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E a ir
7 2 1 4 1 2 1 9 0 : r e b m u N t n e d u t S
H S I L G N
E LANGUAGEEDUCATIONSTUDYPROGRAM N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
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H S I L G N
E LANGUAGEEDUCATIONSTUDYPROGRAM N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
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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 x
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e g a P
. 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
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. 4 X I D N E P P
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. 5 X I D N E P P
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. 6 X I D N E P P
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. 8 X I D N E P P
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. 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 hist 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
.
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 swli 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
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
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 dirnk should be “drank .“ Archi-forms ea r the use o fa t
g n i h t a r o f r e n i m r e t e
d o refe rto entrie things .Fo rexample ,“* tt ha dogs” which e
b d l u o h
s thosedogs .Accordingt oDulaye ta.l(1982) ,“theuseo farchi-form so tfen m
s u o ir a v f o n o it a n r e tl a e e r f y lr i a f y lt n e r a p p a o t y a w a s e v i
g ember so fclas swtih
r e h t o h c a
e ” .( p 161 .)Arch/iatlernaitngform can be i ndicated by t he wrong form o f n
a auxiilary , a preposiiton , a subjec t pronoun, a possessive pronoun , and a e
v it a rt s n o m e
d ,f o rexample ,“ Iamwaiitng * fo you” whichshouldbe“ Iamwaiitng r
o
.
d Misordering
h t o e h t , g n ir e d r o s i
M e rtype o ferrors occur swhen the learner splace a e
m e h p r o
m o ra group o fmorphemes in an i ncorrec tplace .I tcan be i ndicated by a f
o e c a l p g n o r
w an auxiilary i n simple and embedded quesitons ,and an adverb ,fo r e
h , e l p m a x
e *everyday i shandsome .The word everyday i sno tin an approp irate a
l p e b d l u o h s t I . e c a l
p ced in the beginning o rthe end o fthe sentence .Thus ,the “
e b d l u o h s e c n e t n e s t c e r r o
c hei shandsomeeveryday.” 7
9 9 1 ( s il l
E )declares tha ttype so ferror scan help the researche rdiagnose r
r e t a h
w orst hel earner smake .( 8p 1 ) .Thu ,st hoset ype so ferror sproposedbyDulay .l
a t
e enable t her esearcher ot know whatt ype o ferrors t he eighthgradestudent so f 8
N P M
S Yogyaka tramake .Beside ,s t he researche rcan help t het eache r ifnd which e
h t f o s tr a
p mate iralsinwhichthes tudentss tli lhavedfi ifculites . .
3 Factor sCausingError s
e k a m s t n e d u t
S error sbecause o fsome factors .The researche rclaims the y
d u t s a h ti w s r o r r e f o s e s u a c e m a
s fo textua lfeature so fthe narraitve tex tby e
h T . ) 8 0 0 2 ( it a y a r d n
I cause so ferrors tt ha the r esearcherf ocuse sonare t aken f rom .
n w o r
B The factor scausing error sproposed by Brown (1987 ) ea r interilngua l s e i g e t a rt s n o it a c i n u m m o c d n a g n i n r a e l f o t x e t n o c , r e f s n a rt l a u g n il a rt n i ,r e f s n a
rt .(p
4 2 2 ).
7 8 9 1 ( n w o r
B ) propose s tha t interilngua l rtansfe r i s simliar wtih n
i rt ee f rences .( 7p 1 )7 .Richard( 1971 )cla ir ife sthati nterference error sdea lwtih t he g
n i s u n i y ll a u ti b a
t s e ir t r e ti r w e h t t a h
t o gathe ridea sand consrtucts the meanings .In ilne wtih ,
l e m a Z d n a s e u g ir d o R d n a n a m r e e m m i
Z in thi sstudy, wir itng mean sdeilve irng a
e d
i s throughcomposing thenarraitvet exts . l
a
W voord( 1985 )states t ha tw iritng canbe j udgeda san effecitvew iritngi f s
r e d a e r e h t r o f g n it ir w e h t f o e s o p r u p e h t w o h s g n it ir w e h t f o s t n e t n o c e h
t .( 2)p .Fo r
it ir w e h t f o e s o p r u p e h t fi , e l p m a x
e ng i s t o ente train t o t he reader ,s t he content so f t
a h t s n a e m t I . d e s u m a s r e d a e r e h t e k a m d l u o h s g n it ir w e h
t to wrtie something ,we
. g n it ir w r u o f o e s o p r u p e h t h ti w t n e u q e s n o c e b o t d e e n
tt o c
S (1996 ) state s the ways to wrtie b ire lfy a s follow (a s ctied in n
u p m r e p g n a
T ,2008 ,p. 4 :) .
a Prew iritng n
I prew iritngprocess , et h student sconsrtuct abrainstormingo ra cluste irng r
o a discussion .Theymaywrtief reelyast heyknowwtihou tconcerningt he correc t .
g n it ir w f o e g a t s e h t r o e n o
.
b Fris tdraf tcomposing e
h
T students compose what t hey have i nt he brainstorming o rcluste irng o r n
o i s s u c s i
d ast hefris tw iritng. .
c Feedback
r i e h t n e v e r o s d n e ir f ri e h t m o r f s t n e m m o c t e g l li w s t n e d u t s e h t ,t r a p s i h t n I
, g n il l e p s ,s a e d i g n i z i n a g r o h ti w l a e d t h g i m s t n e m m o c e h T . r e h c a e
t diciton,gramma ,r
.
d Seconddraf tw ir itng
h t ,s d n e ir f r o r e h c a e t e h t m o r f k c a b d e e f r o s t n e m m o c g n i v a h y
B e student s
g n it ir w r i e h t e s i v e
r a sgood a spossible .They migh tadd any i dea sneeded for t hei r .
g n it ir w
.
e Proofreading
t n e d u t s e h t , e g a t s l a n if e h t n
I sboth wrtie t heri i dea sand concern wtih t he a
h c e m , y r a l u b a c o v , r a m m a r
g nics ,and l ayou tcarefully .A tferward ,stheymigh tgive t
o o t g n it ir w r i e h
t he rpeoplet or ead . .
6 Narra itveText
A narraitve tex tis wiritng abou ta story which happened in the pas tto amuse the readers .Abbot t(2012 )state stha tnarraitve i sthe representaiton o fan
t n e v
e .(p 1 ). 2 Moreover ,Wardiman ,Jahur ,andDjumas( 200 ) 8 state tha ta narraitve 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 (p .93) .
l a e d s t x e t e v it a r r a n e c n i
S wtihsto ires i n t hepast ,the t ense t o usei ssimple .
e s n e t t s a
p Widiait ,Suilstyo ,Suryait ,Seitawan ,and Ratnaningsih (2008 )agree tha t d
e b ir c s e d e r a t s a p e h t n i d e d n e d n a d e n e p p a h h c i h w s t n e v
e by using simple pas t
e s n e
t (p .82) .Azar ( 1992 )states ,“simple past t ense i ndicate san acitvtiybegan and t
a d e d n
e aparitcula ritmei nt hepast”( p .2 .) 4 Thebasicpattern so fsimplepastt ense y
r n e H , e c n a t s n i r o f , O + 2 V + S e r
a ilkedakingandS+Be( was ,were )+Adjecitve , e
l p m a x e r o
f ,s he /he / /Ii twa sniceandt hey /we /youweremean. ,
a n a y ir
P I jrayanit ,and Rentiasar i(2008 )state the gene irc srtucture so f t
x e t e v it a r r a
y a s s e t r o h s e l p m i s f o e r u t c u rt s c ir e n e g d n a g n i n a e m g n il a e v e R
( s using a w irtten
e g a u g n a
l accurately , lfuenlty ,and acceptablyi n t he f ormofr ecoun tand narraitve t o u
m m o
c nicatewtihs urroundings) e
h
T SK and KD provide what t he student sshould achieve on the narraitve e
h T . s t x e
t KS indicate stha tthe student so fjunio rhigh schoo lin grade eigh tare d
e s o p p u
s to be able t o reveal t he meaning of t exts i n t he form o fnarraitve t exts i n ir
w tten to interac twtih surroundings .Meanwhlie ,based on the KD ,the student s o
t e l b a e b o t e v a
h express t he meaning i n t he form o fnarraitve t ext sin w irtten by g
n i s
u goodl anguage .Beside ,si nordert omakethenarraitvet exts,t hestudent shave e
k a m o
t a w l el organized w iritng according to the gene irc srtucture :o irentaiton , .
n o it a t n e ir o e r d n a , n o it u l o s e r , n o it a c il p m o c
e h
T eighthgradestudent so fSMPN8haveanoppo truntiyt os tudynarraitve s
t x e
t .Theyare also given a chancebyt heri t eacher to consrtuc tthe narraitvet exts . s
t x e t e v it a r r a n e h t t c u rt s n o c o t d e s o p p u s e r a s t n e d u t s e h t , r e v o e r o
M using correc t
s a d e s u s i ti e c n i s r a m m a r
g oneo ftheelements oft hes co irng.
.
B Theore itca lFramework
t r e d r o n
I o answe rthe research problem numbe rone a sstated in Chapte r One,t he r esearche remploys atheoryo ferror sproposed byDulaye ta.l(1982). The
n o it a c if i s s a l
c s o ferror s stated by Dulay e ta .l (1982) ea r omission ,addiiton , e
d r o s i
srtategy taxonomy .Thus ,al lthe students ’error swli lbe classi ifed based on the .
y r o e h t
h c r a e s e r d n o c e s e h
T problem ,namely wha terror sare mos lty made by t he e
b l li w , s t x e t e v it a r r a n g n it c u rt s n o c n i s t n e d u t
s answeredbyusingt het ype o ferror s n
o d e s a
b et h surface srtategy t axonomy t oo. The error stha thave been catego irzed o
t n
i the surface srtategy t axonomy wli lbe counted by t he researcher .The counted w
w o n k o t r e h c r a e s e r e h t y b d e t a l u c l a c e b l li w s r o r r
e ha terror sfrequenlty occur in ir
w ’ s t n e d u t s e h
t itng.
y o l p m e l li w r e h c r a e s e r e h t , m e l b o r p h c r a e s e r d ri h t e h t r e w s n a o t r e d r o n I
n w o r B y b d e s o p o r p s r o r r e f o s r o t c a f e h T . s r o r r e f o s r o t c a f n o ) 1 0 0 2 ( y r o e h t s ’ n w o r B
n o it a c i n u m m o c d n a , g n i n r a e l f o s t x e t n o c , l a u g n il a rt n i , l a u g n il r e t n i e r a ) 1 0 0 2 (
. s e i g e t a rt
s The factor so ferror swli lbe used to discove rthe cause so fthe error s .s
3 2
I I I R E T P A H C
Y G O L O D O H T E M
s e b ir c s e d r e t p a h c s i h
T the methodology employed ni thi sstudy .I tconsist s x
i s f
o pa trs ,namely theresearch method,r esearchsetitng,r esearchsubject,r esearch
d n a t n e m u rt s n
i data gatheirng techniques ,data analys is technique ,and research .
e r u d e c o r p
.
A ResearchMethod
d e y o l p m e y d u t s s i h
T aqualtiaitveapproachwhichaccordingt oA ry,Jacobs , d
n
a Sorensen (2006 )i sfocusing on understanding socia lphenomena from the
a p n a m u h e h t f o e v it c e p s r e
p ritcipant sin natura lsetitngs .( 22). p In thi sstudy ,the s
s e l h s il g n E e h t s a w g n it t e s l a r u t a
n onexpeirenced by t her esearch subjects ,and t he p
n i ,s e it l u c if fi d ’ s t n e d u t s e h t s a w d e i d u t s g n i e b a n e m o n e h
p aritculart he errors t hey
e d a
m inw iritngthenarraitvet ext .s 5
9 9 1 ( a m s r e i
W )point souttha tqualtiaitver esearchdesc irbe sphenomenai n s
d r o
w .(p 1 ). 2 Moreover ,according to Ary e tal .(2006), in qualtiaitve research ,
d e t c e ll o c e b o t d e w o ll a e r a a t a d c ir e m u n e m o
s (p .425) .Thu ,s t hi sstudy adopted a d
s r o r r e e h t e s u a c e b h c a o r p p a e v it a ti l a u
q iscovered were desc irbed in words and s
r e b m u
Thi sstudy wa sa documen tanalysi sa sone method i ncluded i n qualtiaitve e
s e
r a rchsince tii den itifedcharacte irsitc so fphenomenadesc irbed .Accordingt oAry
e l t . a (2006) ,“documen tanalysis i sa research method appiled t o w irtten o rvisua l o
s c it s ir e t c a r a h c d e if i c e p s g n i y fi t n e d i f o e s o p r u p e h t r o f s l a ir e t a
m f t hemate irals .(p
) 7 5
4 .” Fu trhermore ,Ary e tal .(2006 )state tha tone o fthe purpose so fdocumen t
s i s y l a n
a i s“to analyze t ype so ferrors i n students ’w iritng” .( 7p 4 )5 .Therefore, i n e
h c r a e s e r e h t y d u t s s i h
t rusedt he students ’narraitvet ext sa swir ttenmate irals f rom s
r o r r e l a c it a m m a r g d e if it n e d i r e h c r a e s e r e h t h c i h
w madebythes ubjects .
t , n o it i d d a n
I he researche rconducted a qualtiaitve survey in the form o f s
w e i v r e t n
i . Accordingt o Fink (2003), “qualtiaitvesurvey scollect i nformaiton on t he
s s e r p x e y e h t s y a w e h t n o d n a s e c n e ir e p x e r i e h t o t h c a tt a e l p o e p t a h t s g n i n a e m
s e v l e s m e h
t ” .(p 6 .) 1 Thu ,sinorder todiscovert hef actor swhichcaused theerrorsi n e
h
t students ’w iritng ,the researche rconducted interview sw tih seven people to
s r o t c a f e h t l a e v e
r o ferrors fromt hei rexpe irences. Moreover ,thenarraitve t ext scan d
n i k s a d e r e d i s n o c e
b s o fattachingmeanings to t hei rexpe irence sand knowledgei n .
s t x e t e v it a r r a n g n it ir
w Fu trhermore,t her esearche rconducted t hequaltiaitvesurvey
s t n a p i c it r a p f o r e b m u n l l a m s a d a h y l n o r e h c r a e s e r e h t e c n i
s . Fink( 2003 )statest ha t
e h t n e h w d e s u s i y e v r u s e v it a ti l a u q
a researche rdoe sno thave a large numbe ro f s
t n e d n o p s e
r (p .67) . In b iref ,a qualtiaitve survey i sapprop irate to conduc tto
r f s r o r r e f o s r o t c a f r e v o c s i
r u s e v it a ti l a u q e h t d e s u r e h c r a e s e r e h t , y d u t s s i h t n i , e r o m r e h tr u
F vey to
k c e h c s s o r c o t s w e i v r e t n i d e t c u d n o c r e h c r a e s e r e h t ; e u q i n h c e t n o it a l u g n a ir t t c u d n o c
. s t x e t e v it a r r a n ’ s t n e d u t s e h t m o r f d e n i a t b o a n e m o n e h p e h
t Moreover ,according t o
3 1 0 2 ( n a m c ti
L ) ,t irangulaiton i sused to avoid bias (p .21) .Thus ,by doing the a
ir
t ngulaitont hrought hequal tiaitves urvey,t her esearche rcouldavoidbia .s
.
B ResearchSet itng
n i y d u t s e h t d e t c u d n o c r e h c r a e s e r e h
T SMPN 8 Yogyaka tra ,one o fthe
a tr a k a y g o Y n i s l o o h c s h g i h r o i n u j s u o m a
f , mfro January– Ap ir l2013 . tI i s l ocated t
a Jalan Prof .Dr .Kaha rMuzaki r2 Yogyakarta 55223 .Thi sschool i swel lknown f
o t o l a r o
f achievements in both academic and spo tr s ifeld. Fu trherm , ore student s
g n i y d u t
s in t he school were selected well in t he admission ,which made t he schoo l s
y a w l
a in a high qualtiy .However ,there were stli lsome student so fSMPN 8 g
o
Y yaka traespeciallyt hoseingradeeight ow h haddfi ifculite swtiht hegrammaitca l
e l u
r s inw iritng .Those f act smadet her esearche rcu iroustoknow wha tgrammaitca l n
o d e s a b s r o r r
e thesurfaces rtategytaxonomytheory tt ha thes tudentsf rom a famou s e
d a m l o o h c
h t e r e w s r e h t o o w t , h s il g n E g n ir e t s a
m e students i n t he medium l eve land t he other o
w
t werethestudent shavingt hel owes tabli tiyi nmaste irngEngilsh.
.
D ResearchInstruments andDataGatheringTechnique
e v it a ti l a u q d e y o l p m e y d u t s s i h t e c n i
S research ,the researche rwas the
t n e m u rt s n
i tocollect t hedata oft hi sstudy .Ary ,Jacobs ,and Razavieh( 1990 )claim t
n e m u rt s n i e h t e m o c e b s r e h c r a e s e r e h t , s e i d u t s e v it a ti l a u q n i t a h
t .(p 4 )44 .In thi s
r e h c r a e s e r e h t , y d u t
s collected the data , the students ’ narraitve text s a s the
s t n e m u c o
d to answe rthe frist and second research quesitons .Fu trhermore ,the r
e h c r a e s e
r used table so fthe erro rtype sto catego irze the error sfound in the .s
t x e t e v it a r r a n ’ s t n e d u t
s In addiiton , the researche rconducted observaiton sto
. a t a d e h t t c e ll o c
t r e d r o n
I o discoverthe answer f ort he t hridr esearchquesiton , aninterview e
d i u
g il ne as t he i nsrtument and i nterview sas t he t echnique w ere made and appiled
r e h c r a e s e r e h t y
b .According t o Bes tand Kahn ( 1986) interview i si n a sense o fan y ll a r o s t c e j b u s e h t m o r f r e w s n a e h t t e g r e h c r a e s e r e h t s p l e h h c i h w , e ri a n n o it s e u q l a r o
e c a f o t e c a f d n
a (p .186) .Int hiss tudy,t her esearche remployedindepth-interviewto
n i a t b
o factor so ferror sfrom xs i studentsindetali .BoyceandNeale(2006 )statet ha t h
t p e d n
e p y t t s ri f e h
T o ferror sbased on the surface srtategyt axonomy theory w sa s
r o r r e n o i s s i m
o which were divided i nto omission o f majo r consittuen t and
n i t u p , t n e u ti t s n o c r o j a m f o n o i s s i m o e h T . e m e h p r o m l a c it a m m a r
g Table 3.1.1 ,
f o n o i s s i m o e h t d e b ir c s e
d aheadnoun ,asubjec,t a mainverb ,andt heomissiono fa n
i t u p , e m e h p r o m l a c it a m m a r g f o n o i s s i m o e h T . t c e j b o t c e ri
d Table 3.1.2 ,on the
e h t
o rhand ,desc irbed the omission o fa preposiiton ,an aritcle ,a shor tand long ,
l a r u l
p anauxliiary ,acopula ,aregula rand riregula rpastt enseverb ,andanomission f
o an in ifniitve to .Fu trhermore ,the error sbased on the omission type would be
if i s s a l
c edbyemployingthef ollowingt ables.
n o is s i m O f o n o it a c if i s s a l C 1 . 1 . 3 e l b a
T o fMajorConsttiuents o
N Omissiono fmajorconsttiuents A Headnoun
B Subjec t C Mainverb D Driec tobjec t
e m e h p r o M l a c it a m m a r G f o n o is s i m O f o n o it a c if i s s a l C 2 . 1 . 3 e l b a T
o
N Omissiono fGramma itca lMorpheme A Preposiiton
o
N Omissiono fGramma itca lMorpheme I rIregula rpastt ense
J In ifniitvemarker
Addiiton type consisted o fdouble marking and simple addiiton .Double n
i d e c a l p , g n i k r a
m Table 3.1.3 ,wa sspeci ifed i nto the addiiton o fpresent i ndicaitve
b r e
v , aregula rand riregula rpast verb ,andadriec tobject .Whliesimpleaddiiton ,pu t n
i Table 3.1.4 ,wa sspeci ifed i nto the exces so fa thrid person singular mfor , a pas t e
s n e
t bver ,anaritcle ,andapreposiiton .
3 . 1 . 3 e l b a
T theClassiifca itono fDoubleMarking o
N Doublemarking A Presenti ndicaitve
B Regula rpast C rIregula rpast D Driec tobject
. 1 . 3 e l b a
T 4t heClassiifcaitono fSimpleAddiiton o
N SimpleAddiiton A Thridpersons ingula r
B Pastt ense C Aritcle D Preposiiton
r o r r e f o e p y t r e h t o n a , n o it a m r o f s i
M ,consisted o foverregula irzaiton and a
z ir a l u g e r r e v o , y d u t s s i h t n I .s m r o f g n it a n r e tl a /i h c r
n
i ot the use fo a re lfexive pronoun ,a regula rpast verb ,and a thrid person singular m
r o
f ,whlie archi/atlernaitng form i n Table 3.1.6 ,wa sspeci ifed i nto an auxiilary ,a
, n o it i s o p e r
p asubjec tpronoun ,apossessivepronoun ,andademosnrtaitve.
e l b a
T 3.1.5Classiifca itono fOverregulariza iton o
N Overregulariza iton A Re lfexivepronoun
B Regula rpast
C Thridpersons ingula r
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 e l b a T
o
N Arch/iatlerna itngf orm A Auxiilary
B Preposiitons C Subjec tpronoun D Possessivepronoun F demons rtaitve
r e h t o e h t , g n ir e d r o s i
M type o ferrors ,referred t o misplacing o fan element , e
h t y b d e t a c i d n i e b d l u o
w wrong place fo na auxiilary in simple quesitons , an e
d d e b m e n i y r a il i x u
a d quesitons , and misorde irng o f an adverb . T ba le 3.1.7
d e b ir c s e
d error sclassi ifedi nmisorde irngt ype .
. 3 e l b a
T 1.7Classi ifca itono fMisorderingErrors
o
o
N Clas isifcaitono fMisordering B Auxi nembeddedquesiton
C Adverb
s r o r r e e h t g n i w o n k r e tf
A classi ifcaitonsther esearche rcountedt heerror son
r o j a m h c a
e type ilke omission , addiiton , misformaiton , and misorde irng. The f
o y r o g e t a c e h t t u p r e h c r a e s e
r the mos tfrequenlty error smade by the student sin
Table3 . .2
t 2 . 3 e l b a
T heMos tFrequen ltyError sMadebyt heStudents o
N Typeo fErrors Numbero f Errors 1 Omission
.
a Omissiono fmajo rconsttiuen t .
b Omission o f grammaitca l e
m e h p r o m l a t o T 2 Addiiton
.
a Doublemarking .
b Simpleaddiiton l
a t o T
3 Misformaiton .
a Overregula irzaiton .
b Archi /Atlernaitngf orm l
a t o T
4 Misorde irng
s d r a w r e tf
A ,the researche rfound the undelrying reason sof students making
e h
h ti w t l a e d w e i v r e t n i e h t f
o et h factor scausing error sin composing narraitve text .s r
o f e h t n i d e y a l p s i d e r e w w e i v r e t n i e h t m o r f a t a d e h
T m of i nterview rtansc irp t(see
Appendix8) .
a t a d e h t d e d u l c n o c r e h c r a e s e r e h t , y ll a n i
F analyzed .The conclusion swere a
t a d n o d e s a
b reducedanddisplayed.Finally,t her esearcherr epo tredt her esul toft he
. d e z y l a n a a t a d
.
F ResearchProcedure
. y d u t s s i h t g n it c u d n o c n i s p e t s e m o s d e y o l p m e r e h c r a e s e r e h
T Before
e h t , y d u t s s i h t g n it c u d n o
c researche rasked fo rpermission fro m the headmaste ro f 8
N P M
S Yogyaka tra to conduct research .In addiiton ,the researcher a lso asked
n o i s s i m r e
p from the t eache ro fVII/I6 t o conduct t hi sstudy wtih hi sstudent sas t he .
s t n a p i c it r a p
d a h g n i v a
H permissionf romt heheadmaste randtheEngilshteachero fVII /I6 ,
y lt s ri F . y d u t s s i h t t c u d n o c o t d e tr a t s r e h c r a e s e r e h
t ,the researche rspeci ifed et h y
l e m a n , n o n e m o n e h
p grammaitca lerrors to be invesitgated .Then ,the researcher d
e t c e l e
s text snamely narraitve text scomposed by the student sa sthe data fo rthi s
. y d u t
s A tferwards ,the researche rprepared table so fthe erro rtypes 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 proposed by Dulay e tal .(1982) to catego irze t he .
s r o r r
s r o r r
e ,the researche rsta tred to analyze grammaitca lerror sfound in the narraitve .
s t x e
t A tferward ,s t he researche rcatego irzed t he error sbased on t he t ype so ferror s
n i d e d u l c n
i the surface srtategy taxonomy theory .Finally ,the researche rfound the e
i v r e t n i g n it c u d n o c y b s r o r r e g n i s u a c s n o s a e r g n i y lr e d n
u w sw tihthe Engilsh t eacher
6 /I I I V f
s s i m o n i d e d u l c n
i ion o f grammaitca l morpheme completed wtih numbers (see Appendix6) .
e m e h p r o M l a c it a m m a r G f o n o is s i m O f o n o it a c if i s s a l C 1 . 1 . 4 e l b a T
o
N . Omission o f Gramma itca l e
m e h p r o
m Errors
A Preposiiton (2)*He f orgot t ha tca twa swaiitng h im.
B Aritcle (1)*R at asked c at to come to r
o y a
M bi trhdaypa try.
C Shor tplural (1)*They wan t to catch some e
l g a e .
D Longplural (1)*Al lo fthe ctiy surrounded .l
l a w h g i h e h t h ti
w
E Auxi ilary (1)*“Why myhands haking?” F Copula (1)*Thi ssandal s always j ealou s
h ti
w anything .
G Regula rpastt ense (19)*Fahmaconjuretha tcupagain .
e z i s l a m r o n a o t n i
H rIregula rpastt ense (5)*He become a queen o f .
r o r e p m e
s i s y l a n a s ’ r e h c r a e s e r e h t s i g n i w o ll o f e h
T o f the errors which were
previouslymen itonedi nTable4.1.1 .
a Preposiiton
g n it i a w s a w t a c t a h t t o g r o f e H * ) 2
( mh i
n o it i s o p e r p a s ti m o e v o b a e c n e t n e s e h
T for between the word s
g n it i a
w and him .Thus ,the sentence above should be “He forgo ttha tthe ca twa s g
n it i a
.
b Aritcle * ) 1
( R ataskedc attocomet oMayo rbi trhdaypa try.
f o k c a l s i e v o b a e c n e t n e s e h
T anaritcle namelytheprecedingra tandca.tTherefore , “
e b d l u o h s e c n e t n e s e h
t Ther ataskedthecattocomet oMayor’ sbi trhdaypa try.”
.
c Shor tplura l–s )
1
( *Theywantt ocatchs omeeagle
l a r u l p t r o h s a s ti m o e v o b a e c n e t n e s e h
T – sfo rthe word eagle .Thus ,the sentence e
m o s h c t a c o t d e t n a w y e h T “ e b d l u o h
s eagle .s”
.
d Longplura l– se
) 1
( *Al loft hec tiysurroundedwtiht hehighwal.l l
a r u l p g n o l f o k c a l s i e v o b a e c n e t n e s e h
T –es f ort he wordctiy.The sentence should e
h t f o l l A “ e
b ciite sweres urroundedbyt hehighwal.l”
.
e Auxiilary ) 1
( *“Why myhands haking?” y r a il i x u a n a f o k c a l s i e v o b a e c n e t n e s e h
T is .The sentence should be “Why i smy
” ? g n i k a h s d n a h
.f Copula
s l a d n a s s i h T * ) 1
( alwaysj ealou swtihanything.
a l u p o c a s ti m o e v o b a e c n e t n e s e h
T were to ilnk the subject o fthe verb wtih ti s s
l a d n a s e s e h T “ e b d l u o h s e c n e t n e s e h T . t n e m e l p m o
c w ere alway s jealou s o f
” . g n i h t y n
.
g Regula rpastt ense- de a
m h a F * ) 9 1
( conjuretha tcupagaini ntoanormals ize .
s ti m o e v o b a e c n e t n e s e h
T –ed for t he word conjure .Therefore, t he sentence should a
m h a F “ , e
b conjuredtha tcupagainintoanormals ize.” .
h rIregula rpastt ense
e H * ) 5
( becomeaqueeno fempero .r s
ti m o e v o b a e c n e t n e s e h
T thepastt enseverbfort hewordbecome.Thu ,st hes entence e
H “ e b d l u o h
s becamethequeeno fempero .r”
.
2 Addi itonType
Addiitont ype sw a alsomadebyt hes tudents .Addi itonr eferst ot hepresence e
p y t n o it i d d a e h T . e c n e t n e s a n i m e ti y r a s s e c e n n u n a f
o the student smade wa s
n i d e if i s s a l
c t odoublemarkingands impleaddiiton. t e r a e r e h t n e h w s r u c c o g n i k r a m e l b u o
D wo tiem smarked fo rthe same e
r e w e r e h T . s e r u t a e
f two speci ifc error so fdouble marking made by the students ,
. t s a p r a l u g e r d n a e v it a c i d n i t n e s e r p y l e m a
n The researche rfound o ne error f ro the r
e h c r a e s e r e h T . t s a p r a l u g e r d n a e v it a c i d n i t n e s e r p f o n o it i d d
a providedt heexample s
g n i k r a m e l b u o d n i d e if i s s a l c s r o r r e f
o inTable4.1.2
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 e l b a T
o
N Doublemarking Errors
g n i w o ll o f e h
T are the fu trhe rexplanaitons o ferror sincluded in double .
g n i k r a m
.
a Presenti ndicaitve )
1
( *Myf athe rdoesn’ th asenoughmoney.” b
r e v f o s s e c x e s i e v o b a e c n e t n e s e h
T –si nt hewordha .sThes entences houldbe“My
t ’ n s e o d r e h t a
f haveenoughmoney.” .
b Regula rpas t )
1
( *“Wheredidyoug otthi smedicine?”
e v o b a e c n e t n e s e h
T ha sdoublepast t enseverb int he word got.Thesentence should u
o y d i d e r e h W “ e
b g etthi smedicine?” ,
n o it i d d a e l p m i
S made by the students ,consisted o fone speci ifc error ,
y l e m a
n pastt ense whichoccurst en itmes .Ther esearche rprovidest heerrori ncluded .s
w o ll o f s a n o it i d d a e l p m i s n i
n o it i d d A e l p m i S f o n o it a c if i s s a l C 2 . 1 . 4 e l b a T
o
N SimpleAddi iton Errors
A Pastt ense (4)*She killed hersel fto atoned fo r .
n i s r e
h
2 . 1 . 4 e l b a T n i d e n o it n e m e c n e t n e s e h t e d a m t a h w w o n k o t r e d r o n
I h ad an
d e d i v o r p r e h c r a e s e r e h t ,r o r r
e a b ire fexplanaitonasf ollows . .
a Pastt ense
o t fl e s r e h d e ll i k e h S * ) 4
e v o b a e c n e t n e s e h
T ha sdouble pas ttense verbs in the word atoned. The sentence o
t fl e s r e h d e ll i k e h S “ , e b d l u o h
s atonefo rhers in.”
.
3 Misforma itonType
, n o it a m r o f s i
M which i s characteirzedbyt he wrong form oft he morpheme , s
r o r r E . s t x e t e v it a r r a n ’ s t n e d u t s e h t n i d e r e v o c s i d o s l a s a
w made yb the students
n o d e s a
b themisformaitont ypewereclassi ifedi narch/iatlernaitngf orm. i
h c r
A -form sare t heuse o fa determinerf o rat hingt o r efert o entriet hings , i
h c r a f o e s u e h t o t e u d s r u c c o m r o f g n it a n r e tl a e li h
w -form swhich o tfen give sa way
l a e e r f y lr i a f y lt n e r a p p a o
t ternaitono fva irou smember so fclas swtiheachother .The y e h T . m r o f g n it a n r e tl a /i h c r a n i d e d u l c n i s r o r r e c if i c e p s e m o s d e if it n e d i r e h c r a e s e r
e r e
w two error so fthe use o fauxiila ires, fou rerror sof the use o fpreposiitons, one
f o r o r r
e theuseo fapossessivepronoun ,andt hreeerror so ftheuseo fdemons rtaitves . 5
. 1 . 4 e l b a
T presentst heexample soft heerror sclassi ifedi narch/iatlernaitngf orm .
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 5 . 1 . 4 e l b a T
o
N Arch/iatlerna itngf orm Errors
A Auxiilary (1)*Teddy’sf athe rw asno tgoback. B Preposiitons (1)*Thi s sandal s alway s jealou s
h ti
w anything.
C Possessivepronoun ( * tI 1) wing swerecrashed .
D Demons rtaitve (1)T his sandal s alway s jealou s .
g n i h t y n a h ti
w
g n i w o ll o f e h
.
a Auxiilary ) 1
( *Teddy’sf athe rw asno tgoback.
y r a il i x u a e t a ir p o r p p a n i n a s a h e v o b a e c n e t n e s e h
T verb .Theauxi ilarywasshould be o
t n i d e g n a h
c did .Thu ,st hes entences houldbe ,“Teddy’sf athe rd idno tgoback.” .
b Preposiiton
) 1
( *Thiss andal salway sjealou sw tihanything . v
o b a e c n e t n e s e h
T e ha san i napprop irate preposiiton tha tfollows the word jealou .s e
h
T preposiiton wtih should be changed into of .Therefore ,the sentence should be
s u o l a e j s y a w l a e r e w s l a d n a s e s e h T
“ o fanything.”
.
c Possessivepronoun )
1
( * tI wing swerecrashed
d r o w e h
T i tabove should be changed i nto tis to i ndicate t hat t hewing sbelong t o i t )
d ri b e h
t( .Thu ,st hes entences houldbe ,“ tI swing swerecrashed.” .
d Demonsrtaitve
) 1
( *T hissandal salwaysj ealou swtihanything. e
t a ir p o r p p a n i n a s a h e v o b a e c n e t n e s e h
T demonsrtaitve namelythis whichshould be o
t n i d e g n a h
c these .The correc tsentence should be “These sandal swere alway s
” . g n i h t y n a f o s u o l a e j
.
4 MisorderingType
n o d e s a b r o r r e f o e p y t r e h t o e h
T the surface srtategy taxonomy ,
y b e d a m o s l a s a w , g n ir e d r o s i
