CHAPTER IV FINDINGS AND DISCUSSIONS
A. Findings
1. Kinds of Error in Forming Elliptical Construction
As previously stated in chapter I, the first objective of this study was aimed to know the kind of errors made by the fourth semester students of English Department at Muhammadiyah University of Makassar in forming elliptical constructions in sentences. After collecting and analyzing the data, the researcher found that there were a lot of grammatical errors which commited by the students.
One thousands four hundred and twenty four (1424) grammatical error of sentences on the use of elliptical construction were found. The errors are classified based on surfaced strategy taxonomy as follows.
a. Errors of Ommision b. Errors of Addition c. Errors of Misformation d. Errors of Misordering
The result of thestudents’ error is presented into a table as follows:
No. Kinds of Error Frequency Percentage
1. Omission 693 48.66 %
2. Addition 255 17.91 %
3. Misformation 428 30.06 %
4. Misordering 48 3.37 %
Total 1424 100 %
Table 4.1. Kinds of Error in Elliptical Construction
Based on the table above, it can be seen that the total number of errors are 1424 where omission is the most dominant error with 693 times of appearances or 48.66% from the total number of errors. Furthermore, misformation occupied the second place of the most dominant error with 428 times of appearances or 30.06% from the total number of errors. Addition and misordering took the third and the fourth place of the most dominant appearances.
Addition appears 255 times or 17.91% from the total number of errors and misordering appears 48 times or 3.37% from the total numer of errors.
The data above shows that the students made the most dominant error at omission with 693 times of appearances rather than the other types of error. It means that the students mostly unable to complete an elliptical sentences in a good form of structure which characterized by the absence of an (some) item that must appear in a well-form utterance. The students are also still easily to commit misformation error with 428 times of appearances in forming elliptical sentences.
It characterized by the use of the wrong form of the morpheme or structure.
Addition with 255 times of appearances shows that the students commonly not fully understand the form of elliptical sentences where the
sentences must be decreased, not to be added. This type of error is characterized by the presence of an (some) item which must not appear in a well-formed utterance. Meanwhile, the misordering is less than the other type of error with 48 times of appearances. It shows that did not made too many errors on this part.
This type of error is characterized by the incorrect placement of a morpheme or a group of morpheme in an utterance.
a. Equality Form
The result of the data analysis in the “equality form” of elliptical construction is presented in the table as follows.
No. Kinds of Error Frequency Percentage
1. Omission 609 53.90 %
2. Addition 110 9.73 %
3. Misformation 363 32.12 %
4. Misordering 48 4.25%
Total 1130 100%
Table 4.2. Kinds of Error in Equality Form of Elliptical Construction
There are 1130 total number of errors were found in the equality form of elliptical construction where omission is the most dominant error made by the students with 609 times of appearances. Meanwhile, Misordering was less than the other type of error with 48 times of appearances.
1) Omission Errors
Based on the table above, omission appears 609 times or 53.90%
from the total numer of errors. It becomes the most dominant errors made by the students in the equality form of elliptical construction. Mostly, the
students were easily to omit some particular item of elliptical sentences such as conjunction “and”, auxiliary/verb, connector and even the subject. As an instance; Mahfud has a pair of shoes and so... Shasya. (1l)
The sentences above is not complete yet because the students omitted the verb “has” that suppose to be appear in a well-formed of elliptical sentences. When the students omitted one or more items from the senteces, they are reputed to commit omission error.
2) Addition Errors
Addition appears 110 times or 9.73% from the total number of errors. The students commonly added some items that suppose not to be appear in a well-formed of sentences such as subject, auxiliary/verb and connector. As an instance; The mangoes she bought were spoilt and so does the apples she. (3g)
The students comitted addition error in the sentence above as they added the subject “she” that suppose not to be appear after “the apples” which already become a subject in the sentence.
3) Misformation Errors
This type of error appears 363 times or 32.12% from the total number of errors. It shows that the students still easily to commit misformation error. Sometimes, they are unable to choose the appropriate auxiliary/verb and connector in the elliptical sentences. As an instance:
Mahfud has a pair of shoes and so is Shasya. (1j)
The sentence above indicates that the students commited misformation error. They were unable to choose the most appropriate auxuliary which supposed to be “has” instead of “is”.
4) Misordering Errors
Misordering is less than the other type of error with only 48 times of appearances or 4.25% from the total number of errors. Some students commited this error as they placed some items such as subject, auxiliary/verb and connector in the incorrect position. As instance; Mahfud has a pair of shoes and so Shasya has. (1k)
The sentence above has prove that the students committed misordering error as they placed the auxiliary “has” in the incorrect position after subject “Shasya” which supposed to before the subject “has Shasya”.
b. Contradictory Form
The result of the data analysis in the “contradictory form” of elliptical construction is presented in the table as follows.
No. Kinds of Error Frequency Percentage
1. Omission 84 28.57 %
2. Addition 145 49.32 %
3. Misformation 65 22.11 %
4. Misordering 0 0 %
Total 294 100 %
Table 4.3. Kinds of Error in Contradictory Form of Elliptical Construction There are 294 total number of errors were found in the equality form of elliptical construction where addition is the most dominant error
made by the students with 145 times of appearances. Meanwhile, Misordering was not found in this part of elliptical sentences.
1) Omission Errors
Based on the table above, omission appears 84 times or 28.57% from the total number of errors. In this part of elliptical construction, the students were easily to omit some particular item of elliptical sentences such as conjunction modals, auxiliary/verb and negative phrase “not”. As an instance;
I will give you some money but they.... not. (22c)
The sentences above is not complete yet because the students omitted the modal “will” that suppose to be appear in a well-formed of elliptical sentences. When the students omitted one or more items from the senteces, they are reputed to commit omission error.
2) Addition Errors
Addition is the most dominant error which commited by the students with 145 times of appearances or 49.32% from the total number of errors.
The students commonly added some items that suppose not to be appear in a well-formed of sentences such as subject, auxiliary/verb and modals. As an instance; I will give you some money but they are will not. (22d)
The students comitted addition error in the sentence above as they added the auxiliary “are” that supposed not to be appear along with modal
“will”which already exist in the sentence.
3) Misformation Errors
This type of error appears 65 times or 22.11% from the total number of errors. It shows that the students still easily to commit misformation error in this part of elliptical construction. Sometimes, they are unable to choose the most appropriate auxiliary/verb, modals and subject in the contradictory form of elliptical sentences. As an instance: My sister goes to Surabaya to visit my uncle but my brother did not. (21a)
The sentence above indicates that the students commited misformation error. They were unable to choose the most appropriate auxuliary which supposed to be “does” instead of “did”as the first sentence is a present form, so the elliptical sententence must be in the present form too.
4) Misordering Errors
The students are indicated to commit misordering error when they placed some items such as subject, auxiliary/verb and modals in the incorrect position. But, there is no appearances of this error were found in the contraductory form of elliptical sentences.
2. Sources of Errors in Forming Elliptical Construction
As previously stated in chapter I, the second objective of this study was aimed to know the sources of errors made by the fourth semester students of English Department at Muhammadiyah University of Makassar in forming elliptical constructions in sentences. After collecting and analyzing the data, the researcher found that there were a lot of grammatical errors which commited by the students which caused by the following source of error;
a. Overgeneralization
b. Ignorance of rule restriction c. Incomplete application of rule d. False concept hypothesized
The description of the students’ sources of error was presented as follows:
Figure 4.1. Sources of Errors in Elliptical Construction
Based on the chart above, it can be seen that omission errors were caused by the incomplete aplication of rule, addition errors were caused by the ignorance of rule restriction, misformation errors were caused by the overgeneralization and misordering errors were caused by the false concept hypothesized.
KINDS OF ERRORS
Omission Incomplete Application
of Rule
Addition
Misformation
Misordering
SOURCES OF ERRORS
Ignorance of Rule Restriction
Overgeneralization
False Concepts Hypothesized
The result of thestudents’ sources of error is presented into a table as follows:
No. Kinds of Error Sources of Error Frequency Percentage 1. Omission Incomplete application
of rule
693 48.66 %
2. Addition Ignorance of rule restri- ction
255 17.91 %
3. Misformation Overgeneralization 428 30.06 %
4. Misordering False concepts hypothe- sized
48 3.37 %
Total 1424 100 %
Table 4.4. Sources of Error in Elliptical Construction
Based on the table above, it can be seen that the total number of the sources of errors are 1424 where Incomplete application of rule is the most dominant sources of error with 693 times of appearances or 48.66% from the total number of sources of errors. Furthermore, overgeneralization occupied the second place of the most dominant sources of error with 428 times of appearances or 30.06% from the total number of sources of errors. Ignorance of rule restriction and false concepts hypothesized took the third and the fourth place of the most dominant appearances. Addition appears 255 times or 17.91% from the total number of sources of errors and misordering appears 48 times or 3.37% from the total numer of sources of errors.
The data above shows that there are similarities of the frequency and percentage between the kind of errors and sources of errors. It happens because each kinds of errors are caused by the overgeneralization, ignorance of rule restriction, incomplete application of rule, false concept hypothesized. The clear explanation is presented as follows.
a. Omission
As the researcher has explained above, the omission eror is characterized by the absence of an (some) item that must appear in a well- form utterance. This kind of error is simply caused by the incomplete aplication of rule. Students are failing to fully develop a structure and making an incomplete sentence. As an instance; Mahfud has a pair of shoes and so...
Shasya. (1l)
In the sentence (1l) above, the students are unable to complete the sentences as they failed to fully develop a structure by ommiting the auxiliary
“has”.
b. Addition
This kind of error is characterized by the presence of an (some) item which must not appear in a well-formed utterance. It might be caused by Ignorance of rule restriction. As an instance; The mangoes she bought were spoilt and so does the apples she. (3g)
In the sentence (3g) above, the students failed to restrict the use of subject in elliptical sentences where the subject must follow the first sentence.
Meanwhile, they added another subject “she” where the subject “the apple” is already exist.
c. Misformation
Misformation error is characterized by the use of the wrong form of the morpheme or structure. It might be caused by the overgeneralization. The
students commonly generalize the use of auxiliary/verb, subject modals and connectors. As an instance; Mahfud has a pair of shoes and so is Shasya. (1j)
In the sentence (1j) above, the students generilized the use of auxialiary where they use “is” in the elliptical sentence that suppose to be
“has” because the elliptical sentence must follow the first sentence. So, the most appropriate auxiliary is “has” instead of “is”.
d. Misordering
This kind of error is characterized by the incorrect placement of a morpheme or a group of morpheme in an utterance. It might be caused by the false concepts hypothesized. The students usually fail to identify and comprehend the use of auxiliary, subjects and connectors in the correct position which made them placed some items in the incorrect position. As an instance; Mahfud has a pair of shoes and so Shasya has. (1k)
In the sentence (1k) above, the students failed to placed the auxiliary
“has” in the correct position. It supposed to before subject “has Shasya” not after the subject “Shasya has”. It can be caused by their failure to to comprehend that there is n exchange position on the use of subject and auxialiary when we use “so” a connector in the elliptical sentence. Itsupposed to be so + auxiliary + subject, not the opposite of it.
B. Discussions
The result of the study mentioned above has collected some important information from the student’s sentences. The study reveals errors that the students made in their paper assignments. Also, the grammatical errors that
occurred in this study belong to four types; omission, addition, misformation and misordering. Additionally, it can be known the sources that influence the grammatical errors made by the students. Those are overgeneralization, ignorance of rule restriction, incomplete application of rule and false concepts hypothesized.
According to the analysis result, it can be seen that there are 50 students from 10 different clsses as the subjects of the research that had made the four types of errors. The total number of grammatical errors in elliptical sentences are 1424 errors. It indicates that 100% subjects had made a lot of errors on the use of elliptical construction. Meanwhile, the omission error that indeed become the most frequent error with 693 times of appearances or 48.66% from the total errors. Some errors and the sources of errors are presentend below based on the analysis result.
1. Error of Omission and Its Source
In elliptical construction, the sentence is devided into two; main sentence and elliptical sentence. The elliptical sentence must follow the main sentence in order to choose the most appropriate connector, auxiliary or verb and subject.
Meanwhile, the students commonly arrange an incomplete elliptical sentences as they omitted some particular of the sentence such as; the subject, auxiliary/verb connector and even conjunction. Some errors that the students committed in this are is presented as follows.
a. Mahfud has a pair of shoes and so* Shasya. (Sentence 1.l.) Correct sentence: Mahfud has a pair of shoes and so has Shasya.
b. The mangoes she bought were spoilt*so does she. (Sentence 3.c.)
Correct sentence: The mangoes she bought were spoilt and so were the apples.
c. Anisawill not come to your house at six o’clockand neither* Safri. (Sentence 4.g.) Correct sentence: Anisawill not come to your house at six o’clockand neither will Safri.
d. I will give you some money but they* not. (Sentence 22.c.) Correct sentence: I will give you some money but they will not.
Error on those four sentences above are caused by the incomplete application of rule as the students arrange those incomplete elliptical sentences by omitting some particular part of the sentence. On the sentence (1l) the student omitted the verb “has” that should appear as the main sentence using “has” as a verb of the sentence. It is similar with the sentence (4g and 22c), the students omitted the modal “will”. Meanwhile, on the sentence (3c), the students omitted the conjuction “and” which become a particular part of compound sentence.
2. Error of Addition and Its Source
As the previous explanation in the research findings, this error is characterized by the presence of an (some) item wich must not appear in a sentence. In forming elliptical sentences, the students usually added unnecesary word or phrase that makes them committed addition error. Some errors that the students committed in this are are presented as follows.
a. The mangoes she bought were spoilt and so does the apples she*. (Sentence 3.g.) Correct Sentence: The mangoes she bought were spoilt and so does the apples.
b. I will never believe that you are bad. They will never believe that you are bad* either.
(Sentence 8.i.)
Correct Sentence: I will never believe that you are bad. They will never either.
c. I am thinking about this problem now and you are being* too. (Sentence 9.g.) Correct Sentence: I am thinking about this problem now and you are too.
d. I will give you some money but they are* will not. (Sentence 22.d.)
Correct Sentence: I will give you some money but they will not e. We are diligent students but they aren’ttoo*. (Sentence 26.f.)
Correct Sentence:We are diligent students but they aren’t.
Errors on those four sentence above are caused by the ignorance of rule restriction as the students as the students fail to restrict of using some word or phrase that supposed not to be appear on the elliptical sentences. On the sentence (3g), the students added the subject “she” that supposed not to be appear as the subject “the apple” is already exist. On the sentence (8i), the phrase “believe that you are bad”is not supposed to be appear as in elliptical sentence, we try to make a brief sentence. So, some phrase from the main sentence should be missed out to avoid unneccesary repetition.
The sentence (9g) shows that the students added the word “being” that suppossed not to be appear. In elliptical sentences, we only need to consider the first auxiliary/verb of the main sentence in order to arrange the elliptical sentence.
The main sentences of (9g) is using “am” as an auxiliary, so we only need to put auxiliary “are” on the elliptical sentence. It is unneccesary to add “being” after all.
It is also occur on the sentence (22d) where the students added auxiliary “are”
after the subject that supposed not to be appear as the modal “will” has already been ther.
The last sentence (26f) indicates that the students added the connector
“too” which supposed not to be appear on the contraductory form of elliptical sentences. The connector “too” is only used for positif form of equality form.
3. Error of Misformation and Its Source
This error is characterized by the use of the wrong form of the morpheme or structure in forming elliptical sentences. The students usualy use some morphemes or phrases which is not suitable with the main sentences. Some errors that the students committed in this area are presented as follows.
a. The old man hardly walks on the street and so* does the old woman. (Sentence 2.h.) Correct Sentence: The old man hardly walks on the street and neither does the old woman.
b. She goes to school every day and so are* they. (Sentence 5.h.) Correct Sentence: She goes to school every day and so do they
c. My brother never asks me to play football together while my friends will*. (Sentence 27.h.)
Correct Sentence: My brother never asks me to play football together while my friends do.
Errors on those three sentences above are caused by the overgeneralization. The students commonly generalize the use of auxiliary/verb, modals and connectors in forming elliptical sentence which not suitable with the main sentence. On the sentence (2h), the students use a wrong connector “so”
which supposed to be “neither” as the main sentence indicates a negatif sentence.
The sentence (5h) shows that the students use a wrong auxiliary “are” which supposed to be “do” as the main sentence using “goes” as a verb. On the last sentence (27h), the students use a wrong modals”will” which supposed to be an auxiliary “do” as the main sentence uses “ask” as a verb.
4. Error of Misordering and Its Source
This error occurs when the students placed a morpheme or phrases in a wrong position of elliptical sentences. The students usually exchange the position