An analysis of grammatical errors in writing fake text by third grade students in SMPN 8 Makassar. The purpose of this study is to find out what types of grammatical errors there are in writing fake text. After analyzing the data, the researcher found that there are 255 error items made by the students by writing fake text.
In the name of Jesus Christ, Lord of the world who has given the writer grace, blessing, love, opportunity and health so that the writer could overcome all problems and difficulties during the writing of this skripsi. This skripsi is submitted as one of the requirements for completing the study at the Department of English Language Teaching, Faculty of Teacher Education and Education Bosowa University Makassar. The writer realizes that many hands have given their help and helpful suggestions for the completion of this skripsi.
First of all, the writer would like to express her grateful appreciation to the rector of Universitas Bosowa, Prof. The deepest gratitude the writer would like to express to the principal of SMPN 8 Makassar Ruslan, S.Pd., M.M, Damaris Patiung, S. Pd as English teacher of SMPN 8 Makassar, and all the students of class IX.4 of SMPN 8 Makassar for their participation in this research.
CONCLUSION AND SUGGESTION 66
INTRODUCTION
Background
Sometimes, even at university level, students still have many problems expressing ideas through written language. Thornbury (2005:1) states that grammar is a system of rules (patterns) that describe the formation of the meaning of a language. It means that the writer must produce the sentences grammatically so that the reader can easily understand what the writer has conveyed.
In fact, most students still make mistakes in the use of grammar when making an English writing. The students make some mistakes because the language habit of native language is very different from English. Based on the above reason, the researcher is interested in analyzing students' grammatical errors by writing fake text.
The researcher analyzes students' grammatical errors based on the taxonomy of surface strategy, which consists of omission, addition, misformation, and misordering. The researcher will conduct a study entitled “An analysis of grammatical errors in writing parody texts by third grade students of SMPN 8 Makassar”.
Research Question
Objective of the Research
Significance of the Research
Scope of Research
Previous Study
Almost the same as Nurjanah et, al and Herlinawati, Liasari et, al. 2016) also found that students still made errors in all four types of errors of the Taxonomy of Surface Strategy and two types of errors of the Taxonomy of Communicative Effect when producing report text writing. Liasari et al stated that students made errors caused by interference in the mother tongue and lack of vocabulary. And to minimize students' mistakes, the teacher should improve students' knowledge of English grammar by teaching them how to form or construct sentences appropriately and meaningfully, and by showing the functions of the language area itself.
Based on some previous studies above, the researcher can conclude that there are many students who still make mistakes in producing an English writing, especially in writing an English text. For this reason, the researcher is interested in conducting a research with the title "An analysis of grammatical errors in the writing of fake text by students of the third grade of SMPN 8 Makassar".
Some Pertinent Ideas 1. Definition of Grammar
- The Distinction between Error and Mistake a. Definition of Error
- Error Analysis
- Kinds of Grammatical Errors
- Writing
- Spoof Text
From all the definitions above, the researcher concludes that mistakes are a deviation from the rules of the target language that are constantly made by students. It can be said that error analysis is a process based on the analysis of students' errors. He also states that error is the activity to observe, analyze and classify students' error of conveying something from the working system.
In other words, interlinguistic refers to the interference of the natural language (native language) of the learners. These errors occur when learners create a defiant structure based on other structures in the target language. Misformation errors are characterized by using the wrong form of a morpheme or structure.
This involves a comparison of the learner's distinctive utterance with a reconstruction of those utterances in the target language. Error in Tense usually occurs as a result of the influence of mother tongue on the target language such as "He went yesterday". Based on the writing forms above, this text used in this research is one of the narrative forms.
Based on the above explanation, the researcher concludes that spoof text is a text that tells the events of the past with an unpredictable and funny ending.
Conceptual Framework
By providing the orientation, the reader will recognize for the first time who was involved in the story/participants, when/time and where/place. It is also the funniest part of the story, with an unpredictable and funny ending to keep the reader entertained.
METHODOLOGY
Research Design
Population and Sample 1. Population
Instrument of the Research
Procedure of Data Collection
Technique of Data Analysis
Then, the researcher would get data about the students' grammatical errors from their falsified text writing result. This study was conducted to know the types of grammatical errors made by the students in writing fake text. The researcher analyzed the students' errors based on the Surface Strategy Taxonomy, which consists of omission errors, addition errors, misformation errors, and misordering errors.
Findings
- Result of the Data
- Types of the Students’ Grammatical Errors in Writing Spoof Text Following are the samples of the students’ grammatical error in
- I and Fadhil silent for a while. Fadhil and I was silent for a while
- The Percentage of the Students’ Grammatical Errors in Writing Spoof Text
Based on the table above, it can be seen that there are 16 words that have been omitted from past tense. Based on the table above, it can be seen that there are 5 subject words that are omitted by the students. Based on the table above, it can be seen that one word of verb has been omitted.
Based on the table above, it can be seen that 12 auxiliary words have been added to the students' sentences. Based on the table above, it can be seen that 8 conjunctions have been added by the students. Based on the table above, it can be seen that 3 adverb phrases have been added.
Based on the table above, it can be seen that two words are added with the suffix s and ed. Based on the table above, it can be seen that 43 words of the verb have the wrong form. Based on the table above, it can be seen that 8 words of the proposal are incorrectly formed.
Based on the above table, it can be seen that 5 words are in the wrong modal form. Based on the table above, it can be seen that 2 words of the article are incorrectly formed. Based on the table above, it can be seen that 3 words of the adverb are incorrectly formed.
Based on the table above, it can be seen that 7 subjects are incorrectly arranged. Based on the table above, it can be seen that 4 adverbs are incorrectly classified in the students' sentences. Based on the table above, it can be seen that 4 nouns are incorrectly ordered in the students' sentences.
Based on the table above, it can be seen that there is a linking word is misorder. Based on the above table it can be seen that there is a modal word is maladjustment.
Discussion
In this case, the students made such mistakes because they had not mastered how to use verbs correctly, especially when using verbs in the simple past tense. Furthermore, addition is the presence of an item that should not appear in well-formed utterances. The number of addition errors that the researcher found was 33 items (or 12.94%), consisting of the addition of auxiliaries is 12 items, double marking is 4 items, conjunction is 8 items, adverb is 3 items, suffix (es/s, ed /d) are 2 items, and unnecessary words are 4 items.
In this case, the students made the mistakes because they still lack knowledge in using grammar. The researcher found errors of malformation were 103 items (or 40.39%) consisting of malformation in the use of verb is 43 items, help is 32 items, preposition is 8 items, pronoun is 3 items, subject is 2 items, modal is 5 items, noun is 3 items, article is 2 items, adverb is 3 items, conjunction is 1 item, and plural marker is 1 item. The students made such mistakes because they were still confused and difficult to use past tense in writing deceptive text because the students cannot distinguish between L1, L2 and to be was, was, nor knowledge of English grammar do not have.
Meanwhile, misorder errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. In this study, the researcher found that there were 18 items (or 7.06%) consisting of incorrect order in the use of the subject: 7 items, incorrect order of the adverb 4 items, the conjunction is 1 item , the modal is 1 item and the object is 1 item. . The students made mistakes because the students still used the wrong placement of subject, adverb, noun, and conjunction.
Based on the results of the above research, the researcher found that the highest frequency of students' errors in writing mock text based on surface strategy taxonomy is the wrong form with 103 error points or 40.39%. This chapter presents conclusions and suggestions based on the findings and discussion of the data analysis.
Conclusion
Suggestion
Use direct and indirect speech for the dialogues h) Contains twist at the end of story. Who can make a sentence using the words green, pink and yellow?" Kris, the smartest student in the class, quickly raised his hand and answered, "Me, me, sir" said Niel, the dumbest student in the class. class while raising his hand.
When we danced and looked at the camera we put in front of the window, we suddenly saw our teacher behind us in the camera's Hp. And then in the middle of his singing, the teacher immediately came, but my friend didn't know it. In the middle of his song, the teacher immediately came but my friend didn't know it.
My friends and I sing and we didn't know we were recording the Grab driver. My friends and I sing and we didn't know we were being recorded by the Grab driver.
