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to Obtaint heSarjanaPendidikanDegree inEngilshLanguageEduca iton
y B
o d e P i n a y ir A a y r u S g n e j A a i s n a n e V
8 9 0 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
F O T N E M T R A P E
D LANGUAGEANDARTSEDUCATION 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
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
to Obtaint heSarjanaPendidikanDegree inEngilshLanguageEduca iton
y B
o d e P i n a y ir A a y r u S g n e j A a i s n a n e V
8 9 0 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
F O T N E M T R A P E
D LANGUAGEANDARTSEDUCATION 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
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
“Peace Iilvewtihyou ;Mypeace Igivet oyou ;no tast hewo lrdgive sdo I e
b t r a e h r u o y t e l t o n o D . u o y o t e v i
g rtoubled ,norl eti tbef earful”.(John )
7 2 : 4 1
“Obstacle saret hosef irghftult hing syous eewhenyout akeyou reyes fo f you r l
a o
g ” .(HenryFor d)
“Nobridsoarst oohighi ftis oar swtih ti sownwings” .(WliilamBlake)
(Thi sThesisi sDedicatedt o r e h t o r B y M d n a s t n e r a P y
M )
v i
“Peace Iilvewtihyou ;Mypeace Igivet oyou ;no tast hewo lrdgive sdo I e
b t r a e h r u o y t e l t o n o D . u o y o t e v i
g rtoubled ,norl eti tbef earful”.(John )
7 2 : 4 1
“Obstacle saret hosef irghftult hing syous eewhenyout akeyou reyes fo f you r l
a o
g ” .(HenryFor d)
“Nobridsoarst oohighi ftis oar swtih ti sownwings” .(WliilamBlake)
(Thi sThesisi sDedicatedt o r e h t o r B y M d n a s t n e r a P y
M )
v i
“Peace Iilvewtihyou ;Mypeace Igivet oyou ;no tast hewo lrdgive sdo I e
b t r a e h r u o y t e l t o n o D . u o y o t e v i
g rtoubled ,norl eti tbef earful”.(John )
7 2 : 4 1
“Obstacle saret hosef irgh ftult hing syous eewhenyout akeyou reyes fo f you r l
a o
g ” .(HenryFor d)
“Nobridsoarst oohighi ftis oar swtih ti sownwings” .(WliilamBlake)
(Thi sThesisi sDedicatedt o r e h t o r B y M d n a s t n e r a P y
v
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
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
, a tr a k a y g o
Y July17, 2013 r
e ti r W e h T
o d e P i n a y ir A a y r u S g n e j A a i s n a n e V
x i
S T N E M G D E L W O N K C A
y
M endless grattiude i sdedicated to Lord Jesu sChrist and Mother y
r a
M fo raccompanying mei n every singlet hing Ihave encountered. Atlhough ,
y s a e t o n s i e fi
l They alway sencourage met o see t hisl fiei n a posiitvepoin to f .
w e i v
o t d e s s e r d d a s i e d u ti t a r g t s e p e e d y
M mysponsor ,Carla Sih Prabandari , ,
. d P .
S M.Hum . I thank he r fo r guiding , assisitng and supporitng me in e b s y a w l a o t e m d e l e v a h n o it a c i d e d d n a e c n e it a p r e H . s i s e h t s i h t g n i h s il p m o c c a
. s i s e h t s i h t g n it a e r c f o s s e c o r p e h t g n ir u d c it s a i s u h t n e d n a g n o rt s
s k n a h t f o s t o
L areaddressedt oYuseva Ariyan iIswandari ,S.Pd. ,M.Ed. d
n
a Drs .Barl iBram ,M.Ed. ,Ph.D. fo rproofreading my thesi sin thei rbusy ir
c r i e h T . e m
it itcism sand suggesiton sdeifntiely have mo itvated me to improve k
n a h t o t e k il d l u o w I . e r o m s i s e h t y
m Yuseva Ariyan iIswandari ,S.Pd. ,M.Ed. , a
n it s i r h
C Lhaksmtia Anandari , S.Pd. , Ed.M. and Fideil s Chosa n
a d n a h u t s a
K i ,M.Hum. fo rallowing me to take the data from thei rC iritca l g
n i k a e p S d n a g n i n e t s i
L (CLS )2 classes . Iwould also ilke to thank the fou trh n
i s t n e d u t s r e t s e m e
s C LS2classe so fthe2012/2013academicyearf o rgiving me o
t n o i s s i m r e
p record t hei rperformance sand use them as t hedata fo rmy t hesis . o
t d e s s e r d d a e r a s k n a h t e r e c n i s y m , s e d i s e
B al lELESP lecturers who have
s g n i h t y n a m t h g u a
t tomeacademicallyandnon-academically ,whichwli lbevery I
. e r u t u f y m r o f l u f e s
i x
S T N E T N O C F O E L B A T
Page
E G A P E L T I
T ... i E
G A P L A V O R P P
A S ... ii 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 ... v i T
C A R T S B
A ... v ii K
A R T S B
A ... v iii T
N E M G D E L W O N K C
A S ... ix S
T N E T N O C F O E L B A
T ... x i S
E L B A T F O T S I
L ... x iv 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 .I R E T P A H
C ... 1 .
A ResearchBackground ... 1 .
B ResearchProblem ... 4 .
C ProblemLimtiaiton... 4 .
D ResearchObjecitves... 5 .
E ResearchBeneftis ... 5 .
F Deifniitono fTerms ... 6
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 . I I R E T P A H
C ... 1 0
.
A Theoreitca lDesc irp iton... 1 0 .
1 Grammar... 1 0 .
2 SimplePas tTense... 11 .
3 Subject-VerbAgreement... 12 .
4 Speaking ... 16 .
5 Errors... 18 .
a Deifniitono fErrors ... 18 .
b Type so fErrors ... 18 )
ii x )
2 TheMistake ... 19 )
3 TheLapse... 19 .
c Type so fGrammaitca lE rrors ... .... 1 9 )
1 SimpleAddiiton ... 2 0 )
2 Omission ... 2 0 )
3 Misformaiton... 2 0 )
4 Misordeirng ... 2 1 .
d Cause so fErrors... 2 1 )
1 IntelranguageI nterference ... .. 2 2 )
a Translaiton ... 2 2 )
b Socio ilnguisitc sStiuaiton... 2 3 )
2 InrtailngualI nterference ... 2 3 )
a O -ver generailzaiton ... 2 3 )
b Ignoranceo fRuleRest ircitons ... 2 4 )
c IncompleteAppilcaitono fRules... 2 5 )
d FalseConcept sHypothesized... 2 5 .
e Howt oDfiferenitatebetweenError sandMistakes ... .. 2 6 .
B Theoreitca lFramework ... 2 7
. I I I R E T P A H
C RESEARCHMETHODOLOGY ... .... 3 0 .
A ResearchMethod ... .. 3 0 .
B ResearchParitcipants... 3 1 .
C ResearchSetitng ... .. 3 2 .
D Insrtument sandDataGatheirngTechnique... 3 2 .
E DataAnalysi sTechnique ... 3 4 .
F ResearchProcedure ... 3 5
. V I R E T P A H
C RESEARCHRESULTSANDDISCUSSION... 3 7 .
A Type so fSubject-V erbAgreemen tErrors ... 3 7 .
1 DataPresentaitonont heTypes o fSubject-V erbAgreemen t s
r o r r
ii i x .
2 Analysi sont heTypes o fSubject-VerbAgreemen tErrors 4 0 .
B PossibleFactorsI n lfuencingStudentst oProduceSubject-Verb s
r o r r E t n e m e e r g
A ... 4 7 .
1 DataPresentaitonont hePossibleFactorsI n lfuencingStudentst o t
c e j b u S e c u d o r
P -VerbAgreemen tErrors... 4 8 .
2 Analysi sont hePossibleFactorsI n lfuencingStudent st o t
c e j b u S e c u d o r
P -VerbAgreemen tErrors... 4 9 .
C Type so fTensesErrors ... 5 3 .
1 DataPresentaitonontheType so fTense sErrors... 5 3 .
2 Analysi sontheType so fTense sErrors... 5 6 .
D PossibleFactorsI n lfuencingStudentst oProduceTenses s
r o r r
E ... 5 9 .
1 DataPresentaitonont hePossibleFactorsI n lfuencingStudentst o e
c u d o r
P Tense sErrors ... 5 9 .
2 Analysi sont hePossibleFactorsI n lfuencingStudents t o e
c u d o r
P Tense sErrors ... 6 0 .
E Othe rFindings ... 6 2
. V R E T P A H
C CONCLUSIONSANDRECOMMENDATIONS... 65 .
A Conclusions ... 65 .
B Recommendaitons ... 6 7
S E C N E R E F E
R ... 7 0
S E C I D N E P P
v i x F O T S I
L TABLES
e g a P s
r o r r E f o s e s u a C d n a s e p y T n o n o it a c if i s s a l C 3 e l b a
T ... 3 4
t c e j b u S f o s e p y T 1 . 4 e l b a
T -VerbAgreemen tErrors ... 39 2
. 4 e l b a
T TheUtterancesContainingMisformaitono fPlura landSingula r m
r o
F ... 4 1 3
. 4 e l b a
T TheUtterance sContainingMisformaitonDeailngwtihSpecia l e
s n e T t n e s e r P e l p m i S n i s e s a
C ... 4 2 4
. 4 e l b a
T TheUtterance sContainingMisformaitoni nAdjecitveClause .. 4 3 5
. 4 e l b a
T TheUtteranceContainingMisformaitoni nPassiveVoice ... 4 4 6
. 4 e l b a
T TheUtterance sContainingOmissiono fAuxiilaryVerb... 4 5 7
. 4 e l b a
T TheUtterance sContainingOmissionofI n lfecitona lMorpheme 4 6 e
h T 8 . 4 e l b a
T Utterance sContainingSimpleAddiitonErrors ... 4 7 t
c e j b u S n i s r o r r E f o s e s u a C n o y c n e u q e r F 9 . 4 e l b a
T -VerbAgreemen t
s e s a
c ... 4 8 e
h T 0 1 . 4 e l b a
T Utterance sIn lfuencedbyOver-Generailzaitoni n t
c e j b u
S -VerbAgreemen tCases... 5 0 e
h T 1 1 . 4 e l b a
T Utterance sIn lfuencedbyFalseConcept sHypothesizedi n t
c e j b u
S -VerbAgreemen tCases... 51 2
1 . 4 e l b a
T TheUtteranceIn lfuencedbyI gnoranceo fRuleRestircitons i n t
c e j b u
S -VerbAgreemen tCases... 5 2 3
1 . 4 e l b a
T Type so fTensesErrors ... 5 5 4
1 . 4 e l b a
T TheUtterance sContainingMisformaitonont hePresen tPattern e
s
U inPas tContext... 5 7 5
1 . 4 e l b a
T TheUtteranceContainingMisformaitonont hePas tPatternUse t
x e t n o C t n e s e r P n
i ... 5 7 6
1 . 4 e l b a
T TheUtteranceContainingMisformaitonont heUseo fAuxiilary e
v it c A n i b r e
V Voice ... 5 8 7
1 . 4 e l b a
T TheUtterance sContainingOmission... .... 5 9 8
1 . 4 e l b a
v x 9
1 . 4 e l b a
T TheUtteranceIn lfuencedbyOver-Generailzaitoni nTenses s
e s a
C ... 6 1 0
2 . 4 e l b a
T TheUtteranceIn lfuencedbyFalseConcept sHypothesizedi n s
e s n e
T Cases... 6 2 1
2 . 4 e l b a
T T heUtterance sContainingMistakeandErrorsi nPlura land n
u o N r a l u g n i
S ... 6 3 2
2 . 4 e l b a
i v x F O T S I
L APPENDICES
e g a P :
A x i d n e p p A
n o i s s i m r e P f o r e tt e
L ... 7 3
: B x i d n e p p A
e l p m a
S s fo Lette ro fConsent ... .. 8 0
: C x i d n e p p A
s n o it p ir c s n a r
T o fParitcipants’Utterances ... 8 3
: D x i d n e p p A
ASummaryandSomeSample so fQuesitonnarieResutl... 1 13
: E x i d n e p p A
d n a s e p y T n o n o it a c if i s s a l
C Cause so fErrorsi nSubject-Verb t
n e m e e r g
A Cases ... 1 30
: F x i d n e p p A
d n a s e p y T n o n o it a c if i s s a l
C Cause so fErrors inTense sCases... 1 44
: G x i d n e p p A
s t n e m e ri u q e R m u m i n i
2
f o t n o r f n
i the clas sbecause they need to give insrtuciton sto the student sand
, s r e h c a e t e h t s a , s e d i s e B . m e h t o t s l a ir e t a m e h t n i a l p x
e theyareexpectedt obethe
s l e d o m e l o
r fo rthe students .Being a role model ,a teache rha sto deilver the
t c e r r o
c utterancesinf ron toft heclass .
n i ,) 7 0 0 2 ( r e e v n a T o t g n i d r o c c
A producingu tterances correclty ,aspeake r
e t a ir p o r p p a n a t c u rt s n o c o t s a h , s i x e l e l b a ti u s r o f k o o l o t s a
h syntacitc srtucture
n e h e r p m o c a e s u o t s d e e n d n
a sible accent .Besides ,a speake rshould think ,
e m it e m a s e h t t a s a e d i s s e r p x e d n a e z i n a g r
o . Therefore,t oproduceutterancesina
, y a w d o o
g theELESPstudents, sa theteache rcandidates, need to pu tgramma ra s
n r e c n o c r i e h
t .Inothe rword ,st heyareexpectedt ocomposegrammaitcallycorrec t
s e c n a r e tt
u in thei rspeaking .However ,based on the researcher’ sobservaiton ,
e r e h
t w ere many student sfaiilng to produce grammaitcally correc tutterances
y e h t n e h
w spoke. The utterances they deilvere d in thei rspeaking violated the
n i d e t a t s s e l u
r thegramma.r
n i s g n i d n if e h t n o d e s a
B smal lresearch conducted by t heresearcher, t he
r a m m a r g n i s m e l b o r
p w ereencounteredbythefou trhs emesters tudent so fELESP
g n i k a e p s r i e h t n
i .They faced dfiifcutli es in two aspect so f grammar ,namely
t c e j b u
s -verb agreemen tand tenses especially simple pas ttense. They did no t
r e t s a
m thecorrectr ulesi n subject- rv b e agreemen tand tenses .Consequenlty, t hey
e c u d o r
p d subject-verbagreemen terror sandtenseserror swhent heyspoke .
f o y ti li b a n i e h
T ELESP studentsi n gramma rcan l ead to some problem s
e h t r o
f i rfuture .In fact ,ELESP student sare going to be teachers .Hence ,thei r
e c n e t e p m o c n
4
e h t , y d u t s s i h t n
I aspec to fspeaking tha ti s observed i s only planned
s i h c e e p s d e n n a l p y ll a i c e p s e e g a u g n a l n e k o p s , ) 4 0 0 2 ( a m o u L n o d e s a B . h c e e p s
e c n e t n e s n i r e tr o h s y l n o s i ti t u b e g a u g n a l n e tt ir w n i r a m m a r g y b d e c n e u lf n i ll it s
e h t , s e d i s e B . e g a u g n a l n e tt ir w n a h
t possible factors ea r only studied on
l a u g n il a rt n
i factors .
.
B ResearchProblem
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 study based on four main problems .They
. s w o ll o f s a e r a
.
1 Wha tkind so fsubject-verb agreemen terror sare found i n Engilsh Language
m a r g o r P y d u t S n o it a c u d
E students ’utterances?
.
2 Wha tare possible factor sin lfuencing the student sto produce subject-verb
t n e m e e r g
a errorsi nthei ru tterances?
.
3 Wha tkind so ftenseserror sarefound in Engilsh LanguageEducaiton Study
’ s t n e d u t s m a r g o r
P utterances?
.
4 Wha tarepossiblef actorsi n lfuencing t hestudentst o producetenseserrors i n
r i e h
t utterances?
.
C ProblemLimtia iton
e h t y b n w a r d s n o it a ti m il e m o s e r a e r e h t , h c r a e s e r s i h t g n it c u d n o C
. r e h c r a e s e
r Frist ,thi sstudy i sa survey on some smal lgroups in six C iritca l
g n i k a e p S d n a g n i n e t s i
L (CLS )2 classe sof ELESP .The researche rrandomly
e h t e s o h
c students’ presentaitons to berecorded .Then ,20 recording scontaining
e h t e b o t n e s o h c e r e w s r o r r e y n a
l a c it a m m a r g n o s e s u c o f y l n o y d u t s s i h t , d n o c e S . d e z il a r e n e g e b t o n n a c y d u t s s i h t
r e h c r a e s e r e h t t a h t o s s r o r r
e doesno tconcernanyothe rerror sexcep tgrammaitca l
. s r o r r
e Moreove,rtheaspect so fgrammaitca lerrorst ha tbecomet hef ocusint hi s
e r a y d u t
s onlys ubject-verbagreemen terror sandtenseserror .s
.
D ResearchObjecitves
d e t a l u m r o f s a h r e h c r a e s e r e h
T four objecitve sbased on the problem s
y d u t s s i h t n i d e n o it n e
m .Theobjecitve soft hi sresearch :a re
.
1 to ifnd ou tthe kind so fsubject-verb agreemen terror s found in Engilsh
’ s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a
L utterances.
.
2 to ifnd outt hepossiblef actorst hat i n lfuencet hestudentst oproducesubject
t n e m e e r g a b r e
v errorsi nthei rutterances.
.
3 to ifnd ou tthe kind so ftenses error sfound in Engilsh Language Educaiton
’ s t n e d u t s m a r g o r P y d u t
S utterances.
.
4 to ifnd ou tthe possiblefactor stha tin lfuence the students t o produce tenses
n i s r o r r
e thei rutterances.
.
E ResearchBeneftis
s tl u s e r e h t s t c e p x e r e h c r a e s e r e h t , y d u t s s i h t g n i o d y
B wli lcontirbutes ome
: o t s ti f e n e b
.
1 EngilshLanguageEducaitonStudyProgramLecturers
P S E L E e h t , y d u t s s i h t f o t l u s e r e h t g n i v a h y
B lecturerscan i mprove t he
o t g n i o g e r a y e h t s l a ir e t a
m deilver to the students ,especially the mateiral s
g n i s s u c s i
n o it c e lf e r d n a e s n o p s e r l a c it ir c l a r o e v i g o t e l b a e b o t d e t c e p x e e r a s t n e d u t
s based
0 1
I I R E T P A H C
F O W E I V E
R RELATEDLITERATURE
, s tr a p n i a m o w t f o s t s i s n o c r e t p a h c s i h
T namely thetheoreitca ldescirpiton
, tr a p t s ri f e h T . k r o w e m a r f l a c it e r o e h t d n
a the theoreitca ldesc irpiton ,discusse s
e m o
s theo ire srelated to thi sstudy. Meanwh lie ,al lmajor relevan ttheo ires are
d e ll a c t r a p d n o c e s e h t n i d e z i s e h t n y s d n a d e z ir a m m u
s thetheoreitcalf ramework .
t a h t s e ir o e h t e h t e r a e s o h
T suppo trther esearchert oconductt hestudy i n ordert o
m e l b o r p h c r a e s e r e h t e v l o
s s. I nt hi spar,t t her esearcherr elates et h theo ire st o the
m e l b o r p h c r a e s e
r s .
.
A Theoreitca lDescrip iton
e h t , n o it c e s s i h t f o t r a p t s ri f e h t n
I researcher discusse sgrammar .The
tr a p d n o c e
s present sthe rules in simple pas ttense .Meanwhlie ,the rules fo
t c e j b u
s -verb agreemen ta re desc irbed in the thrid patr .In the fou trh patr ,the
r e h c r a e s e
r discussest het heo iresi ns peaking .Meanwhlie,t het heo ire sabou terror s
e r
a elucidatedint he iftfhpatr .
.
1 Grammar
s i r a m m a r g “ ) 6 9 9 1 ( n a w S n o d e s a
B the rule stha tsay how word sare
, d e n i b m o
c arranged and changed to show dfiferen t meanings” (p . xx ii)i.
s t c e p s a o w t s e d u l c n i r a m m a r g , ) 6 9 9 1 ( k c o L o t g n i d r o c c
A , namely the
. s d r o w f o e r u t c u rt s l a n r e t n i e h t d n a s d r o w f o t n e m e g n a r r
a Reviewing those
r e h c r a e s e r e h t , s e ir o e h
t considers tha tthe deifniiton proposed by Lock i sbette r
n o it i n if e d e h t n a h
2 1
, y lt n e c e r , e r o f e
b and previously .According to Swan (1996) ,there are some
s n e t t s a p e l p m i s f o s n o it c n u
f e .Theyareasf ollows .
.
a Weuset he simplepastt enset o t alk abou tmany kind so fpas tevents: shor,t
s n o it c a d e h s i n if y l k c i u
q and happenings ,longe r stiuaitons , and repeated
s t n e v
e .
] 2
[ Pete rbrokeawindowl as tnigh.t
] 3
[ Is pen tal lmychlidhoodi nScoltand.
.
b Thes implepasti scommoni ns tory-telilngandwhenwearet elilngpeople
t u o b
a pas tevent .s
] 4
[ Oneday t heP irnces sdecided t ha tshed tid n o ilkestaying a thomeall
, y a
d sos het oldherf athert hats hewantedt oge taj ob...
.
c Thes implepasti so tfenusedwtihr eferencest o ifnishedpeirod sand
. e m it f o s t n e m o m
] 5
[ Is awJ ohnyesterdaymorning .Het oldme…
.
3 Subject-verbAgreement
n o d e s a
B Qurik e ta.l (1997) ,“Concord (also t ermed a'greemen't )can be
p i h s n o it a l e r e h t s a d e n if e
d between t wo grammaitca lunti ssuch t ha toneoft hem
r a l u c it r a p a s y a l p s i
d feature (eg pluraltiy )t hat accord swtih a displayed (o r
)t i c il p m i y ll a c it n a m e
s featurei nt heothe .r”( p.755) .Therule sareasf ollows .
.
a As ingulars ubjectr equ rie sas ingula rverb .
6
[ ]My daughte r watche s television atfe rsupper . (singula r subjec t+
b r e v r a l u g n i
.
b Apluralsubjectr equ rie saplura lverb.
7
[ ]My daughter swatch television atfe rsupper .(plura lsubjec t+ plura l
b r e v )
.
c Whent hesubjecti sr eailzedbyanounphrase,t hephrasecount sassingulari f
r a l u g n i s s i d a e h s
ti .
8
[ ]Thechangeinmaleatttiude si smos tobviousi ni ndusrty.
9
[ ]Thechange sinmaleatttiudes aremos tobviousi ni ndusrty.
.
d Fin tieandnon ifntieclause sgenerallycoun tass ingular.
0 1
[ ]Howyougott heredoes tn o concernme.
1 1
[ ]To rteatt hema shostage si scirmina.l
2 1
[ ]Smokingcigarette si sdangeroust oyou rheatlh.
.
e Preposiitona lphrase sandadverbsf uncitoningass ubjec talsocountass ingular
3 1
[ ]Int heevening si sbestf o rme .
4 1
[ ]Slowlydoe si !t
.f Anapparen texcepitonf o rclausesi st henominalr elaitveclause .
l a n i m o
N relaitveclause sareont hecon itnuumf romclauset onounphrase.
f o n o it a t e r p r e t n i e h t n o s d n e p e d r e b m u n r i e h t , d r o c n o c f o e s o p r u p e h t r o
F the
h w e h t f o r e b m u
n -element .Wtih t hedeterminer swha tandwhatever ,t heconcord
e h t n o s d n e p e
d numbe roft hedeterminednoun .Conrtast[ 17 ]and[ 1 ] 8 below:
5 1
[ ]Wha tweresupposed t o benew proposal swerein f actmodiifcaiton s
s e n o r e il r a e f o
6 1
[ ]Wha twa sonceapalacei snowaplieofr ubble .
7 1
4 1
8 1
[ ]Whati dea sheha sarehi swfi 'e .s
.
g Averbcount sass ingula rfit hef ris tverbi na ifn tieverbphraseha sasingula r
m r o f .
9 1
[ ]Mys onhasnoi ntenitonofs pendingavacaitonwtihme.
0 2
[ ]Mys on shavenoi ntenitonofs pendingavacaitonwtihme.
.
h Theappilcaitonoft hegeneralr ulei sr est irctedi ns evera lgeneralr espects.
b r e v e h t r o f t p e c x E ) 1
( be,t heverb show sadisitncitono fnumbe ronly i n the3rd n
i d r o c n o c w o h s t o n s e o d y ll a r e n e g b r e v e h t , e c n e H . t n e s e r p n o s r e
p thepas:t
2
[ 1 ]Mydaughterwatchedtelevisionatfers uppe.r
2
[ 2 ]Mydaughterswatchedtelevisionatfers uppe.r
b r e v e h
T bedisplay sconcordalsoi nt he3rdpersonpas:t
2
[ 3 ]Mydaughte rwa swatchingt elevisioni nmybedroom.
2
[ 4 ]Mydaughter swerewatchingt elevisioni nmybedroom.
,s b r e v e ti n if n o N . e v it a c i d n i e h t n i y l n o d e y a l p s i d s i d r o c n o c r e b m u N ) 2 (
.s n o it c n it s i d r e b m u n o n e k a m s e v it c n u j b u s d n a , s e v it a r e p m i
: s n o it c n it s i d r e b m u n o n e k a m s e ir a il i x u a l a d o M ) 3 (
2
[ 5 ]Mydaughte rmaywatcht elevisionatfers uppe.r
2
[ 6 ]Mydaughtersmaywatcht elevisionatfers uppe .r
e c l e C , s e d i s e
B -Murcia da n Larsen-Freeman (1999 )also proposerule sfo r
s e s a c e m o s e l b u o rt y lt n e t s i s r e
p ins ubject-verbagreement .Theyareasf o llows .
.
a Co llecitve noun s may take etihe r a singula r o r plura l verb in lfeciton
g n i n a e m e h t n o g n i d n e p e
d .
2
[ 82 ]Ours choolt eamhavewonal lti sgame .s( Individualt eammembers)
.
b Some common and prope rnoun sending in –s ,including –ics noun sand
r a l u g n i s a e k a t d n a y ti t n e e l g n i s a f o d e v i e c n o c s y a w l a e r a , s e s a e s i d n i a tr e c
. n o it c e lf n i b r e v
[ 92 ]Physicsi sadfi ifcul tobjec.t
.
c Tilte so fbooks ,plays ,operas ,flims ,and such works take the singula rverb
f n
i lecitonevenwhent heyareplurali nf orm.
3
[ 0 ]ThePriate so fCarirbeani smyf avourtief lim .
.
d Noun soccurirngi nset soft wot aket hesingula rwhen t henounpai ri spresen t
n e h w l a r u l p e h t e k a t t u
b pai ri sabsent .
3
[ 1 ]Apai ro frtousersi sont hes ofa.
3
[ 2 ]Theses hoe sneednewheels .
.
e Anumbe ro fnormallyt akest heplural ,whliethenumbe rtakest hes ingula.r
3
[ 3 ]Anumbe rofs tudent shavedroppedt ha tcourse.
3
[ 4 ]Thenumbe rofs tudentsi nt hiss chooli s2,000 .
.f Fraciton sand percentage stake a singula rverb in lfeciton when modfiying a
. n u o n l a r u l p a y fi d o m y e h t n e h w n o it c e lf n i b r e v l a r u l p e h t d n a n u o n t n u o c n o n
3
[ 5 ]Onehal foft het oxicwasteha sescaped.
3
[ 6 ]Twot hrid soft hes tudent sares aitsifedwtiht heclas .s
.
g Thenoun smajortiyandminortiyarevairouslydescirbeda ssingular ,plura lo r
.s tl u s n o c e n o r a m m a r g e c n e r e f e r h c i h w n o g n i d n e p e d , e v it c e ll o c
)
1 An absrtac to rgeneirc meaning tha trefer sto supeirortiy o fnumbers ;the
r o n a m u h e b n a c e c n e r e f e
6 1
3
[ 7 ]Thegrea tmajortiyi shelples .s
)
2 As peciifcmeaningwhereoneoft woo rmores et sha sanumeirca lpluraltiyo r
.l a r u l p r o r a l u g n i s r e h ti e n a c y ti r o ir e f n i l a c ir e m u n
[ 83 ]Themajortiywas/weredeterminedt opres stist/hei rvictory .
)
3 A speciifc meaning where mos t(majortiy )or l ess t han hal f(minortiy )o fan
.l a r u l p e b d l u o h s y e h T . o t d e r r e f e r g n i e b s i s n o s r e p f o t e s ti c il p x e
[ 93 ]Amajortiyo fmyf irend sadvise ti .
.
h Plura luni tword so fdistance ,money and itme take singula rverb in lfeciton
d e il p m i s i y ti t n e e n o n e h
w bu ta plura lverb in lfeciton when more than one
.t c e j b u s e h t n i d e d o c n e s i y ti t n e
4
[ 0 ]1,000mliesi sal ongdistance.
4
[ 1 ]2do llar sareont het able .
.i Artihmeitca loperaitons( add,s ub rtact ,muitplyanddivide)t aket hes ingula.r
4
[ 2 ]Oneplu soneequalst wo.
.j The quanit ifer sal l(of) ,a l o tof ,lot sof ,and plenty of take t hesingula rverb
b r e v l a r u l p t u b t n u o c n o n s i n u o n d a e h t c e j b u s e h t fi t n e m e e r g
a agreement i f
.l a r u l p s i n u o n d a e h t c e j b u s e h t
4
[ 3 ]Al o to fnonsensewa spubilshedaboutt hei nciden.t
4
[ 4 ]Al o to fpeoplewerepresen twheni thappened .
.
4 Speaking
m o r f d e e c o r p o t n e e s e r a s r e n r a e l “ , l a r e n e g n i ,) 4 0 0 2 ( a m o u L o t g n i d r o c c A
d n a e r o m g n i w o n
k more ,from using simple srtucture to using more complex
” ll a t a y n a f i w e f g n i k a m o t s r o r r e y n a m g n i k a m m o r f d n a , s e n
0 2
)
1 SimpleAddiiton
o t g n i d r o c c
A Dulay ,Bur tand Krashen (1982) ,“simpleaddiitoni st heuse
ll e w a n i r a e p p a t o n d l u o h s h c i h w m e ti n a f
o -formedutterance” (p .158) .Fromt he
e h t t a h t s e d u l c n o c r e h c r a e s e r e h t , n o it i n if e
d learner eu s s two dfiferen t ilnguisitc
m e
ti s toaword .I tcanbef oundoutf romt heexamplebelow.
[45] *Somestudent sdoes no tunderstandt hemateiral .
[ e c n e t n e s m o r
F 45,] t hel earne rproduces simple addiiton error sin which
e
h put sa ilnguisitc tiem, namely thrid person singula r– sfo rthe the verb .The
b r e v d n a t c e j b u s e h t n e e w t e b t n e m e e r g a e h t w o h s d l u o h s e c n e t n e
s in which both
n i e r a m e h t f
o plural form . The sentence should be S eo m students od no t
l a ir e t a m e h t d n a t s r e d n
u .
)
2 Omission
s i n o i s s i m o , ) 7 9 9 1 ( s il l E o t g n i d r o c c
A leavingou tan tiemt hati sr equried .
e h t , n o it i n if e d e h t m o r
F researcherconcludest hatt helearner od se no tpu tan tiem
d e d e e
n int hes entence .I tcanbef oundi nsentence[ 46] .
[ 6] *4 Hef ree
Sentence [ 6] s4 i na example o fthe sentence containing omission .The
e c n e t n e
s lacksauxiilaryverb.I tcanbet heauxiilaryverbis ,was ,ha sbeen ,o rhad
n e e
b dependingont hecontex.t
)
3 M si formaiton
o t g n i d r o c c
A Elils( 1997) ,misformaitonwhich eh calledmisinformaitoni s
e h t , n o it i n if e
d researcherinferst hatt helearnercompose sasentencewtihawrong
m r o
f .Fo rexample ,themisinformaitoncanbefoundfroms entence[47].
[47] * I od myhomeworkyesterday
nI sentence [47 ,] t he learner use sthe wrong grammaitca lpattern fo r
t s a p e l p m i
s tense .The l earnershould usetheverb did rathert han do .Therefore ,
heproduce smisinformaitonerror sinwhichheputst hepresentformo fverbi nt he
t s a p e l p m i
s sentence.
)
4 Misordeirng
n a n i s d r o w e h t g n it t u p s i g n ir e d r o s i m “ , ) 7 9 9 1 ( s il l E o t g n i d r o c c A
” r e d r o g n o r w e h t n i e c n a r e tt
u (p .18). Fo rexample ,i toccursi nthewrongorde ro f
n u o n e h
t phrase insentence[ 48].
[ 84 ] *Il ostt hecovert hebook
[ e c n e t n e s t s a p e l p m i s e h t m o r
F 48 ,]i tcanbeanalysedthatt heorde roft he
n u o
n phrase for t heobject i sincorrect .The word book should bepu tbefore t he
d r o
w cove rbecause timodiifest heword cover. Thesentenceshould beIl ostt he
r e v o c k o o
b .Based on Elil s(1997) ,“the mos tcommon grammaitca lcategory o f
. ) 8 1 . p ( ” e s n e t t s a p s i r o r r e
.
d Cause so fErrors
h s ir r o N o t g n i d r o c c
A (1983) , the cause s o f error s are fris t language
, n o it a l s n a rt , e c n e r e f r e t n
i genera l orde r o f dfiifcutly , over-generailzaiton ,
l a ir e t a m d n a s e l u r f o n o it a c il p p a e t e l p m o c n
i -induced error .s Meanwhlie ,
according t o Richard s(1974) ,errors t hat t he l earner sproducearei n lfuenced by
s a h c u s s r o t c a f y n a
6 2
x e r o F . y r o e h t e h t f o n o it p e c n o c s i
m ample, t hel earnerst hink t ha twasist hemark
c n i tl u a f e h t e s u a c y a m t I . e c n e t n e s t s a p e l p m i s l l a f
o reaitng sentencesuch as in
4 5 [ e c n e t n e
s .]
[54 ]*Oneday,i twa shappened.
.
e Howt oDifferentiatebetweenError sandMistakes
e h t , y d u t s s i h t n
I researcher need sto d fiferenitate between errors and
e k a t s i
m s .Accordingt oElils( 1997 ,)t heways todisitnguishbetweentheerro rand
e k a t s i m e h
t a :reb y
.
a Checkingt heconsistencyofl earners ’performance
i s n o c e h
T stency deal swtih t hefrequencyo ferrorst he l earner sproduced .
s e m it f o r e b m u n e h t s n a e m y c n e u q e r f , ) 3 8 9 1 ( h s ir r o N o t g n i d r o c c
A t he erro r
r u c c
o s .I tcanber egardedi nt woways .Theyareasf ollows .
)
1 Absolutef requencyo fanerro r t(henumbe ro fitmest hatt heerro roccurs)
)
2 The numbe ro f itmes t heerro rcould haveoccurred (relaitve t o t he l ength o f
) g n it ir w f o e c e i p e h t
f o g n it ir w f o e c e i p a s e c u d o r p r e n r a e l a f i , e l p m a x e r o
F 200 words and
s e k a
m 20error ,s i tcan beassumed thatt henumbe ro ferrorsi st wenty .However ,
r e b m u n e h t , ) 3 8 9 1 ( h s ir r o N n o d e s a
b o ferror scan be calculated in relaitve
y c n e u q e r
f by mulitplying t henumbe rby onehundred and dividing t heresul tby
, e c n e H . s d r o w f o r e b m u n l a t o t e h
t 2 𝑥 0020100 = 10 .Thus ,the numbe ro f itme sthe
. n e t s i d e r r u c c o e v a h d l u o c r o r r e
.
8 2
f o s e ir o e h t e h t , s r o r r e ’ s t n e d u t s g n i s y l a n a n
I Norirsh (1983) and Elil s
) 7 9 9 1
( w ere appiled .According to Norirsh (1983) ,error scan be divided into
r o r r
e s ,mistakes and lapses .Thi stheory helpe d the researche rin differenitaitng
n e e w t e
b errors ,mistakes and lapses because the researche ronly focused on the
r o r r
e s .Based on Elils( 1997) ,errorscan bedivided i ntoerror sand mistake .sThe
e k a t s i
m s proposed in Elils’ stheory a re the same a sthe combinaiton o fthe
e k a t s i
m s and t hel apses proposed i n Norirsh’st heory .Supporitng t heanalysi son
e r e f fi
d ntiaitngbetweenerrors ,mistakes andl apses t , her esearche ralsoappiledt he
. s il l E y b d e s o p o r p y r o e h
t According to Elil s(1997) ,the ways to disitnguish
n e e w t e
b the erro rand the mistake a yre b checking the consistency o flearners ’
e c n a m r o f r e
p na d asking t he l earners t o correct t he devian tforms .By basing on
s t n a p i c it r a p e h t k s a o t d e d i c e d r e h c r a e s e r e h t , y r o e h t s i h
t f orcorrecitngt hei rown
s e c n a r e tt
u .
e li h w n a e
M ,the researche rneeded a theory to suppor tthe answe rt o the
t e h t , e c n e H . s m e l b o r p d e t a l u m r o f d ri h t d n a t s ri
f heory proposed by Dulay ,Bur t
n e h s a r K d n
a (1982 )wa sappiled .According t o Dulay ,Bur tand Krashen (1982) ,
e r a s r o r r e l a c it a m m a r g f o s e p y t e h
t simpleaddiiton ,omission ,misformaiton and
p l e h y r o e h t s i h T . g n ir e d r o s i
m e d the researche rto classfiy the types fo errors
a t a d e h t n i d n u o
f .
r e h c r a e s e r e h
T also h ad to ifnd ou tthe answe rt o the second and fou trh
m e l b o r p h c r a e s e
r s which a re abou tthe cause so ferrors .In orde rto obtain the
r e h c r a e s e r e h t r e w s n
a distirbuted quesitonnaries to the paritcipant sabou tthe
o t r e d r o n i , s e d i s e B . s r o r r e g n i k a m n i m e h t g n i c n e u lf n i s g n i h
s r o r r e f o s e s u a c e h t n o s e ri a n n o it s e u q e h t f o t l u s e
r ,t her esearche ralso appiled the
f o s e s u a c e h t t u o b a ) 4 7 9 1 ( s d r a h c i R d n a ) 3 8 9 1 ( h s ir r o N f o y r o e h
t errors .These
r o e h
t i peshel e dther esearchert ocrosscheckt her esul toft hequesitonnariess ot ha t
r e h c r a e s e r e h
2 3
e h t y b d e s u e r u g if a , r e h c a e t a e b o t g n i o g e r a y e h t e s u a c e b t i w o n k o t e v a h
e h t s a s t n e d u t
s mode lfo rthem in applying Engilsh .Therefore ,they have to be m
d i o v a n a c y e h t t a h t o s s r o r r e r i e h t f o e r a w
a aking any grammaitca ldeviance . y
e h
T w ereobservedwhenhavingpresentaiton i nf ron toft heclass .Then , Ichose t
a h t s t n e d u t s e m o
s w erejudgedt obet her epresentaitves fort hisr esearch.
.
C ResearchSetitng
h c r a e s e r e h
T w asconductedonFebruary26th – March8t ,h 2013i n Sanata
. y ti s r e v i n U a m r a h
D Ther ecording soft hestudent sw eretaken on February 26th -
1 h c r a
M st, 2013 in C iritcal Listening and Speaking 2 c slas es .A tfe rthat ,the
e b ir c s n a rt r e h c r a e s e
r d the recording on February 27th – March 4th ,2013 and t he
k s a r e h c r a e s e
r e d theparitcipantst ocorrectt hei rown r ecording sonFebruary 5th–
8th ,2013 whlie a tthe same day ,the quesitonnarie sw ere distirbuted in C LS 2 s
e s s a l
c .Ther esearche rchoseCLS2classe sbecauseintheseclasses, t hestudent s k
o o b a m o r f y r o e h t a t n e s e r p t o n d l u o
w o rany othe rreference sbutt hey t ired t o t
n e s e r
p thei rciritcal t hought t oward sthegiven t opics .Therefore, t herewould be y
n a
m more chance sfor t he student sto produce t hei rown sentence srathe rthan s
k o o b m o r f s e c n e t n e s e h t g n it a e p e
r orj ournals .
.
D InstrumentsandDataGatheringTechnique
i h t n
I sstudy,t her esearche rusedtes tandquesitonnarieast hei nsrtuments . e
ri a n n o it s e u q e h
T w as used to answe rthe research problems deailng wtih the .
s r o r r e e h t g n i c n e u lf n i s r o t c a
f Thequesitonnariewas used so t hat t heresearche r n
if o t s e c r u o s e r o m e v a h n a
6 3 ,
e s o h
c she reviewe d some book sand journal swhich are closely related to the e h t r o f s i s e h t o p y h e h t d e t a e r c r e h c r a e s e r e h t ,s e ir o e h t e m o s g n i d a e r r e tf A . c i p o t
s r e w s n
a t o research problems .Then, t heresearche rrecorded t hepresentaitons fo e h c r e h c r a e s e r e h t ,s d r a w r e tf A . s g n i d r o c e r e h t d e b ir c s n a rt d n a s t n a p i c it r a p e h
t cked
n o it p ir c s n a rt e h
t s and asked t heparitcipants t o correctt hegramma roft hei rown n
o it p ir c s n a
rt s .Then ,the researche rgave quesitonnaries to the paritcipant sand .
tl u s e r e h t d e s y l a n
a Atfer t ha,t t he researche rcrosschecked t he resul tof t he t es t s
r e w s n a e h t , n e h T . s e ri a n n o it s e u q e h t d n
a t otheformulatedproblem sweredrawn .
s i s y l a n a e h t n o d e s a
7 3
V I R E T P A H C
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
f o s t s i s n o c r e t p a h c s i h
T if ve secitons related t o t he formulated problem s e
p y t e h t t u o b a s e s s u c s i d t r a p t s ri F . r e t p a h c t s ri f e h t n i d e t a t
s s fo subject-verb
t n e m e e r g
a error sobtained from the crosscheck between tes tand researcher’ s .
s i s y l a n
a Meanwhlie ,the possible factor sin lfuencing subject-verb agreemen t s
r o r r
e ea r clairifed in t he second patr .Those p s eatr a r meant t o answer t he fris t d
n o c e s d n
a formulated problems .Meanwh lie ,the thrid and fou trh formulated m
e l b o r
p s oft hiss tudya reelucidated ni thethridandf ou trh trp sa .I nthet hridpa tr , n
o s e s u c o f r e h c r a e s e r e h
t the types fo tenses error smade by the students . w
n a e
M hlie, t hepossiblef actorsi n lfuencingtheparitcipantst oproducet hetenses s
r o r r
e are discussed in the fou trh pa tr .In the iftfh pa tr ,the researche rprovide s .
s g n i d n if r e h t o
.
A Types fo Subject-verbAgreemen tErrors
f o y c n e t s i s n o c e h t g n i s y l a n
A deviaitonf orm sproducedbyt hes tudent ,st he t
d e n i m r e t e d r e h c r a e s e
r hatt hephenomenafound i n subject-verb agreemen tw ere .s
r o r r
e Thedeviaiton form sproduced by t heparitcipant sw eere t h systemaitcally .
s r o r r e s a d e r e d i s n o c e c n a i v e
d Therefore,t herew asnoneedt odea lwtih mistake s .
s e s p a l r o
o w t o t n i d e d i v i d s i t r a p s i h
T s ub secitons, namely data presentaiton and t
n e s e r p r e h c r a e s e r e h t , n o it a t n e s e r p a t a d n I . n o i s s u c s i d a t a
d s the resul to fthe
e v i g d n a e l b a t f o m r o f a n i h c r a e s e
1 . 4 e l b a
T Type so fSubject-VerbAgreemen tErrors
s t n a p i c it r a
P Subject-verbAgreemen tErrors n
o i s s i m
O Misformaiton SimpleAddiiton
1 2 2 -
2 4 7 -
3 - 3 -
4 - 2 -
5 3 3 -
6 1 1 -
7 2 - -
8 3 2 -
9 1 5 -
0
1 2 2 -
1
1 8 - -
2
1 2 - -
3
1 3 - -
4
1 4 - -
5
1 2 - -
6
1 - 4 4
7
1 - 4 2
8
1 2 5 -
9
1 3 2 -
0
2 - 2 2
l a t o
T 42 44 8
e g a t n e c r e
P )( % 4 4.7 4 6.8 8.5
e h t , e l b a t s u o i v e r p e h t n o n w o h s t l u s e r e h t g n ir e d i s n o
C analysisfoundt ha t
t c e j b u s n i s r o r r e d e c u d o r p s t n a p i c it r a p e h t f o l l
a -verbagreement .Theerrorst hey t
s i s n o c d e c u d o r
p e d o fomission error ,misformaiton erro rand simple addiiton r
o r r
e and none o fthem produced misordeirng error ni thei ru tterances . The t
a h t t u o d e r u g if r e h c r a e s e
r therew 2ere4 omissionerrors , 44 misformaitonerror s s
r o r r e n o it i d d a e l p m i s 8 d n
a made by the paritcipants .Omission errors were 5
1 y b d e c u d o r
p ou to f20 paritcipant swhlie 14 ou to f20 paritcipant smade n
o it a m r o f s i
m errors ni theutterances .Besides ,onlyt hreeparitcipant smadeerror s .
0 4
n
I a view o fthe numbe ro fthe error smade ,the analysis found tha tthe s
a w s r o r r e f o r e b m u n t s e g g i
b misformaiton erro ,rwhich contirbuted 46. 8%o fal l t
I . s r o r r
e showed tha t the paritcipant s encountered the bigges t problem in .
m r o f l a c it a m m a r g f o e s u t c e r r o c e h t g n i d n e h e r p m o
c Meanwhlie ,a tthe second
2 4 , e c a l
p ou to f94 error sw ereomission errors, which actually contirbuted abig e
h t o t r e b m u
n data .Therefore,t her esearche rstated t ha ttheothe rbigproblemt he o
s l a s a w g n i k a e p s n i d e c a f s t n a p i c it r a
p incompleitngt heutterance swtihal ltiem s .
d e ri u q e
r Meanwhlie ,simple addiiton error sw a the l eas tproducing error smade n
a p i c it r a p e h t y
b t .sI tw ascounteda smucha s8.5%oft heerrors . t a h t t u o d e r u g if o s l a r e h c r a e s e r e h t ,t l u s e r e h t g n i s y l a n
A on the average ,
e d a m s t n a p i c it r a p e h
t four errors .However ,paritcipan t2 w as the person who e
1 1 s a w h c i h w s r o r r e f o r e b m u n t s e g g i b e h t e d a
m rrors ,consisitng o f4 omission s
r o r r
e and7misformaitonerrors .Meanwhlie,t hel eas tnumbe ro ferror swa smade ,
4 t n a p i c it r a p y
b paritcipan t7 ,paritcipan t12 and paritcipan t15 w ho contirbuted o
w
t error sonly . .
2 Analysis t on heTypes o fSubject-VerbAgreemen tErrors n
o n o i s s u c s i d e h t s n i a t n o c t r a p s i h
T the types fo error smade by the t
c e j b u s n i s t n a p i c it r a
p -verb agreement .The researche rdescirbes more abou tthe e
p y
t s o ferror sby giving example sand more explanaitons .The example sgiven e
r e
w takenf romt heutterance smadeby t heparitcipants .Howeve ,rt her esearche r y
l n
o took some utterancest ha tcould bet hebes trepresentaitve soft he data .The e
b ir c s e d r e h c r a e s e
r s thedataf romt het ypeo ferrort hat dh a thebigges tnumbert o e
h
4 4
v it c e j d a n i t n e d e c e t n
a e clause need sarelaitve pronoun fi t hefollowing word i s t
n u o c n e t n a p i c it r a p e h t , e r o f e r e h T . t c e j b u s a t o
n ered a problem to compose a t
c e r r o
c adjecitveclausei n whichhedid no tpu tanyr elaitvepronoun betweent he d
r o
w s anyoneandwant .Moreove,ri nt hes econdutterance,t heparitcipan tdidno t h
c a tt
a thet hridpersonsingulari n lfecitont othewordwant . )
4 Misformaitoni nPassiveVoice
s a w b r e v y r a il i x u a t c e r r o c e h t g n i m r o f t a h t t u o d e r u g if o s l a r e h c r a e s e r e h T
. s t n a p i c it r a p r o f m e l b o r p
a Theutterancet ha tcoulds howt heevidencei sprovided 5
. 4 e l b a t n
i .
5 . 4 e l b a
T TheUtteranceContainingMisformaitoni nPas isveVoice .
o
N TheUtterance TheRigh tForm so fUtterance
.
1 Sexpatrybeorganised. Sexpatry si organised.
.l a t e k ri u Q n o d e s a
B (1985 ,) t hepattern f o rpassivevoicei ssubjec t+ be e
l p i c it r a p t s a p
+ .Theauxiilaryverbbeshouldbechangeddependingont he itme e c n a r e tt u e s n e t t n e s e r p e l p m i s r o f e g n a h c e h t , e s a c s i h t g n i c a f n e h W . e c n e u q e s
b r e v y r a il i x u a e h t , e r o f e r e h T . d e d e e n s a
w bein t he utterance should bechanged o
t n
i isbecauses expatryneed sathridpersons ingula rverb. .
b Omission
s i n o i s s i m o “ , ) 7 9 9 1 ( s il l E n o d e s a
B leaving ou tan tiem t hat i srequried” )
8 1 . p
( .Theresearche r ifgured out t ha t42 ou to f94 errorst heparitcipant smade e
r e
w omissionerrors .From t hedatacollected,t her esearche rfound outt hatt here e
r e
( e m e h p r o m l a n o it c e lf n i f o n o i s s i m o d n a b r e v y r a il i x u a f o n o i s s i m
o - /s -es) .The
s e b ir c s e d r e h c r a e s e
r mthe onebyone. )
1 Omissiono fauxiilaryverb e
h
T second type o ferrors ,which brough tdfiifcu tly t o t heparitcipants i n .
r o r r e n o i s s i m o s a w g n i k a e p
s According to Qurik e ta.l (1985) ,in subject-verb e
b n a c b r e v e h T . b r e v a s d e e n t c e j b u s y r e v e , t n e m e e r g
a a regula rverb ,an
e l p i c it r a p t s a p d n a b r e v y r a il i x u a n e e w t e b n o it a n i b m o c e h t r o b r e v y r a il i x u a
a t a d e h t n o d e s a B . e c i o v e v i s s a p n i d e ri u q e r s i h c i h
w collected ,theanalysisfound h
t att heparitcipant swhomadeerrorsi n omission did no tpu tanyauxiilary verb s e
h t n
i u tterances .Theutterancesf oundareprovidedi nt able4.6.
e l b a
T 4 .6TheUtterances ContainingOmis isono fAuxiilaryVerb .
o
N TheUtterances TheRigh tForms fo Utterances
.
1 Theyea isertogett hemate iral .s Theyareea isertogett hemateiral .s .
2 Plasitcs urgery ifrs tneeded Plasitcs urgeryi sifrs tneeded . .
3 ..s.omethingt ha tjutsr elatedtowomen. ..s.omething tha t i s jus t related to
. n e m o w
n w o h s e l p m a x e e h t m o r
F in table 4.6 a tthe fris tto thrid utterance ,s the e
h t r o f d e ri u q e r s b r e v y r a il i x u a e h t t u p t o n d i d s t n a p i c it r a
p utterances .Ass tateda t
t s ri
f u tterance, t heparitcipan thad no concern on putitng auxiilary verb between d
r o w e h
t theyand easier .Thesamecasealsohappenedwtiht hesecondutterance h
c i h w n
i iswa smissingbetweenthes ubjec tplasitcs urgeryandt hepas tparitciple d
e d e e n t s r
if .Meanwhlie ,a tthe th rid utterance ,the paritcipan tdid no tpu tany e
h t n i b r e v y r a il i x u
a adjecitve clause which i sbetween the word sthat and just d
e t a l e
r .BasedonQu rike ta.l (1985 ,)t hridsingula rsubjectr equrie saverbending (
e m e h p r o m l a n o it c e lf n i h ti
e r e
w some utterances containing simple addiiton errors .They are provided in .
8 . 4 e l b a t
8 . 4 e l b a
T TheUtterance sContainingSimpleAddi itonErrors .
o
N TheUtterances TheRigh tForm so fUtterances
.
1 So , every morning I’m wake up a t6 …
,. m .
a Sa.om ,,.e…very morning Iwake up a t6
.
2 Ithink al lo fyou wants to be ilke thi s .
e r u t c i p s i h t n i n o s r e
p Ipet rhsionnki anlt lhoi f spyoicutu wrea .nt tobe ilket hi s
o t g n i d r o c c
A Qurik e ta.l (1985) ,in simple presen ttense ,the subjec t s
e ri u q e
r etiheranauxiilaryverbo raverb .Theybothcanno tbeputt ogetheri na n e
c n a r e tt
u .On the othe rhand ,the researche r ifgured ou ttha tthe fris tutterance n
r e tt a p e h t d e t a l o i
v Qurik e ta.l proposed .The paritcipan tappiled the auxiilary b
r e
v amint heutterancewhereasi twa sno tnecessarybecauset heutteranceneeds .
b r e v y r a il i x u a n a n a h t r e h t a r b r e v
a Besides ,based on Celceand Larsen(1999) , e
h t
“ quanit ifer sall( of) ,al o to ,fl ot so fand plentyt akesingula rverbagreementi f d a e h t c e j b u s e h t fi t n e m e e r g a b r e v l a r u l p t u b t n u o c n o n s i n u o n d a e h t c e j b u s e h t
” l a r u l p s i n u o
n (p .62) .Sincet heword you in t he second utterance si considered ,
m r o f l a r u l p s
a the following verb should be rtansformed ni to a plura lform . d
r o w e h t , e r o f e r e h
T wanstshouldbechangedintowant .
.
B Possible Factor s In lfuencing Student s to Produce Subject-Verb
s r o r r E t n e m e e r g A
e r e h
T a retwos ub pa trsi n t hi sseciton, namelydatapresentaiton and data .
n o i s s u c s i
ti “ , ) 4 7 9 1 ( s d r a h c i R n o d e s a
B occurred due to generailzaiton o fthe 3rd person 3
e h t r o f g n i d n e r a l u g n i
s rdpersonplural”(p .175) . .
b F eal s Concept sHypothesized
s t n a p i c it r a p e h t d e c n e u lf n i r o t c a f e l b i s s o p s i h
T in dfiferenitaitng between g
n o r w o t e u d e g a u g n a l t e g r a t e h t n i m r o f e h
t comprehension .According to “
, ) 4 7 9 1 ( s d r a h c i
R thi sdeirve sfrom fautly comprehension o fdisitnciton on the ”
e g a u g n a l t e g r a
t (p .178). Theparitcipant screatedsomeutterancesi n lfuenced by r
o t c a f s i h
t .Table4.11providest hoseutterances .
1 1 . 4 e l b a
T TheUtterancesI nlfuencedbyFalseConcept sHypothe iszed in t
c e j b u
S -VerbAgreemen tCases .
o
N TheUtterances TheRigh tForm so fUtterances
.
1 Animei salsocomefromJ apan. AnimealsocomesfromJ apan. .
2 So ,everymorningI’mwakeupa t6a.m. So ,everymorning Iwakeupa t6a.m. .
3 Thi sacitvtiybeheldi nt heclub.s Thi sacitvtiyisheldi nt heclub .s
t s ri f e h
T utterance violate sthe subject-verb agreemen trule sin which in e
s n e t t n e s e r p e l p m i
s , asubjec tneed setiherauxiilaryverbo rverb .Theycanno tbe .
e s n e t t n e s e r p e l p m i s n i r e h t e g o t t u
p According t o Celce and Larsen (1999) ,“in (
n o it c e lf n i r a l u g n i s n o s r e p d ri h t e h t e s u e w , e s n e t t n e s e r p e h
t - sort hebeformi s )
” y ti t n e e n o o t s r e f e r t c e j b u s e h t
fi (p .59) .Theparitcipan tputt hebe mfor , namely s
i before the verb come because he had a fautly comprehension toward sthe c
A . r e k r a m t n e s e r
p cording to Richard s(1974) ,the be form is commonly i s e
li h w e t a t s t n e s e r p r o f d e c u d o rt n
i is+ing i spresented fo rthe presen taciton . i
s n e h e r p m o c g n i v a
H on on tha tway ,the paritcipant though ttha tthe be form, y
l e m a
n is nc a beusedast hepresen tmarker .Therefore ,heproducedt heutterance t
s ri f e h t n i d e d i v o r
2 5
e h t f o e l p m a x e d n o c e s e h t n i d e r r u c c o o s l a e s a c e h
T false concept s
d e z i s e h t o p y
h case in which they in lfuenced the paritcipant sto create utterance .s
r o r r e g n i n i a t n o
c Thecaseon t hesecond utterancei sa ssameasthecaseon t he t
s ri
f utterance .The thing tha tmakes i tdfiferen ti sonly the kind o fsubjec tand s
i h t h c i h w n i b r e
v utterance contain sfris tperson singula rrequi irng zero verba l .
g n i d n
e Thi sparitcipan tmade erro rbecause he though ttha the could apply the b
r e v y r a il i x u
a am a sthe presen tmarker .Therefore ,he though ttha tin every e
h t , t c e j b u s n o s r e p t s ri f g n i n i a t n o c e s n e t t n e s e r p e l p m i
s be form, namel y am
e h t n i t u p e b d l u o h
s utterancebeforet heverb . e z i s e h t o p y h s t p e c n o c e s l a f f o e c n e u lf n i e h
T d also occurred in the thrid e
c n a r e tt
u .However ,the case i sdfiferen tfrom the fris tand second u tterance . n
o d e s a
B Qu rik e ta.l (1985) ,thepattern fo rpassive voicei ssubject+ be+ pas t e
l p i c it r a
p .Learning t hepattern o fpassivevoice, t he paritcipan tthought t hat t he f
o e s
u bebeforet hepas tparitciplewast hepassivemarker .Therefore ,hedid no t e
h t e g n a h
c beformaccordingt ot he itmes equenceint het h ridutterance . .
c Ignoranceo fRuleRest ircitons , ) 4 7 9 1 ( s d r a h c i R n o d e s a
B thi sfactor deal swtih the appilcaiton o fthe n
o c o t n r e tt a
p text i n which i tdoe sno tapply .The researche rfound t hi skind o f e
s a
c int heutterancest hatt heparitcipant screated .Table4.12showst heexample .
1 . 4 e l b a
T 2 TheUtteranceInlfuencedbyIgnoranceo fRuleRestricitons in t
c e j b u
S -VerbAgreemen tCases .
o
N TheUtterance TheRigh tForm so fUtterance
.
