JUNIOR HIGH SCHOOL 6 MUARA BUNGO

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THE ERROR ANALYSIS OF PLURAL FORM OF NOUNS MADE BY THE EIGHTH GRADE STUDENTS AT STATE

JUNIOR HIGH SCHOOL 6 MUARA BUNGO

THESIS

RIA NOFRIANI TE. 141034

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

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THE ERROR ANALYSIS OF PLURAL FORM OF NOUNS MADE BY THE EIGHTH GRADE STUDENTS AT STATE

JUNIOR HIGH SCHOOL 6 MUARA BUNGO

THESIS

Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (S1) Degree at English Education Program Faculty of Tarbiyah and Teacher Training

RIA NOFRIANI TE. 141034

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

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ii Advisor I : Drs. Habibuddin Ritonga, MA Advisor II : Dr. Faurina Anatasya, M.Hum

Adress Faculty of Education and Teacher Training The State Islamic University of SulthanThahaSaifuddin Jambi

The Dean of Faculty of Education and Teacher Training The State Islamic University of SulthanThahaSaifuddin Jambi

In Jambi

OFFICIAL NOTE

Assalamu‟alaikumwr.wb.

After reading and making some necessary correlations, we agree that thesis entitled “The Error Analysis of Plural Form of Nouns Made by The Eighth Grade Students at State Junior High School 6 Muara Bungo” by Ria Nofriani, TE.

141034, English Education Program is approved for thesisdefense as partial fulfillment of the requirementsnto obtain undergraduate degree (S.1) at English Education Program Faculty of Education and Teacher Training The State Islamic University of SulthanThahaSaifuddin Jambi.

So, we submit it in order to be received well. Appreciate your attention.

May this thesis be of great benefits to the religion and nation.

Wassalamu‟alaikumwr.wb.

Advisor I Advisor II

Drs. HabibuddinRitonga, MA Dr. Faurina Anatasya, M.Hum NIP. 195906121987031003 NIP.198106112008012017

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KEMENTERIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH

DAN KEGURUAN

Alamat: Fakultas Ilmu Tarbiyah dan keguruan UIN STS Jambi Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363

ORGINALITY THESIS STATEMENT

I who signed below stated that the thesis that I arrange as a requirement to get under graduate degree which is entitled ‘’The Error Analysis of Plural Form of Nouns Made by The Eighth Grade Students at State Junior High School 6 Muara Bungo‘’ is originally and truly my own work.

As certain parts of the thesis which I quoted from the work of other people, I have written the source clearly in accordance with the norms, rules and ethics of scientific writing.

If later found that some parts of the thesis are not my own work or indicated any element of plagiarism, I am willing to accept the consequences in accordance with rules and regulation prevail. Therefore, in writing this statement, I am in good health and mind.

Jambi, August 2018

Ria Nofriani TE. 141034

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DEDICATION

Alhamdulillahirobbil‟alamin,

thanks to Allah SWT, The most Gracious, The most Merciful for the blessing and leading me.

I could finally finish writing this thesis.

Sholawat to the Prophet Muhammad SAW.

His coming really changed the world Special thanks to:

My beloved parents, Zul Kifli and Maimunah who love and encourage me and never stop praying for my success now and in the future with endless love,always

being with and guiding me, your prayers are really powerful.

All of my family, thanks for your support, love, and never stop giving spirits to finish this thesis its make me strong and wish your hopely will come true.

All of my classmate‟s friends, my Kukerta‟s friends, and my PPL‟s friends who can not say your name one by one, thank you for being my best friends in giving support every day, thanks for help, suggestions and spirit in arranging this thesis,

without all of you I don‟t mean.

May Allah SWT always bless us.

Aamiin.

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MOTTO

ْنِمَو

ٰي ٰا هِت

ٖ

ُقْلَخ

ٰمَسّلا

ٰو

ِت

ِضْرَاْلاَو

ُفاَلِتْخاَو

ْمُكِتَنِسّْلَا

ْۗمُكِناَوْلَاَو

َنِّا

ْيِف

ٰذ

َكِل

ٰاَل

ٰي

ٍت

ٰعْلِل

َنْيِمِل ٢٢

(QS. Ar-Rum : 22)

And of His signs is the creation of the heavens and the earth and the diversity of your languages and your colors. Indeed in that are signs for those of knowledge.

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ACKNOWLEDGEMENT

Alhamdulillahirabbil‟alamin, thank to Allah SWT because the writer could complete this research as one of the requirements for getting undergraduate degree (S1) in English Department of Tarbiyah faculty of State Islamic University Sulthan Thaha Saifuddin Jambi by presenting a thesis entitled: “The Error Analysis of Plural Form of Nouns Made by The Eighth Grade Students at State Junior High School 6 Muara Bungo”

The writer would not have been completed without supports, guidance, advice and special recognition for their invaluable help in accomplishing this thesis. Therefore, the writer would like to express deep appreciation to:

1. Dr. H. Hadri Hasan, MA as a rector of the state Islamic University Sulthan Thaha Saifuddin Jambi

2. The vice of rector I, II, III of the state Islamic University Sulthan Thaha Saifuddin Jambi

3. Dr. Hj. Armida, M.Pd as the dean of tarbiyah faculty and teacher training the state Islamic University Sulthan Thaha Saifuddin Jambi

4. Dr. H. Lukman Hakim, M.Pd.I, Dr. Zawaqi Afdal Jamil, M.Pd.I, and Dr.

Kemas Imron Rosadi, M.Pd, as the vice dean I,II and III tarbiyah faculty and teacher training the state Islamic University Sulthan Thaha Saifuddin Jambi

5. Amalia Nurhasanah, S.Pd, M.Hum as the chief of English study program in tarbiyah faculty of state Islamic University Sulthan Thaha Saifuddin Jambi

6. Drs. Habibuddin Ritonga, MA as the first advisor who has given a lot of input such as correction, idea, and contribution of thought and beneficial idea toward the progress of this thesis

7. Dr. Faurina Anastasya, M.Hum as second advisor who has given a lot of input such as correction, idea, and contribution of thought and beneficial idea toward the progress of this thesis

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8. All of lectures in tarbiyah faculty of state Islamic University Sulthan Thaha Saifuddin Jambi who have given knowledge to the writer

9. Ena Zulfia, SP. S.pd the Headmaster of SMP 6 Muara Bungo and his staff and teachers who have given their kindness as long as the researcher took the data

10. Fera Andriani S.Pd, the English teacher of SMPN 6 Muara Bungo who has given the researcher guide and advice in conducting the research.

Finally, the writer expect this thesis will give contribution to be teaching of English especially. The writer hopes critics and suggestions of the readers for the perfection of this thesis. May Allah SWT always gives guidance and blessing for me and readers. Aamiin ya rabbal alamin.

Jambi, August 2018 The writer

Ria Nofriani TE.141034

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ABSTRACT

Name : Ria Nofriani

Program : English Education Program

Title : The Error Analysis of Plural Form of Nouns Made by The Eighth Grade Students at State Junior High School 6 Muara Bungo

This study aimed analyzing and finding the error of plural forms made by students. This study is descrptive qualitative research. The writer used this method because the writer would like to describe the error of plural noun made by students included types and source of students‟ error. It was conducted at state junior high school 6 Muara Bungo. The subject were the eighth grade student of state junior high school 6 Muara Bungo. The writer took all of the eighth grade students that are 91 students. The research instruments are documentation and interview. The result of this study showed that many students still make errors in plural noun. The data shows that most of students made error in forming irregular plural noun higher than regular plural noun.

Keywords: error, error analysis, plural noun

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ABSTRAK

Nama : Ria Nofriani

Jurusan : Pendidikan Bahasa Inggris

Tittle : The Error Analysis of Plural Form of Nouns Made by The Eighth Grade Students at State Junior High School 6 Muara Bungo

Penelitian ini bertujuan untuk menganalisis dan menemukan kesalahan kata benda jamak yang dibuat oleh siswa. Penelitian ini merupakan penelitian kualitatif descrptive. Penulis menggunakan metode ini karena penulis ingin menggambarkan kesalahan kata benda jamak yang dibuat oleh siswa termasuk jenis dan sumber kesalahannya. Penelitian ini dilakukan di sekolah menengah pertama negeri 6 Muara Bungo. Subjek penelitian adalah siswa kelas VIII sekolah menengah pertama negeri 6 Muara Bungo. Penulis menggunakan semua siswa kelas delapan yang berjumlah 91 siswa. Instrumen penelitian adalah dokumentasi dan wawancara. Hasil penelitian ini menunjukkan bahwa banyak siswa masih melakukan kesalahan kata benda jamak. Data juga menunjukan bahwa sebagian besar siswa membuat kesalahan dalam kata benda jamak tidak beraturan lebih besar daripada kata jamak beraturan.

Kata kunci: kesalahan, analisis kesalahan, kata benda jamak

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LIST OF TABLES

Table III.1. population of the study ... 23 Table III. 2. schedule of the research ... 28 Table IV.1. the subjects at state junior high school 6

muara bungo ... 32 Table IV.2. shows separated regular and irregular plural noun ... 33 Table IV.3. the total of students‟ errors ... 34 Table IV.4. identification and classification of

the students‟ errors ... 36 Table IV.5. shows the summary of the total types of

students‟ errors ... 41 Table IV.6. source of the students‟ errors ... 42 Table IV.7. shows the summary of the total of students‟

Error sources ... 45 Table IV.8. the total of Intralingual &

developmental error ... 46

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LIST OF APPENDICES

Appendix 1. Guide of Interviews ... 52

Appendix 2. Students‟ Task ... 72

Appendix 3. Photo documentation ... 92

Appendix 4. Consultation Card ... 97

Appendix 5. Curriculum Vitae ... 100

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CHAPTER I INTRODUCTION

This chapter discusses background of the problem, identification of the problem, limitation of the problem, formulation of the problem, objective of the research problem, and significance of the research problem.

A. Background of the Problem

In learning English, there are four basic skills that should be mastered by the students namely listening, speaking, reading, and writing. Besides four language skills, the students also have capability in language components such as grammar, pronunciation, and vocabulary.

Grammar is an important element to be learnt in learning a language.

Moreover, it plays an important role in improving our skill in English. It is a very basic knowledge and an important tool for students to master English. Through learning of grammar the students will know system of language so they will be able to combine and build words into meaningful sentence.

According to Thomson and Martinet (1960) the grammar of a language is the set of rules that govern its structure. Grammar determines how words are arranged to form meaningful units. In other words, Grammar can be defined as words put together to make correct sentences, it does not only affect how the units of words are combined in order to make correct sentence but also affects their meaning.

According to Jacob (1993, p.4) there are three major components of grammar that is lexicon, syntax (sentence composition), and semantic (meaning).

Due to the important of grammar in communication, the students should master it.

By mastering grammar, the students will have a way to be able to speak, to read, and to write English correctly. Finally, the students can create a good

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communication and interaction in English language actively both oral and written English between each other.

In English grammar, the students learnt about parts of speech that consist of noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection. One of parts of speech that will be discussed is noun. A noun is a kind of part of speech that describes a person, place, or thing. Therefore, in learning about noun, the students are introduced with plural form; it means that we have to talk about number. Number is the name of the system contrasting singular and plural.

English has two number classes: singular and plural. Basically, in English, a noun which expresses more than one is simply called as plural noun.

Laidlaw says (1987, p.56) A noun that names one person, place or thing is a singular noun. On the other hand, a noun that names more than one person, place or thing is a plural nouns. In this case, (Azar, 1999) argues English plural nouns have two forms, regular and irregular.

Actually, a plural form of nouns has been taught since junior high school namely at seventh grade students without exeption the eight grade students of State Junior High School 6 Muara Bungo. However, many students still do not understand and cannot apply singular and plural rules in English. They have difficulties to form plural in English. For example, the general rule for writing the plural in English nouns is to add –s to the singular form (boy-boys). However, this rule is only used for regular plural. For words like woman, foot, children, etc.

These are irregular plural and the rule is complicated. The consequence is the students will make so many errors in their learning.

Difference between English and Indonesian structures of words writing also confuse many students in learning it, especially for the noun words that are not only in form of singular and plural, but also in form of regular and irregular.

Some of the nouns are the same in forms whether they are in plural or singular, while some others are in different forms. We can say in English a deer and many deer (not many deers) as it is in the same form and belongs to irregular noun (form). In Indonesian, we just easily can say: seekor rusa or banyak rusa (without

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any inflectional changes). Another example is the noun word a horse which is singular and thus becomes horses in plural, and this belongs to regular noun word, as the pattern is simply by asserting an s at the end of the singular noun word.

In addition, grammatical rules in forming the plural nouns are perplexed by a number of other exceptional patterns. We take examples the noun words mouse that changes into mice, not mouses, and goose that becomes geese, not gooses, from their singular forms into their plural ones, respectively. Their specific ways in changing from singular to plural classify them into what we call as the irregular nouns and become an exception in which many students experience a number of errors.

In fact, learning grammar is not easy for students when they learn English. Many students find difficulties in learning grammar because rules of grammar are really complicated. As a result, errors occur in the process of learning grammar. Those errors can occur when the students use the language in oral or written forms.

Making error during learning English is a natural process. It is normal because learning the second language is a process which involves the making of mistake, even errors. Errors in foreign language teaching especially in English are the cases which are difficult enough to avoid. Many aspects that can cause the learners of English as a foreign language make errors. However, it cannot be neglected. The teacher should be aware of this issue and do something to avoid their students to make the same error. The error they made should be regarded as necessary part of learning language. Therefore, one of the strategies to prevent the students from making the same error is by analyzing the learners error itself.

White (1985, p.11) defines that making errors is a natural part of learning a language, it is clear that errors are common in the learning process. Errors arise because of lack of knowledge of the norms of the target language. In conclusion, to know errors in plural noun, errors analysis is needed. Errors analysis is carried out for identifying, describing, and analyzing errors in one language, so that certain areas of difficulties will be known.

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Based on the writer‟s preliminary study, the researcher takes two possibilities of the error causes. Generally, it can be clearly seen ; First, the students still do not understand the rules of regular and irregular plural or even they cannot differentiate regular from irregular plural form. Second, there is the influence of Indonesian pattern, for in Indonesian language, there is no plural form.

Based on the background above, the writer interested in analysis the students‟ error in learning plural forms of nouns under the title “The Error Analysis of Plural Form of Nouns Made by The Eighth Grade Students at State Junior High School 6 Muara Bungo”

B. Identification of the Problem

Based on the background and the phenomena above, problems can be indentified as follows:

1. Errors of plural forms made by the eighth grade students at State Junior High School 6 Muara Bungo.

C. Limitation of the Problem

Based on identification of problem, the researcher focused on analyzing the grammatical errors made by the eighth grade students at State Junior High School 6 Muara Bungo in forming plural nouns.

D. Formulation of the Problem

The problems in this research can be formulated into research question below:

1. What errors of plural forms made by the eighth grade students of State Junior High School 6 Muara Bungo?

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E. Objective of the Research Problem

The objective of this study is the writer want to find out the errors made by the eighth grade students at State Junior High School 6 Muara Bungo and to know the reason why the students make errors in learning plural forms of nouns.

F. Significance of the Research Problem

The result of this research hopefully will provide information on the errors made by students in forming plural nouns. Especially, for the eighth grade students at State Junior High School 6 Muara Bungo. Also the result of this research can be used as consideration for the teacher in teaching how on plural form of nouns is constructed and how minimize similar errors that students may make.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer elaborated about some theories connected to the reseach. The writer description in this following:

A. Error

1. Definition of Error

Learning the second language is a process which involves the making of mistakes, even errors as in this new system of language a learner will directly connect with such a new vocabulary, a new grammatical pattern and a foreign pronunciation which differ from the learner‟s native language.

Harmer (2001, p. 34) defines errors are part of the learner interlanguage that is a version of the language which a learner has at any one stage of development and which is continually reshaped as he/she aims toward full mastery. Another, Brown (2000, p.217) mentions error is a noticeable deviation from the adult grammar of a native speaker, reflecting the interslanguage competence of the learner. In the same way, Dulay (1982, p.138) argues error as the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance.

Error is usually compared with mistake, but there is distinction between them. In order to analyze learners‟ language appropriately, it is essential to differenciate between error and mistake since people tend to ovelapped use the terms. Ellis (1997, p.51) claims error can be defined as a deviation from the norms of target language. Meanwhile, Corder (1981, p.45) states that an error is a systematic mistake that appears consistenly, in which learner write way they thought was right. From the explanations, it can be concluded that learners‟ errors should be taken into account as one of the

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second language problem caused not only by influence of the first language, but also by the complexity of the target language. It is so unavoidable in learning process. Therefore, making error is one of part in learning and no one can learn without making error.

2. Types of Error

To describe the type of error, Dulay (cited in Palaguna, 2012) said there is type of error to analyze errors in descriptive taxonomy such as;

a. Surface strategy taxonomy

Surface strategy taxonomy which on the surface structure.

Analyzing errors from a surface strategy perspective holds much promise for researchers concerned with identifying cognitive processes that underline the learner‟s reconstruction of new language. It also makes aware that learner‟s error based on some logic. In this study, the writer focus on analyzing error on the basis of surface strategy taxonomy.

Surface strategy taxonomy concerned more about grammatical error. According to Dulay (1994, p.56) there are several types of error.

1. Omission

Omission is the absence of an item that must appear in a well- formed utterance. Leaving out the third person singular morpheme –s, the plural marker –s and the past tense inflection-ed.

For example; He needs a number of paper*; (papers).

2. Addition

Addition is presence of an item that must not appear in well- formed utterances. It is a phenomenon in which a certain aspect of language rules is added into a correct order or correct sentences. In other words, elements are presented which should not be presented.

For example; The sheeps* are on the green meadow; (sheep).

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Missinformation refers to the use of the wrong form of the morpheme structure, or the use of one grammatical form in place of another grammatical form.

For example; We have been friend since we were child*;

(children).

4. Misordering

Misordering is the incorrect placement of a morpheme or group of morphemes in an utterance, in this case the writer put the words in utterance in the wrong order.

For example; The sky blue* overwhelms people; (blue sky).

3. Source of Errors

According to Richards (2012) classified errors according to their causes, into two categories. The two categories are Inteference and Intralingual & developmental error.

1. Interference

These errors are caused by mother tongue interference.

Interference error occur as a result of the use of elements from one language while speaking or writing another. That is an error resulting from the transfer of grammatical or stylistic elements from the source language to the target language.

2. Intralingual and developmental error

Intralingual errors are the results of mother tongue influences.

Intralingual errors reflect to the operation of learning strategied that are universal.

Richard (1985, p.47-54) intralingual errors are reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply.

Developmental errors illustrate the learner attempting to build up hyphoteses about the English language from his limited experience of it in

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the classroom or textbook. Richard divided intralingual & developmental error into four categories:

1) Overgeneralization

Overgeneralization covers instances where the learner creates a deviant structure on the basis of his experience of other structures in the target language. Overgeneralization is the errors that are caused by trying to use a rule in a context where it does not belong. For example,

“He can sings, we are hope, it is occurs, he come from”.

Overgeneralization generally involves the creation of one deviant structure in place of two regular structures. It may be the result of the learner reducing his linguistic burden. With the omission of the third person –s, overgeneralization removes the necessity for concord, thus relieving the learner of considerable effort.

2) Ignorance of Rule Restrictions

This cause of error is the result of the failure to observe the reistriction of existing structures, that is the application of the rules to context where they do not aplly. For example “The man who i saw him”, “This is not good to drink it”. We can see on the two examples above the omitted object or may be included object unnecessarily. The infinitive as shown in the pattern above to make sentences correct.

3) Incomplete Application of Rules

This cause error is arises as the result of the learner‟s high motivation to achieve communicative ability. The learner fails to use a fully developed structure. The learner fails to use a fully developed structure. For example, across background languages, systematic difficulty in the use of questions can be observed. A statement form may be used as a question, one of the transformations in a series may be omitted, or a questions may simply be added to the statement form.

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It arises as the result of faulty comprehension of distinction in the foreign language. Sometimes it is also because of poor gradation of the material of the teaching. According to Richard (1973, p.178) the wide range of intralingual errors which have to do with faulty rule- learning at various levels, there is a class of developmental errors which derive from faulty comprehension of distinctions in the target language. The form “was” may be interpreted as a marker of the past tense, giving “one day it was happened” and form “is” may be understood to be corresponding marker of the present tense “he is speaks French”.

B. Error and Mistake

In order to analyze learners‟ language appropriately, it is essential to differenciate between error and mistake since people tend to ovelapped use the terms. According to Ellis (1997, p.51), error can be defined as a deviation from the norms of target language. In addition according to Brown (2000, p.70), error is a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage compentence of the learner. Besides, Spillner (cited in Palaguna, 2013) said error in second language are evidence for exiting language contrast and hence for learning difficulties. Corder (1981, p.45) state that an error is a systematic mistake that appears consistenly, in which learners write way they thought was right. From the explanations, it can be concluded that learners‟ errors should be taken into account as one of the second language problem caused not only by the influence of the first language, but also by the complexity of the target language. It is so unavoidable in learning process. Besides, making error is one of part in learning and no one can learn without makinfg error. Ellis (1997, p.17) argues that errors reflect gaps in a learner‟s knowledge. They occur because the learner doesn‟t know what is correct.

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C. Analysis

1. Definition of Analysis

Analysis is the pratice of looking closely at small part to see how they affect the whole. According to Salim (2002) describe definition of analysis as follows;

a. Analysis is the investigation of issues (deeds, essays, and so on) in order to get the facts (sources, cause, real cause, etc).

b. Analysis is the divide of the subject into some parts, the study of the parts and relationships between the parts to get a understanding of something.

c. Analysis is the eloboration of things after a careful review.

d. Analysis is a problem-solving process that begins with hypotheses (conjectures, etc.) until get the facts (observation, experiment, etc).

e. Analysis is the process of solving problems (through reason) into parts based on a consistent method to achieve understanding of the basic principles.

In other words Analysis means to break something up into parts, pieces, reasons, or steps and look at how those parts are related to each other.

Analysis usually goes together with synthesis because first you break down a concept/idea into its important parts (analysis), so you can draw useful conclusions or make decisions about the topic or problem.

D. Error Analysis

1. Definition of Error Analysis

Error analysis is an activity to reveal errors found in writing and speaking.It is impossible that learners never make some errors in language learning process. to achieve the English acquisition, the students must get through some errors first, and they automatically they can learn from their own errors. Finding out the learners‟ error then analyzing it is called error analysis. There are many definitions of error analysis. Error analysis is an activity to reveal errors found in writing and speaking. Richards et.al (1985,

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p.96) state that error analysis is the study of errors made by the second and foreign language learners. Error analysis may be carried out in order to (a) find out how well someone knows a language, (b) find out how a person learns a language, and (c) obtain information on common difficulties in language learning, as an aid in teaching or in the preparation of teaching materials. This definition stresses the functions of error analysis.

Another concept of error analysis is given By Brown (1980, p.166).

He defined error analysis as the process to observe, analyze, and classify the deviations of the rules of the second language and then to reveal the systems operated by learner. It seems this concept is the same as the one proposed by Crystal (1987, p.112) suggests error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics. The three definitions above clarify that error analysis is an activity to identify, classify and interpreted or describe the errors made by someone in speaking or in writing and it is carried out to obtain information on common difficulties faced by someone in speaking or in writing English sentences. Another thing, which should be noticed is the procedure of error analysis.

E. Noun

1. Definition of Noun

Altenberg and Vago (2010, p.3) state nouns are commonly defined as words that refer to a person, place, thing, or idea. Similarly, Gelderen (2002, p.12) mantain a noun generally indicates a person, place or thing. In the same way, Danes (2006, p.22) Nouns are words that allow us to name and label the persons, entities, objects, places, and concepts that make up our world. From the meanings above, we can summarize that noun is a word that one part of speech used to describe things, person, etc, and has certain function in the sentence structure.

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Thus, A noun can be defined as a word used to name a person, place, or thing. By a thing here, it means that it comprises something which can be perceived by human senses, or that which cannot be perceived but can be thought of.

2. Types of Noun a. Kinds

According to their kinds, nouns can be classified into proper and common nouns.

1) Proper noun

Proper noun is, referring to Maurer (2000, p.105), a name of a particular, individual person, place, or thing who/which is usually unique. It is written is a capital letter.

2) Common noun

Common noun is, according to Wren and Martin (1990, p.5),

“a name given in common to every person or thing of the same class or kind”. Different from proper nouns, this sort of nouns is not written in a capital letter. The following chart shows how these two categories work in practice.

When classified into their particular details, common nouns can be divided into 3 classes, i.e. abstract, individual, and collective nouns.

a) An abstract noun

An abstract noun, which belongs to uncountable nouns, is a word used to name, an idea, activiy, action, a quality, or state which is “considered apart from the object to which it belongs” (Wren & Martin, 2000, p.6), for example of this noun category is kindness, theft, boyhood, and grammar.

b) An individual noun

An individual noun, which belongs to countable nouns, is a word that represents a typical member of a group and may

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include most f the concrete nouns, i.e. words which can be perceived by human senses. This caegory can be exemplified by these words: student, lawyer, flower, and plant.

c) A collective noun

A collective noun names a group, number, or collection of persons, objects, or things “taken together and spoken f as one whole” (Whren & Martin, 2000, p.5)

b. Grammatical Distinction and Number

When the classification is made on the basis of their grammatical distinction, as stated above, common nouns may be grouped into two.

They are (1) countable nouns which are made up from individual and collective nouns and (2) uncountable nouns which are mostly made up from abstract nouns. According to their number, these countable nouns can be made into (1) singular and (2) plural nouns. Although the noteon countable and uncountable nouns in this section is trustworthy, it is not always easy to distinguish countable from uncountable nouns. Swan (1983, p.164) states that It is not always obvious whether a word is countable and uncountable. Sometimes words can be uncountable with one meaning and countable with another.

1) A countable noun

A countable noun refers to nouns denoting persons or things that can be counted. Therefore, it is only the nouns in this category which can be made into the plural form. In their singular form, they are preceded by the indefinite article „a/an‟. The plural form of the singular countable nouns are normally made by adding -s, as a book-books, a pen-pens, and a cow-cows. However, nouns ending in -s, -sh, -ch, or -x, and -o, form their plural by adding -es to their singular form, like a kiss- kisses, a match-matches, a tax -taxes, and a mango-mangoes.

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15 2) An uncountable noun

An uncountable noun or a non-count or mass noun, as Maurer (2000, p.106) asserts, names “things that cannot be counted in their normal sense because they exist in a „mass‟ form” whereas Eckersley and Eckersley (1973, p.20) affirm that this noun stands “for substances that cannot be counted” but “can only be measured”. Therefore, they cannot be made into the plural form, and in their normal meaning, they cannot be preceded by the indefinite article „a/an‟. The nouns of the like normally take a singular verb. The following nouns are usually uncountable: accommodation, behaviour, bread, chaos, furniture, luggage, scenery, traffic, travel, and weather. An uncountable noun is frequently made into countable by adding such phrases as a piece of, a cup of, a grain of, a game of, a bolt of, a flash of, a clap of, or five kilos of.

It should be noted that there are uncountable nouns which take the plural form but with a singular meaning, and therefore they always take a singular verb. These words are only a few examples: news, mathematics, economics, physics, linguistics, measles, and mumps.

c. Gender

Although Eckersley and Eckersley (1973, p.41) state that “the concept of gender has no grammatical function in modern English”, it is this phenomenon that the appreciation of the grouping of English nouns into their gender categories will broaden one‟s horizon. Wren and Martin (1990, p.7-8) introduce four technical terms to classify these nouns, namely, masculine, feminine, common, and neuter gender. These categories will form the basis to classify whether a certain noun may be replaced by the pronouns „he‟, „she‟, or „it‟. In practical English, animals are normally referred to by „it‟ but when their sex is privileged, they may be spoken of as „he‟ or „she‟.

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As it happens, these four classifications are entirely based upon a matter of sex or the absence of sex. All nouns that designate males are classified as masculine gender, those designating females are classified as feminine gender, those designating either males or females are classified as common gender, and those designating neither males nor females are classified as neuter gender. The example of these categories is seen in the following table.

It should be noted that collective nouns, even when they denote living beings, and young children like infants or babies and the lower animals like worms are referred to as the neuter gender. The masculine gender is often employed for such objects which are “remarkable for strength and violence” as the sun, summer, winter, time, and death whereas the feminine gender is often applied to those “remarkable for beauty, gentleness, and gracefulness” as the moon, the earth, spring, autumn, nature, liberty, justice, mercy, peace, hope, and, charity (Wren &

Martin, 1990, p.8). They further assert that there are certain nouns which are personified. A „ship‟ and a „country‟ are spoken of as „she‟.

F. Plural Noun

1. Definition of Plural Noun

English has two number classes namely singular and plural.

Basically, in English, a noun which expresses more than one is simply called as plural noun. In this case, Laidlaw states (1987, p.56) “A noun that names one person, place or thing is a singular noun. On the other hand, a noun that names more than one person, place or thing is a plural nouns .Meanwhile, English plural nouns have two forms, regular and irregular (Azar, 1999).

2. Types of Plural Noun

The plural of nouns is made in two ways: regular and irregular.

Usually we pluralize a noun by adding an “s” to it, as in books; these nouns

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are called regular. There are a handful of nouns that are pluralized in other ways; these nouns ar called irregular.

Regular plural is plural form arranged by adding “s” in general and has a certain formula; meanwhile irregular plural has not the exact rule and make the students remember about it.

There are many ways of forming the plural of nouns:

a. Regular Plural

The regular form commonly occurs rather than irregular. In regular plural form, inflectional plural morphemes, such as –s and –es are attached to the singular nouns (Rodman and Hyams, 2011).

Regular Plural as follows:

1) The majority of nouns form their plural by adding -s to the singular. For examples; table-tables, book-books, flower-flowers.

2) Nouns ending with the hissing sounds of s, x, sh, or ch form the plural by adding-es. For examples ;box-boxes,church-churches, marsh-marshes.

3) Nouns ending in -y preceded by a consonant change y into i before adding -es. For examples; country-countries, sky-skies, berry- berries.

4) Nouns ending in -o preceded by a consonant generally add -es to form the plural. For examples; hero-heroes, potato-potatoes, tomato-tomatoes.

5) Nouns ending in -fe or -f, it generally changes the -fe or -f to -ves.

For examples; knife-knives, calf-calves, self-selves.

b. Irregular Plural

Compared to the regular form, the irregular plural form is more complex. Its inflectional suffix is unpredictable as in the case of the regular form. Irregular plural form might employ some suffixes other than -es or -s, internal stem change, and occasionaly does not exhibit any suffix (Lieber, 2009).

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The suffixes attached in the irregular nouns are like -i, -ae, and - a borrowed from latin Greek, fungus-fungi,vertebra-vertebrae, and bactrium-bacteria (Carstairs, 2002). Usually, these borrowed inflectional suffixes are attached to the borrowed English nouns as well. The suffix - (r)en also occurs yet solely in some English words, such as, ox-oxen, and child-children, brother-brethren (Jassem, 2013).

The internal system change in plural form can be seen in the example tooth-teeth, man-men, and mouse-mice. It exhibits the allomorph of the root with different vowels from the singular which is also termed as ablaut (Waston, 2002). Neverthless, there are also some plural nouns which employ neither suffix nor vowel change, such as, sheep, deer, fish, and trout. This unchanged plural form is termed as zero-suffix (Carstairs, 2002).

In Nutshell, the irregular plural form is exclusion to the english inflectional rule of plural formation. The term given to this phenomenon is suppletion (Fromkin, Rodman,Hyams, 2011). The irregular plural in English from closed classes, which constitute a fixed list from which particular forms can be lost, yet new forms cannot be added. On the contrary. The regular plural forms are considered defaults endings which mean when new nouns are added in English. It is simply attached by -s or -es (Lieber, 2009).

Irregular Plural as follows:

1) Some nouns have the same form in the singular and the plural.

For examples; fish-fish, deer-deer, sheep-sheep.

2) Some nouns have the same form in the plural and the singular.

For example; series-series 3) Irregular -(e)n plurals.

For examples; ox-oxen, brother-brethren, child-children 4) Umlaut plurals

For examples; foot-feet, goose-geese, louse-lice, man-men, mouse- mice, tooth-teeth, woman-women

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5) Irregular plurals from Latin and Greek

Numerous nouns adopted from foreign languages, especially Latin and Greek, retain the foreign inflection for plural.

a) Nouns inl -a with plural –ae

For examples; alumna-alumnae, formula-formulae.

b) Nouns in -ex or -ix with plural –ices

For examples; index-indices, matrix-matrices, vertex-vertices.

c) Nouns in -is with plural –es

For examples; axis-axes, crisis-crises, testis-testes.

d) Nouns in -on with plural –a

For examples; criterion-criteria, phenomenon- phenomena, automaton-automata.

e) Nouns in -um with plural –a

For examples; agendum-agenda, datum-data, memorandum- memoranda

f) Nouns in -us with plural -i or -era or –ora

For examples; alumnus- alumni, radius-radi,genus-genera g) Nouns in -us with plural –a

For examples; Genus- genera, corpus-corpora h) Nouns in -eau with plural –eaux

For examples, bureau-bureaux, plateau-plateaux i) Nouns in -o wit plural –i

For examples; tempo-tempi, libretto-libretti, virtuoso-virtuosi

G. State Junior High School 6 Muara Bungo

State Junior High School 6 Muara Bungo is a junior high school in Muara Bungo. It is located in Jl. Lintas Sumatra 18 Km Muara Bungo-Padang namely Ds. Embacang Gedang, Kab. Muara Bungo, Jambi. State Junior High School 6 Muara Bungo is a school which has B+ accreditation. This school was built on january 2003. It is the auspices of Ministry of National Education of Indonesia.

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H. Previous Research

There are three studies that relate to my recent study. The first study is the study from Ade Irma Suryani (2011). Her research discussed about An Analysis of the Students‟ Error in Learning Plural Forms of Nouns. This research was conducted to the seventh grade students of MTs Nurul Huda Bogor. Sample of the research is 30 students.. Based on the test result of simple statistical calculation it is obtained the average for regular forms is only 31.60%, while the average for irregular forms is 71.01%. It means that most students made most error in learning irregular forms of noun. It can be seen from the percentage of irregular forms which is higher than regular forms. Based on the finding of this research, it can be concluded that the students of the seventh grade students of MTs Nurul Huda made most error in learning irregular forms noun.

The second study is study from Muhammad Saugi (2014). His research discussed about An Analysis on Errors made by Learners in Forming Irregular Plural. This research was conducted to the tenth grade students of senior high school Jamiat Kheir Jakarta in. There are 17 (seventeen) students taken as the object of this research. The most errors that were made are the nouns that come from Latin or Greek (97.6%) which indicates that most of them do not aware that some nouns words have their typical as well as exceptional forms.

The third study is the study from Nur Aina Mardiah (2014). Her research discuss about The Analysis on Mistakes and Errors of Plural Noun Formation.

The purpose of this research are to describe the types of errors and to explain the possible sources that cause the students‟ errors. The population of this research is the eight grade students of SMPN 5 Kota Jambi. In this case, she found that he percentages of mistake and error for each english plural nouns are difference. In completion test, the highest mistake was 21% occured in the use of irregular in plural noun with identical singular and the highest error was 100% occured in the use of plural nouns ending –f or –fe also in irregular plural from latin.

The differences three previous research from this research are; 1) The first research, Ade Irma Suryani. She took the the seventh grade students of MTS Nurul Huda namely sample of her research are 30 students. On the other hand,

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this research will conducted to the eighth grade students of State Junior High School 6 Muara Bungo and th writer will take 91 students as the sample. 2) The second research, Muhammad Saugi. His research was conducted to the tenth grade students of senior high school Jamiat Kheir Jakarta and there are 17 students as sample. He just discussed about error of plural noun in irregular plural however the writer will discussed about Error of Plural noun in regular and irregular plural noun. 3) The third research, Nur Aina Mardiah. She was conducted 38 students of the eighth grade students of SMPN 5 Kota Jambi as the sample.

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CHAPTER III

METHOD OF THE RESEARCH

This chapter discussed some aspects of the research methodology that is applied in this study. It presents method of the research, setting and subject of the research, source and kind of the data, technique of collecting the data and technique of analyzing the data.

A. Method of the Research

This study applied descriptive qualitative. Fraenkel, Wallen & Hyun (2002, p.426) defined qualitative research as studies that investigate the quality of relationships, activities. Meanwhile, Marshall and Rossman (cited in Best & Khan 2006, p.247) suggests that qualitative research offers oppportunities for conducting exploratory and descriptive research that use the contex and setting to search for a deeper understanding of the person being studied. Best and Khan (2006, p.258) argues, that errors analysis is also included to qualitative research to analyze type of error in students‟ work. This type of research focuses on describing in detail all of what goes on in a particular activity or situation rather than on comparing the effects of particular treatment.

Based on description above, the writer used this research because the writer described the students‟ errors in plural noun. The errors described in this research based on the students‟ task. In this research, the writer focused on analyzing of students‟ errors in plural noun.

B. Setting and Subject of the Research

The research was conducted at State Junior High School 6 Muara Bungo, which is located in Jl. Lintas Sumatera Km 18 Muara Bungo-Padang, namely Ds.

Embacang Gedang, Kab. Muara Bungo, Jambi. This study focuses on analyzing

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errors of plural noun made by the eighth grade students of State Junior High School 6 Muara Bungo.

1. Population

According to Fraenkel, Wallen & Hyun (2013, p.91) population is the larger group to which one hopes to apply the results. Most populations of interest are large, diverse and scattered over a large geographic area.

Population of the research will the eighth grade students consist of 91 students at State Junior High School 6 Muara Bungo. There are four classes, that VIII A, VIII B, VIII C, and VIII D.

Table III.1. population of the study

No Classes Total of Students

1 VIII A Class 23

2 VIII B Class 23

3 VIII C Class 22

4 VIII D Class 23

Total 91

2. Sample

According to Syam (2014, p.47) sample is an approach to most of the population intends to generalize the results of the sample is raised conclusion of a study as something that applies to the population. In this study, the writer use all of the eight grade students as a sample. Arikunto (cited in Mardiah, 2014) says that sample is a great deal of population which be researched. When the population is less than 100, it better to use all as the sample. However, when the population is more than100, it is better to take them just 20%-25% as the sample. Therefore, in this case writer took 91

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students of the eighth grade of State Junior High School 6 Muara Bungo as the sample.

C. Source and Kind of the Data

1. Source of Data

The data in this research will take from students‟ task of plural noun that will be given for each students namely the eighth grade students at State Junior High School 6 Muara Bungo.

2. Kind of Data a. Primary data

Primary data, writer will uses interview from the eighth grade students at State Junior High School 6 Muara Bungo. Writer also will be taken the data from the source such as a document, opinion, and social condition.

b. Secondary Data

In this research, writer will get secondary data from the students‟

task of plural noun that is both of regular and irregular plural noun.

D. Technique of Collecting the Data

1. Documentation

According to Creswell (2002, p.223) documents consist of public and private record that qualitative researcher obtain about a site or participants in a study, and they can include newspaper, minutes or meetings, personal journals, and letters.

In this study, to get the data of students‟ error in plural noun from the eighth grade students at State Junior High School 6 Muara Bungo, the writer use documentation as the instruments. The writer took documentation that is the students‟ task about plural noun, It is including both regular and irregular plural noun. Then the students‟ task collected and analyzed. From this the writer knows errors of plural noun made by students.

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25 2. Interview

According to Fraenkel, Wallen & Hyun (2012, p.450) interview is an important way for a researcher to check the accuracy of to verify or refute the impression he or she has gained through observation. In addition, Esterberg (2002) mentions interview is a meeting of two persons to exchange information and idea through question and responses, resulting in communication and joint construction of meaning about particular topic.

In this research, the writer uses interview to some students to get their explanation about the reasons that causes the error of plural noun made by the eighth grade students at State Junior High School 6 Muara Bungo and writer uses audio recording equipment to record the result of interview. In interview writer used purpossive sampling to selected the subject of the research. The writer took the five students for each classes.

E. Technique of Analyzing the Data

Data analysis is an effort which is done by the writer to embrace the data accurately. It will be analyzed by result of students‟ task of plural noun. Those analysis components are data reduction, data display, and conclusion drawing.

The some steps of analysis model applied in this research can be explained as follow:

1. Data Reduction

Data reduction is analysis that help, or sharp, sort, focus, discard and organize the data in away that allows for final conclusions to be drawn and verifyed. Sugiyono (2012, p.326) states data reduction should not be considered to be separate from analysis, but as a part of it.

In this research, after collecting the data through documentation and interview, the research selected, and organize the raw data which refer to the research problem being investigated in the research. In other words the data which not relevant will discarded, excluded, whereas the relevant data will included.

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After getting the result of the students‟ task, writer will focusing on students‟ error of plural noun. Writer will choose and separate students‟ error in regular plural noun and irregular plural noun.

2. Data Display

After the data is reduced, then the next step is played data. Data displayed can be presented in the form of tables, graph, phi card, and pictogram. In qualitative research, percentation of data can be presented in the form of schema, short description, chart, graph, flowchart, relation of categories. Miles and Huberman (1984) stated the most frequent form of display data for qualitative research data in the past has been narrative text.

Looking at displays help us to understand what is happening and to do some thing-further analysis or caution on that understanding.

In this step, the writer will identified the result of documentation, that is the number of students‟ error in plural noun, then the writer will described the types of students‟ error of plural noun. After identified and classified students‟ error, the writer explanation source of of the students error . Then described the total number of students‟ error by calculating the total number of error. To look for the percentage of the students errors the writer used the formula below;

According to Sudijono in his book Introduction to Educational Statistics (2004:43) The formula:

P =

P : Percentage of error

F : Frequency of false answer N : Number of students

3. Conclusion Drawing

The third step in qualitative analysis is conclusion drawing. The conclusion early is temporary, and will change if not found evidences and facts to support in the data collecting further. However, if the conclusion

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early are supported by valid and consistent evidence, the data can called a credible conclusion. According to Miles (1994, p.24) with drawing some inferences are the final step after data presentation.

It is final step of analyse the data. In this step after the data early are supported by valid and consistent evidence, the researcher draws a final conclusion about students‟ error of plural noun.

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F. Schedule of the Research

Schedule of the research is important to guide the writer to do the research. It can be seen in the table below:

Table III. 2. schedule of the research

Schedule of The Research

No Activities March April May June July August

1 Proposal

Arrangement X 2 Consultation of

Proposal X

3 Proposal Seminar X

4 Collecting The

Data X

5 Research

Improvement X

6 Writing Thesis X

7 Thesis

Examination X

Notes: The writer will use this schedule. It‟s about six months and it can be change anytime depend on situation and condition.

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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter, the writer presents and analyzes the data which have been collected during the research.

A. General Findings

1. History of State Junior High School 6 Muara Bungo

State Junior High School 6 Kota Muara Bungo, geographical location is located in Jl. Lintas Sumatra 18 KM Muara Bungo-Padang namely Ds. Embacang Gedang, Kab, Muara Bungo, Jambi. The area is very strategic and comfortable for teaching and learning activities because it is supported by an environment that is far away from the crowds of the city, being in a green environment and supported by a very conducive and caring community environment. State Junior High School 6 Muara Bungo, now located in a very strategic area with the surrounding environment because it is in close access to Schools Kindergarten (TK), Elementary School (SD), and High School (SMA).

Due to being near the school environment, the future of State Junior High School 6 Muara Bungo is very potential to be more developed. Then, the school has professional teachers and administration, supported by complete school infrastructure. State Junior High School 6 Muara Bungo has been gotten the academic and non academic achievement, both students and educators. State Junior High School 6 Muara Bungo, the future is very potential to grow and become one of good choice due to the rapid settlement of people around the fast growing such as housing and sports facilities are new.

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State Junior High School 6 Muara Bungo, established on the date of Establishment / Operation / Operation on 1 january 2003 with the number of Establishment / Operation with School Noor Statistic (NSS) : 23.530.2.06.03.2003. State Junior High School 6 Muara Bungo has whole of area of 16.609 M2 and has certified status. First opened and built Learning Room as much as 3 of classes, student and Teacher toilet, Warehouse, Laboratory, Library, Teachers‟ room, Headmaster‟s room, Administrative room and Student Cooperative room. First opened and accepted new students on 15 september 2003 which 10 of students each of Locals namely class VII.

2. Profile of State Junior High School 6 Muara Bungo

Name of School : State Junior High School 6 Tanah Sepenggal Lintas, Muara Bungo.

NPSN : 10500712

Address : Jl. Lintas Sumatera Km 18 Muara Bungo – Padang District : Tanah Sepenggal Lintas

Regency : Muara Bungo Province : Jambi

Email : [email protected]

Name of headmaster : Ena Zulfia, S.P, S.pd Phone Number : 081366658162

Category of Schools : National Standard School (SSN) Year established : 01 january 2003

Year of operation: No. 23.530.2.06.03.2003 On 15 september 2003 School Category: B+

Building Ownership : Owned by Local Government Whole of Area : 16.609 M2

Building area : 9723 M2

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3. Vision and Mission of SMPN 6 Muara Bungo a. Vision

Achieve national standards of education, master science and technology, cultured care for the environment, and noble to a competitive achievement based on faith and taqwa.

b. Mission

1. Developing and implementing KTSP and K13 curriculum.

2. Developing and improving the competence of teachers and educators.

3. Developing and improving the KBM process through strategies and learning models.

4. Developing and improving school facilities and infrastructure.

5. Increase the quantity and quality of academic and non academic students.

6. Developing environmentally schools.

7. Improving services for school and community residents.

4. Curriculum of State Junior High School 6 Muara Bungo

The curriculum comes from Greek namely carrier. The carier is runner and curare which means the place raced. The curriculum is a set of systematic teaching planning that contains a statement of purpose, content organization, organizational learning experience, service program, teaching learning pattern, and evaluation program so that learners can improve their knowledge and understanding and behavioral changes.

State Junior High School 6 Muara Bungo uses two curriculum namely: Curriculum KTSP For VIII and IX Classes and Curriculum K13 for VII Class.

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Table IV.1. the subjects at state junior high school 6 muara bungo

The Subjects Hours

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Civic Education Religious Education Indonesian

Mathematics Natural Sciences English

Social Sciences Art and Culture Physical Education Iqro‟

Craft

Computer Science

20 20 50 40 40 40 40 20 20 20 20 20

Total 350

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B. Specific Finding

This research was conducted at State Junior High School 6 Muara Bungo on july, 16th 2018. The writer was collected the data during two weeks, which are the population all of the eighth grade students of State Junior High School 6 Muara Bungo that consisted of 91 students. There are four classes, that are VIII A, VIII B, VIII C, and, VIII D. Due to the population is less than 100, the writer took all of the eighth grade students at State Junior High School 6 Muara Bungo as the sample.

The data were taken from students‟ task about plural nouns, that is both of regular and irregular plural noun. The writer analyzed the data based on some procedure has explained in chapter III.

The writer collected the data by conducting documentation and interview. In this case, the writer took students‟ task. There were 91 students from all of VIII classes namely 22 students in VIII A, 23 students in VIII B, 24 students in VIII C, and 23 students in VIII D. Due to the population is less than 100, in this case writer taken all of them. Then, in interview writer used purpossive sampling to get there subject of the research. The writer took the five students for each classes.

In this research, after getting result of the students‟ task, writer will focus on students‟ error of plural noun. Writer have been chosen and separated students‟

error in regular plural noun and irregular plural noun.

Table IV.2. shows separated regular and irregular plural noun

Regular Plural Noun Irregular Plural Noun

Insect-Insects Goose-Geese

Bird-Birds Man-Men

Flower-Flowers Mouse-Mice

Vegetable-Vegetables Woman-Women

JUNIOR HIGH SCHOOL 6 MUARA BUNGO

THE ERROR ANALYSIS OF PLURAL FORM OF NOUNS MADE BY THE EIGHTH GRADE STUDENTS AT STATE

JUNIOR HIGH SCHOOL 6 MUARA BUNGO

THESIS

RIA NOFRIANI TE. 141034

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

THE ERROR ANALYSIS OF PLURAL FORM OF NOUNS MADE BY THE EIGHTH GRADE STUDENTS AT STATE

JUNIOR HIGH SCHOOL 6 MUARA BUNGO

THESIS

RIA NOFRIANI TE. 141034

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

OFFICIAL NOTE

ORGINALITY THESIS STATEMENT

DEDICATION

MOTTO

ْنِمَو

ٰي ٰا هِت

ٖ

ُقْلَخ

ٰمَسّلا

ٰو

ِت

ِضْرَاْلاَو

ُفاَلِتْخاَو

ْمُكِتَنِسّْلَا

ْۗمُكِناَوْلَاَو

َنِّا

ْيِف

ٰذ

َكِل

ٰاَل

ٰي

ٍت

ٰعْلِل

َنْيِمِل ٢٢

ACKNOWLEDGEMENT

ABSTRACT

ABSTRAK

TABLE OF CONTENTS

LIST OF TABLES

LIST OF APPENDICES

CHAPTER I INTRODUCTION

A. Background of the Problem

B. Identification of the Problem

C. Limitation of the Problem

D. Formulation of the Problem

E. Objective of the Research Problem

F. Significance of the Research Problem

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Error

B. Error and Mistake

C. Analysis

D. Error Analysis

E. Noun

F. Plural Noun

G. State Junior High School 6 Muara Bungo

H. Previous Research

CHAPTER III

METHOD OF THE RESEARCH

A. Method of the Research

B. Setting and Subject of the Research

C. Source and Kind of the Data

D. Technique of Collecting the Data

E. Technique of Analyzing the Data

F. Schedule of the Research

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. General Findings

B. Specific Finding