THESIS
ANALYSIS OF ERRORS FOUND IN ENGLISH TEXTBOOKS
FOR ELEMENTARY SCHOOL STUDENTS IN SALATIGA
Submitted as a Partial Fulfillment of the Requirements for the Master Degree in Language Studies at Muhammadiyah University of Surakarta
By
Ika Sulistyarini
NIM. S 200 100 026
GRADUATE PROGRAM IN LANGUAGE STUDIES
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
vi MOTTO
You can if you think you can ( George Reeves )
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DEDICATION
With the deepest love, this thesis is dedicated to:
1. my beloved parents “Tamadi, S.Pd and Sri Purwaningsih”
and my brother
2. Aditya Wahyu Nugroho, S.E.,
‘Thanks for your endless loves, prays, supports and encouragement’.
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ACKNOWLEDGEMENT
First of all, the researcher would like to express her greatest gratitude to Allah S.W.T., the Most Grateful and the Most Merciful, who has given her remarkable blessings and guidance so that she can accomplish this thesis.
Her deepest gratitude also goes to Prof. Dr. Bambang Setiaji as Rector of Muhammadiyah University of Surakarta, who has given a chance for her to have education at Muhammadiyah University of Surakarta.
She also like to express her gratitude to Prof. Dr. Khudalifah Dimyati, S.H., M.Hum as Director of the Postgraduate Program of Muhammadiyah University of Surakarta, who has given a chance for her to bear education at Muhammadiyah University of Surakarta.
Her deepest gratitude is also devoted to Prof. Dr. Markhamah, M.Hum as Coordinator of the Graduate Program in Language Studies of Muhammadiyah University of Surakarta, who has given opportunities and supports throughout the accomplishment of this thesis.
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Her biggest thanks also goes to Drs. Sigit Haryanto, M.Hum as the Second Advisor for his corrections, comments and suggestions for the betterment of this thesis.
The researcher also likes to express her thankfulness to the authors of the textbooks since by using their textbooks the researcher can get the data and finish this thesis.
Her deepest gratitude to my father and mother for being the best parents in the universe, thank you for loving and encouraging her all the time. Thank you also for her beloved brother, Aditya.
The researcher also particularly grateful to all friends in Graduate Program in Language Studies Muhammadiyah University Of Surakarta, especially Bu Tati, Bu Laela, Bu Rohimah, Bu Niken, Bang Abrar, Bang Hamjah, Bang Muslimin, Pak Didi, and Galuh for the joyful times we have shared. I love you all.
Finally, thank you very much for everyone that always supports her during her study and thesis writing.
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b. Roles of Textbook ... 19
2. Error Analysis ... 22
a. Notions of Error Analysis ... 22
b. Error and Mistake ... 23
3. Contributions of Error Analysis to Language Teaching ... 24
4. Classifications of Errors ... 25
a. Linguistic Category ... 25
b. Surface Strategy Taxonomy ... 26
c. Comparative Taxonomy ... 31
d. Communicative Effect Taxonomy ... 32
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ... 61
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b. Intralingual Factor ... 98
1) Over-generalization ... 99
2) Ignorance of Rule Restrictions ... 100
3) Incomplete Application of Rules ... 104
4) False Concepts Hypothesized ... 104
c. Author Factor and the Process of Writing Factor ... 105
1) Rarely Using the Target Language ... 106
2) Rush Deadline ... 107
3) No Editor and No Proofreader ... 108
4) Never Getting Training of Writing Textbook ... 109
5) Never Having Experience in Writing Textbook Before .... 110
B. Discussion of the Findings ... 111
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 124
A. Conclusions ... 124
B. Implications ... 126
C. Suggestions ... 127
BIBLIOGRAPHY ... 129
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LIST OF TABLES
Table 1 : Plural Noun Forms ... 34
Table 2 : Article Forms ... 37
Table 3 : Verb Forms ... 39
Table 4 : Types of Preposition ... 44
Table 5 : Time Schedule of the Research ... 60
Table 6 : Frequency of Errors (SWE) ... 87
Table 7 : Frequency of Errors (Logika) ... 89
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LIST OF FIGURES
Figure 1 : Error Number Analysis for Start With English ... 88
Figure 2 : Error Frequency Analysis for Start With English ... 88
Figure 3 : Error Number Analysis for Logika ... 90
Figure 4 : Error Frequency Analysis for Logika ... 91
Figure 5 : Error Number Analysis for ETAS ... 95
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LIST OF ABBEVIATIONS
SWE : Start With English
KKG : Kelompok Kerja Guru
xvii ABSTRAK
IKA SULISTYARINI. S200100026. Analisa Kesalahan yang Ditemukan dalam Buku-Buku Teks Bahasa Inggris untuk Siswa Sekolah Dasar di Salatiga. Tesis. Magister Pengkajian Bahasa. Universitas Muhammadiyah Surakarta. 2012.
Penelitian ini dilakukan dengan tiga tujuan: mengidentifikasi jenis-jenis kesalahan yang ditemukan dalam buku-buku teks bahasa Inggris untuk siswa sekolah dasar di Salatiga, mengetahui jumlah dan frekuensi dari setiap jenis kesalahan, dan menjelaskan penyebab atau sumber dari kesalahan-kesalahan tersebut.
Penelitian ini adalah penelitian kualitatif yang menganalisa kalimat-kalimat yang salah dalam buku-buku teks yang digunakan oleh siswa sekolah dasar di Salatiga pada semester 1 dan 2. Kesalahan-kesalahan tersebut dianalisa dengan menggunakan prosedur analisa kesalahan, yaitu: identifikasi kesalahan, gambaran kesalahan, dan penjelasan kesalahan.
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yang terdiri dari transfer struktur, (2) faktor intralingual yang terdiri dari overgeneralisasi, pengabaian batasan-batasan aturan, penerapan aturan-aturan yang tidak lengkap, dan konsep yang salah, dan (3) faktor penulis dan faktor proses penulisan yang terdiri dari kegunaan bahasa target yang jarang digunakan, deadline yang terburu-buru, tidak adanya editor dan tidak adanya korektor, tidak pernah mendapatkan pelatihan penulisan buku teks, dan tidak pernah mempunyai
pengalaman dalam menulis buku teks sebelumnya.
xix ABSTRACT
IKA SULISTYARINI. S200100026. Analysis of Errors Found in English Textbooks for Elementary School Students in Salatiga. Thesis. Graduate Program in Language Studies. Muhammadiyah University of Surakarta. 2012.
This research was conducted with three purposes: identifying the types of errors found in the English textbooks for the elementary school students in Salatiga, knowing the total number and the frequency of each type of errors, and explaining the causes or sources of those errors.
This research was a qualitative research which analyzed the erroneous sentences in the textbooks used by the students of elementary schools in Salatiga in the 1st and 2nd semester. The errors were analyzed by using the procedure of error analysis, namely: error identification, error description, and error explanation.
The analysis of the errors revealed that there were a number of errors found in the English textbooks for the elementary school students in Salatiga. The errors included errors on plural forms, pronouns, articles, verbs, to be, auxiliary do, tenses, prepositions, conjunctions, and vocabularies. Related to the total number and the frequency of each type of errors, the findings were: First, in Start With English, the author of the textbook made 18 errors. The errors were classified into seven types of errors that consisted of errors on plural forms, pronouns, articles, verbs, to be, auxiliary do, and prepositions. He made errors on plural forms with 4 errors (22.22 %), pronouns with 3 errors (16.67 %), articles with 2 errors (11.11 %), verbs with 2 errors (11.11 %), to be with 3 errors (16.67 %), auxiliary do with 2 errors (11.11 %), and lastly prepositions with 2 errors (11.11 %). Second, in Logika, the author of the textbook made 22 errors. The errors were classified into five types of errors that consisted of errors on plural forms, pronouns, articles, tenses, and prepositions. She made errors on plural forms with 8 errors (36.36 %), pronouns with 7 errors (31.82 %), articles with 3 errors (13.64 %), tenses with 2 errors (9.09 %), and prepositions with 2 errors (9.09 %). Third, in ETAS, the author of the textbook made 123 errors. The errors were classified into nine types of errors that consisted of errors on plural forms, pronouns, articles, verbs, to be, auxiliary do, prepositions, conjunctions, and vocabularies. She made errors on plural forms with 34 errors (27.64 %), pronouns with 25 errors (20.33 %), articles with 19 errors (15.48 %), verbs with 12 errors (9.76 %), to be with 18 errors (14.63 %), auxiliary do with 6 errors (4.88 %), prepositions with 4 errors (3.25 %), conjunctions with 2 errors (1.63 %), and vocabularies with 3 errors (2.44 %). Besides, the results of the analysis showed that there were three sources of errors, namely: (1) interlingual factor made of transfer of structure, (2) intralingual factor made of over-generalization, ignorance of rule restrictions, incomplete application of rules, and false concepts hypothesized, and (3) author factor and the process of writing factor because of the lack of exposure to the target language, rush deadline, no editor and no proofreader, never getting training of writing textbook, and never having experience in writing textbook before.
