An error analysis on research proposal of the seventh semester students of English Language Education Study Program of Sanata Dharma University.

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AN ERROR ANALYSIS ON RESEARCH PROPOSAL

OF THE SEVENTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Klara Ade Krisnawati Student Number: 071214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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AN ERROR ANALYSIS ON RESEARCH PROPOSAL

OF THE SEVENTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Klara Ade Krisnawati Student Number: 071214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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When there is no turning back, we should concern ourselves only with the best way of going forward. -Paulo Coelho-

When you want something, all the universe conspires

in helping you achieved it. -Paulo Coelho ‘the alchemist’-

When there is a will...there is a way...

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, December 7, 2011 The Writer

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Klara Ade Krisnawati

Nomor Mahasiswa : 071214068

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

AN ERROR ANALYSIS ON RESEARCH PROPOSAL

OF THE SEVENTH SEMESTER STUDENTS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal 7 Desember 2011 Yang menyatakan

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vii ABSTRACT

Krisnawati, Klara Ade. (2011). An Error Analysis on Research Proposal of The Seventh Semester Students of English Language Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

As professional teacher candidates, the students of English Language Education Study Program should be able to produce good academic writing. They should also become good models for their students. On the seventh semester, the English Language Education Study Program students experience to teach high school students. It requires them to have a good ability in listening, speaking, reading, and writing skills. One of the courses which reflects the seventh semester students’ ability in writing is KPE 475Thesis Writing Course. In this course, the students produce a research proposal as the final assignment. However, there are some errors still produced by the seventh semester students of English Language Education Study Program academic year 2007/2008 in writing Research Proposal. For this reason, it is beneficial to find out the errors made by students of English Language Education Study Program and the possible sources of error in writing Research Proposal. The research focuses on analyzing errors in Chapter I of Research Proposal because in this part, the students have an ample opportunity to write their opinions and ideas toward the topic of the thesis rather than in other chapters.

This research aimed to answer two research questions. 1) What are the errors made by seventh semesterstudents of English Language Education Study Program of Sanata Dharma University in their Research Proposal of Thesis Writing Course? 2) What are the possible sources underlying the errors made by seventh semester students of English Language Education Study Program of Sanata Dharma University in writing their Research Proposal of Thesis Writing Course? The researcher conducted a document analysis research. As a qualitative research, the results of the analysis were interpreted in the form of descriptive data. Twenty five documents of Chapter I of Thesis Writing Research Proposal of the academic year 2007/2008 students were the instruments in this research. The documents were analyzed based on surface structure taxonomy theory from Dulay, Burt, & Krashen.

The results showed the type of errors were classified into omission errors (73 errors or 42.94 %), addition errors (22 errors or 12.94 %), misinformation errors (45 errors or 26.47 %), and misordering errors (3 errors or 1.76 %). Besides, the researcher also found other errors (27 errors or 15.88 %). By using Ellis’ theory of possible source of errors, there were two possible sources of errors appeared. The first was errors which were resulted from interlingual process (misinformation and misordering errors). The second was intralingual process (all the types of surface structure taxonomy errors).

The researcher hopes this research will be useful for lecturers and students of English Language Education Study Program. The researcher also recommends some suggestions for the further researchers to follow up this research.

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viii ABSTRAK

Krisnawati, Klara Ade. (2011). An Error Analysis on Research Proposal of The Seventh Semester Students of English Language Education Study Program of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma.

Sebagai para calon guru profesional, mahasiswa Program Studi Pendidikan Bahasa Inggris harus mampu menghasilkan suatu tulisan akademik yang baik. Mereka juga harus mampu menjadi contoh yang baik bagi murid-muridnya. Di semester ketujuh, mahasiswa akan berpraktek langsung dalam mengajar murid-murid SMA dan SMP. Hal ini mengharuskan mahasiswa mempunyai kemampuan yang baik dalam mendengarkan, berbicara, membaca, dan menulis. Salah satu mata kuliah yang merefleksikan kemampuan menulis mahasiswa semester 7 adalah mata kuliah Thesis Writing. Sebagai tugas akhir mata kuliah ini, mahasiswa diwajibkan mampu menghasilkan suatu proposal penelitian. Namun demikian, masih terdapat banyak kesalahan yang dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris semester 7 tahun angkatan 2007/2008 dalam menulis proposal penelitian. Berdasarkan alasan tersebut, penelitian analisa dokumen dirasa perlu dilakukan untuk mengetahui kesalahan apa saja yang biasanya dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris dan kemungkinan penyebab dari kesalahan tersebut dalam menulis proposal penelitian. Penelitian ini fokus menganalisa kesalahan-kesalahan yang dibuat di Bab I sebuah proposal penelitian. Bab I dipilih karena dalam bagian ini mahasiswa memiliki banyak kesempatan untuk menulis opini dan ide mereka tentang topik penelitian daripada di bab-bab yang lain.

Penelitian ini bertujuan untuk menjawab dua masalah. 1) Apa saja kesalahan yang dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris semester 7 di Universitas Sanata Dharma dalam penulisan proposal penelitian di mata kuliah Thesis Writing? 2) Apa saja kemungkinan penyebab dari kesalahan-kesalahan yang dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris semester 7 di Universitas Sanata Dharma dalam penulisan proposal penelitian di mata kuliah Thesis Writing? Peneliti melakukan penelitian dengan menganalisa dokumen. Sebagai penelitian kualitatif, hasil data dari menganalisis dokumen akan diinterpretasikan ke dalam bentuk data diskripsi. Instrumen dalam penelitian ini adalah dokumen Bab I dari proposal penelitian. Peneliti mengumpulkan 25 dokumen proposal penelitian dari mahasiswa Program Studi Pendidikan Bahasa Inggris tahun angkatan 2007/2008. Dokumen tersebut dianalisis berdasarkan teori surface structure taxonomy dari Dulay, Burt, dan Krashen.

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yang dihasilkan dari proses interlingual (misinformation dan misordering), serta kesalahan yang dihasilkan dari proses intralingual (semua jenis kesalahan dalam surface structure taxonomy).

Peneliti berharap agar penelitian ini berguna bagi para dosen dan mahasiswa di Program Studi Pendidikan Bahasa Inggris. Peneliti juga menyediakan beberapa saran bagi peneliti lain yang akan melanjutkan penelitian ini.

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ACKNOWLEDGEMENTS

First, my greatest gratitude goes to my Lord Jesus Christ and Mother Mary, who always bless my whole life and everything I do in this world. I thank Lord for giving me so many great people who always support me and make my life wonderful.

I also would say my deepest gratitude to my beloved family. My parents: Antonius Ngadikin and Christina Kusumastuti, for their eternal love, prayer, and care. I earnestly thank to my brother, Mas Andre, and my sister, Astri, for always loving, cheering me up, and helping me whenever I need. A big thanks also goes to my grandparents for always praying, loving, and supporting my life.

I owe an immeasurable debt to my sponsor, Ag. Hardi Prasetyo, S.Pd., M.A., for his care, guidance, and helps to me, as well as his support and encouragement in finishing the thesis. I thank him for always patiently answering my confusion and guiding me in doing this thesis.

My great gratitude also goes to all the PBI lecturers who have guided me along these years. I would also say thanks to Mbak Dhanik and Mbak Tari who always help me during my study in PBI.

I address my sincerely thanks to all of PBI students academic year 2007/2008 for the kindness in allowing me to use their research proposals as the main source of data in this research.

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Susi), PPL and KKN, “Tangled” play performance, EMC, my seniors and juniors, and my relatives, for the support and wonderful friendship during these whole semesters in university. I thank for all the unforgettable happy and sad moments we shared throughout the time spent. They are really colouring my life.

Lastly, my deepest thanks goes to Susan, Achi, Vita, Lui, Calvin, Ian, Mas Heri, Mas Krisna, Mas Ardi, Mas Adit ‘Cool’, and Mas Daniel ‘Danconk’, and also everybody whom I cannot mention one by one, who have supported and helped me in finishing this thesis. I thank them all for spending their time for me, and for teaching me so many great lessons in my life.

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LIST OF TABLES

Page

Table 4.1 Types of Error ... 31

Table 4.2 Omission Error ... 33

Table 4.3 Addition Error ... 35

Table 4.4 Regularization of Misinformation Error ... 38

Table 4.5 Alternating Forms of Misinformation Error ... 40

Table 4.6 Misordering Error ... 42

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LIST OF APPENDICES

Page Appendix 1. List of Errors ... 60 Appendix 2. The Examples of Chapter I

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1 CHAPTER I

INTRODUCTION

This chapter provides the rationale for conducting the research. This chapter includes research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

As professional teacher candidates, the students of English Language Education Study Program should be able to produce good academic writing, since as teachers, they should become good models for their students. They will experience teaching high school students. It requires them to have a good ability in listening, speaking, reading, and writing. One of the courses which reflects the seventh semester students’ ability in writing is KPE 475Thesis Writing Course. In this course, the students are required to produce a research proposal as the final assignment.

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research to examine errors produced by the seventh semester students in writing English academic writing.

The documents analyzed in the research were the students’ Chapter I of Research Proposal. The research only focused on Chapter I of the proposal. In this chapter, the students have an ample opportunity to write their opinions and ideas toward the topic of the thesis rather than in other chapters. They have to convey their thoughts in order to convince readers whether the research are worth conducting or not. Besides, Chapter I is less of quotation and citation compared to the other chapters. Chapter I is mostly containing the students own sentences. This chapter shows the seventh semester students’ ability in producing a writing. For that reason, it is important to conduct a document analysis research, especially in this field, because it gives the information about errors that are usually made by students of English Language Education Study Program of Sanata Dharma University in writing their Research Proposal of Thesis Writing Course.

The research was conducted in English Language Education Study Program of Sanata Dharma University. The researcher chooses the seventh semester students as the participants of the research. Seventh semester students have already had good English proficiency level, as the students have learned English for more than three years in university. Moreover, most of them have done their teaching practice in high school students.

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because the learner does not know what is correct. In other words, it can be said that the learners make errors beause they are lack of consciousness in language knowledge. As teacher candidates, the students of English Language Education Study Program must be able to give the correct English example or good models of English language for their students. Since this research shows their errors in their academic writing, it is useful for them when they become teachers later. The research’s findings can be the references for them in teaching their students, especially in teaching writing. They can ask their students to be more careful in writing academic essays, especially in the parts which is leading the students to make errors. The researcher expects that the research will uncover the students’ errors in their academic writing, as well as possible sources of the errors.

B. Research Problems

This research is going to answer the following research questions:

1. What are the errors made by the seventhsemester students of English Language Education Study Program of Sanata Dharma University in their Research Proposal of Thesis Writing Course?

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C. Problem Limitation

This research focused on the Research Proposal of Thesis Writing Course of the seventh semester students of English Language Education Study Program of Sanata Dharma University academic year 2007/2008. This research only covered the students’ Chapter I of Research Proposal of Thesis Writing Course that was done in semester seven. It used twenty five documents of Chapter I of Thesis Writing Research Proposal. The participants were chosen by using purposive sampling technique.

D. Research Objectives

The objectives of the research are to answer the two research questions. The research is conducted to find out the errors of the seventh semester students of English Language Education Study Program of Sanata Dharma University academic year 2007/2008 in writing their Chapter I of Research Proposal of Thesis Writing Course. The research is also conducted to find out the possible sources underlying the errors made by seventh semester students of English Language Education Study Program of Sanata Dharma University academic year 2007/2008 in writing their Chapter I of Research Proposal of Thesis Writing Course.

E. Research Benefits

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(2) it will be useful for teachers to know what errors learners make, and (3) making errors may actually help learners to learn when they self-correct the errors they make. Due to those reasons, this research hopefully can give benefits for the readers, especially:

1. The Lecturers of English Language Education Study Program

This research will be very useful for the lecturers of English Language Education Study Program especially the lecturers of Thesis Writing Course in reminding their students to be more careful in writing their Thesis Writing Research Proposal. They will find out the errors usually made by the students. It also helps the lecturers to find out the sources underlying the errors. Therefore, the lecturers can give or use more appropriate strategy or action to avoid the errors in students’ Thesis Writing Research Proposal.

2. The Students of English Language Education Study Program

This research is conducted to help the students to be more careful in writing so they do not have so many errors. This study provides several factors that cause the students’ errors. Therefore, it can help students to be aware of those factors and they can solve the factors that may influence the errors, and they can do better in academic writing.

3. The Further Researchers

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4. Sanata Dharma University

This research will be varying the research’s collection of Sanata Dharma University’s library. It is also useful in order to help the students in find some information or references for their study.

F. Definition of Terms

The researcher is going to discuss some terms used in the research to avoid misinterpretation. The terms of the research are defined as follows.

1. Error and Mistake

In this research, the term error is understood as what Ellis (2003) stated that error is reflecting gaps in a learner’s knowledge; they occur because the learner does not know what is correct. Corder (1967) in Ellis & Barkhuizen (2005) stated that there are three ways to signify the learner errors; they serve a pedagogic purpose by showing teachers what learners have learned and what they have not yet mastered, they serve a research purpose by providing evidence about how languages are learned, and they serve a learning purpose by acting as devices by which learners can discover the rules of the target language.

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Corder (1967) as cited by Dulay et. al. (1982), states that performance error have been called “mistake”, while “error” is reserved for the systematic deviations due to the learner’s still developing knowledge of the second language system.

The distinction between performance and competence errors is essential, but it is difficult to determine the nature of a deviation without conducting a careful analysis. Therefore, Dulay et. al. (1982) states that the term “error” can be used to refer any deviation from a selected norm of language performance, without considering the characteristics or causes of the deviation might be.

2. Error Analysis

According to Ellis & Barkhuizen (2005), analysis meant the process of identifying, describing, and explaining something. Error analysis consists of a set of procedures for identifying, describing, and explaining learner errors. Corder (1974) in Ellis & Barkhuizen (2005) stated that there are five steps in conducting error analysis; collecting the sample of learner language, identifying the errors, describing the errors, explaining the errors, and evaluating the errors.

The term error analysis in this research refers to the procedures for identifying, describing, and explaining the errors of the seventh semester students of English Language Education Study Program of Sanata Dharma University academic year 2007/2008 in writing their Chapter I of Thesis Writing Research Proposal.

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Proposal, identifying the errors, describing the errors, explaining the errors, and evaluating the errors.

3. Thesis Writing Course

Thesis Writing Course is one of the courses in English Language Education Study Program of Sanata Dharma University which requires the students to produce a research proposal as the final assignment. It contains the students’ plan for their thesis. In this proposal, the students have to produce Chapter I (Introduction), Chapter II (Literature Review), Chapter III (Research Methodology), and references.

Writing a proposal of research can be the most crucial and exciting step in the research process (Ary, Jacobs, & Razavieh: 1990). In this part, the researchers must demonstrate what they want to find through the research and they have to persuade others that their researches are worthwhile. Research proposal must be produced before the researchers collect data. Ary et.al. (1990) suggested a guideline for writing a research proposal. It consist of introduction (statement of the problem, review of the literature, and questions and/or hypotheses), methodology (subjects, instruments, procedures), analysis of data (data organization and statistical procedures), significance of the study (implications and applications), and budget and time schedule (budget and time schedule).

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10 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some theoretical reviews used in the research. There are two main parts in this chapter, namely theoretical description and theoretical framework. The theoretical description consists of theories that are relevant to the research and provides a review of related study, while the theoretical framework provides the theoretical answers to the research problems.

A. Theoretical Description

In this part, the researcher provides some theories about error analysis, Research Proposal of Thesis Writing, and document analysis that were stated by some experts in language teaching.

1. Error

a. Errors and Mistakes

Brown (2000) said that mistakes and errors are two different phenomena. A mistake refers to a performance error that is either a random guess or a “slip”. It fails to utilize a known system correctly. Error is the noticeable deviation from the adult grammar of a native speaker, which reflects the competence of the learner.

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mistake is reflecting occasional lapses in performance; it occurs because, in particular instance, the learner is unable to perform what he or she knows (p. 17).

Brown (2000) stated that human learning is fundamentally a process that involves the making of mistakes. From the mistakes, human can obtain the feedbacks from the environment, and that feedbacks are used to make new attempts that successively approximate desired goals. In other words, it can be said that language learning is like any other human learning.

Brown (2000) gave an illustration of the children learning their first language making countless “mistakes” from the point of view of adult grammatical language. The children learn how to produce the acceptable speech in their native language from the feedbacks that they receive every time they make mistakes.

Brown (2000) added that:

“…second language learning is a process that is clearly not unlike first language learning in its trial-and-error nature. Inevitably learners will make mistakes in the process of acquisition, and that process will be impede if they do not commit errors and then benefit from various forms of feedback on those errors”.(p. 217)

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b. The Nature of Errors

Ellis & Barkhuizen (2005) stated about the nature of errors, that is the learners sometimes produce errors and sometimes do not; in making errors, they do not always use the same non-target form. Corder (1967), as cited in Ellis & Barkhuizen (2005), divided the significant learner errors in three ways: (1) they serve a pedagogic purpose by showing teachers what learners have learned and what they have not yet mastered; (2) they serve a research purpose by providing evidence about how languages are learned; and (3) they serve a learning purpose by acting as devices by which learners can discover the rules of the target language.

Ellis (1997) stated reasons of some studies that focus on errors, they are: (1) the studies are conspicuous feature of learner language, (2) it will be useful for teachers to know what errors learners make, and (3) making errors may actually help learners to learn when they self-correct the errors they make.

2. Error Analysis

Based on Ellis & Barkhuizen (2005), error analysis consists of a set of procedures for identifying, describing, and explaining learner errors. Error analysis is the study of the errors made by the language learners in their speech and writing. Brown (2000) said what was called by error analysis was that the fact where the learners did make errors, and those errors could be observed, analyzed, and classified to reveal something of the system operating within the learner, and guide into the study of learners’ errors.

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“A learner’s errors…are significant in (that) they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language.” (p.217)

As stated by Brown that error analysis can keep us to focus on specific languages rather than viewing universal aspects of language. By doing an error analysis research, the researcher can understand why the learners lead to errors.

There are some steps to conduct an error analysis research. Corder (1974) as cited in Ellis & Barkhuizen (2005) explained the steps to conduct an error analysis:

1) Collection of a sample of learner language

In this step, the researchers need to be aware that the nature of the sample that is collected may influence the nature and the distribution of the errors observed. It is possible for the researchers to wish to sample errors more generally by collecting a broad sample reflecting different learners, different types of language and different production conditions. Based on Ellis (1987) as cited in Ellis & Barkhuizen (2005), the sample was collected as part of a study designed to investigate how different conditions of production (i.e. planned vs. unplanned) affected learner language.

2) Identification of errors

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3) Descriptions of errors

There are two kind of taxonomy used in describing errors based on Dulay, Burt, & Krashen (1998) as cited in Ellis & Barkhuizen (2005). They are (1) a linguistic taxonomy and (2) a surface taxonomy.

a) Linguistic Taxonomy

Linguistic taxonomy is usually related to descriptive grammar of the target language. Ellis & Barkhuizen gave a list of such a grammar included general categories relating to basic sentence structure, the verb phrase, verb complementation, the noun phrase, prepositional phrases, adjuncts, coordinate and subordinate constructions, and sentence connection. Then each category can be divided into some subdivision For example in verb phrase errors can be divided into some categories relating to the different of verb tenses, aspect, subjunctive, auxiliary verbs, and non-finite verbs. The other categories can also be divided into some subdivided categories.

b) Surface Structure Taxonomy

Dulay, Burt, & Krashen (1982) as cited in Ellis & Barkhuizen’s Analyzing Learner Language (2005), stated that surface structure taxonomy is based on the ways surface structures are altered in erroneous utterances/sentences. There are principals in which learners modify target forms.

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example is He didn’t came.), and simple additions or the additions that not describable as regularizations or as double-markings.

The third is misinformation. It is the use of the wrong form of the morpheme or structure. It is categorized into regularization (for example Do they be happy?), archi-forms (the learners use me as both a subject and object pronoun), and alternating forms (for example is Don’t +V and No +V). The forth is misordering. It is the error which characterized by the incorrect placement of a morpheme or group of morphemes in an utterance as in She fights all the time her brother.

James (1998) as cited in Ellis & Barkhuizen (2005) adds one further category called blends error. As Cook & Stevensen (2010) say that blends erroris an error in combining a prefix of source word with a suffix of another source word. There may be overlap in the contribution of the source words, as in fantabulous (fantastic and fabulous). This can be also resulted from over-inclusion as in the sentence The only one thing I want which is an amalgam of The only thing I want and The one thing I want.

4) Explanation of errors

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sources of errors; they are interlingual transfer, intralingual transfer, and context of learning.

a) Interlingual Transfer

Corder (1974), as cited in Ellis & Barkhuizen (2005), stated that interlingual errors are the result of mother tongue influences (p. 65). Brown (2000) said that interlingual transfer is a significant source of error for all learners. Similar to Corder, the errors resulted from this process are influenced by the native language. The learners are familiar with the native language before they know the second language (Brown, 2000). Here, Brown also gave example of English learners often say “the book of Jack” instead of “Jack’s book”.

b) Intralingual Transfer

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The intralingual errors are categorized into some types; they are false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restrictions, and a system-simplification. Here is the summary of strategies in analyzing errors of intralingual transfer provided by James (1998) in Ellis & Barkhuizen book.

The first is false analogy. This is an error caused by a kind of over-generalization. For examples are word boyÆ boys and childÆ childs.The second is misanalysis. In this strategy, the errors are seen because of the learners wrongly assume that the singular possessive pronoun -s is always forming plural. For example is in possessive pronoun its is plural because it followed by –s. The third is incomplete rule application. It is the under-generalization error. For example is the failure in utilizing indicative word order in Nobody knew where was Barbie. The forth is exploiting redundancy. It is omitting grammatical features that do not contribute to the meaning of an utterance.

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c) Context of Learning

Ellis and Barkhuizen (2005) stated that it is resulted because of the way the language was taught in the classroom. Brown (2000) stated the third source is the error that is resulted from the context of learning process. Context here is referring to the place where the learners learn something or the language concept, or the materials or textbook they used to learn something or language concept. Ellis & Barkhuizen (2005) called this process as natural or induced error. Brown added that the students often make errors because of misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was rote memorized in a drill but improperly contextualized.

5) Error evaluation

It involves determining the gravity of different errors with a view to deciding which ones should receive instruction.

3. Document Analysis

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As Merriam (2009) said about documents used in the research included anything in existence prior to the research at hand. The examples of documents are official records, letters, newspaper accounts, poems, songs, corporate records, goverment documents, historical accounts, diaries, autobiographies, and so on. In this research, the researcher uses students’ writing products as the document. Documents could give rich descriptive information towards the research. It is supported by Bogdan & Biklen (2003) that qualitative researchers are turning to documents as their primary source of data. They also said that the findings of document research are as well as the other research.The findings are rich of information.

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4. Thesis Writing Course

KPE 475 Thesis Writing Course is one of compulsory courses in English Language Education Study Program of Sanata Dharma University. The students are required to produce a research proposal as the final assignment of this course.

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5. Review of Previous Research

There are several undergraduate theses of Sanata Dharma University, which deal with Error Analysis. However, there is only one thesis that has a relationship with the issue discussed in this study. The thesis is written by Pambudi. The title of the thesis is A Study Grammatical Errors In The 2001/2002 PBI Students’ English Compositions. As it has been sketched previously, Pambudi, in the thesis, has given details about the characteristics of errors and the underlying sources. Pambudi classified and explained the errors based on Krashen and Corder’s errors taxonomy. In the thesis, Pambudi coded the errors made by 2001/2002 PBI students’ English compositions and noted it in the table. He also made the corrections in the next table. In the thesis, Pambudi found the underlying sources of students’ errors by doing interview.

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of errors taxonomy by Krashen. In this research, the researcher uses Dulay, Burt, and Krashen’s theory to classify and explain the errors.

B. Theoretical Framework

The research problems focus on the errors made by the seventh semester students of English Language Education Study Program of Sanata Dharma University academic year 2007/2008 in writing Research Proposal of Thesis Writing Course. The researcher also intends to investigate the possible sources underlying the errors.

Dealing with those two problems, the researcher uses theory of errors classification and possible sources of errors. For classifying the errors, this research uses one of the theories of errors taxonomy by Dulay, Burt, & Krashen (1998) as cited by Ellis & Barkhuizen (2005); they are linguistic taxonomy and surface structure taxonomy. This research uses surface structure taxonomy theory to classify the errors.

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24 CHAPTER III

RESEARCH METHODOLOGY

This chapter provides a rationale for the methods of research analysis, describes the methods of research and analysis, outlines the procedure to be used to gather and analyze the data, and reveals the boundaries of the research. This chapter includes the research method, research settings and participants, research instruments, data gathering technique, data analysis technique, and research procedures.

A. Research Method

The research used a document analysis as the method. Ary, Jacobs, & Razavieh (2002) defined the document or content analysis as the research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. They added some purposes of document analysis in the research: to identify bias, prejudice, or propaganda in textbooks; to analyze types of errors in students’ writing; to describe prevailing practices; to discover the level of difficulty of material in textbooks or other publications; and the last to discover the relative importance of, or interest in, certain topics.

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with data in the form of words. It was also stated that qualitative researchers attempted to get a rich of description from interviews, observations, and collections of documents which were important for the studies.

B. Research Setting

The research was conducted in English Language Education Study Program of Sanata Dharma University. The researcher collected the documents of Research Proposal on March-May 2011. The documents were analyzed on June-July 2011.

C. Research Participants

There were twenty five students of the seventh semester academic year of 2007/2008 who had taken Thesis Writing Course became the research participants in the research. The participants were in the advance level of English proficiency with the range of age between 21-23 years old.

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qualitative research, the result of the research would represent the errors made by those twenty five participants.

D. Instruments and Data Gathering Technique

The research used document as the instrument. The document used here was the students’ Research Proposal produced in KPE 475 Thesis Writing Course. The researcher started obtaining the documents on March 2011. The researcher asked permission to twenty five students of the seventh semester of English Language Education Study Program of Sanata Dharma University academic year 2007/2008, to use their Research Proposals produced in Thesis Writing Course as the data of the research. After obtaining the documents, the researcher read and made a list of errors found in the documents.

E. Data Analysis Technique

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two types in describing errors. They are (1) a linguistic taxonomy and (2) a surface taxonomy.

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Based on that, the researcher would code the amount of errors in the table based on the types of errors.

Table 1. Types of Errors

No Type of Error Frequency Percentage (%) Examples

1 Omission

2 Addition

3 Misinformation

4 Misordering

5 Blends

The researcher counted the errors from students’ writing, and then wrote down in the Table 1. After that, the researcher interpreted and discussed the results by describing the data in the Table 1, and the error analysis results in the form of descriptive data. From the errors analysis results, the researcher classified the error type that the seventh semester students still made in writing their Chapter I of Research Proposal in Thesis Writing Course. The results were also used to analyze the possible sources underlying the students’ errors.

F. Research Procedure

There were some steps in conducting the research. 1. Planning the Research

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The researcher also learned from the phenomena happened related to English learning; so that the researcher had many references to decide the topic to be researched. The researcher also asked suggestion from the lecturer and friends about the topic. The researcher decided to do the research in analyzing the errors made by the seventh semester students of English Language Education Study Program academic year 2007/2008 in writing their Chapter I of Research Proposal in Thesis Writing Course.

2. Reviewing Literature

After finding the topic, the researcher looked for the references for the research. The researcher tried to find the theories that could support the research. The researcher also looked for the previous related research which discussed the document analysis as the references.

3. Finding the Participants and Data

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The researcher obtained the participants and the documents to be analyzed. The researcher took twenty five documents of students’ Chapter I of Thesis Writing Research Proposal. Then, the researcher analyzed the documents to find the errors. The researcher coded the errors based on the types of errors in the table. After that the researcher noted the errors, provided the correction, and found the possible sources for the errors.

4. Analyzing the Data

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30 CHAPTER IV

RESEARCH RESULTS AND FINDINGS

This chapter provides two major sections of the research; there are research results presentation and discussion. The first section presents the research results gathered from the research and the second section deals with answering the research questions including discussing the data gathered.

A. Research Results Presentation

The purposes of this research are to find the errors made by seventh semester students of English Language Education Study Program in writing their Chapter I of Research Proposal in Thesis Writing Course, and then find the possible sources underlying the errors. In order to gain the data of students’ errors based on Dulay, Burt, and Krashen’s (1998) surface structure taxonomy theory, the researcher analyzed twenty five Research Proposals of Thesis Writing Course produced by the seventh semester students of English Language Education Study Program. This proposal consists of three chapters, and the researcher just focused on Chapter I. This chapter consists of around 6-10 pages.

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categorized in the surface structure taxonomy. The results of errors are presented in Table 4.1.

Table 4.1 Types of Errors

No Type of Error Frequency (%) Examples

1 Omission 73 42.94 *Should getting...

*The writer put certain target, that it is only for ...

*...but some teacher still... *...new word that are... * ...teacher no only teaches... 2 Addition 22 12.94 *...some problems deals...

*..to follow Santiagos’s journey to... *...teaching students are are those ... *...that a lot of things surrounds us are ...

3 Misinformation 45 26.47 *...Is by show...

* Their listening ability was little bit poor, ...

* The study program whose aims to ... * To help make the study...

4 Misordering 3 1.76 * Do the exercise written...

* ...with the formulation problems,... 5 Other findings 27 15.88 *...what students needs...

*..analyze the sentence latter on.

Total 170 100

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B. Findings

Based on the research results, the researcher discussed the findings as follow.

1. Types of Errors in the Research

In this part, the researcher will describe the data presented in the Table 4.1 to answer the first research question; what the errors are usually done by semester seven students in writing their Chapter I of Research Proposal of Thesis Writing. Based on the data presented, there are five errors types that occur in the students’ writing products. These errors are classified based on Dulay, Burt, and Krashen’s (1998) surface structure taxonomy theory. Beside those five error types, the researcher also found the other errors in the research. Those errors are categorized as other findings because they cannot be included in the error classification based on Dulay, Burt, and Krashen’s surface structure taxonomy theory. The researcher will discuss the errors one by one in the following parts.

a. Omission

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Table 4.2 Omission Error

Based on Table 4.2, the first and second sentences are the examples of the omission of suffix –s in plural countable noun. Many students produced this error in their writing. In the first example, teacher is a countable noun. It means that when word some followed by noun teacher, there must be suffix –s in teacher. It is because word some indicates plural. Acording to Azar (1992) a speaker often uses some with a plural count noun. The same case also happens in the second example. Word many is indicating plural. Azar (1992) stated that the word many is usually used with countable nouns. So, in word passage should be added by suffix –s. It is because passage is a countable noun. The sentences become:

1) Some teachers...

2) There are many reading passages in the...

The third example in Table 4.2 is error in omitting to be. In the example above, the student is error to use to be is after subject. In English, an adverb is always preceded by to be when the adverb is used after subject. The sentence becomes: 3) ...so it is successfully done.

No Error

1 2 3 4 5 6

Some teacher ...

There are many reading passage in the ... ...so it successfully done.

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There are also some errors dealing with subject-verb agreement. The forth and fifth examples are the examples of errors dealing with subject-verb agreement. In those two examples in Table 4.2, the time of the sentences that students mean is in the present time. It is because the students say about the fact, as Azar (1992) said that the simple present expresses general statements or facts. It means that the sentences must be based on the simple present tense pattern. The pattern is

Subject + Verb of simple form (es/s) ((I-You-We-They) + Verb of simple form) ((He-She-It) + Verb of simple form + es/s)

When the subject is singular, the verb used is Verb of simple form + es/s, while for the plural subject the following verb must be Verb of simple form. In the forth and fifth sentences, the subjects are singular; the writer and the researcher. It means that the following Verb used must be added by es/s. So, the sentences become:

4) The writer puts certain target.... 5) The researcher believes that...

The error dealing with subject-verb agreement also happens in the simple past tense sentence. It is seen in the sixth example in Table 4.2. It happens because of the verb that the student used is not in the past form. Student does not follow the simple past tense pattern; that is:

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Based on that pattern, the example number six is containing error in using verb, whether the context of the sentence is in the past or the present. Based on the simple past tense form, the verb must be explained, and the sentence becomes:

6) Langan (2002) explained that...

While, based on simple present tense form, the verb must be explains because the subject is singular, and the sentence becomes:

6) Langan (2002) explains that...

b. Addition

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Addition is the error that happens when the presence of a form that does not appear in a well-formed utterance. Based on Dulay, Burt, and Krashen, the addition is divided into three: regularization, double-marking, and simple addition. In this research, the researcher found 22 cases of errors or 12.94 %. Table 4.3 presents the examples of addition errors found in this research.

Table 4.3 Addition Error

No Error

1

2 3 4 5

…readers are invited to follow Santiagos’s journey to fulfill his wish.

Some companies surrounds us... ...map to helps learners ... It will discuss about the...

...and deeply embeds into peoples’ minds.

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are different patterns to show possession for the plural nouns, singular nouns, and irregular nouns. The patterns are:

Singular Possessive Noun : noun + apostrophe (’) + -s Plural Possessive Noun : noun + -s + apostrophe (’) Irregular Plural Possessive Noun : noun + apostrophe (’) + -s Based on the patterns above, the first example should be:

1)…readers are invited to follow Santiagos’ journey to fulfill his wish. It is because noun Santiagos is ended by –s letter, so it follows the pattern of plural possessive noun. Another example of this case is: I know the students’ names.

The other examples of addition error are seen in the second, third, and forth examples in Table 4.3. Those three examples are included in the simple addition errors. The second example contains an error in adding suffix –s to verb surround. This error also relates to subject verb agreement. When the subject is plural, the verb does not need to be added by suffix –s. In this sentence the subject is plural because it uses article some, whereas the article some often uses with a plural count noun. The plural count noun in this sentence is companies. So, the sentence must be:

2) Some companies surround us...

The third example contains an error in adding suffix –s to verb help. This error relates to infinitive. As stated by Azar (1992) that infinitive is to + the simple form of a verb. So, the second sentence must be:

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The forth example contains an error in adding preposition about after verb discuss. This error relates to phrasal verb. In this sentence, the student wanted to form a phrasal verb discuss about to indicate the discussion of something. It becomes an error because about is a preposition. Discuss about in this sentence is prepositional verb. It does not have meaning when discuss followed by about. To form the phrasal verb, the verb discuss can be followed by particle the. So, the sentence becomes:

4) It will discuss the...

Discuss the in this sentence means talking about.

Another example of addition error is seen in the fifth example. The fifth example in Table 4.3 is included in the regularization addition error. It is a kind of error where the addition of a word or a morpheme makes the word or sentence does not have meaning. This error also relates to the discussion of possessive noun; that is irregular plural possessive noun. Irregular plural possessive noun is a plural noun that does not end in –s, for example: children, men, people, and women. In this example, the student wrote peoples’ minds. Readers might be knowing what the student means, but it is error in grammar. So, the sentence must be:

5) ...and deeply embeds into people’s minds. c. Misinformation

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of misinformation error done by the students, they are regularization and alternating forms. The researcher found 45 cases of errors or 26.47 % misinformation errors in this research. Table 4.4 and 4.5 present the examples of misinformation errors found in this research.

Table 4.4 Regularization of Misinformation Error

No Error

1 2 3 4 5

...is by show it...

By summarize the learner...

Their listening abilities was little bit poor, ... ...this study are going to ...

The material will be implement in the reading class.

The examples in Table 4.4 are the examples of regularization of the misinformation error. Regularization error here is different from the previous one (regularization of addition). The error here happens because of the using of wrong form of the morpheme or structure, for example: Do they be happy? This sentence has an error because it uses Do followed by a subject and to be. Do in interrogative sentence must be followed by a subject then a verb. For example: Do you feel happy? When the subject is followed by an adjective, the interrogative sentence should use to be. For example: Are you happy?

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So, the sentences must be: 1) ...is by showing it.

2) By summarizing the learner...

The third example contains an error dealing with the use of verb be following the plural subject. Be was is used when the subject is singular, and be were is used when the subject is plural. In the third example, the subject is Their listening abilities. Ability can be used as countable or uncountable noun. In that sentence, the students used abilities to show that the subject is plural. Verb be that is used in the sentence should be were. So, the sentence becomes:

3) Their listening abilities were little bit poor,...

The forth example in Table 4.4 has the similar error to the previous example. The different is in time. The sentence in the forth example uses simple present progressive tense. The auxiliary verbs be use here are: is and are. Be is uses when the subject is singular, and be are uses when the subject is plural. In the forth example, the subject is this study, which means the singular subject, so the sentence must be:

4) ...this study is going to...

The fifth example of regularization misinformation error is dealing with passive form sentence. From the context of the sentence, the readers can guess that the student wanted to say something in the passive form. But, the fifth example in Table 4.4 is not included as a passive sentence. Based on Azar (1992) the form of all passive verbs is:

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In the fifth example, the student uses simple form of verb after be. Based on the explanation, the sentence should be:

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5) The material will be implemented in the reading class.

Table 4.5 Alternating forms of Misinformation Error

No Error

1 2 3

4 5

...teacher no only teaches...

...the situation to study and learning...

...how they motivate the students, giving compliments for their effort, and helping not torturing...

...education is conscious and planned... To help make the study...

Those examples in Table 4.5 are included in the alternating forms of the misinformation error. The error of the first example is dealing with negative sentence of simple present tense. The pattern is:

Subject + does/do + Verb (simple form) + Object

From the pattern above, the first example is containing error because it does not use does or do, and the verb teaches is not a simple form of verb. The sentence should be:

1) ...teacher does not only teach...

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above, the sentence of the second example contains an alternating form error because the verbs are not parallel. The first verb is study and the second verb is learning. The sentence should use the same form of verbs. It becomes:

2) ...the situation to study and learn...

The third example has the same error with the previous example; that is parallel verbs. In that sentence, the student used simple form of verb and verb-ing. The sentence should use simple form verbs because the subject is not followed by the auxiliary verb be. It becomes:

3) ...how they motivate the students, give compliments for their effort, and help not torturing...

or, if the student still wants to use verb-ing, the subject must be added by auxiliary verb be (are or is). It becomes:

3) ...how they are motivating the students, giving compliments for their effort, and helping not torturing...

The forth sentence is almost the same as the two previous examples. The different is because the error deals with parallel construction. This sentence does not use two verbs, but it uses adjective (conscious) and verb (planned). It should use the same word class; for example an adjective and an adjective or a verb and a verb.

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To make the study... or To help the study… d. Misordering

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Misordering is an error that is characterized by the incorrect placement of a morpheme or group of morphemes. In the research, the researcher only found three errors of misordering or 1.76 %. They are presented in Table 4.6.

Table 4.6. Misordering Error

No Error 1

2 3

Do the exercise written...

...with the formulation problems,... It also is applied...

The first example in Table 4.6 has an error in placing the adjective written and noun exercise. Those two words form an adjective phrase. In adjective phrase, a noun is preceded by an adjective. So, the sentence should be

1) Do the written exercise...

The second example has an error in placing noun formulation. It should be placed after the noun problems. So, the sentence becomes:

2) ...with the problems formulation...

The third example has an error in placing to be is. To be in this sentence must be placed after the subject, so the sentence becomes:

3) It is also applied... f. Other Findings

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errors here are varied and they cannot be categorized in the Dulay, Burt, and Krashen’s surface structure error taxonomy. Here are the examples of the other finding errors in this research presented in Table 4.7.

Table 4.7 Other Findings

No Error

1

2

And the book which is used in school sometimes does not give enough what students needs.

...to analyze the sentence latter on.

The first example is error in punctuation; that is missing apostrophe (’). This sentence contains the plural possessive noun. Based on the previous discussion of possessive noun; plural possessive noun needs apostrophe (’) after noun + -s. It is because this sentence has meaning the needs of the students. So,

the sentence becomes:

1) And the book which is used in school sometimes does not give enough

what students’ needs.

The second example has an error in spelling the word latter. The readers will know the meaning of this sentence that is analyzing the sentence in the next time. So, the word latter here should be later. The sentence becomes:

2) ...to analyze the sentence later on.

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2. Source of Errors

After identifying and classifying the errors made by students in writing their Chapter I of Thesis Writing Research Proposal, the researcher will discuss the second research question to find the possible sources underlying the errors. In this part, the researcher analyzed the errors from the writing products of the students’ Chapter I of Thesis Writing Research Proposal. The researcher identifies the possible sources of errors based on the types of errors. The errors that students made can be explained by seeing the process and the students’ products (in this research are students’ writing products in Chapter I of Thesis Writing Research Proposal).

a. Interlingual

The first is the error which is resulted from interlingual process. Interlingual errors are the errors resulted from the influences of mother tongue. The students produce target languages which follow the structure or construction of mother tongue. Corder (1983), as cited by Ellis & Barkhuizen (2005), gave the example of this process:

Mariana no coming today.

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In this research, the researcher also found the error resulted from this process. It can be seen in the sentences:

1) ...teacher no only teaches...

2) Do the exercise written...

The participants of this research are the seventh semester students of English Education Study Program of Sanata Dharma University academic year 2007/2008, who are Indonesian. Almost all of them use Bahasa Indonesia as their L1. In Bahasa Indonesia, the sentences are:

1) ...guru tidak hanya mengajar...

2) Mengerjakan latihan tertulis...

For the first example, tidak is no in English. It becomes error because in English, the pattern of no + Verb cannot be formed. If the students want to produce negative sentence, they have to add do/does for simple present sentence or did for simple past sentence before no. Then, for the second example, the researcher has discussed in the discussion of misordering error that is in adjective phrase, a noun is preceded by an adjective. So, the sentences become:

1) ...teacher does not only teach...

2) Do the written exercise...

b. Intralingual

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that in this process, the language learners have begun to acquire parts of the new system, and did the generalization within the target language. As learners progress in the second language, what they learned in their previous experience begin to include structures within the target language itself.

The intralingual error itself is categorized into some types; they are false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restrictions, and system-simplification. Not all types of intralingual errors process occur in this research. Only five types of intralingual errors process occur in this research, they are: false analogy, misanalysis, incomplete rule application, exploiting redundancy, and overlooking co-occurrence.

1) False Analogy

It is an error that is caused by over-generalization process. Brown (2000) called this process as negative intralingual transfer. He ilustrated the examples of this process as: “Does John can sing?” and “He goed.” Those two examples categorized as the over-generalization errors because in the first example, the learners use does which is followed by modal can, and the sentence means that the learners wanted to know whether John can sing or not. In English structure, there is no pattern for: Does/do + Subject + Modal + simple Verb?

If the learners want to ask someone’s ability, the pattern is: Auxiliary + Subject + simple verb? (Azar: 1992)

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For the second example, the learners did make an error in the using of past form of verbs. The learners used goed as the past form of verb go. In English, go is an irregular verb, and the past form for go is went. So, the sentence should be: He went.

The processes of false analogy or over-generalization errors also occur in this research. The examples are:

1) Some problems deals with...

2) Some companies surrounds us...

3) Mind map is tools which...

4) ...will be more wide...

5) ...students found an ambiguous sentences...

The first and second examples have errors in using verb of simple present tense for the plural subject. The researcher has explained in the previous part that the pattern of simple present tense is

Subject + simple form verb (+es/s) + Object

The simple form verb used when the subject is plural, while the simple form verb + es/s used when the subject is singular. In those two sentences, the subjects are plural, so the verbs should be without –es/s. The sentences should be:

1) Some problems deal with... 2) Some companies surround us...

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subject. If the subject singular, to is used, and for the plural subject, to be are used. In the third example, the subject is singular (“mind map” without suffix –s, is singular, it is countable noun), so, to be is must be followed by singular noun. The sentence becomes

3) Mind map is a tool which...

The forth example has an error because it uses double comparatives. Azar (1992) said that for most one-syllable adjectives, -er and –est are added. While, for most two-syllable adjectives, more and most are used. In this sentence, the adjective is one-syllable, it means that more in that sentence must be omitted. The sentence becomes

4) ...will be wider...

The fifth example has an error in using particle an followed by plural noun. Particle an is indicating singular noun. If the following noun is plural, it is better to omit the particle an. The sentence should be

5)...students found ambiguous sentences... or 5) ...students found an ambiguous sentence...

2) Misanalysis

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1) Literary works, such as prose, poems, drama, and novel is not only the...

2) Language and society is...

3) The attractive reading material and activity is...

Those three examples above are the examples of students wrongly assume in using to be is following the plural subjects. Those errors resulted from the students’ misanalysis in determining the subject. In those three sentences, the subjects are plural even though they do not use suffix –s. The subjects in those sentences use conjunction and which means more than one. Azar (1992) in her explanation on “connecting ideas with and conjunction”, she stated that and connects more than one items (p.222). Those sentences should be:

1) Literary works, such as prose, poems, drama, and novel, are not only

the...

2) Language and society are...

3) The attractive reading material and activity are...

The process of students wrongly assume that the singular possessive pronoun –s is always forming plural was not found in this research.

3) Incomplete Rule Application

It is the intralingual process that happens because of the failure in utilizing word order. It is also called under-generalization (Ellis & Barkhuizen:2005). The process of this error mostly happens in misordering and blends errors. The examples of the errors found in this research are as follow:

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2) ...with the formulation problems,...

3) It also is applied...

4) To help make the study...

The researcher has explained the errors of those three sentences in the previous part of discussion.

4) Exploiting Redundancy

It is an intralingual process that is omitting grammatical features that do not contribute to the meaning of an utterance (Ellis & Barkhuizen, p.66). The examples of this error are as follow.

1) Should getting...

2) The writer put certain target,...

3) ...tends to disable the...

4) ..beginner reader whose native language are Indonesian.

5) ...would not find it difficult to ...

Those errors happen in omission error. The first sentence has an error because of the omitting be after modal should. If the students want to omit be, then the verb must be in the simple form. The sentence becomes

1) Should be getting... or 1) Should get...

The second sentence has an error because of the omitting suffix –s for the verb in simple present tense sentence which is using singular subject. It should be

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The third sentence has an error because of the omitting be before adjective. Disable is adjective, when it appears with to, be must be added within to and disable.

The sentence becomes

3) ...tends to be disable the...

The forth sentence has an error because of the omitting suffix –s in plural subject which is followed by to be are. As the example has explained before in the previous part, the different of using to be are and is. In this sentence, the subj