Another supporting result is a research conducted by Andi Santoso (Program of English Education, Faculty of Language and Art, University of Indraprasta PGRI, 2017) entitled "Morphological Error Analysis On Student's English Narrative Composition: A Survey at Private University in East Jakarta ". The method used in this research is descriptive method. Research conducted by the author has differences compared to previous research on the subject of the research and the research method. It aims to provide a point of view on the ideas in the text, where it organizes itself in another way of writing such as narration, description, exposition and argumentation6.
Meyers argues that writing is a way of producing language that you use naturally when you speak. 6Paramita Kusumawardhani, “The Analysis Of Error Of Omission In English Narrative Composition Made By Efl Students”, Journal of English Language and Education, Vol 3. Based on all these above definitions we can conclude that writing is a cognitive process of expressing thoughts express to others in writing.
It refers to the use of graphic conventions of the language such as punctuation, spelling and capital letters in the written products. It is important that the writer understands other sides of the subject so that the strongest information can be presented to counter the other. The characteristic of good writing is shown by the quality of the writer to create good writing and it is used to determine the success level of writing.
If a paragraph has cohesion, all the supporting sentences must connect with each other to support the topic sentence.
Narrative Writing
That statement explains that the narrative contains some elements that function as parts of the story. These elements are very important to make the story interesting and entertaining for the reader. Based on these definitions, narrative writing can be synthesized as a story that tells about fiction or personal experiences in the past and where character, setting and plot are written in sequence as elements to build the story.
There are many variations of narratives that are subject to classification by literary theorists, especially during the 1950s, a period that has been metaphorically described as the Linné period in the study of narrative16. They are Biography, Fable, Fantasy, Legend, Myth, Short Story, Personal Experience, etc. What the text is talking about in the general part, who is involved in the text and when or where it happened. In this part, the reader will know the main characters of the story, because sometimes the main character is introduced first.
It is the end of the story that contains the solution to the problem in the story. Sometimes the reader will be disappointed when the story ends and it does not match their expectations.
Concept of Grammar
Morphology
According to Haspelmath, morphemes can be defined as the smallest meaningful components of a linguistic expression27. To support this, the word flowers can, for example, broken up into individually meaningful parts: flower + s. For example, the variant /s/ occurs after voiceless stops (books, nuts, taps), the variant /z/ occurs after vowels, voiced stops, laterals and nasals (cars, balls, rings, potatoes, bags, ) and the variant /Iz/.
Other examples of allomorphs of English plural morphemes are: /en/ (schwa) in oxen, vowel change in: man/men, mouse/mice, and the last "nil" in deer/pl-deer, sheep/pl -sheep. For example, adding the prefix un- to the word happy results in the word unhappy. A compound word is a combination of two free forms that exist in all word classes, for example nouns: doorknob, playboy, cut-throat, madman, software, background, outcast, drop-out.
Inflectional morphemes are not used to produce new words in the language, but to indicate aspects of the grammatical function of a word30. That is, inflections are used to indicate whether a word is plural or singular, past or not, comparative or possessive, for example, the suffix "-ed" is used to change a verb into the past tense, and "-ing" indicates that the verb is progressive. The second morpheme –s in the table above, however, is used to indicate possession when attached to a noun.
For example; a) 'Girl's bag' indicates that the bag belongs to one girl, while b) 'Girl's bag' indicates that the bag is a type of bag usually carried by many girls. The -s at the end of the word "drive" means that the person he is singular. So unkind combines unkind and kind into a single new word, but has no special syntactic connections outside of the word -- we can say it's unkind or it's kind or they're unkind or they're kind, depending on what we mean. They're often not productive -- derived morphemes can be choosy about what they combine with and can also have unpredictable effects on meaning.
Thus in governments, -ment, a derivational suffix, precedes -s, an inflectional suffix. In English it can appear either as prefixes or suffixes: pre-arrangement, arrangement. From the study above, it can be concluded that inflectional morphemes are different from derivational morphemes. For example, the present tense morpheme –s in waits shows agreement with the subject of the verb.
For example, morpheme -full in painful has no specific relation to any other morpheme other than the word painful. The suffix -kap occurs, for example, with brother, knight and neighbor, but not with most others.
Definition of Errors
Causes of Error
It covers cases where the learner creates a deviant structure based on his experience with another structure in the target language. It involves creating a deviant structure instead of the two structures of the target language. A mistake of this type is to use the rules in a context where the students do not apply.
For example: It should be Ask him to do it. It involves a failure to learn the most complex type of structure because the learner discovers that he/she can achieve effective communication using relatively simple rules. For example, in foreign language learning, the teacher often uses questioning as a teaching tool to elicit student responses.
Students ignore the rules of the target language when answering or responding to the teacher's questions due to their incomplete knowledge of the target language. It is a class of developmental errors that arise from a misunderstanding of the distinction of the target language because the learner does not fully understand the distinction in the target language. For example: I am boring of that film.
Morphological Errors
Formation of Negative Forms
Most students do not have in-depth knowledge of the rule of adding 'un' or 'in' to form an opposite.
Inconsistency of the target language
Irregularity in Plural
Irregularity in Tense markers
Wrong Usage of Comfused pair words
Confusion in Usage of vocabulary
Inconsistency of the English language patterns also contributes to this condition as the students and teachers do not find such patterns in their mother tongue. I describe the girl for the last twenty years.-Incorrect I admire the girl for the last twenty years.-Correct. Learning words in any second or foreign language program involves not only learning the meanings of the words, but also learning how these words are used appropriately in linguistic, sociolinguistic and cultural contexts.
One way to learn the meaning of unfamiliar words is to observe how they are used and make intelligent guesses. As Nation points out, "in addition to learning new vocabulary, students must be able to use strategies to cope with unfamiliar vocabulary encountered in listening or reading texts, to fill in gaps in productive spoken and written vocabulary , to gain fluency in using familiar vocabulary and to learn new words separately."41.
Errors made by wrong insertion of past tense markers
Errors arising from making uncountable nouns into countable nouns
Errors caused by the wrong use of suffix by adding ‘-ly’
Compound words
Conceptual Framework