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a s a h a b a t a t a w h a b n a g n a b m it r e p n a g n e d n a k u k a li d i n i n a it il e n e P . n a h a l a s e k i n i n a it il e n e p i r a d n a u j u T . n a g n a r a k s il u n e m a k it e k g n it n e p g n a y l a h i d a j n e m e p it n a k u m e n e m k u t n u h a l a d
a - eit p kesalahan yang adad ikarangan ,yang dibua t n a k u m e n e m k u t n u n a d a tr a k a y g o Y I I r u h u L i d u s r a M K M S I I s a l e k a w si s h e l o .t u b e s r e t n a h a l a s e k a y n i d a j r e t i r a d b a b e y n e p k u t n u a t a d r e b m u S . n e m u k o d a s il a n a e d o t e m n a k a n u g g n e m i n i n a it il e n e P r p h a l a d a i n i n a it il e n e
p odukkarangan yang dibua tolehsiswa .Hali n idliakukan n a h a l a s e k n a k u m e n e m k u t n
u -kesalahan dalam penggunaan simple pas ttense . n a k r a s a d r e b s i s il a n a i d n a d i s a k if it n e d ii d t u b e s r e t a t a d , a y n t u j n a l e
S Surface
y m o n o x a T y g e t a rt
S dan Comparaitve Taxonomy oleh Dulay yang terdir iata s omission ,addiiton ,misformaiton ,developmenta lerrors ,Dan interilngua lerrors . n a k a n u g i d g n a y , r e n o i s i u k h a l a d a i n i n a it il e n e p m a l a d n a k a n u g i d g n a y n e m u r t s n I b a b e y n e p n a n i k g n u m e k n a k u m e n e m k u t n
u -penyebab terjadinya kesalahan r a s a d r e
b kan teor i Brown yang terdir i ata s i rnte ilngua l rtansfer , inrtailngua l c n a D , r e f s n a
rt ontex tofl earning .
m a l a d n a h a l a s e k 4 5 a d a a w h a b n a k k u j n u n e m i n i n a it il e n e p i r a d l i s a H m a l a d n a h a l a s e k 4 1 h a l a i t u b e s r e t n a h a l a s e K . a w s i s n a g n a r a k k u d o r p s i m o n a a n u g g n e
p sion ,29kesalahandalampenggunaanaddiitonyangt erdir iata s g n i k r a m e l b u o
d , regulairzaiton , dan simple addiiton , 11 kesalahan dalam n a a n u g g n e
p misformaiton yang t erdir iata sregula irzaiton ,dan atlernaitngf orms , 4
3 kesalahan dalam developmenta lerrors, dan 20 kesalahan dalam interilngua l s
r o r r e .
n a k b a b e y n e m n i k g n u m g n a y r o t k a f a p a r e b e b t a p a d i d , r e n o is i u k l i s a h i r a D i l s a a s a h a b i r a d i s n e fr e t n i , a w s is n a h o b o r e c e k u ti a y t u b e s r e t n a h a l a s e k a y n i d a j r e t g n a r u k , s il u n e m m a l a d n a h it a l a y n g n a r u k , n a k a n u g i d g n a
y nya pengetahuan
n a r u t a g n a t n e
t -aturan dalam simple pas ttense ,kurangnya moitvas isiswa ,dan , t u b e s r e t n a it il e n e p l i s a h n a k r a s a d r e B . i r e t a m n a k s a l e j n e m m a l a d u r u g a r a c a j r e k a t a k p a it i r a d u a p m a l k u t n e b t a g n i g n e m k u t n u a w s i s i g a b n a k n a r a s i d t a g n a s n a y k i a
b g beraturan dan yang itdak beraturan .mempelajar idan memaham i t a u b m e m k a d it n a d a k e r e m n a h a l a s e k i k i a b r e p m e m t a p a d r a g a a k e r e m n a h a l a s e k n a n a k e n e p n a k i r e b m e m k u t n u n a k n a r a si d , u r u g k u t n U . a m a s g n a y n a h a l a s e k r a j a g n e m m a l a
d simple pas t tense terutama untuk kata kerja yang itdak n a h a l a s e k a s il a n a g n e m u p m a m n a k p a r a h i d a y n t u j n a l e s i ti l e n e p k u t n U . n a r u t a r e b n a k a n u g g n e m a y n b a b e y n e p r o t k a f n a d a w s i
s tenses yang berbeda dengan
. n i a l g n a y a t a d n a l u p m u g n e p i g e t a rt s n a k t a a f n a m e m : i c n u k a t a
x i
S T N E M E G D E L W O N K C A
I , ll a f o t s ri
F praise my Almighty God ,Jesu sChrist ,the Holy Spirti , y
r a M r e h t o M d n
a fort hewonderfu lgraceandguidanceuponmyl fie ,especially .s
i s e h t s i h t g n i h s i n if f o s s e c o r p e h t n i d n a y d u t s y m g n ir u
d Thebiggestt hankgoe s
m o
t y supe rparent sBapak Sumaryanto and Ibu Fajar Irian itwi ,fo rthei r e
v o l e l b a p p o t s n u d n a t s e t a e r
g . My thankfulnes s also goe s to Rany s
a y t g n i n a y h a
C and Dominika Retno Murit, i ncluding Obontiy and Ib litiy rfo m
e g a r u o c n e , s e k o j e h
t ent ,care ,and even the fooilsh “ifght” every yd a in the e
s u o
h .Also t o my grandmothers ,uncle sand aunts ,cousins ,nephews ,nieces , s
r e b m e m y li m a f G I B y m l l
a ,whoalway smakemyl fies ocolorfu.l
y
M majo rgrattiudei saddressedt o Chrisitna Krisityan iS.Pd. ,M.Pd. sa e
h
t advisor o fthi sthesis ,who generously spared he rpreciou s itme ,guidance , n
o it s e g g u
s s ,paitence ,and adviceto medu irngt heproces so fw iritngt hi sthesis . I . d e h s i n if n e e b r e v e n e v a h d l u o w s i s e h t s i h t p l e h r e h t u o h ti w t a h t e v e il e
b Ialso
t n a r
g my deep appreciaiton to all l ecturer sand staff fo the Engilsh Language y
ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d
E who have given me
. y ti s r e v i n u s i h t t a n o it a c u d e y m g n ir u d e c n a d i u g d n a s e c i v r e s t s e b r i e h t
k n a h t o t e k il d l u o w
I M .Bambang Priyad,i S.Pd. ,the headmaste ro f a
tr a k a y g o Y 2 r u h u L i d u s r a M K M
S academic yea r2011-2012 ,fo rpermtiitng me .
l o o h c s e h t n i h c r a e s e r e h t t c u d n o c o
t Also t o Argo Bud iRahayu, S.Pd. one o f f
o s r e h c a e t h s il g n E e h
t SMKMarsud iLuhu r2Yogyakatra ,whohadhelpedmei n k
n a h t o s l a d l u o w I . a t a d e h t g n i n i a t b o d n a h c r a e s e r e h t g n it c u d n o
c al lstudent so f
a t r a k a y g o Y 2 r u h u L i d u s r a M K M
S fort he grea tmemo ire swhen Iwa sdoing y
m ProgramPengalamanLapangan thereespecially thesecond gradestudents d
a c a n
i emic year 2011-2012 fo rthe wliilngnes sand the cooperaiton to be the .s
x k
n a h t o t e k il d l u o w
I my grea tf irend sin PB Iespecially ityen ,didli , y
o s p e
s ,nican ,micli ( d’Cyan itk sgirls) ,and also ;Marshel ,Massak ,Asoy t(he C
f o ’ r o i v a S
‘ yan itks) fo r the beautfiu l moments o f srtuggilng , shairng , k
n a h t o s l a I . y d u t s e h t g n ir u d p i h s d n e ir f d n a , s e k o j , k r o w m a e
t al lmy f riends i n
a m r a h D a t a n a S n i s d n e i r f y m l l a o s l a d n a , s r e 8 0 0 2 y ll a i c e p s e , I B
P Universtiy.
e v a h d n a t e e m o t y p p a h y r e v m a
I themal la smyf irend .sMys inceret hankfulnes s o
t d e s s e r d d a o s l a s
i Swfi tEng ilsh School fo rgiving me preciou schances t o be .
m e h t f o y li m a f g i b e h t o t g n o l e b o s l a d n a e r e h t s r o t u t e h t f o e n o
o t n o it a i c e r p p a t s e p e e d y m e g d e l w o n k c a o t e k il d l u o w y l d e v r e s e d
I Sr .
J C F , e u h o n o D ’ O t e r a g r a
M fo rher itme ,contirbuiton of t houghftu land i dea s r
o
f the developmen to fthi sthesi .s Idedicate my specia lthank sto my specia l r
e n tr a p
“ - ni -cirme” ,MisterAmadeu sRembrandt ,who give sso much “rtouble” k
a m t a h
t emet hink again and again aboutt hemeaning of l fieand l ove. sL t a bu t o
t e k il d l u o w I , t s a e l t o
n expres smy grattiude to those whose name s Icanno t n
o it n e
m onebyoneinhere .MayGodblesst hemal.l
, y l e r e c n i S
i x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ... i....v ABSTRACT ... iiv
K A R T S B
A ... iiv i S
T N E M E G D E L W O N K C
A ... xi S
T N E T N O C F O E L B A
T ... ix E
L B A T F O T S I
L S ... iix i S
E C I D N E P P A F O T S I
L ... vx i
N O I T C U D O R T N I I R E T P A H C
d n u o r g k c a B h c r a e s e R .
A ... 1 .
B ResearchProblems ... 3 n
o it a ti m i L m e l b o r P .
C ... 4 e
v it c e j b O h c r a e s e R .
D s ... 4 s
ti f e n e B h c r a e s e R .
E ... 5 o
n o it i n if e D .
F 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
n o it p ir c s e D l a c it e r o e h T .
A ... 9
1 .TheConcep to fW iritngComposiiton ... 9
2 .TheTypeo fWiritngComposiiton ... 01
3 .AB ire fReviewonLanguageErrors... 11
a .Concep to fError ... 2....1 s
e k a t s i M s u s r e V s r o r r E .
ii x
c .TheClassiifcaitono fErrors... 31 s
r o r r E e h t g n i s u a C s r o t c a F e h T .
d ... 91
4 .TheClassiifcaiton so fGrammaitca lErrors ... 1....2 e
s n e T t s a P e l p m i S .
a ... 1..2
b .Subject-verbAgreement... 52 s
n o it i s o p e r P .
c ... 52 k
r o w e m a r F l a c it e r o e h T .
B ... 62
T E M H C R A E S E R I I I R E T P A H
C HODOLOGY
A .ResearchMethod ... 28 B .ResearchSetitng... 29
s t n a p i c it r a P h c r a e s e R .
C ... 03 e
u q i n h c e T g n ir e h t a G a t a D d n a s t n e m u rt s n I .
D ... 31
E .DataAnalysi sTechnique ... 33 .... e
r u d e c o r P h c r a e s e R .
F ... 34
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R V I R E T P A H C
A .TheType so fErrorsi nStudents ’W iritngComposiiton... 35 B .TheCausesf ort heErrors ... 44 ....
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C V R E T P A H C
s n o i s u l c n o C .
A ... 53
B .Recommendaitons ... 55
S E C N E R E F E
ii i x
S E L B A T F O T S I L
C g n it ir W ’ s t n e d u t S n i s r o r r E e h T : 1 . 4 e l b a
T omposiiton ... 36 .. A
n i s r o r r E f o s e p y T e h T : 2 . 4 e l b a
T ddiitonCategory ... 38
: 3 . 4 e l b a
T TheType so fErrorsi nMisformaitonCategory ... 41 Q
e h t f o t l u s e R e h T : 4 . 4 e l b a
T uesitonnarie... 45 W
s e it l u c if fi D ’ s t n e d u t S e h T : 5 . 4 e l b a
T h Wen iritngaComposiitoni nEngilsh.. 47 f
( s r o r r E e h t g n i s u a C s r o t c a F e h T : a 6 . 4 e l b a
T romt het eacher) ... 47 g
n i s u a C s r o t c a F e h T : b 6 . 4 e l b a
T theErrors(fromt hes tudents) ... 48 r
e t s a M o t y a W e h T : 7 . 4 e l b a
T theknowledgeont heUseo fSimplePas tTense e
r o
v i x
S E C I D N E P P A F O T S I L
: A x i d n e p p
A Sura tPermohonanI ijnPeneilitan ... 06 s
m r o F : B x i d n e p p
A fo theStudents ’W iritngTe st ... 61
: C x i d n e p p
A Quesitonnarie... 63 C
g n it ir W ’ s t n e d u t S e h t f o s e l p m a S : D x i d n e p p
A omposiiton... 66
: E x i d n e p p
1 CHAPTERI
INTRODUCTION
h ti w s l a e d y d u t s s i h
T anerro ranalysisi nw iritngcomposiitonmadebyt he
d n o c e
s grade student s o f SMK Marsud i Luhu r II Yogyakarta . Thi s chapte r t
,s t n i o p n e v e s f o s t s i s n o
c herearebackground oft hestudy ,problem f ormulaiton ,
f o n o it i n if e d d n a , y d u t s e h t f o s ti f e n e b , y d u t s e h t f o s e v it c e j b o , n o it a ti m il m e l b o r p
.s m r e t
.
A Backgroundoft heStudy
g n it a e r c m o r f d e t a r a p e s e b t o n n a c e g a u g n a l n g i e r o f r o d n o c e s a g n i n r a e L
s r o r r
e (Richard,1974 , )p.1 .Even t henaitvespeakers themselve sarenotf reef rom
s r o r r e s ’ r e n r a e l e h t , g n i n r a e l e g a u g n a l d n o c e s n I .s r o r r e g n it a e r
c areindicaitveo f
e g a u g n a l d n o c e s a h c i h w n i y a w e h t d n a e g d e l w o n k s ’ r e n r a e l e h t f o e t a t s e h t h t o b
d e n r a e l s
i (Richard,1974 ,p.1) .However ,error smade by the learner sand the
e r a r e k a e p s e v it a
n dfiferent . Corder (1973 ) state s tha t the naitve speaker s
s r o r r e r i e h t e z i n g o c e
r ,whlie learner sdo not alway srecognize t hei rerror s(p.1) .
Thu swhent hei rattenitoni sdrawnt oi ,tt heyo tfencanno tcorrec tti.
s r o r r e t i m m o c o t s t n e d u t s e s u a c t a h t s r o t c a f l a r e v e s e r a e r e h
T .Int hestudy
f
o Engilsherrors ,Richard( 1974) point soutt ha terrors areno tonly causedbyt he
h t a h w o s l a t u b , e u g n o t r e h t o m e h t m o r f e c n e r e f r e t n
i e call sovergenerailzaiton
h c i h
w igno irng the rule srestirciton ,incomplete app ilcaiton o frules ,and false
. ) 4 7 1 . p ( d e z i s e h t o p y h s t p e c n o
k s g n i h c a e t ri e h t e v o r p m i o t e l b a e r a s r e h c a e t t a h t d e t c e p x e s i ti , s r o r r
e li landt he
r p l a n o it c u rt s n
i ocess .According to Dula y e tal,. (1982) ,error scan be usefu l .s
r e h c a e t e h t r o f k c a b d e e f
. g n i n r a e l e g a u g n a l n i l li k s t n a tr o p m i n a s i g n it ir
W According to Troyka
, ) 2 . p , 7 8 9 1
( therearesomereason swhy wiritng i s i mpo trant .Frist ,wiritng i sa
e r o l p x e o t s e it i n u tr o p p o e v a h s r e n r a e l , g n it ir w y B . g n i n r a e l d n a g n i k n i h t f o y a w
e h t s w o ll a g n it ir w f o t c a e h T . g n ir e v o c s i d f o y a w a s i g n it ir w , d n o c e S . s a e d i ri e h t
p x e n u e k a m o t s r e n r a e
l ected conneciton samong idea sand language .Thrid ,
e b o t s a e d i ’ s r e n r a e l e h t f o d r o c e r e l b i s i v a s e t a e r c t I . g n i d a e r e t a e r c n a c g n it ir w
. e l p o e p r e h t o y b d a e
r To make a good w iritng ,frislty ,they mus tknow and
n o c e S . r a m m a r g r o e r u t c u rt s h s il g n E d n a t s r e d n
u d ,they have to pracitce how to
e s a r h p o t d r o w o t e m e h p r o m o t e m e n o h p m o r f , e g a u g n a l f o t n e m e l e h c a e e n i b m o c
. n e v i g n o it a u ti s e h t n o d e s a b e c n e t n e s o
t When doing Program Pengalaman
n a g n a p a
L in SMK Marsud iLuhu r II Yogyakarta mfro October-Novembe r2011 , e
h
t wrtierfound some error smade by t he student sin thei rw iritng composiiton .
Mos to fthem give ltilte atten iton to w iritng by applying inapprop irate tense ,
d n a , n o it i s o p e r p e h t g n it ti m
o igno irng t he subject-verb agreement .By producing
,s r o r r e e s o h
t ti can be said t hat t he student scould no tcompose agood wiritng .
o t d e e n y e h t , e r o f e r e h
T ifxt heerror sinordert oavoidmistakesi nproducinggood
h s il g n E n i y ll a i c e p s e g n it ir
w (Campbel l1966 ,p.1 .)
i o p e v o b a e h t n o d e s a
B nt ,s t he wrtie rwants t o conduct an erro ranalysis i n
n o it i s o p m o c g n it ir
w madebyt hesecondgradestudent so fSMKMarsud iLuhu r II a
t r a k a y g o
n a l e v it a n ’ s t n e d u t s e h t f o m e t s y s e g a u g n a l e h t n e e w t e b e c n e r e f fi d a s i e r e h
t guage
. d e i d u t s y e h t t a h t e g a u g n a l n g i e r o f e h t d n
a Ast heexample, t hei rmotherl anguage
s e s n e t e v a h t o n s e o
d tha texplain an acitvtiy tha thappens in t hepast ,present ,o r
n g i e r o f g n ir i u q c a f o s s e c o r p e h t e c n e u lf n i t h g i m n o it a u ti s s i h T . e m it e r u t u f
g a u g n a
l e .
s t n e d u t s y n a m e r a e r e h t t a h t d n u o f r e ti r w e h t , y d u t s s u o i v e r p e h t n o d e s a B
t c e r r o c e h t g n i m r o f n i s m e l b o r p y n a m e v a h l li t s o h
w sentence susing therulei n
. r a m m a r g h s il g n
E Oneoft hemi st her esearch which wa sdoneby Tiiten i n 2004
h c i h
w focused on the students ’errors in forming posiitve sentences ,negaitve
s e c n e t n e s e v it a g o r r e t n i d n a , s e c n e t n e
s sin implepastt ense .She stated t ha tsome
t n e m tr a p e D h s il g n E f o s t n e d u t
s stli lmadeerrorsi nf ormingt hesentence sbecause
l c e r o m d n a t s r e d n u t o n d i d y e h
t ealry aboutt heusing o fsimple pastt ense .Based
s t n i o p e v o b a e h t n
o ,the wrtie rwould ilke to choose ‘An Erro rAnalysi sin
f o s t n e d u t S e d a r G d n o c e S e h t y b e d a m n o it i s o p m o C g n it ir
W SMKMarsud iLuhu r
II Yogyakarta’ ast het opicoft hisr esearchsince tii ssitllf ounderrorsi napplying
f o e l u r e h
t grammar when they have to wrtie a composiiton .I ti sinteresitng t o
e z y l a n
a theerror son t hegrammarthatt heyproducein t hei rw iritng composiiton
y l e k il e r a t a h t s e s u a c e h t d n
a to be responsible fo rthe error sin thei rw iritng
. n o it i s o p m o c
.
B ResearchProblems
d n a s m e l b o r p d e if it n e d i r e ti r w e h t , n o it a n a l p x e r e il r a e e h t g n ir e d i s n o C
e h t d e t a l u m r o
.
1 Wha ttype soferror sa refoundi ns tudents’wiritngcomposiiton?
.
2 Wha taret hecauses fo theerrors?
.
C ProblemLimtia iton
e z y l a n a o t d e t c u d n o c s i y d u t s s i h
T the error s based on the w iritng
n i s t n e d u t s e h t y b d e tt i m m o c n o it i s o p m o
c SMK Marsud iLuhu rI I Yogyakarta . e
ti m il s i r e ti r w e h
T donly t o t heuse ssubject-verb agreement ,and preposiiton, i n
f o m r o f e h
t simplepastt ensesentences .Based onCompetencyBasedCurriculum
, s l o o h c s h g i h r o i n e s f
o those element so fgramma rare taught i n t he fris tgrade .
s a , s u h
T secondgrades tudentst heyonlyneedt or eviewt hei runderstandingabou t
t a h
t .The reason why grammar wa schosen i stha t because i t o tfen cause s
m e l b o r
p s to t hestudent ssincetherearemany Engilsh grammartha tdo no texis t
inBahasabuti tdoesi nEngilsh, f orexamplet heusageo fpreposiitonand simple
e s n e t t s a
p . T he wrtier also ilmti s the study jus ton w iritng composiiton o f
g n i v i g y b t x e t n o it a r r a
n at opicrelatedt ot heusageo fapprop iratet ense.Thet opic
s
i reallyf amiilarto t hei rdaliyl fie .Thi sstudy i si ntended t oanalyze , ifndoutt he
e h t d n a , s r o r r
e causestha tare ilkelyr esponsiblef ort heerror .sTheparitcipant so f
y d u t s s i h
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.
D ResearchObjecitves m i a h c r a e s e r e h
T s a t descirbing h ow to improve the students ’
i d n a t s r e d n
d n o c e
s gradestudent so fSMKMarsud iLuhu r II Yogyaka tra. Thewrtierstatest he f
o s m i
a thestudyasf ollows.
.
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e d a r
g student so fSMKMarsud iLuhu r II Yogyakarta. .
2 To ifnd out the cause sfo rthe errors made by the second grade student so f
r u h u L i d u s r a M K M
S II Yogyaka tra.
.
E ResearchBeneftis e
h
T wrtier beileve s tha t the study in thi s research wli l give many
s e g a t n a v d
a asf ollow .s
.
1 Fors tudents
e h t n w o n k g n i v a h r e tf
A gramma rmistake sin w iritng Engilsh word sin
simplepastt ense mfor ,t hes tudent sareexpectedt oavoido ranitcipatemakingt he
m e m a
s istake stor educet heerrorsinw iritngacomposiiton. Beside ,st heyarealso
n o n o it a m r o f n i e l b a u l a v d n if o t e l b a e b o t d e t c e p x
e grammaitcalerrorsr elated t o
t c e j b u s , e s n e t t s a p e l p m i
s -verbagreement ,andpreposiiton.
.
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w o n k o t s r e h c a e t p l e h l li w t
I the grammaitcal problems in students ’
g n it ir
w composiiton ,in orde rto improve and develop the students ’ablitiy in
a g n it ir
w nd also ti i sexpected t hatt he resul toft hi sstudy may help t heEngilsh
e g d e l w o n k e v i g o t s r e h c a e
f o e g a s u e h t g n i z i s a h p m e y ll a i c e p s
e subject-verb agreement ,and preposiiton in
s e c n e t n e s e s n e t t s a p e l p m i s g n i m r o
f .
.
3 Fo rothe rresearchers
t y ll u f e p o
H hi sstudy can help others to ge tmore knowledge abou tthe
m e l b o r p ’ s t n e d u t
s s in w iritng composiiton and i ti sexpected tha tthe study can
i l u f e s u e d i v o r
p nformaiton and give sitmulu sto othe rresearcher sso tha tthi s
y d u t
s can beused a sa reference to make new study abou tanalysi so f students ’
r o r r
e s inotherl anguages kill .s
.
F Deifni itono fTerms
s i h t f o t n e t n o c e h t t u o b a s r e d a e r e h t o t e n il e d i u g a
