A STUDY ON THE SEVENTH GRADE STUDENTS’ GRAMMATICAL ERRORS IN DESCRIPTIVE WRITING
OF SMP N 1 MUNTILAN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Hanafitria
Student Number: 041214119
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
A STUDY ON THE SEVENTH GRADE STUDENTS’ GRAMMATICAL ERRORS IN DESCRIPTIVE WRITING
OF SMP N 1 MUNTILAN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Hanafitria
Student Number: 041214119
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Hanafitria. 2009. A Study on the Seventh Grade Students’ Grammatical Errors in Descriptive Writing of SMP N 1 Muntilan. Undergraduate Thesis. Yogyakarta: English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
This research started with the occurrence of grammatical errors that happened in most of students writing. They did not pay much attention to the sentences they have made, therefore, there are many grammatical errors happened. Through this research which is a study on grammatical errors that are commonly made by the seventh grade students in writing descriptive paragraph, hopefully the errors happen could be minimized. There were two questions that needed to be answered. The first question was the grammatical errors that the seventh grade students commonly made in their descriptive writing. The second was what the teacher could do to improve students’ descriptive writing.
The subjects of the research were the bilingual class and the regular class of seventh grade students and their teacher in a public school, SMP N 1 Muntilan. The data of the research were the students’ descriptive writing. From the writing collected, the grammatical errors made by the students were analyzed.
There were some theories to support this research. The theories were used to provide the theoretical framework of this research. The theories included the rubrics in evaluating a writing task, which contains task fulfillment/content, organization, vocabulary, language, and mechanics in descriptive writing.
vii ABSTRAK
Hanafitria. 2009. A Study on the Seventh Grade Students’ Grammatical Errors in Descriptive Writing of SMP N 1 Muntilan. Skripsi Sarjana Pendidikan. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Pendidikan, Universitas Sanata Dharma.
Penelitian ini berawal dari kejadian banyaknya kesalahan struktural yang dilakukan oleh para siswa. Mereka tidak memberi perhatian atas kalimat-kalimat yang telah mereka buat, sehingga kesalahan struktural masih banyak terjadi. Melalui penelitian ini yang adalah sebuah studi tentang kesalahan struktural yang umumnya dilakukan oleh siswa kelas tujuh sekolah menegah pertama dalam menulis paragraf deskriptif; diharapkan kesalahan-kesalahan tersebut dapat diminimalis. Ada dua pertanyaan yang perlu untuk dijawab. Pertanyaan pertama adalah apakah kesalahan struktural yang umumnya dilakukan oleh siswa kelas tujuh dalam tulisan paragraf deskripsif mereka. Pertanyaan kedua adalah apa yang bisa dilakukan oleh guru untuk meningkatkan kemampuan siswa dalam menulis paragraf deskriptif..
Subjek dari penelitian ini adalah para siswa kelas tujuh (kelas dua bahasa dan kelas regular) dan seorang guru mereka di sebuah sekolah negeri, yaitu, SMPN 1 Muntilan. Data dari penelitian ini adalah hasil dari tulisan deskriptif siswa. Dari data yang telah diperoleh, kesalahan stuktural yang dilakukan siswa dianalisa.
Ada beberapa teori yang digunakan untuk mendukung penelitian ini. Teori-teori ini digunakan untuk memberikan pembatasan bahasan dari penelitian. Teori itu meliputi rubrik dalam mengevaluasi sebuah karya tulis, yang terdiri dari konten, organisasi, kosakata, bahasa, dan mekanik dalam penulisan paragraf deskripsi
viii
Our greatest glory is not in never falling,
but in rising every time we fall.
ConfuciusKnowing is not enough; we must apply.
Willing is not enough; we must do.
ix
ACKNOWLEDGEMENTS
First of all, I would like to thank to the Almighty God who is always by my side through the ups and downs of my life. He shows me that I will get the best if only I believe. I would also like to express my deepest gratitude for those who have supported, facilitated, and helped me for all this time:
1. Yohana Veniranda, S. Pd., M.Hum, for her willingness to guide me through this thesis, so I manage to finish it.
2. My lovely parents, Ag. Mudakjo and Ag. Murtinah for their endless love for me. I thank them for all the supports and lessons that I could not get at school.
3. All PBI lecturers, I thank them for sharing their knowledge, so now I can share my knowledge to other people as well.
4. Ms. Suci Pambasmi, S.Pd. and all the seventh grade students at SMP N 1 Muntilan for their willingness to help, so I could do the research there. They were so helpful.
5. Sister Margareth, FCJ, I thank her for her help as my proofreader. She helped me a lot in knowing the correct words for each sentence.
6. Mba’ Tari and Mba’ Dani from Sekretariat PBI who always gave
helps they could give which helped me a lot through the process of finishing the thesis.
x
8. All of my friends in PBI 2004, Danti, Yulis a.k.a Adi, Okki “Bokki” and those that I cannot mention one by one, I thank them for the precious time we spent together. Friends are for forever.
9. My lovely younger sister, Sri Handayani, I thank her for her support and silly jokes which always make me laugh.
10.My Dee2, I thank him for his companion and support along the way here. I hope that our dreams will come true.
11.My ‘crazy’ friends at ELTI, Yu Widh, Mbok De, Mr. ‘Leo’ Panda, DanDan, KioKio, Tante Nay, Tim Tam, Shoe See, and Felix da Cat who taught me how to share wonderful experiences; and also all the seniors who always have the willingness to help whenever I need help. 12.Last, but not least, I would like to thank NdHut for accompanying and
helping me so I can finish this thesis on time. I thank him for the supports he always gave.
Yogyakara, 10 July 2009 The Writer,
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TABLE OF CONTENTS
Page
TITLE PAGE………... i
APPROVAL PAGES……….... ii
STATEMENT OF WORK’S ORIGINALITY………... iv
ABSTRACT……….. vi
ABSTRAK………..……… vii
ACKNOWLEDGEMENTS……….. ix
TABLE OF CONTENTS……….. xi
LIST OF TABLES………... xiv
LIST OF FIGURES………... xv
LIST OF APPENDICES……….. ….. xvi
CHAPTER I INTRODUCTION A. Background of the Study……….. 1
B. Problem Formulation……… 4
C. Problem Limitation……….. 4
D. Objectives of the Study……….. …. 5
E. Benefits of the Study……….. …. 5
F. Definition of the Terms………..…. 6
CHAPTER II LITERATURE REVIEW A. Theoretical Description……….. 8
xii
2. Writing Focus on Language Structures……… 9
3. The Process of Writing……… 9
4. Descriptive Writing………. 11
5. Techniques of Description……….. 12
6. Grammar in Writing……… 13
7. Grammatical Error……….. 14
8. Stages of Error……… 14
B. Theoretical Framework……… 16
CHAPTER III METHODOLOGY A. Methods……….. 19
B. Research Respondents………. 20
C. Setting………. 21
D. Data Collection……….. 22
E. Data Analysis……….. 23
F. Research Procedures……….. 26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Data Presentation and Analysis of the First Question…….... 28
1. The Data Presentation on the Grammatical Errors Commonly Made by the Seventh Grade Students ……….. 30
2. The Data Analysis of the First Question……….. 50
xiii
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion……… 60 B. Suggestions……….. 61
xiv
LIST OF FIGURES
xv
LIST OF TABLES
Page Table a.1 Data on the Frequency Errors Made by ESL Writers
adopted from La Trobe University (1992)....………. 30
Table a.2 The Result of the Students’ Scores Based on the Assessment
Scale (Christopher Tribble, 1996)……… 34
Table b.1 Data on the Frequent Errors Made by ESL writers
adopted from La Trobe University (1992)……….. 38
Table b.2 The Result of the Students’ Scores Based on the Assessment
Scale (Christopher Tribble, 1996)……… 44
Table B.1 Most Writing in the Classroom Falls on a Continuum
xvi
LIST OF APPENDICES
Page Appendix A. Muatan Kurikulum Tingkat Satuan Pendidikan Mata Pelajaran
Bahasa Inggris for Seventh Grade Students…... 66 Appendix B. List of Names of the Seventh Grade Students’
of SMP N 1 Muntilan……….. 69 Appendix C. The Transcript of Interview with the Seventh Grade
Students’ of SMP N 1 Muntilan’s Teacher………. 72 Appendix D. Examples of Seventh Grade Students’ Descriptive
Writing……… 76 Appendix E. Examples of Students Activities in Three Stages
of Learning………. 80
Appendix F. An Example of Games to Raise Students’ Awareness in
Descriptive Writing………... 82 Appendix G. Examples of Games to Drill Students’ Understanding in
1 CHAPTER I INTRODUCTION
This chapter discusses about the background of the research. It consists of six parts. They are background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.
A. BACKGROUND OF THE STUDY
In today’s era, mastering English is one of the important skills that people need to achieve a better life. English is also used in many aspects of life such as politics, economics, commercial and trade, culture, and many more. By mastering English, people can have a better job than people who do not master English. Seeing the benefits of English, Indonesian government in their educational regulations had made a decision to make English as a compulsory subject in junior high schools. Therefore, all of the junior high school students have to learn English whether they like it or not. English also becomes one of the subjects that is tested in the final examination.
In learning English there are four language skills that need to be learned. They are listening, speaking, reading, and writing. All those skills are very important and supporting each other. However, this research gives more emphasis on writing skill. Writing, according to Iris Tiedt (1989: 1) in his book Writing: From Topic to Evaluation, said that writing is a method of expressing ideas about
any subject content; it appears in classrooms everywhere and, therefore, must be the concern of every teacher.
see writing as a way of communicating thought in any subject area; the emphasis should be on the ideas expressed through writing.
Writing ability, in relation, follows reading ability. Therefore, writing skill and reading skill cannot be separated. Students cannot write if they cannot read, and they cannot make a good writing if they make a lot of errors. Even so, this research gives more specification in writing; and the research will focus on descriptive text. This type of text consists of three major components; those are describing people, describing things, and describing places. According to the Kurikulum Tingkat Satuan Pendidikan (KTSP) Sekolah Menengah Pertama, the
basic competence of writing skill of the seventh grade students in the second semester is that the students are able to express meaning and rhetoric steps on a simple short essay using accurate types of written language to interact with the nearest environment in descriptive and procedure texts. That is why descriptive text is chosen to be the object of this study. Students in the future will have an ability to describe someone, something, or place accurately.
and written assessment, students also have to pay attention to the features or characteristics of a descriptive text.
The aim of this research is to discover the grammatical errors commonly made by the students’ and their level of mastery in the five aspects of a descriptive writing, namely task fulfillment/content, organization, vocabulary, language, and mechanics, and also to find out what can the teachers do to improve the students’ descriptive writing.
B. PROBLEM FORMULATION
The researcher in this research wanted to find out about the answer to these following questions:
1. What are the grammatical errors that the seventh grade students of SMP N 1 Muntilan commonly made in their descriptive writing?
2. What can the teachers do to improve the students’ descriptive writing?
C. PROBLEM LIMITATION
This research focused on the grammatical errors; five aspects of a written work to evaluate the seventh grade students’ writing, namely task fulfillment/content, organization, vocabulary, language, and mechanics in students’ descriptive writing; and also the teacher’s movement to improve the students’ writing, in this case, descriptive writing.
taught by the same teacher, two classes were for bilingual class and four classes for regular class. However, the researcher decided to use only two of those classes as the subjects of the research, one from bilingual class and one from regular class; since it was impossible to make use all of the classes. There were no specific reasons why the researcher chose bilingual class and bilingual class. From those subjects, the researcher got the information that was needed to answer the questions mentioned before in the problem formulation.
D. OBJECTIVES OF THE STUDY
This research was conducted as an attempt to discover the grammatical errors commonly made by the seventh grade students in writing descriptive text by evaluating their writing based on the evaluative checklist which emphasized five major aspects of a piece of written work. This research also tried to find out what the teachers did to improve the students’ writing.
E. BENEFITS OF THE STUDY
Hopefully, this study will be useful for the teachers that by knowing the students’ grammatical errors in some particular areas, for example on the subject verb agreement, they can give more emphasis on that area, so that the students can minimize the errors they make.
F. DEFINITION OF TERMS 1. Descriptive writing
In this study, descriptive writing refers to a text which lists the characteristics of something or someone that you want to picture. The goal of description is to enable the reader to visualize a person, place, or thing, you must provide as much detail, and the right kind of detail, as possible. (McMurrey, David A., 1983: 239).
2. Grammatical Errors
The term grammatical errors in this study are related to the grammatical mistakes that are produced by the students in their descriptive writing. Errors according to Pit Corder (1973) refer to the utterances which are
either superficially deviant or inappropriate in terms of the target language grammar.
3. The Seventh Grade Students
This refers to the students in the first grade of junior high school. In this research, they are students in SMPN 1 Muntilan. The age range of the students is about 12-13 years old.
4. SMP N 1 Muntilan
8 CHAPTER II LITERATURE REVIEW
This chapter consists of theories related to the topic of the research. There are two major sections which are used as the groundwork of this research. They are theoretical description and theoretical framework.
A. THEORETICAL DESCRIPTION
The researcher in this chapter, make an effort to gather theories related to writing, descriptive writing, and grammatical errors to support the research. The theories were stated by experts in language teaching.
1. The Concept of Writing
Since this research is frequently related to writing, especially descriptive writing, the researcher considers that it is important to analyze the concept of writing. According to Harmer (2001: 88), writing can be defined by a series of contrast:
a. It is both a physical and a mental act.
b. Its purpose is both to express and impress.
Writers typically serve two masters: themselves, and their own desires to express an idea or feeling, and readers or audience who need to have ideas expressed in certain ways. Writers then choose the best form for their writing - a shopping list, notes from a meeting, a scholarly article, a novel, or poetry are only a few of the choices. Each of these types of writing has a different level of complexity, depending on its purpose. c. It is both a process and a product.
The writer imagines, organizes, drafts, edits, reads, and rereads. This process of writing is often cyclical, and sometimes disorderly. Ultimately, what the audience sees, whether it is an instructor or a wider audience is a product - an essay, letter, story, or research report.
2. Writing focus on language structures
Hyland (2003: 3-4) said that one way to look at writing is to see it as marks of a page or a screen, a coherent arrangement of words, clauses, and sentences, structured according to a system of rules. Conceptualizing second language writing in this way directs attention to writing as a product and uncourageous a focus on formal text units or grammatical features of texts.
3. The Process of Writing
presents its problems, but each makes an important contribution to the finished paper (Perrin, 1965: 38). He proposed these stages of writing a paper:
Stages of Writing a Paper
a. Focusing on a subject – Definition of topic, sensing of problem involved and of possible sources of information.
b. Gathering material – Notes from memory, observation, interviews, reading, speculation.
c. Deciding on methods of development – The ways of approaching and exploring the subject.
d. Organizing the paper – A synopsis or outline of the paper. e. Writing the first draft – Tentative of the copy.
f. Revising – Necessary changes in material, corrections and improvement in words, sentences, paragraphs.
g. Preparing the manuscript – The completed paper, ready for reading or for printing.
h. Seeing the manuscript into the print – The printed copy.
Whereas, the stages outlined based on Tribble (1996: 38) below are among the most commonly reported.
PREWRITING
(specifying the task / planning and outlining / collecting data / making notes)
L
COMPOSING L
REVISING
(reorganizing / shifting emphasis / focusing information and style for your readership)
L
EDITING
Another type of process writing is proposed by Raimes (1983: 139)
Selection of Preparation Writing Rewriting, Teacher’s topic for writing and editing marking of
prewriting proofreading paper
activities
There is also a process model of writing instruction according to Hyland (2003: 11)
Selection of topic: by teacher and/or students
Prewriting: brainstorming, collecting data, note taking, outlining, etc.
Composing: getting ideas down on paper
Response to draft: teacher/peers respond to ideas, organization, and style
Revising: reorganizing, style, adjusting to readers, refining ideas
Response to revisions: teacher/peers respond to ideas, organization, and style
Proofreading and editing: checking and correcting form, layout, evidence, etc.
Evaluation: teacher evaluates progress over the process
Publishing: by class circulation or presentation, noticeboards, etc.
Follow-up tasks: to address weaknesses
In each of the stages of writing process above, the writer can jump backward or forward to any of these activities.
4. Descriptive Writing
visualize a person, place, or thing as much detail, and the right kind of detail, as possible. It includes all the appropriate senses, particularly sight. But the other senses - smell, hearing, touch, and taste - can also play important role in description. (McMurrey, 1983: 239)
5. Techniques of Description
According to McMurrey, these following strategies can be used for developing a good description.
a. Analysis of the Item Described
The writer has to consider and then select the parts of that subject that will actually describe. Analysis help in two ways: it limits the enormous amount of detail by which most people, places, or things can be described; and it also provides an organizational pattern.
b. Selection or Specification of Detail
c. Dominant Mood of Description 1. Objective description
It concentrates on presenting only facts and avoids showing how the writer actually feels about the topic. Business or scientific reports primarily use objective description.
2. Subjective description
It includes the writer’s own reactions; the description is designed in such a way that the reader is clearly being encouraged to respond to it emotionally. A subjective description might cover anger, fear, resentment, hostility, serenity, excitement, craziness, melancholy, depression, happiness, joy, wonder, awe, or skepticism, depending on the purpose of the writer or the writing situation.
d. Showing Versus Telling
One of the most serious problems that arise in descriptive writing involves telling the readers rather than showing them.
e. Comparison or Analogies
Comparing the subject of description to something similar will also make the description more vivid.
6. Grammar in Writing
Grammar in writing should mean helping writers develop their knowledge of linguistic resources and grammatical systems to convey ideas meaningfully and appropriately to intended readers. (Frodesen in Celce-Murcia, 2001: 233)
7. Grammatical Error
Grammar is more than just a set of rules. It is the ever-evolving structure of our language, a field which merits study, invites analysis, and promises fascination.(http://www.dartmouth.edu/~writing/materials/student/ac_paper/gram mar.shtml)
a. Competence errors
It is developed from a lack of knowledge or ability. b. Performance errors
It is developed from a mistake in language processing in the head. E.g. error in typing the word, “the” becomes “teh”.
8. Stages of Error
Pit Carder (1993) carried out three successive stages of error analysis. They are Recognition, Description, and Explanation.
a. Recognition of Error
1) Pre-systematic errors are those committed by the learners while he or she is trying to come to grips with a new point.
2) Post-systematic errors occur when one temporarily forgets a point that has been previously understood.
3) Systematic errors are those which occur when the learner has formed inaccurate hypothesis about the target language (i.e. the language that he is learning.
b. Description of Errors
Description of errors tries to explain to the learners how they failed to realize the intended message. Errors that occur repeatedly should be looked so that the rule that the learner uses and tries to describe can be observed. It is a difficult task to do because individual learners may be highly inconsistent in their errors. Inconsistency is more characteristic of errors than systematicity. Once errors are described properly, explanation of errors can begin.
c. Explanation of error
B. Theoretical Framework
Basically, students in learning writing have already known about types of texts. One of those texts is descriptive text. The goal of descriptive text or description is to enable the reader to visualize a person, place, or thing as much detail, and the right kind of detail, as possible. It includes all the appropriate senses, particularly sight. But the other senses - smell, hearing, touch, and taste - can also play important role in description. (McMurrey, 1983: 239).
Writing for the seventh grade students can be more difficult than the other skills because they have to pay more attention on the grammar and the spelling. Students in their writing often make many grammatical errors which can make the writing quite odd to understand. Students also sometimes lack of vocabulary. Therefore, it makes them use words which are not suitable to the context of the sentences.
descriptive writing based on the second checklist, that is an evaluative checklist proposed by Christopher Tribble (1996) which is suitable enough for every type of writing.
1. Task fulfillment/content – It involves the treatment of the subject, interpretation of the topic, content relevant to the topic, and accurate detail. 2. Organization – It includes the ideas of the description, the organized
paragraphs, the coherence (logically sequence), and the cohesion (connectives appropriately used)
3. Vocabulary – It focuses on the range of vocabulary, accurate word choice and usage, and appropriate selection to match.
4. Language – It relates with the structures of the description, any errors of agreement, tense, number, word order, articles, pronouns, and prepositions; and also the meaning of the sentence is not obscured.
5. Mechanics – It connects with the spelling, punctuation, capitalization, and layout of the description.
19
CHAPTER III
METHODOLOGY
The discussion in this chapter includes the method that is used in the
research, research respondents, research instrument, research setting, data
gathering technique, and data analysis technique.
A. METHOD
This research was a descriptive research because it was designed to gather
information as natural as possible, without any treatment of the researcher in the
data collection. Descriptive research was used to obtain information concerning
the current status of the phenomena to describe "what exists" with respect to
variables or conditions in a situation. (P. Key, James, 1997).
Based on Introduction to Research in Education (Ary et al, 1990), there are
several types of studies that may be classified as descriptive research. Those are
surveys, developmental studies, follow up studies, documentary analyses, trend
analyses, and co relational studies. Documentary analyses or content analysis is
known as the procedure for systematically analyzing written materials. Therefore,
the data gathered are generally expressed as frequency counts in various relevant
categories. Moreover, this research used documentary analyses because the
researcher analyzed the data she got. The researcher in this research also used
checklists to analyze the data and to answer the first question.
for Analysis and Application (1992), “One common type of descriptive research
involves assessing attitudes or opinions toward individuals, organizations, events
or procedures. Descriptive data are typically collected through a questionnaire
survey, an interview, or observation”. Therefore, the researcher in this research
also conducted interview with the one of the teachers. The interview was
conducted to find what the teacher’s did to improve students’ descriptive writing.
B. RESEARCH RESPONDENTS
The respondents of the research were the seventh grade students and their
teacher in one of the public schools in Muntilan, that was SMP N 1 Muntilan. This
research was conducted in the second semester because this research wanted to
find out about the students’ descriptive writing and it was relevant to the standard
competency and basic competence of junior high school, which is “to express a
simple meaningful short written functional text to interact with the nearest
environment.” There were six classes of the seventh grade students in SMP N 1
Muntilan. However, this research took only two classes since it was not possible
to make use all the classes. The two classes consisted of 58 students, 22 students
from the bilingual class and 36 students from the regular class. The samples in
this research were cluster sampling because “the unit chosen is not an individual
but a group of individuals who are naturally together.”
The seventh grade students were chosen for this research because these
students were facing a new environment in learning, especially learning English.
higher level of learning than before. Moreover, the descriptive writing was also
learned in this level. The collected data were the documents analyzed by the
researcher.
At first, the grammatical errors collected from the students were checked;
the researcher tried to find what were the grammatical errors commonly made by
the students based on the first checklist. After the researcher checked the
grammatical errors, then the researcher marked the composition of students’
descriptive writing by using the second checklist, that was the assessment scale of
written work mentioned before.
The seventh grade students in SMP N 1 Muntilan were supervised by a
teacher. The teacher was also being interviewed related to the result of students’
descriptive writing. From the interview, the researcher also tried to find what the
teacher can do to improve the students’ descriptive writing.
C. SETTING
This research was conducted in SMPN 1 Muntilan. The seventh grade
students were the samples of the research. It was done on April 28, 2008 in the
second semester of academic year 2007/2008
The research was conducted in SMPN 1 Muntilan because this school was
one of the best quality schools in Muntilan. It was proven from the students who
were carefully selected. That was why the seventh grade students of SMP N 1
Muntilan were chosen as the subjects of the research. They were believed to have
D. DATA COLLECTION
In order to meet the data about the grammatical errors made by the seventh
grade students in their descriptive writing, the researcher gathered the students’
assignments about descriptive writing from the teacher. The descriptive writing
could be about places, people, or things. However, the data of descriptive writing
about people was the focus and analyzed in this research.
There were two data used by the researcher. The first was the students’
descriptive writing data. From the data collected, the researcher made an analysis
of the grammatical errors that the students made. The grammatical errors were
marked from any students’ mistakes in their writing. The aspects for analyzing
students’ errors were based on checklists. These checklists included some frequent
errors made by ESL students and they were first taken from LAS ESL La Trobe
University Australia (http://www.latrobe.edu.au/lasesl/assets/downloads/error.doc
{online} accessed on March 31st 2007). This checklist was relevant to the
minimum requirements proposed by R.L Fountain and issued by the English
Department of Sanata Dharma University, Yogyakarta, Indonesia. The minimum
requirements included the use of concord or agreement, finite verbs, tenses, verb
groups, articles, punctuation, and also spelling.
The second was evaluating students’ descriptive writing based on an
evaluative checklist. “There are five major aspects of a piece written are evaluated
and each of these aspects is accompanied by explicit descriptors of what is meant
After the researcher found out the grammatical errors commonly made by
the students, then the researcher analyzed their written works and marked the
works based on the above checklists.
E. DATA ANALYSIS
In analyzing the data, instrument 1 and 2 were the instruments to specify
the presence and the absence of some items of the grammatical errors and written
work in students’ descriptive writing. The specific calculation of the data in
reckoning the presence and the absence of students’ grammatical errors and
students’ descriptive writing based on the task fulfillment/content, organization,
vocabulary, language, and mechanics was using this formulation:
1. Percentage = ∑X x 100%
N
∑X = the total of each grammatical errors occurs
N = the total of the samples
2. N = X1 + X2 + X3 + X4 + X5
N = the mark
X1 = score for task fulfillment/content, max. score 20
X2 = score for organization, max. score 20
X3 = score for vocabulary, max. score 20
X4 = score for language, max. score 30
The sum of the score was 100 and it was considered as 100%. To decide
the real mark of a piece of writing, the researcher used this scoring procedure:
The marking of the students’ writing was one of the ways to give the
students feedback of their works.
Below are the two instruments that were used to treat the data:
Table 1.1 Frequent errors made by ESL writers (La Trobe University)
Frequent errors Descriptor + / -
Articles A mistake with the article –a, an, the, etc.
Verb tense A mistake with the verb tense.
Subject verb
agreement
The subject and verb do not agree in number.
e.g. She run/We was smiling.
Singular/plural A mistake with number (singular/plural).
e.g. They have three doll in the cupboard.
Punctuation Capital letters, full stops, or commas missing.
Word class The word is in the wrong class.
e.g. She is unemployment.
Vocabulary The wrong word is used.
e.g. Let’s discuss about Mathematics.
Sentence structure The sentence is not complete or perhaps is too
long and need to be reorganized.
Spelling
+ = symbolizes the present of the frequent errors
Table 2.1 Assessment scale for written work (Christopher Tribble, 1996)
Area Score Descriptor
20-17 Excellent to very good: Excellent to very good treatment of the subject; considerable variety of ideas or argument; independent and thorough interpretation of the topic; content relevant to the topic; accurate detail.
16-12 Good to average: Adequate treatment of topic; some variety of ideas or argument; some independence of interpretation of the topic; most content relevant to the topic; reasonably accurate detail.
11-8 Fair to poor: Treatment of the topic is hardly adequate; little variety of ideas or argument; some irrelevant content; lacking detail.
7-5 Very Poor: Inadequate treatment of the topic; no variety of ideas or argument, content irrelevant, or very restricted; almost no useful detail.
Task Fulfillment/
Content
4-0 Inadequate: Fails to address the task with any effectiveness.
20-17 Excellent to very good: Fluent expression, ideas clearly stated and supported; appropriately organized paragraphs or sections; logically sequenced (coherence); connectives appropriately used (cohesion).
16-12 Good to average: Uneven expression but main ideas stands out; paragraphing or section organization evident; logically sequenced (coherence); some connectives used (cohesion)
11-8 Fair to poor: Very uneven expression, ideas difficult to follow; paragraphing/organization does not help the reader; logical sequence difficult to follow (coherence); connectives largely absent (cohesion).
7-5 Very Poor: Lacks fluent expression, ideas very difficult to follow; little sense of paragraphing/organization; no sense of logical sequence (coherence), connectives not used (cohesion).
Organization
4-0 Inadequate: Fails to address this aspect of the task with any effectiveness.
20-17 Excellent to very good: Wide range of vocabulary; accurate word/idiom choice and usage; appropriate selection to match register.
Vocabulary
11-8 Fair to poor: Limited range of vocabulary; a noticeable number of mistakes in word/idiom choice and usage; register not always appropriate.
7-5 Very Poor: No range of vocabulary; uncomfortably frequent mistakes in word/idiom choice and usage; no apparent sense of register.
4-0 Inadequate: Fails to address this aspect of the task with any effectiveness.
30-24 Excellent to very good: Confident handling of appropriate structures, hardly any errors of disagreement, tense, number, word order, articles, pronouns, prepositions; meaning never obscured.
23-18 Good to average: Acceptable grammar – but problems with more complex structures; mostly appropriate structures; some errors of agreement, tense, number, word order, articles, pronouns, prepositions; meaning sometimes obscured.
17-10 Fair to poor: Insufficient range of structures with control only shown in simple constructions; frequent errors of agreement, tense, number, word order, articles, pronouns, prepositions; meaning sometimes obscured.
9-6 Very Poor: Major problems with structures – even simple ones; frequent errors of negation, agreement, tense, number, word order, articles, pronouns, prepositions; meaning often obscured.
Language
5-0 Inadequate: Fails to address this aspect of the task with any effectiveness.
10-8 Excellent to very good: Demonstrate full command of spelling, punctuation, capitalization, layout.
7-5 Good to average: Occasional errors in spelling, punctuation, capitalization, layout
4-2 Fair to poor: Frequent errors in spelling, punctuation, capitalization, layout.
1-0 Very Poor: Fails to address this aspect of the task with any effectiveness.
Mechanics
F. RESEARCH PROCEDURES
First, the researcher asked permission from the target school to have a
seventh grade class to give the two target research classes assignment to make a
descriptive writing about people.
Second, the researcher analyzed the data collected. The researcher tried to
find what the grammatical errors were commonly made according to the frequent
errors made by ESL writer’s checklist. Finishing the step, the researcher gave
mark to the students’ descriptive writing based on the second checklist, which was
assessment scale for written work which included task fulfillment/content,
organization, vocabulary, language, and mechanics.
The last was the researcher conducted an interview with the teacher about
the students’ performance in descriptive writing and what could the teacher do to
improve students’ writing. After that, the researcher reported the result of the
28 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter includes the discussion of problem formulation mentioned in Chapter I. In order to answer the questions, the data gathered were analyzed in this chapter. The data gathered during the research were presented and analyzed here.
A. Data Presentation and Analysis of the First Question
The data was gathered from one type of texts, that was description. There are three kinds of descriptive writing, they are describing people, describing places, and describing things. The description topic that was discussed in this research was about describing people.
This part was divided into data presentation and data analysis of grammatical errors that the students of the seventh grade commonly made.
1. The Data Presentation on the Grammatical Errors Commonly Made by the Seventh Grade Students
writing, the researcher used two instruments as explained before in chapter III. The result of the grammatical errors commonly made by the seventh grade students was presented in the following tables. The first two tables were the result of grammatical errors made by students in bilingual class. The second two tables were the result of grammatical errors made by students in regular class.
a. Bilingual Class
Table a.1 Data on the Frequency Errors Made by ESL Writers adopted from La Trobe University (1992)
commas missing
The Summary of the Frequent Errors and the Percentage of Bilingual Class
Subject verb agreement : 19 x 100%= 86.36%
22
From table a.1 and the result of the percentages, it can be seen that from nine categories of Frequent Errors made by ESL writers, there were three ranks of grammatical errors made by the students. The highest rank was the Subject verb agreement, with the highest percentage 86.36% from total 22 students. The second rank was Verb tense with total percentage 68.18%. As much as total percentage 54.54% was shown by three categories, they are Singular/plural, Word class, and Vocabulary. Below is the Chart of the Students’ Grammatical Errors
0
Figure 1. The Chart of Students’ Grammatical Errors of Bilingual Class
Table a.2 The Result of the Students’ Scores Based on the Assessment Scale (Christopher Tribble, 1996), (Bilingual Class)
Area Score Descriptor 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
20-17 Excellent to
very good 17 18 17 17 17 18 18
16-12 Good to
average 16
12 15 12 16 15 12 16 13 15 16
11-8 Fair to poor 10 11 11 11
7-5 Very Poor
Task
Fulfillment/
Content
4-0 Inadequate
20-17 Excellent to
very good 17 17 18 18
16-12 Good to
average
16 16 14 16 16 16 12 13 14 15 13 16 16 15
11-8 Fair to poor 10 10 11 11
Organization
4-0 Inadequate
20-17 Excellent to
very good 17 18 17 18
16-12 Good to
average 16
16 12 15 12 12 16 12 12 16 12 13 15 12 14 16 15 17
11-8 Fair to poor
7-5 Very Poor
Vocabulary
4-0 Inadequate
30-24 Excellent to
very good 24
23-18 Good to
average
23 23 18 20 22 20 18 20 18 23 19 18
17-10 Fair to poor 16 17 15 17 17 16 15 17 15
9-6 Very Poor
Language
10-8 Excellent to
very good 9 8 8 8 8
7-5 Good to
average
7 6 6 6 7 7 6 7 7 6 7 5 7 6 5 6 7
4-2 Fair to poor
Mechanics
1-0 Very Poor
TOTAL 83 79 79 62 72 80 77 54 57 73 60 60 70 63 60 73 56 62 85 69 73 79
0 10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Figure 2. The Chart of Students’ Scores of Bilingual Class
b. Regular Class
Word class The word is in the
wrong class. e.g. She is unemployment.
+ - + + + + + - + - - + + - - - - -
Vocabulary The wrong word
is used. e.g. Let’s discuss about Mathematics.
- + - - + + + + - - + + + + + - - -
Sentence structure The sentence is not complete or perhaps is too long and need to
be reorganized.
- + + + + + + + - + - + + + + - - -
Spelling + + - + - - - - + + - + + + - - + +
The Summary of the Frequent Errors and the Percentage of Regular Class
From table b.1, the Regular class of SMP N 1 Muntilan consisted of thirty six students, but one of the students did not join the class at that time. The result of the percentages showed that there were three highest ranks of grammatical errors made by the students. The first rank was the Subject verb agreement, with the total percentage 100% from 36 students. The second rank was Verb tense with 86.11%. The other ranks in decreasing order were the Articles, Vocabulary, Sentence structure, Word class, Spelling, Punctuation, and the last Plural/singular. The chart of students’ grammatical errors based
0
Articles Verb ten se
ctuationWord clas s
Voc
abularySentence str ructure Spe
lling
Table b.2 Assessment scale for written work (Christopher Tribble, 1996)
Area Score Descriptor 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
20-17 Excellent to very good 19 17 17 18
16-12 Good to average 12 16 16 16 15 16 12 13 14
11-8 Fair to poor 11 11 10 11 10
7-5 Very Poor Task Fulfillment/
Content
4-0 Inadequate
20-17 Excellent to very good 18 18 19
16-12 Good to average 14 14 16 12 12 15 16 14 13 12 13
11-8 Fair to poor 9 8 10 11
7-5 Very Poor Organization
4-0 Inadequate
20-17 Excellent to very good 18 17 17
Vocabulary
11-8 Fair to poor 8 9 11 11 11 11 7-5 Very Poor
4-0 Inadequate
30-24 Excellent to very good 25 24 25
23-18 Good to average 19 18 19 23
17-10 Fair to poor 17 14 17 16 15 15 17 16 13 15 16
9-6 Very Poor Language
5-0 Inadequate
10-8 Excellent to very good 8 8 9 9 9
7-5 Good to average 6 7 5 7 5 5 5 6 7 7 6
4-2 Fair to poor 4 4
Mechanics
1-0 Very Poor
TOTAL 55 69 44 88 80 70 65 71 77 61 49 84 88 60 54 53 59 62
Area Score Descriptor
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 20-17 Excellent to very good 15 13 15 17 18 18 19 16-12 Good to average 10 11 8 16 12 15 12 13 12
11-8 Fair to poor 7 7
7-5 Very Poor Task Fulfillment/
Content
4-0 Inadequate
20-17 Excellent to very good 17 18 18
16-12 Good to average 15 12 13 14 12 16 16 15 13
11-8 Fair to poor 8 8 8 10 11 10
7-5 Very Poor Organization
4-0 Inadequate
20-17 Excellent to very good 17 17 17 18
Vocabulary
11-8 Fair to poor 11 10 11 10 7-5 Very Poor
4-0 Inadequate
30-24 Excellent to very good 24 24 25
23-18 Good to average 18 20 22 20 21
17-10 Fair to poor 16 13 12 10 10 15 13 15 17 17
9-6 Very Poor Language
5-0 Inadequate
10-8 Excellent to very good 8 9 8 9 8 8
7-5 Good to average 5 6 5 5 7 6 6 7 6 7 7 7
4-2 Fair to poor Mechanics
1-0 Very Poor
TOTAL 65 59 70 58 58 47 41 42 83 58 79 54 78 59 71 88 64 63
0 10 20 30 40 50 60 70 80 90 100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 28 31 33 35
Figure 4. The Chart of Students’ Score of Regular Class
The Summary of the Frequent Errors and the Percentages of Both Classes
2. The Data Analysis of the First Question
Below is the data analysis based on the students’ descriptive writing which concerned on the grammatical errors made by the seventh grade students. The first rank on the grammatical errors was Subject verb agreement, and then continued by Verb tense, Vocabulary, Articles, Word class, Sentence structure, Spelling, Singular/plural, and the last Punctuation.
a. The Data Analysis of Subject Verb Agreement
There were 55 students out of 58 students who made error on Subject verb agreement with total percentage 93.18%. Below are the examples of the errors made by the students.
Many of the students did not pay much attention on the usage of the first or third person and their verb agreement. For example:
• Incorrect sentences - She teach English. - I has English teacher.
- Mrs. Suci live with her family.
- She always wearing woman Moslem wear. • Corrected sentences
- She teaches English. - I have an English teacher. - Mrs. Suci lives with her family.
The subject ‘She’ is a third person singular. Therefore, for Simple Present Tense, the verb agreement has to use verb one plus –s or –es. It is also used for subject ‘He’ and ‘It’. However, for subject ‘I’, it is a first person singular, and instead of using ‘has’ for the verb agreement, it uses ‘have’.
From this analysis, in point of fact, many of the students have lack of awareness. Some of the sentences were correct, but because of carelessness some sentences became incorrect.
b. The Data Analysis of Verb Tense
As many as 46 students made a mistake with the verb tense. The percentage was 77.14%. The examples of the verb tense mistakes are:
• Incorrect sentences
- She always take a veil every day. - She is always employ veil every teach. - Mrs. Suci has is beautiful.
- She also very discipline. • Corrected sentences
- She always wears a veil every day. - She always wears a veil while teaching. - Mrs. Suci is beautiful.
- She is also very disciplined.
c. The Data Analysis of Vocabulary
The next analysis was the vocabulary with the percentage 60.6% and the total students are 36. Students, in their writing, often choose the wrong words to explain about certain things. The examples are below:
• Incorrect sentences
- … because we not answer the question with true. - She is not height.
- She is wild because she want the student clever English. - She is a guardian class seven C.
• Corrected sentences
- … because we don’t answer the question correctly. - She is not tall.
- She is disciplined because she wants the students to be smart (or clever) in English.
- She is the counselor of class seven C.
d. The Data Analysis of Articles
As much as 60.22% was the percentage of the articles. Articles sound simple, but they are important because they modify nouns. There are two types of articles; indefinite and definite articles. Indefinite articles are generally used before nouns that are nonspecific, singular, and countable. The indefinite articles are "a" and "an". Use "a" before consonant sounds and use "an" before vowel sounds. Definite articles, such as "the" are used before specific nouns-nouns that are not countable.
(http://www.ece.msstate.edu/academics/writing_resource/grammatical_errors_link s.html#agreement {online}accessed on 29 August 2007, at 8.44 am)
Errors that happened in the students descriptive writing related to the usage of articles were:
• Incorrect sentences - I have teacher.
- Mrs. Suci is a English teacher.
- … because I went to get the good jobs. • Corrected sentences
- I have a teacher.
- Mrs. Suci is an English teacher. - … because I want to get a good job.
e. The Data Analysis of Word class
The next analysis is the word class with total 56.42%. Here, the students made error by putting the words in the wrong class.
• Incorrect Sentences
- She is very smart, explicit, and fierce. - I love she because …
- Her face is circle.
- She has two black eyes and sharp nose. • Corrected sentences
- She is very smart, open, and disciplined. - I love her because …
- She has got a round face.
- She has got two black eyes and a pointed nose.
Students sometimes think that they have found the correct words and they can be used at anytime. In this case, the students have to be able to differentiate the function and the meaning of the words first before applying them in sentences. f. The Data Analysis of Sentence structure
The descriptor for sentence structure is the sentence is not complete or perhaps is too long and need to be reorganized and there were 33 students who made the errors with the percentage 53.78. The examples of the errors were:
• Incorrect sentences
- I always attention what she teach.
- If are the student not do home work, so the student will get punishment.
• Corrected sentences
- She is a humorous and kind teacher. - She always wears her clothes tidily.
- I always pay attention of what she teaches us.
- If the students do not do their homework, they will get a punishment.
For the first sentence, there was no subject of the sentence. The second, there was no verb to explain the subject and the noun. Third, it needed the verb. And fourth, the usage of auxiliary verb to support the negative form of simple present tense.
g. The Data Analysis of Spelling
There were many students who made mistakes in spelling. Although it is simple, but if the students did not be careful, they would make many mistakes. The percentage was 43.68%.
• Incorrect sentences
- She is fourty five years old now.
- … but I know that she is angry if only we make mistic. - She has whit skind and black eyes.
• Corrected sentences
- She is forty five years old.
- … but I know that she is angry if only we make mistakes. - She has got white skin and black eyes.
- She is a good teacher. h. The Data Analysis of Singular/plural
The percentage for singular/plural was 42.54%, and there were 23 students who made errors on singular/plural.
• Incorrect sentences
- There are five English teacher in my school. - Mrs. Suci is one of teacher in SMP N 1 Muntilan. • Corrected sentences
- There are five teachers in my school.
- Mrs. Suci in one of the teachers in SMP N 1 Muntilan. i. The Data Analysis of Punctuation
Punctuation was at the bottom of the rank with the percentage 26.76%. Punctuation in a writing is used as the ‘separator’ between ideas. Here are some mistakes made by students.
• Incorrect sentences
- She live in Tempel, Sleman, Yogyakarta
- She is a teacher in class seven And she is very honest
• Corrected sentences
- She lives in Tempel, Sleman, Yogyakarta.
- She is a teacher in class seven and she is very honest.
- She has got white skin. She teaches all of seven classes. She is the counselor of class seven C.
Every sentence in English always begins with a capital letter and ends with full stop. They are used to differentiate one sentence from another.
From the analysis above, it could be concluded that the grammatical errors commonly made by the seventh grade students of SMP N 1 Muntilan was Subject Verb Agreement. Students in their writing still made mistakes for the subject and its verb agreement. Although actually in at a glance the sentences were understandable, but grammatically, they were kind of errors.
B. The Data Analysis of the Second Question
Students in writing, or in this case writing descriptive paragraph, are facing many problems, for examples students’ lack of vocabulary, need more knowledge about the grammar or the structure of the sentences, and many more. Here, the researcher tried to find how or what can the teacher do to improve the students’ performance in writing descriptive paragraph.
drilling and giving some exercises continually. Therefore, the students would be familiar with the form and the expressions needed in making a descriptive writing.
According to ICELT Distance Unit: Teaching and Responding to Writing (2006), writing should be practiced in the classroom everyday. Even very short pieces writing with drawings to illustrate points should be encouraged and discussed. Here is a table based on ICELT, most writing in the classroom falls on a continuum from copying to free writing.
Table B.1 Most writing in the classroom falls on a continuum from copying to free writing (Teaching Writing and Responding to Written work by Michelle Coleman)
Focus A – types of writing
B – Definitions and example activities
Copying Students Copy from the board or from books. They generally copy grammatical structures, grammatical rules and items of vocabulary. This provides the students with a written record of the language presented and practiced in class.
Written Exercises
These exercise practice grammatical structure. For example, writing sentences from prompts following a particular structural pattern, answering questions using a particular pattern, completing sentences, matching halves of sentences, gap filling using the correct tense or word.
Controlled
Free Writing
Students come up with a topic and title for a composition themselves and do not receive any help from the teacher.
The first step taken by the teacher was introducing the students to the characteristics of a descriptive writing. Then, what tenses were used to describe people or things. After that, the examples of descriptive writing were presented. Next, the students made a simple description, this activity was done in groups and after doing some practices in groups, then the students worked individually and made their own descriptive writing. The drilling was done until more or less 85% of the students have mastered the lesson.
The steps above can also be concluded into three stages: pre-writing, while-writing, and post-writing. Pre-writing stage prepares the students to write. They brainstorm ideas and share experiences. On While-writing stage, the students produce their writing based on the examples presented. The teacher’s role on this stage is to guide the students with the writing style, organization, content, presentation, and help them to encourage each other. On Post-writing stage, the students can present their work and share it to the other groups and then the other groups can give respond to their friends’ work.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter draws conclusions from this research and rpovides some suggestions for English Education community members: teachers and lecturers, learners, and for the other researchers.
A. Conclusions
This research discussed the grammatical errors commonly made by the seventh grade students and also the completion of the five aspects, namely task fulfillment/content, organization, vocabulary, language, and mechanics in their descriptive writing. This research also tried to find what the teacher’s did to improve the students’ writing.
To improve the students’ descriptive writing, the teacher gave more exercises and corrected the mistakes. Drilling and repetition was very important to make the studentas familiar with the characteristics of a descriptive writing. The process of drilling can be done by using three stages of writing: pre-writing, while-writing, and post-writing. The examples of students’ exercises can be seen in Appendices.
Grammatical errors in relation with descriptive writing has quite important role. When the students made errors in their writing, though it is not really affected to the meaning, but still the sentences are grammatically wrong. Therefore, the teacher can also improve students’ writing by using Subject Verb Agreement.
B. Suggestion
Some suggestions are also included in this chapter. They are as follow” 1. For English lecturers and teachers
2. For the further researchers
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APPENDIX A
Muatan Kurikulum Tingkat Satuan Pendidikan
Mata Pelajaran Bahasa Inggris (2004, Depdiknas Kabupaten Magelang)
Kelas/Semester Gambits Genre
VII/1 1. Menyapa orang yang sudah/belum dikenal
2. Memperkenalkan diri sendiri/orang lain 3. Memerintah/melarang
4. Meminta dan memberi informasi 5. Mengucapkan terima kasih 6. Meminta maaf
7. Mengungkapkan kesantunan VII/2 1. Meminta dan memberi jasa
2. Meminta dan memberi barang 3. Meminta dan memberi fakta 4. Meminta dan memberi pendapat 5. Menyatakan suka atau tidak suka 6. Meminta klarifikasi
7. Merespon secara interpersonal
APPENDIX B
List of Names of the Seventh Grade Students’ of SMP N 1 Muntilan
20 9524 Ribowo Inmas PN. 21 9525 Riski Khoirul Anam
22 9526 Silvia Kusuma Ningrum 23 9521 Zamudra Silmi
DAFTAR SISWA KELAS VII D TAHUN PELAJARAN 2007/2008 Nomor
Urut Induk
Nama
1 9637 Aldila Kemas Agusta 2 9638 Alfina Yunitasari
3 9639 Andhika Himawan Amrullah 4 9640 Anisa Fitriyani
5 9641 Arfian Yuniarizki 6 9642 Arika Dyah Riza Umami 7 9643 Azizah Hasna A.
8 9644 Bonggo Sadewa
15 9650 Hendra Saputra
16 9651 Hudoko Wahyu Pandega 17 9652 Husna Amanina Firdaus 18 9653 Ibnu Rama Hildhan All Eden 19 9654 Junara Adi Purnama 20 9655 Mohammad Masruri 21 9656 Muh Ibnu Hajar
22 9657 Muhammad Fachrul Umam 23 9658 Nur Eko Marjoko P.
24 9659 Nu Hasanah 25 9660 Nurhikmah
26 9661 Puteri Atvatuzzahroq 27 9662 Risa Dwi Kurniawati 28 9663 Rizky Setiawan 29 9664 Seviana Dewanti 30 9665 Shofyana Nur Anisa
31 9667 Siti Khoiruniqoh Lutfiatul Latifah 32 9668 Tiara Dewi Larasati
33 9669 Ulfah Tsaniyah 34 9670 Virna Elvira
