CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
In the research, the data have been collected need to analyze in order to be more meaningful. Commonly, in the research, the term of analyzing data known as data analysis. In analyzing data, errors analysis was used by the researcher as the
method. There are some steps in applying the error analysis method in analyzing data.
Gass and Selinker (2008:103) proposed six steps in conducting an error analysis, include; collect data, identify errors, classify errors, quantify errors, analyze source and remediate. In this research, the researcher used four steps of error analysis, because they were appropriate with the data in the research. The descriptions of those four steps were explained as follow:
1. Collecting data
The first step in conducting errors analysis was collecting data. In this research, the data were acquired from the result of students’writing. Absolutely, the data was in the form of written data. In collecting data of this research, the researcher achievement written test to the students in order to obtain the students’ writing in descriptive text.
2. Identifying errors
Identifying errors refers to the identification of any error which students made in writing. In this step, the researcher would studythe acquired data and try to find out the errors made by students in English sentence structure.
3. Classifying errors
After the errors have been identified, the next step was classifying them into their types. The errors which had been found through the process of identification will be classified in surface strategy taxonomy omission, addition, misformation, and misordering)
N F
X 100 % 4. Quantifying errors
This last step deal with counting how many errors appeared in students’
writing. In this step, the researcher calculated the frequencies of errors, and then tabulated the errors in the form of percentage so that the researcher could identify the most dominant errors appeared in students’ writing. It is necessary to know that the researcher applied certain formula in calculating the errors. The formula stated as follows:
Where :
P =
P : percentage of each error f : number types of error N: the total of the whole errors
CHAPTER 4
RESEARCH FINDING AND DISCUSSION 4.1 Research Finding
After the errors have been identified, the researcher classified the errors based on their types. In this research, the errors made by the students in writing descriptive text were classified based on surface strategy taxonomy. The errors were classified into four types; omission, addition, misformation, and misordering. The identified data were presented in the form of tables which are presented in appendixes.
From the identification, there were some errors found in the descriptive test made by the students. After analyzing and classifying the data, the researcher found 161 errors.
1. Types of Errors
By using Surface Strategy Taxonomy, the researcher found 161 errors in the descriptive test made by the third semester. The researcher found 54 errors of Omission type (Om), 24 errors of Addition type (Ad), 72 errors of Misformation type (Mf), 11 errors of Misordering type (Mo). Thus, there were 161 errors in total. The following analysis concerns about omission, addition, misformation and misordering.
A. Omission
The researcher found 54 errors in terms of omission type. The researcher found six kinds of omission namely: article, preposition, to be as auxiliary, s/es as plural marker, noun , and adverb. Mostly the errors occur in missing part of article.
Secondly, the errors are in missing part of preposition and to be as auxiliary. Thirdly,
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the errors are in missing part of noun and s/es as plular marker, and the last is the error are in missing part of adverb.
4.1 show the frequency and percentage of omission error Type of error Frequency Percentage Omission
- Article 17 31.48%
- preposition 16 29.63%
- to be as auxiliary 16 29.63%
- s/es as plural marker 2 3.70%
- noun 2 3.70%
- adverb 1 1.86%
Total : 54 100%
Each of them is discussed as follows.
a. Omission of article
The researcher found 17 errors in omission of articles. There are two articles in English language. The first one is article “a/an‟. The form “a‟ is used before consonant sounds and the form “an‟ is used before vowel sounds. Here is the example of missing part in article “a‟, “Unismuh is one of privat university in Makassar ”. The correct sentence should be “Unismuh is one of a privat university in Makassar”.
The second one is article “the‟. It is used for referring to somebody or something that has already been mentioned or can be understood. For example “In afternoon, everyone can enjoy the view of sunset in losari beach” The correct sentence should be “In the afternoon, everyone can enjoy the view of sunset in losari beach”.
b. Omission of preposition
The researcher found 16 errors in omission of preposition. A preposition is usually used before a noun or pronoun to show places, positions or times. For example “The alumnus Muhammadiyah university Makassar usually easy to get a job. The correct sentence should be “ The alumnus Muhammadiyah university of Makassar usually easy to get a job”
c. Omission of to be as auxilary
The researcher found 16 errors in omission of to be as auxilary. Omission of ‘be’
happened when ‘am’, ‘is’, ‘are’, ‘was’ and ‘were’ are omitted from sentences. For example “Losari beach one of destination you can visit while you in Makassar City”.
The correct sentence should be “Losari beach is one of destination you can visit while you in Makassar City”.
d. Omission of s/es as plural marker
The researcher found 2 errors in omission of s/es as plural marker. In regular pattern, word or form which express more than one should be marked by (-s/-es) in the end of the word. For example “ There are many hotels,cafe, and others. The correct sentence should be “There are many hotels,cafes, and others”. Another example “ There are many people visit in losari beach with some reason”. The correct sentence should be “There are many people visit in losari beach with some reasons”.
e. Omission of noun
The researcher found 2 errors in omission of noun. For example “they called
‘pisangepe’. The correct sentence should be “ they called it ‘pisangepe’ “. The
example shows that the student should put noun into the sentence to make it grammatically correct
f. Omission of adverb
The researcher found only one error in omission of adverb. For example
“Muhammadiyahuniversity are on the alauddin street”. The correct sentence should be “Muhammadiyahuniversity are located on the alauddin street”.
B. Addition
The second type of the error is addition. The researcher found 24 error of addition type. The researcher found 3 kinds of error in addition namely : double marking, regularization and simple addition.
4.2 show the frequency and percentage of addition error Type of error Frequency Percentage Addition
- double marking 2 8.33 %
- regularization 2 8.33 %
- simple addition 20 83.34 %
Total : 24 100%
Here is the explanation of each error.
a. Double Markings
The researcher found 2 errors in addition type of double markings. An error in which a concept is expressed twice when the language requires its expression only once. For example “Because its students is increase since the new students”.the correct sentence should be “Because it students increase since the new students”.
b. Regularization
The researcher found 2 errors in addition type of regularization. An item, which requires special rules, is indicated by the application of a regular rule or an error. For example “Muhammadiyahuniversity is not really good if we want to looked from facility”. The correct sentence should be “ Muhammadiyah university is not really good if we want to look from facilities”.
c. Simple addition
The researcher found 20 errors in addition type of regularization. If an addition error is not a double marking nor a regularization, it is called a simple addition. No particular features characterize simple addition other those that characterize all addition errors, the use of an item which should not appear in a well-formed utterance. For example “Such as,there are iqra tower, rectoract building, balaisidang,facultybuilding,parkingarea,and others. The correct sentence should be “ Such as, iqratower,rectoractbuilding,balaisidang,facultybuilding,parkingarea,and others”
C. Misformation
The researcher found 72 errors in misformation. There are three types of errors of misformation: one is regularization; another is aarchi-form, and the third is alternating form.
4.3 show the frequency and percentage of misformation error Type of error Frequency Percentage Misformation
- regularization 15 20.83 %
- archi-form 51 70.83 %
- alternating form 6 8.34 %
Total : 72 100%
Here is the explanation of each error.
a. Regularization
The researcher found 15 errors in regularization. Regularization is an item in which a regular marker is used in an irregular one. For Example “Unismuh have menaraIqra building. The correct sentence should be “ Unismuh has menara Iqra building”.
b. Archi-form
The researcher found 51 errors in Archi-form. Archi-forms errors are those that result from selecting wrong class of forms to represent others in the class. For example “There are many faculty and major in there. The correct sentence should be
“There are many faculties and majors in there”. Another example “ In the faculty have very much major”. The correct sentence should be “ In the faculty have many majors”.
c. Alternating Form
The researcher found 6 errors in alternating form. The alternating forms which normally occur as a result of the use of archi-forms that often give way to the free
alternation of various members of a class with each other. For example “Like a banana boat, take any picture, and anithing. The correct sentence should be “Like a banana boat, take any picture, and anything”. Another example “The secont floor, there are economy faculty and agriculture faculty” it should be “The secondfloor, there are economy faculty and agriculture faculty”.
D. Misordering
The researcher found 11 errors in terms of misordering from the text. This kind of error is characterized by the incorrect placement of a morpheme in a sentence. For example “Unismuh is the one of favorite college in city of Makassar”. The correct sentence should be “Unismuh is one of the favorite college in city of Makassar”.
The second example is “Starting from roomclass” it should be “Starting from the classroom”. The third example “Losari beach I think very clean” it should be “I think losari beach is very clean”.
4.4 show the frequency and percentage of misordering error Type of error Frequency Percentage
Misordering 11 100
total 11 100%
2. Tabulation of Error
Here the researcher presents the percentage of the result of the errors after discussing the finding and identifying the errors in descriptive test made by the students. The following table is the percentage of the error occurred.
Table 4.5 frequency and percentage type of error No Type of Error Frequency Percentage
1 Omission 54 33.54%
2 Addition 24 14.91%
3 Misformation 72 44.72%
4 Misordering 11 6.83%
Total : 161 100%
Based on the table above, The total number of errors is 161. The errors that the researcher found in the students’ descriptive test are 72 errors (44.72 %) in misformation type, 54 errors (33.54 %) in omission type, 24 errors (14.91 %) in addition type and 11 errors (6.83 %) in misordering type. Based on the finding, the most dominant error in descriptive test is misformation type.
4.2 Discussion
Dulay et al (1982:150) state that surface strategy highlights the ways surface strategy structure altered : the learners may omit necessary items add unnecessary ones: they misform items or misorder items. Therefore, error types based on surface strategy taxonomy are omission, addition, misformation and misordering. . Omission is typical for the early stages of L2 acquisition, whereas in the intermediate stages misformation, misordering, or overuse are much more common (Dulay et al.
1982:155).
Based on the finding in this research, the third semester students of English department at Makassar Muhammadiyah University made total 161 errors in their descriptive writing. Each type of errors has different frequency of occurrence. The percentage error of omission made by the students was 33.54%, error of addition was 14,91%, error of misformation was 44.72%. and error of misordering 6.83%. The result of the research, the researcher found that the highest frequency of errors made by the students based on surface strategy taxonomy is misformation with 44.72%.
As we know that the misformation error is characterized by the use of the wrong form of the morpheme of the structure. In this case, the students made errors in three kinds of misformation error namely : regularization, archi-form, and alternating form.
The students made a lot of errors because they do not understand to used tenses. for example, “Unismuh have menaraIqra building. The correct sentence should be “ Unismuh has menara Iqra building”. Because has is used with the third singular person.
The students committed many errors not only in misformation error but also omission error. The omission errors are characterized by the absence of an item that must appear in well-formed utterances. In this case, the students’ still face problem in article, preposition be as auxiliary and others. For example “Unismuh is one of privat university in Makassar ”. The correct sentence should be “Unismuh is one of a privat university in Makassar”. The errors made by the students in writing showed that the students’ knowledge of the grammar aspect was low.
The students committed error in another type of error, addition error. As we know that addition errors are characterized by the presence of an item which must not appear in a well-formed utterance. There are three kinds of addition namely : double marking, regularization and simple addition. for example : “Such as, there are iqra tower, rectoract building, balai sidang,faculty building,parking area,and others. The correct sentence should be “ Such as, iqra tower,rectoract building,balai sidang,faculty building,parking area,and others”.
The last is misordering. As we know that Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example “Starting from room class” it should be “Starting from the class room”.
Another example “Losari beach I think very clean” it should be “I think losari beach is very clean”.
CHAPTER V
CONCLUSSION AND SUGESTION 5.1 Conclusion
1. The research shows that the third semester students of English department at Makassar muhammadiyah university made various kinds of errors in constructing sentence. It indicates that the students still have problem in constructing well-formed sentence in writing. Error that was found in students’ writing were :omission, addition, misformation and misordering.
2. Based on the finding in this research, there were 161 errors appeared in students’ writing. The highest frequency of error appeared in students’ writing was misformation with 72 times or 44.72 %. It means that misformation error was the most dominant error done by students. The second frequency of error that appeared in students’ writing was omission with 54 times or 33.54%. The third frequency of error that appeared in students’ writing was addition with 24 times or 14.91%. The fourth of error that appeared in students’ writing was misordering with 11 times or 6.83%.
5.2 Suggestion 1. Student
In writing, the students should know the important of the sentence structure in writing. Many of students do sentence error in their writing. They still have problem in constructing well-formed sentence in writing. The students, now have known the
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errors they made in their writing. The student as learner should learn from their error and not to do the same again, and , if necessary they can look for information from teacher or reviewing related book
2. Other researcher
The other researcher is suggested to use a better method to collect data of their research. He/she should present the findings better and more systematically, so that it can be understood well, and have more benefit to the reader. Furthemore, the other researcher is also suggested to not only concern in sentence structure, but also he/she should add other aspect of writing that can be analyzed.
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THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT (SAMPLE OF THE RESEARCH)
NO NAME CLASS STUDENTS’ CODE
1. Asward Darussalam III. A 1
2. Awaliah Zaenal III. A 2
3. Nurhasni III. A 3
4. Imran III. A 4
5.. Miftah Hulreski III. B 5
6. Andi Riswandi III. B 6
7. Rafli III. B 7
8. Erwin III. B 8
9. Windi Setiawati III. C 9
10. Emilia Sianti III. C 10
11. Rama Farandy III. C 11
12. Rafiqah nur Rahman III. C 12
13. Muhammad Arham III. D 13
14. Rismawati Aris III. D 14
15. Fitriani III. D 15
16. Hendra III. D 16
17. Misbah Ayuzarah A III. E 17
18. Nurhayati III. E 18
22. Besse Nidar III. F 22
23. Nur Fitriani III. F 23
24. Besse Sukma III. F 24
25. Wahid III. G 25
26. Supardi III. G 26
27. Nurul Hidayat III. G 27
28. Silva Liani III. G 28
29. Nurjannah III. H 29
30. Nur Shamirah III. H 30
31. Nurul izza parwati III. H 31
32. Asrijaini Rahma III. H 32
33. Hermiati Ramli III. I 33
34. Hajratul Annah III. I 34
35. Andi Atika Putri III. I 35
36. Reski Amalia Rahmat III. I 36
37. Muhtar Jayadi III. J 37
38. Arifuddin III. J 38
39. Ike Astika III. J 39
40. Fira la husen III. J 40