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s a m a n r uP air ,Ervina Denny Kusuma .2013 .Error sin Wriitng Narra itve Text s . a tr a k a y g o Y 8 N P M S f o s t n e d u t S e d a r G h t h g i E e h t y b e d a
M Yogyakatra :Engilsh
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n r a e l o t e c n a h c a d a h a tr a k a y g o Y 8 N P M S f o s t n e d u t s e d a r g h t h g i e e h T s a w h c i h w , s t x e t e h t g n it ir w n i s e it l u c if fi d d a h y e h T . s t x e t e v it a r r a n e ti r w d n a r i e h t y b d e t a c i d n
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s theory?( 2 )Wha terror saremosltymadebyt heeighth o s t n e d u t s e d a r
g fSMPN 8 Yogyakatra in w iritng narraitve texts based on the y m o n o x a t y g e t a rt s e c a f r u
s theory? (3 )Wha tare the factor scausing the error s e h t y b e n o
d eighth grade student so fSMPN 8 Yogyakatra in w iritng narraitve x
e
t ts?I nordert o solvet heproblem ,s t her esearche remployed t heo ireso ferrors u s n o d e s a
b fraces rtategyt axonomyandt heoryoffactor so ferror .s d e y o l p m e y d u t s s i h
T qualtiaitve research involving documen tanalysi s y e v r u s e v it a ti l a u q d n
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b teor isurfaces rtategyt axonomy?( 2 )Kesalahanapayangs eringterjad i f it a r a n s k e t s il u n e m m a l a
d yang dibua t oleh murid kela s delapan SMPN 8 a t r a k a y g o
Y berdasarkan teor isurface srtategy taxonomy? (3 )Fakto rapa yang n a s u m u r a g it e K ? fi t a r a n s k e t s il u n e m m a l a d n a h a l a s e k n a k u k a l e m d i r u m t a u b m e m d n a k a t u b e s r e t h a l a s a
m jiawab dengan menggunakan teor i tentang kesalahan n a k r a s a d r e
b surfaces rtategyt axonomydanf akto rpenyebabkesalahan . n a it il e n e
P in imerupakan peneilitan kualtiatfi yang menggunakan metode
s i s y l a n a t n e m u c o
d , dengan tek s narait f sebaga i dokumen yang dianailsa dan
y e v r u s e v it a ti l a u
q dengan melakukan wawancara kepada enam murid beserta guru s i r g g n I a s a h a
b . Dalam pemiilhan responden , penelti i menggunakan sampilng
. e v i s o p r u p t a w h a b n a k k u j n u n e m n a it il e n e p l i s a
H ipe kesalahan berdasarkan surface m o n o x a t y g e t a rt
s y dtiemukan dalam tek s narratfi . Pertama , itpe omission , n a g n e d n a k i s p i r k s e d i
d omission o f grammaitca l morpheme . Tipe addiiton
a y n a d a n a g n e d n a k k u j n u ti
d double marking dan simple addiiton .Misformaiton , n a g n e d n a k u j n u ti d g n a
y arch/iatlernaitng form , sedangkan itpe misorde irng
n a g n e d n a k k u j n u ti
d misplace so fauxiilaires i nsimpleand embeddedquesitons ,dan
b r e v d a n
a .Dar ikeempa t itpe tersebut , itpe omission merupakan itpe yang sering n a h a l a s e K . n a h a l a s e k 3 6 h a l m u j n a g n e d , i d a j r e
t - kesalahan tersebu tdisebabkan a s a h a b t a m il a k a l o p i r a j a l e p m e m a y n ti l u s , a i s e n o d n I a s a h a b h u r a g n e p a y n a d a h e l o n a s a l a i d a j n e m a g u j u r u g , u ti g n i p m a s i D . s il u n e m n a h it a l a y n g n a r u k n a d , s i r g g n I .t u b e s r e t n a h a l a s e k n a k u k a l e m d i r u m a p a g n e m i c n u K a t a
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M es t o t he Headmaste ro fSMPN8 Yogyaka tra ,H . .
d P . M , . T . d P . S , . d P . S , o n r a h u
S ,f o rgivingme permission t oconduct t his r esearch n
i SMPN 8 Yogyaka tra . Iwould ilke to thank the Engilsh teache ro fVII /I6 , .
M M . d P . S , o t n a y r a
H ,whoha sprovided em thestudents ’narraitvet ext sast hedata e h t , y d u t s s i h t f o s t n e d n o p s e r y m o t s e o g o s l a n o it a i c e r p p a t s e p e e d y M . y d u t s s i h t f o
6 / I I I V f o s t n e d u t
s .
d l u o w
I ilke to thank my lovely parents ,Joseph Haryadi and Salm iS.Pd. a
w e m n e v i g e v a h y e h
T rm smlies ,hugs ,paitence ,love ,grea tencouragement ,and o
s s r e y a r p g n i d n e r e v e
n tha t Ican ifnish t his t hesi swell .Moreover , Iwould ilke t o ,
r e h t o r b r e d l e y l e v o l y m o t e d u ti t a r g t a e r g y m s s e r p x
e Leo ,my lovely younge r
, r e h t o r
b Tanto, and my l ovely sister- ni -law ,Laks mi for t hei rsuppor tso t ha t Ican h
s i n
if thi smasterpiece.
, d n e ir f y o b y l e v o l y m o t o g o s l a n o it a i c e r p p a e r e c n i s d n a e d u ti t a r g l a i c e p s y M
k u y A s a
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d a m s y a w l a e h , e r o m r e h tr u F . ll e
w mesrtongt of acemanyproblemsi n ifnishingt hi s .
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I also ilke to appreciate my lovely f irends ,Ita ,Helen ,Sekar ,Pipti , ,
s u k r a M r e d u r B , o e L , a c s i r F , n e k i N , a t r e
B andSayu .Thei rpreciou sitmegivent o s
i s e h t s i h t h s i n if o t e m d e g a r u o c n e e
m happliy .Fu trhermore , Iwould also ilke to k
n a h
t SisterMargareth ,FCJ ,Sesi ,Sari ,Wiil ,andDevia smyproofreaders . I
, y ll a n i
F would dedicate my grattiude to those whose name s I canno t r
e y a r p r i e h t r o f k n a h t y ll a e r I . n o it n e
m sandt hei rencouragementgivent omet o ifnish .
s i s e h t s i h t
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.. . … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I
T i
ii .. . … … … … … … … … … … … … … … … … … … … .. . S E G A P L A V O R P P A
N O I T A C I D E
D PAGE………... vi .
… … … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ………... iv
S B
A TRACT……….. iiv
K A R T S B
A ……….. v i ii …
… … … … … … … … … S T N E M E G D E L W O N K C
A ………. xi
… … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A
T . ix
… … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L … xv
… … … … … … … … … … … … … … … … … … … S E C I D N E P P A F O T S I
L x vi
N O I T C U D O R T N I .l R E T P A H C
.
A ResearchBackground……… 1 .
B ResearchProblem s………. . 4 .
C ProblemLimtiaiton……… 5 .
D ResearchObjecitve s……… 5 .
E ResearchBenefti s………. . 6 .
F Deifni itono fTerm s………. 7
E R U T A R E T I L D E T A L E R F O W E I V E R . II R E T P A H C
.
A Theoreitca ldesc irpiton……… 9 .
1 Theoryo fError s………..……… 9 .
2 Type so fError. ……… 01 .
3 Facto rCausingError s……… . 41 .
ii x .
5 Theoryo fW iritng……… . 71 .
6 NarraitveText s……… . 91 .
7 Cur irculum………. . 02 .
B Theoreitca lFramework……… . 12
Y G O L O D O H T E M . I II R E T P A H C
.
A ResearchMethod……….. . 2 3 .
B ResearchSetitng……… 2 5 .
C ResearchSubject s ..… ………..……… . 2 6 .
D ResearchI nsrtuments andDataGathe irngTechnique. . 2 7 .
E DataAnalysi sTechnique……… . 2 8 .
F ResearchProcedure………. . 3 3
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A Error s Made by the Eighth Grade Student s o f SMPN 8 ir
W n i a tr a k a y g o
Y itngNarraitveText s……… . 3 5 .
1 OmissionType………. . 3 6 .
2 A dd iitonType………. . 3 9 .
3 MisformaitonType………. . 4 1 .
4 Misorde irngType……… 4 2 .
B The Mos tFrequenlty Error sMade by the Student so fGrade t
h g i
E h fo SMPN8Yogyaka trai nW iritngNarraitveTexts …
… ……… 4 4 .
C Factor s Causing Error s Made by the Student s in W iritng a
r r a
N itveText s………. . 4 6
R E T P A H
C V .CONCLUSIONS ANDRECOMMENDATIONS .
ii i x .
B Recommendaitons ………. . 5 5
E R E F E
R NCES……… 5 6 D
N E P P
v i x
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I
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e g a P s
e l b a T
j a M f o n o i s s i m O f o n o it a c if i s s a l C 1 . 1 .
3 o rConsttiuents……… 92 a
m m a r G f o n o i s s i m O f o n o it a c if i s s a l C 2 . 1 .
3 itca lMorpheme……….. … 92
f o n o it a c if i s s a l C e h T 3 . 1 .
3 DoubleMarking………. 03 l
p m i S f o n o it a c if i s s a l C e h T 4 . 1 .
3 eAddiiton……… 03
a l u g e r r e v O f o n o it a c if i s s a l C 5 . 1 .
3 irzaiton ………. 13
… … … … … … … … … … … … … … … m r o f g n it a n r e tl a /i h c r A f o n o it a c if i s s a l C 6 . 1 .
3 13
it a c if i s s a l C 7 . 1 .
3 ono fMisorde irngError s………. . 13 e
d a M s r o r r E y lt n e u q e r F t s o M e h T 2 .
3 byt heStudent s……… 23
m a r G f o n o i s s i m O f o n o it a c if i s s a l C 1 . 1 .
4 maitca lMorpheme………. 73 …
… … … … … … … … … … … g n i k r a M e l b u o D f o n o it a c if i s s a l C 2 . 1 .
4 ……… 93
s a l C 2 . 1 .
4 si ifcaitono fSimpleAddiiton………. 04 n
r e tl A /i h c r A f o n o it a c if i s s a l C 5 . 1 .
4 aitngForm………. . 14
s i M f o n o it a c if i s s a l C 6 . 1 .
4 orde irng………. 4 3 .
… … … … … … … … … … … … … … … r o r r E f o s e p y T r o j a M e h t f o r e b m u N e h T 2 .
v x
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. 1 X I D N E P P
A APermissionLetterf o rResearchGivent ot he f
o r e t s a m d a e
H SMPN8Yogyaka tra……… . 61
. 2 X I D N E P P
A APermissionLetterf o rResearchGivent ot heCharipersono f … … … … … … … … … … … … … … t n e m tr a p e D n o i s s i m r e
P … 6 2
. 3 X I D N E P P
A AConfrimaitonLette r……… 36 .
4 X I D N E P P
A AResearchStatemen t……… 46 .
5 X I D N E P P
A TheExample so fStudents ’NarraitveText s……… . 56 .
6 X I D N E P P
A Error sFoundi nt heStudents ’NarraitveText s………. . 47 P
P
A ENDIX7 .InterviewGuideilne s………..……… .…. 7 9 .
8 X I D N E P P
A InterviewTransc irpts ………. . 18 .
9 X I D N E P P
A Othe rFinding s………... 98 .
0 1 X I D N E P P
1
1 R E T P A H C
N O I T C U D O R T N I
s tr a p x i s f o s t s i s n o c t I . y d u t s s i h t f o n o it c u d o rt n i e h t s t n e s e r p r e t p a h c s i h
T ,
y l e m a
n the research background ,research problems ,problem ilmtiaiton ,research
ti f e n e b h c r a e s e r , s e v it c e j b
o s, and de ifniiton o fterms which wli lbe used in thi s
. y d u t s
.
A ResearchBackground
h s il g n
E , a san internaitona llanguage, i staugh ta sone o fthe lesson st o
l o o h c s h g i h r o i n u
j in I ndonesia,f ori nstancei nSMPN 8Yogyaka traas t hef ocu sof
. y d u t s s i h
t T he student s o f grades seven up to nine have to study Engilsh.
r e h tr u
F m , ore tii snecessaryf ort hestudentst os tudyEngilshwells ince ti isi ncluded
. n o it a n i m a x e l a n if r i e h t n i
n i s t x e t f o s e r n e g e m o s n r a e l s t n e d u t
S an Engilsh lesson ,one o fthem si
s t x e t e v it a r r a
n ast hef ocu soft hiss tudy .AccordingtoAbbott( 2002), narraitvei st he
t n e v e n a f o n o it a t n e s e r p e
r (p .12). I tmeans t ha tnarraitve normally tell ssomething
g n i n e p p a
h int he past .Fu trhermore ,Wardiman ,Jahur ,andDjumas ( 200 )8 statetha t
e l p o e p e s u m a o t y r o t s a s i t x e t e v it a r r a n
a (p .93).I nt hiss tudy,t her esearche rclaim s
s i t x e t e v it a r r a n a t a h
t a tex ttelilng a story which happened in the pas tto amuse
n o s e s u c o f y d u t s s i h
T narraitvet ext sf ortheriimpo trancet ostudy .Basedon
P n a u t a S t a k g n i T m u l u k i r u
K endidikan/KTSP ,Standa rKompetens/iSK no 12 and
D K / r a s a D i s n e t e p m o
K no 12.2, narraitvet ext shave t obegiven in grades eight and
e n i
n . Fu trhermore , according to the Engilsh teache r o f VII/I6 o f SMPN 8
, a tr a k a y g o
Y the eighthgrade student sare supposed t obe ablet ocompose narraitve
g n i k a e p s n i h t o b l l e w s t x e
t andw iritng skillsin semestert wo .Thus , tii ssigni ifcan t
t r o
f hes tudentst os tudynarraitvet ext swell .
e h t n o d e s a
B Engilsh syllabu sfo rVII /I6 fo SMPN 8 Yogyaka tra ,the
s t n e d u t
s wli lstudy narraitve text sthrough fou rskills ,namely reading ,speaking ,
. g n it ir w d n a , g n i n e t s
il Thi sstudy focuse son the w iritng skill especially w iritng
s t x e t e v it a r r a
n due to several reasons .The fris treason i sbased on a resul to fan
r a e s e r e h t n e e w t e b n o it a s r e v n o c y ll a n o it n e t n i n
u che randt hes tudent so fVII /I6which
s e t a c i d n
i tha tsome student sstli lhave dfi ifculite sin w iritng since there are many
s e s n e
t tol earn .TheEngilsht eache ro fVII /I6s aidt hatt hereweres omes tudentswho
d a
h dfi ifculite s in implemenitng tense s in wrtiing texts . However , a tfe r the
g n it ir w ’ s t n e d u t s e h t d a e r r e h c r a e s e
r , t he researche rno tonly found errors i n t ense s
d e r e v o c s i d o s l a r e h c r a e s e r e h t t u
b some grammaitca lerror smade yb et h student s
s t x e t t n u o c e r g n it ir w n i 6 /I I I V s s a l c m o r
f and narraitve texts .Conside irng those
s t c a
f , ther esearche rbecomesinterestedi nknowingf u trhe rwhethert hestudent sstli l
n i s e it l u c if fi d e v a
s e i d u t s n e e b e v a h e r e h t , y ll a u t c
A fo analyzingerrorsi nw iritngt exts .Oneo f
i t a w a ir d n I y b d e t c u d n o c n e e b d a h s e i d u t s e h
t (2008 )whof ocusedonnarraitvet exts .
h c e h
S ose SMAN 2 Klaten as t he setitng of t he study .The focu so fh se r tudy was
e r u t a e f l a u t x e
t s in w iritng et h narraitve texts .The study revealed how wel lthe
s t n e d u t
s wrote the narraitve t ext susing gene irc srtucture and how well simple pas t
e s n e
t they had in t ri he narraitve text swas .Anothe rresearch wa sconducted by
) 8 0 0 2 ( i n e h a r g g n
A who analyzed error sin recoun ttext sdone by the student so f
s u i s i n a K P M
S . The error s she analyzed deal t wtih morphology , syntax , and
n i s r o r r e ’ s t n e d u t s d e z y l a n a , ) 9 0 0 2 ( a ir ti f a n a H , r e h c r a e s e r t s a l e h T . y m o n o x a t
e v it p ir c s e d g n it ir
w texts .The error sshef ocused onwerespelilng ,vocabulary ,word
, e r u t c u rt s e c n e t n e s ,s s a l
c da n punctuaiton.
The focu so fthi sstudy i sdfiferen tfrom the previou sresearche . s In thi s
s r o r r e n o e r o m s e s u c o f r e h c r a e s e r e h t , y d u t
s made by t he eighth grade student so f
8 N P M
S Yogyaka tra i ncreaitngnarraitvet ext sbased onsurfacesrtategyt axonomy,
s l a e d h c i h
w tiw h students ’cogniitveablitiy .Accordingt oDulay,Bu tr ,andKhrasen
2 8 9 1
( ) e , rror sof t his t ypeare characte irzed byomissiono fmorphemes ,addiiton o f
n ir e d r o s i m , e c n a r e tt u n a n i r a e p p a t o n d l u o h s h c i h w m e ti n
a g ,and misformaiton .(p
) 0 5
1 .Moreover ,Dulay ,e tal .(1982 )claim tha tidentfiying error sfrom surface
t a e r g s e v i g y m o n o x a t y g e t a rt
s promise sfo rthe researcher sto know the students ’
e g a u g n a l w e n e h t g n it c u rt s n o c e r n i s e s s e c o r p e v it i n g o
o x a t y g e t a rt s e c a f r u s s y o l p m
e nomy to know the students ’cogniitve ablitiy in
. s t x e t e v it a r r a n g n it ir w h g u o r h t h s il g n E g n it c u rt s n o c e r
n
I addiiton, i n thi sstudy, ther esearche rchose SMPN 8Yogyaka tra, which
s a d e r e d i s n o c s i e l p o e p e v if f o e v if o t g n i d r o c c
a af amouss chooli nYogyakart . a The
g n i y d u t s s t n e d u t
s int hi sschoo lareexcellen tand wel lselected .Fu trhermore ,SMPN
8 i sconsidered a san internaitona lschool .Thus ,i ti squtie challenging to know
h
w ethe rthe student sfrom a well-known schoo lhave dfi ifculite so rno tin w iritng
. s t x e t e v it a r r a n
.
B ResearchProblems
The researche raddresses t hree research problems related t o t hi sstudy .The
w o ll o f s a d e t a t s e r a s m e l b o r p h c r a e s e
r s :
.
1 Wha terror sdo the eighth grade student so fSMPN 8 Yogyaka tra make in
o d e s a b s t x e t e v it a r r a n g n it ir
w nt hes urfaces rtategyt axonomytheory?
.
2 Wha t error s are moslty made by the eighth grade student so f SMPN 8
y m o n o x a t y g e t a rt s e c a f r u s e h t n o d e s a b s t x e t e v it a r r a n g n it ir w n i a tr a k a y g o Y
y r o e h
t ?
.
3 Wha taret hef actor scausingerror sdonebyt heeighthgradestudent sof SMPN
Y
.
C ProblemLimtia iton
s e s u c o f y d u t s s i h
T onreveailngerrors i nw iritngnarraitvet ext sdonebyt he
6 /I I I V f o s t n e d u t
s o fSMPN 8Yogyaka tra .Theerrors thatt he r esearche rdeal swtih
y b d e if it n e d i e r
a using the surface srtategy taxonomy theory .Dulay e t a.l (1982 )
y b d e z ir e t c a r a h c e r a y m o n o x a t y g e t a rt s e c a f r u s n o d e s a b s r o r r e t a h t e s o p o r p
n a n i r a e p p a t o n d l u o h s h c i h w m e ti n a f o n o it i d d a , s e m e h p r o m f o n o i s s i m o
n o it a m r o f s i m d n a , g n ir e d r o s i m , e c n a r e tt
u p( . 11 ). 5 Thu ,s t he researche rfocuse son
. ) g n ir e d r o s i m d n a , n o it a m r o f s i m , n o it i d d a , n o i s s i m o ( s e p y t e s o h t n o d e s a b s r o r r e
Thi sstudyf ocuse sononeclass, namelyVII /I6duet ot wor easons .Thef ris t
s r o r r e d n u o f s a h r e h c r a e s e r e h t t a h t s i n o s a e
r made b hyt e student so f tha tclas son
g n it ir w r i e h
t .Fu trhermore, thi sclass i s t he only class which has an oppo truntiy t o
.r e h c a e t ri e h t y b d e k s a o w t r e t s e m e s n i s t x e t e v it a r r a n e ti r w
, n o it a ti m il e m it o t e u
D the r esearche rha sonechance t ocollec tdataf or t he
ri
f ts and second research problems .Fu trher ,the researche rcan only interview six
o t s t n e d u t
s discove rfactor scausing error sa sthe answe rt eo t h thrid research
. m e l b o r
p
.
D ResearchObjec itves
. y d u t s s i h t f o s m i a e h t s e d i v o r p r e h c r a e s e r e h t , y d u t s s i h t n
I The following
y d u t s s i h t f o s e v it c e j b o e h t e r
.
1 Toknowwha terror smadebyt hes tudent sofSMPN8Yogyakatrai nw iritng
s t x e t e v it a r r a
n .
.
2 Toi dentfiytheerror smosltymadebyt hes tudentso fSMPN8Yogyaka trai n
s t x e t e v it a r r a n g n it ir
w .
.
3 Todiscovert heunde lryingr eason so fmakingerrorsi ncomposingnarraitve
s t x e
t .
.
E ResearchBenef tis
In thi sstudy ,the researche rprovide sresearch benefti sfo rthe Engilsh
f o r e h c a e
t SMPN 8 Yogyaka tra and also the eighth grade student so fSMPN 8
T . a tr a k a y g o
Y her esearchbenefti sarepresentedasf ollows:
.
1 EngilshTeachero fSMPN8Yogyakarta
g n i y d u t s y
B error smadebyt hes tudent so fVII /I6 fo SMPN8Yogyaka trai n
g n it ir
w narraitve texts ,the Engilsh teache rcan know the students ’dfi ifculites in
r i e h
t w iritng .Moreover ,since the error sw li lbe catego irzed into some types ,the
a e r a t l u c if fi d t s o m e h t w o n k l li w r e h c a e
t faced by t he students i n w iritng narraitve
. s t x e
t Thus ,i tenable sthe teache rto pay atteniton m ore to the pa trs in which the
r u c c o y lt s o m s r o r r
e .
.
2 EighthGradeStudent sofSMPN8Yogyakarta
s r o r r e e h t n w o h s g n i e b y
B made by t he student sin w iritng narraitve t exts ,
t n e d u t s e h
e r i e h t t c e r r o
c rrors i n thei rw iritng ,which enables t hem t so tudy t he pa trs in which
k a m y e h
t e the error .s Thus ,i ti sexpected tha tthe student swli lno tmake errors
e r o m y n
a incomposingothe rnarraitvet extsa tfe rknowingt hei rerrors .
.
F De ifni itono fTerms
d e t a l e r s m r e t f o s n o it i n if e d e m o s s e d i v o r p r e h c r a e s e r e h
T to thi sstudy .
: e r a y e h T
.
1 Error
e g d e l w o n k f o k c a l e h t f o t l u s e r e h t e r a s r o r r e , ) 5 6 9 1 ( y k s m o h C o t g n i d r o c c A
e ti c s a
( d i n Dulay e tal,. 1982 ,p .139) .The t heory from Chomsky i ssuppotred by
5 0 0 2 ( n a g o d r
E )saying ,“an errori st heuseo fa ilnguisitc tiemi nawayt ha ta lfuen t
g n i n r a e l e t e l p m o c n i r o y tl u a f g n i w o h s s a t i s d r a g e r e g a u g n a l e h t f o r e k a e p s e v it a n r o
. p
( 32 ) 6 .” I tmean stha terror shappen because the learner shave no tmastered the
ll e w s l a ir e t a
m due t o t he fautly or i ncomplete l earning .In ilne wtih Chomsky and
e v it a r r a n g n it ir w n i s e it l u c if fi d ’ s t n e d u t s e h t h ti w l a e d y d u t s s i h t n i s r o r r e , n a g o d r E
.s t x e t
.
2 Wri itng
9 9 1 ( s e u g ir d o R d n a n a m r e e m m i
Z 2 )claim tha twir itng i sa way o fsha irng
s r e h t o h ti w s a e d
i .( 4)p .Zamel( 1983)states t ha tw iritng i saprocess t hroughwhich
s i h t n I . ) 2 . p , 6 0 0 2 , o H n i d e ti c s a ( ” , e m it e m a s e h t t a t
i study ,w iritng deal swtih
o h t ’ s t n e d u t s g n ir e v o c s i
d u s ght inw iritngnarraitvet exts.
.
3 aN rra itveTex t
2 0 0 2 ( t t o b b
A )point soutt ha tnarraitve i s t he representaiton o fanevent .( p
2
1 ). P iryana ,Ijrayanit ,and Rentiasar i(2008 )state tha tnarraitve text si sa story
h ti w g n il a e d s t n e v e t u o b a g n il l e
t problems and having unexpected outcomes .( p
1 46 ) n. I ilne wtih P iryana e ta.l and Abbot,tnarraitve t exts i n t hi sstudy refer t o a
. t s a p e h t n i d e n e p p a h h c i h w y r o t s
.
4 EighthGradeStudent so fSMPN8Yogyakarta
e h t o t r e f e r y d u t s s i h t n i s t n e d u t s e h
T eighth grade student so fSMPN 8
g n it ti s a tr a k a y g o
Y inVII /I6ast hes ubject soft hiss tudy .Thereare17f emaleand13
. s t n e d u t s e l a
m Theyhaveanoppo truntiyt ostudynarraitve t ext sand consrtuct t hem
s r o r r e e n i m a x e o t s m i a r e h c r a e s e r e h t , s u h T . o w t r e t s e m e s n
i i n narraitve text s
s t n e d u t s e h t y b n e tt ir
9 CHAPTERI I
E R U T A R E T I L D E T A L E R F O W E I V E R
s i h t tr o p p u s h c i h w s e ir o e h t e m o s s e d i v o r p r e t p a h c s i h
T study.I tconsist so f
s tr a p o w
t ,namelytheoreitca ldesc irpitonandt heoreitcalf ramework .
.
A Theore itca lDescrip iton s e b ir c s e d t r a p s i h
T the theo ires fo erro , rs wir itng ,and narraitve text .s In
, n o it i d d
a thi spar treveal scurirculumb ire lfy .
.
1 Theoryo fErrors
t i y d u t s o h w s t n e d u t s e h t , a i s e n o d n I n i e g a u g n a l n g i e r o f a s i h s il g n E e c n i S
migh t ifnd dfi ifculites in using ti .Dulay e ta.l (1982 )agree tha tpeople ce trainly
e k a
m errors i n studying l anguage .( 8p 1 ). 3 Moreover ,Elil s(1997 )says t ha terror s
o n o d s t n e d u t s e h t fi r u c c o s y a w l a l li
w tunderstand what t he correc tform sare .( p
8
1 ). I tmeans t hat t he l earner smigh tconitnually make error sbefore t hey know t he
correctf ormoft het argetl anguage .
Error shappenbecauset hel earner shaveno tmasteredt hel essonwellduet o
g n i n r a e l e t e l p m o c n i r o y tl u a f e h
t .Erdogan (2005 )says ,“an erro ri sthe use o f
e h t f o r e k a e p s e v it a n r o t n e u lf a t a h t y a w a n i m e ti c it s i u g n
il languager egards i ta s
g n i n r a e l e t e l p m o c n i r o y tl u a f g n i w o h
s ” (p. 263) .Moreover ,according t o Chomsky
ti c s a ( e g d e l w o n k f o k c a l e h t f o t l u s e r e h t e r a s r o r r e , ) 5 6 9 1
.) 9 3 1 .
p Elils( 1997)s tatest ha terror shappenbecauset hes tudent sdono tknowwha t
t c e r r o c e h
t one sare .( 7p 1 ). Erdogan(2005) provides an example o fan error in t he
e c n e t n e s g n i w o ll o
f “A srtange thing *happen to me yesterday” .( p 2 ) .64 The
e c n e t n e
s shouldbe“As rtanget hinghappenedtomeyesterday.”
o t g n i d r o c c
A Elils( 1997 )error saredfiferentf rommistake sbecause :
; e g d e l w o n k s ’ r e n r a e l a n i s p a g t c e lf e r s r o r r E
“ theyoccu rbecauset hestudent s n i s e s p a l l a n o i s a c c o t c e lf e r s e k a t s i M . e n o t c e r r o c e h t w o n k t o n o d i r a l u c it r a p a n i , e s u a c e b r u c c o y e h t ; e c n a m r o f r e
p nstance,t hel earneri sunable s w o n k e h s r o e h t a h w m r o f r e p o
t ”( p. 71 .)
d n a s r o r r e n e e w t e b s e c n e r e f fi d e h t e b ir c s e d s il l E m o r f s t n e m e t a t s e h T . s e k a t s i
m Errors are affectedbyt hestudents ’ ilmtied knowledge .Thestudent shave
w s l a ir e t a m e h t d e r e t s a m t o
n el land t heydono tknowt hecorrec tones .Mistakes ,on
n e p p a h , d n a h r e h t o e h
t when the student falis to perform wha the o rshe actually
.s w o n
k Herearet heexample so ferror sandmistake sprovidedbyElils( 1997 :)
: s r o r r E tt il a d n a n a m A “ , d i a s t n e d u t s
A leboy*wa swatchinghim.” s e k a t s i M : a d e n i a t n o c m e h t f o g i b e h T “ , d i a s t n e d u t s a e v it a r r a n a f o g n i n n i g e b e h t n I e k a n s a n i a t n o c * t e k s a b e h T “ , d i a s e h , e c n e t n e s l a n if e h t n i ,r e v e w o H ” . e k a n s ” . p ( 61 .)
.
2 Types o fErrors
s e p y t r o j a m r u o f e r a e r e h
T o ferrors proposed by Dulay e ta.l 1( 982),
y l e m a
n linguisitc s category taxonomy , surface s rtategy taxonomy , comparaitve
y m o n o x a t t c e f f e e v it a c i n u m m o c d n a , y m o n o x a
t .Dulay e ta.l (1982 )state tha t
y m o n o x a t y r o g e t a c s c it s i u g n
il deal swtih classfiying error saccording to etihe ro r
t n e n o p m o c e g a u g n a l e h t h t o
. d e r e tl a e r a s e r u t c u rt s e c a f r u s s y a w e h t s t h g il h g i h y m o n o x a t y g e t a rt s e c a f r u S n o s ir a p m o c n o d e s a b s r o r r e f o n o it a c if i s s a l c e h t h ti w s l a e d y m o n o x a t e v it a r a p m o C t e
b ween the srtucture o f L2 error s and ce train othe r type s o f consrtuciton .
y m o n o x a t t c e f f e e v it a c i n u m m o
C deal swtih error sfrom the perspecitve o fthei r
n o s e s u c o f r e h c r a e s e r e h t , y d u t s s i h t n i , r e v e w o H . r e d a e r r o r e n e t s il e h t n o t c e f f e a f r u s n o d e s a b s r o r r
e ces rtategyt axonomybecauseDulaye ta.l(1985 )declaret ha ti t
s d l o
h greatpromisef o rresearcher sconcerning wtih i dentfiying cogniitve processe s
o n o it c u rt s n o c e r s ’ r e n r a e l e h t e il r e d n u t a h
t f thenewl anguage ( .p 150) .
il l
E s(1997 )provide stype so ferror ssuch as omission ,misformaiton ,and
n i d e d i v o r p e b d l u o h s h c i h w m e ti n a f o g n i s s i m e h t o t s r e f e r n o i s s i m O . g n ir e d r o s i m r e h t o n a o t m r o f l a c it a m m a r g e n o f o g n i s u e h t o t s r e f e r n o it a m r o f n i s i M . e c n a r e tt u n a d n a h r e h t o e h t n o , g n ir e d r o s i M . m r o f l a c it a m m a r
g , i sputitngwords i n an utterance
y lt c e r r o c n
i .( 8p 1 ) .
y a l u D h ti w n o s ir a p m o c n
I e ta.lEl ils’t heoryaboutt ype so ferrorsi ssimlia r
s t c e p s a e m o s n
i wtih Dulay’ s e ta.ltheory .However ,Dulay e ta.lgroup t heri t ype s
n i s i m , n o it i d d a , n o i s s i m o ( s r o r r e f
o formaiton ,and misorde irng) i nt uos rfacesrtategy
y a l u D . y m o n o x a
t e t a.l (1982 ) state , “analyzing error s from surface srtategy
s s e c o r p e v it i n g o c g n i y fi t n e d i h ti w s n r e c n o c y m o n o x a
t e s tha tunderile t he l earner’ s
e g a u g n a l w e n e h t f o n o it c u rt s n o c e
r ” (p. 01 ). 5 Elil sand Barkhuizen (2005 )clarfiy
s w o h s y m o n o x a t y g e t a rt s e c a f r u s t a h
t tha tthe learner scarry out thei rcogniitve
e c n a r e tt u r i e h t n i s t n e m e l e g n i c it o n y b n o s ir a p m o
o c ’ s t n e d u t s e h t h ti w s l a e d y m o n o x a t y g e t a rt
s gni itveprocesse sinunderstandingand
g n it n e m e l p m
i thet argetl anguage .
e r a s r o r r e f o s e p y t g n i w o ll o f e h
T the classi ifcaitons o ferror sbased on the
y m o n o x a t y g e t a rt s e c a f r u
s theoryproposedbyDulaye ta.l(1982).
.
a Omission
n o i s s i m o n
A occur sbecause there i sa missing tiem which should be
e tt u n a n i d e d i v o r
p rance .The omission can be indicated by the lack o fthe majo r
e k il e c n a r e tt u e h t n i t n e u ti t s n o
c a head noun ,a subject ,a main verb ,and a driec t
t c e j b
o ,for i nstance ,“Don’ tgive *__to me.” The sentence doe sno thave an object .
e h t , s u h
T utterance should be “Don’ tgive ti to me.” In addiiton ,the lack o f
e m e h p r o m l a c it a m m a r
g such a sthe omissions fo a preposiiton ,an aritcle, a shor t
, l a r u l
p a long plural ,an auxiilary ,a copula ,a progressive form , an in ifntiive ,a
e s n e t t s a p r a l u g e r ri d n a r a l u g e
r verb ,a n d a thrid person singular form a lso indicate
f o s d n i
k omission ,for example ,Leo *buy *__book .The sentence i sincorrec t
e b d l u o h s tI . ” a “ d n a ” s “ s e m e h p r o m f o k c a l s i ti e s u a c e
b “Leobuy sabook.”
.
b Addi iton a n
A ddiito n shows an exces so fan unnecessary tiem i n an utterance .The
addiiton tisel fi sdivided into three classi ifcaitons: double marking ,regula irzaiton ,
e l b u o D . e r u t a e f e m a s e h t n i s m e ti o w t o t s r e f e r g n i k r a m e l b u o D . n o it i d d a e l p m i s d n a
n a c g n i k r a
m bei ndicated bythe exces so fpresenti ndicaitve verb ,sr egula rpas tand
u g e r
ri la rpast tense verbs ,and indriec tobjects f , o rexample ,“She didn’ t*drank a
a e t f o p u
t u p r e k r a m
a in tiem swhich dono tneed t hemarke,r f o rexample ,eated ,deer ,sand
m e ti n a f o e s u e h t f o e s u a c e b s r u c c o , d n a h r e h t o e h t n o , n o it i d d a e l p m i S . s p e e h s
y b d e t a c i d n i e b n a c t I . e c n a r e tt u n a n i r a e p p a t o n d l u o h s h c i h
w an unnecessary
n o it i s o p e r
p ,an aritcle sand a thrid person singula rform exisitng i n a sentence ,f ro
“ , e l p m a x
e *at his”.
.
c Misforma iton s i
M formaitoni sanothe rkindo ferrors . tI i si ndicatedbyt hewrongf orm fo
g o d e h T “ , e l p m a x e r o f , e r u t c u rt s a r o e m e h p r o m
a *eated the chicken.”
a m r o f n i s i
M it on i sdivided into three classi ifcaitons: regulairzaiton errors ,archi
-.s m r o f g n it a n r e tl a d n a , s m r o
f Regula irzaiton occur si fthe learner suse a regula r
c t I . e n o r a l u g e r ri n a k r a m o t r e k r a
m anbedesc irbedi nt hewrongf orm fo are lfexive
, n u o n o r
p a regula rp tas tenseverb ,and a thridperson singular mfor ,f o rexample“ I
*d irnked.” D irnk i san riregula rverb whichdoe sno tneed a suf ifx tomake tii nto a
b r e v e s n e t t s a
p .The word dir
