFL Advanced Learers’ Grammatical

Errors. Puslit.petra.ac.id/journals/letters: Vol.5, No.1.

Octaviana, W. Dwi. (2011). Student’s Preferences toward Correction of Oral Errors in EFL Classroom. UPI: Unpublished.

Payne, E. Thomas. (2011). Understanding English Grammar. Cambrige: Cambridge University Press.

Purpura, J. (2004). Assessing Grammar. Cambrige: Cambridge University Press.

Raimes, A. (1983). Technique in Teaching Writing. Oxford University Perss.

Rijaarsdam, K. (2005). Effective Learning and Teaching of Writing. 2nd edition. University of Amsterdam. Klower academic publisher. Boston.

Rozakis, L. (2003). English Grammar for the Utterly Confused. McGraw Hill.

Saville, M., and Troike. (2006). Introducing Second Language Acquisition. Cambrige: Cambridge University Press.

Thornbury, S. (1999). How to Teach Grammar. Longman.

Truscott, J. (1996). The Case against Grammar Correction in L2 Writing Classes. Language Learning, 46, 327–369.

Zawahreh, S. A. Firas. (2012). Applied Error Analysis of Written Production of

English Essays of Tenth Grade Students in Ajloun Schools, Jordan.

ANALISIS KESALAHAN TATA BAHASA PADA TULISAN ESAI ARGUMENTASI MAHASISWA.

AN ANALYSIS OF COLLEGE STUDENTS’ GRAMMATICAL ERRORS IN WRITING AN ARGUMENTATIVE ESSAY

A Research Paper

ENGLISH EDUCATION DEPARTMENT

An Analysis of College Students’ Grammatical Errors in Writing An Argumentative Essay

PAGE OF APPROVAL

Written by: Vera Triana Wijaya

DECLARATION

ANALISIS KESALAHAN TATA BAHASA PADA TULISAN ESAI ARGUMENTASI MAHASISWA

Vera Triana Wijaya, 2014

TABLE OF CONTENTS

PAGE OF APPROVAL ... i

CHAPTER I: INTRODUCTION ... 1

CHAPTER II: LITERATURE REVIEW ... 9

CHAPTER IV: FINDINGS AND DISCUSSION ... 40

Vera Triana Wijaya, 2014

CHAPTER V: CONCLUSION AND RECOMMENDATION ... 60

Vera Triana Wijaya, 2014

LIST OF FIGURES

Vera Triana Wijaya, 2014

Vera Triana Wijaya, 2014

1.3 Aim of the Study

1.6 Research Method 1.6.1 Research Design

1.6.2 Research Participants

1.6.4 Instrument

1.6.5 Data Analysis

1.8 Organization of the Paper

Vera Triana Wijaya, 2014

CHAPTER III METHODOLOGY

3.1 Formulation of Problem

3.3 Data Collection 3.3.1 Research Participants

3.4.1 Collection of Students’ Essays

3.5 Trustworthiness

Vera Triana Wijaya, 2014

3.6 Data Analysis

3.6.3 Analysis of Students’ Interview

Vera Triana Wijaya, 2014

CHAPTER V

5.1 Conclusion

REFERENCES

Vera Triana Wijaya, 2014