AN ANALYSIS OF STUDENTS’ ERRORS IN USING PRONOUNS (Study at the Second Semester Students of English Educational Study Program at
STKIP PGRI Sumatera Barat Academic Year 2017/2018)
Aulia Noverita, Armilia Riza, Rika Afriyanti
Program Studi Pendidikan Bahasa Inggris STKIP PRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mendapatkan informasi tentang persentase kesalahan siswa dalam penggunaan kata ganti benda. Penelitian ini merupakan peneliatian deskriptif dengan pendekatan kuantitatif untuk menganalisa persentase kesalahan yang dilakukan oleh mahasiswa semester dua program studi pendidikan bahasa Inggris di STKIP PGRI Sumatera Barat dalam penggunaan kata ganti benda.
Dalam penelitian ini, peneliti mengambil sampel dengan menggunakan tehnik cluster random. Dimana populasi yang ada berbentuk kelompok atau grup, yaitu terdapat 3 kelas yang terdiri dari kelas 2017 A, B dan C. kelas A terdiri dari 36 orang mahasiswa kelas Bterdiri dari 35 orang mahasiswa,dan kelas C terdiri dari 34 orang mahasiswa.
setelah itu peneliti memilih salah satu dari kelas tersebut secara acak untuk dijadikan sampel dengan menggunakan lot. Kelas yang terpilih yaitu kelas A yang terdiri dari 36 orang mahasiswa.Untuk mengumpulkan data peneliti memberikan tes grammar kepada mahasiswa sebanyak 3 kali dalam waktu yang berbeda. Setelah mendapatkan hasil tes, peneliti menganalisa data tersebut melalui proses error analisis. Setelah melakukan penelitian, peneliti menemukan temuan bahwa kesalahan penggunaan kata gantibenda yang paling banyak terjadi pada reflexive pronoun (53.24%) yang kedua terhadap penggunaan possessive pronoun yaitu sebanyak (29.22%) selanjutnya pada penggunaan object pronoun (14.93 )dan yang terakir dimna kesalahan paling sedikit terjadi yaitu pada penggunaan subject pronoun sebanyak (2.59%)
Kata Kunci: Error Analysis, Pronouns
INTRODUCTION
Grammar is the set of formal pattern in which the words of language are arranged to construct a sentence and convey larger meaning. A good grammar can reduce misunderstanding toward reader or listener. It means that grammar makes a sentence understandable and the reader or listener understand the meaning of a sentence easily. Without having a good grammar, language would be chaotic. In short, that
is why grammar become an important part in language learning and cannot be separated.
Furthermore, every language has different system, such as English and Bahasa. One of them is on the use of pronouns or in Bahasa it is called “kata ganti benda”. Pronouns are used to replace a noun or thing in spoken or written text. In English, there are some types of pronouns. They are: subject
pronoun ( I, we, you, they, he, she and it).
Second, the forms of object pronoun are me, us, you, them, him, her and it. Third, the forms of possessive pronoun are my, our, your, their, his, her, and its. The last, the forms of reflexive pronoun are myself, ourselves, yourself, themselves, himself, herself and itself. etc. Therefore, all of them are used the position of real noun or things Alexander (2003:83).
Meanwhile, the differences of that language system make the students are doubt in choosing and using the correct pronouns. Based on the researcher observation, researcher found that some students in department of English education academic year 2017/2018 still have doubt in using the correct pronouns in a sentence. This is a problem because as English teacher candidate, they should know the basic part of English, and understand English well because it will influence to the quality of them as English teachers.
Therefore, That phenomena need to be analyze through error analysis. Error analysis is an activity to identify, classify and interpret the errors made to obtain information on common difficulties. Error analysis is needed because it is required to know how many of students that still have difficulties in learning English. For students, it is
needed to show them what aspect which is difficult for them, and how they can learn from their mistakes. Analyzing errors is important to minimize students errors. The result of the analysis will give some contributions in reducing errors made by the students in learning English.
RESEARCH METHOD
The design of the research is descriptive research. The researcher used descriptiveresearch because the researcher wanted to describe the common error made by the second semester students in using pronouns at English educational study program of STKIP PGRI Sumatera Barat academic year 2017/2018. According to Knupfer and Mclellan (2001: 1197) “descriptive research might simply reports the percentage summary on a single variable”. It shows that descriptive research tells more explanation about a problem or issue that is investigated. It means thatdescriptive research is a study to identify a phenomena or issue.
In finishing this research, the researcher needs participant of the research. According to Gay and Airasian (2000:281), the selected research participants must be able to provide the desire information and willing to
provide it to researcher. The participants of this researchwere the second semester of English students at STKIP PGRI Sumatera Barat academic year 217/2018.
The researcher used cluster random sampling to select the participant of the research. Cluster random sampling is a technique of choosing sample where population in a research is cluster or in group Bluman (2009: 12). In choosing participant, the researcher wrote the number of each class on the piece of paper. Then, chose one of them randomly and the researcher got A class as the sample of this research. Before decided this technique, researcher has done homogeneity test toward the participant to know weather they have the same average ability or not. After did the test, the result shown that the populations have the same variation. It means that the population in this research have same average ability in grammar.
Based on the explanation of the experts above, the researcher used the cluster random sampling technique to collect the data. Meanwhile, there were three classes of the second semester students from English department, which are divided into session A, B and C. from session A consisted of 36 students, session B consisted of 34
students and 35 students for session C.
In conclusion, there were 105 students who involved in grammar class of the second semester students at STKIP PGRI Sumatera Barat.
In this research, the researcher used test as instrument to collect the data. The test was grammar test in the form of fill in the blank test. The researcher wanted to know from the test was students’
errors in using pronouns in sentences.
This test have been tried out before given to the participants. The purpose is to measure the reliability which support this test to be appropriate as the instrument in this research. The result of te reliability found that there is 0,49 reliability of of the Try Out test. In other words, the test take place on the middle reliability. Thus, this test is suitable to be used as the instrument in this research.
After did the Try Out test and found the reliability, the researcher did the test in three times and analyze the result through error analysis steps and to find out the common error, the researcher used formula by Bluman ( 2009:37) as follow:
x 100%
P= Percentage
F= Frequency of errors
N= Total number of errors frequency
FINDING AND DISCUSSION
After doing the research, researcher found that the final percentage of the common error made by the students. The detail of the percentage can be seen in the table bellow.
Based on the analysis of students’
errors, generally students have the same common errors. As seen on the table above, there are 2.59% frequency of errors in using subject pronoun. It can be said that it is the smallest number among other pronouns. . According to the previous researcher, Nursahadah (2014) she found on her research that subject pronoun has the lowest number of errors.
It is influenced by some factors such as they have better comprehension in using subject pronoun. The students learn about it more than others pronoun. They use that pronoun more often than other pronoun. The lecturer taught them about that pronoun more often than others pronouns. That is why subject pronoun becomes the lowest error among others.
Second is the use of object pronoun. 14.93% students did errors on it. This becomes the moderate number of errors, in other words not many students did errors in using object if it is compared with possessive pronoun (29.22%) and reflexive pronoun (53.24%). The students already knew about about it even there is a little bit of doubtness in its use. As same as in using subject pronoun, the students also have more opportunities in using object. In other word they learn more about it and also it is easier to be practiced in their daily communication by using simple sentence. Third, students’ errors in using possessive pronoun. There are 29.22%
of students did errors.
The last is students errors in using reflexive pronoun which becomes the highest total errors. There are 53.24% of students did errors on it. As the expert states that errors reflect to the competence of learners Brown (2000:
217). it means that if the students did Type of
pronouns
Frequency
of error Percentage Subject
pronoun
4 2.59%
Object pronoun
23 14.93%
Possessive pronoun
45 29.22%
Reflexive pronoun
82 53.24%
Total 154 100%
error in using reflexive pronoun, it can be happened because the students have limited comprehension in the use of reflexive pronoun. Then they have difficulties in using and choosing the right reflexive pronoun in a sentence.
CONCLUSION
Based on the research finding. It can be conclude that the second semester students of English educational study program at STKIP PGRI Sumatera Barat still did errors in using pronoun. The errors consisted of errors of subject (2.59%) errors of object (14.93%) errors of possessive (9.22%) and errors of reflexive (53.24%). In conclusion, the most errors made by the second semester students of English educational study program at STKIP PGRI Sumatera Barat in using pronoun is errors in using reflexive pronouns.
REFERENCES
Alexander, L.G. 2003. Longman English Grammar. London: Longman Press.
Brown, Douglas, H. 2000. Principles of Language Learning and Teaching Fourfthedition.New
York::Longman.
Bluman, G. Allan. 2009. Elementary Statistic. New York: McGraw-Hills
Gay, L. R. Mills, E. G. Airasian, P. 2000.
Educational Research. : Pearson Education
Knupfer, N. Nancy. McLellan, Hillary.
2001. Educational Communication and Technology. Kansas: Kansas State University
Nursahadah. 2014. An Analysis on Students’ Errors in Using Personal Pronoun. Jakarta. Syarif Hidayatullahh State University
