Among the total number of research settings, the researcher took one class which XI MIA 1 Consists of 16 students to be sample of this research using purposive sampling technique. The result of the data that the researcher found most types of errors in noun phrase using pre-modifier and post-modifier in wrong order made by the students in using noun phrase. The Lord of the Universe, the researcher can complete this thesis as one of the requirements for Teacher Training in English Education Department of Educational Faculty of Makassar Muhammadiyah University.
Without the blessing and guidance of Allah, it is impossible for the researcher to complete this thesis. The researcher's deepest appreciation goes to her beloved parents, her father Abbas and her beloved mother Suhriati who are already happy in heaven for the endless love, prayers and support. The researcher would like to thank his sister, his aunt, his grandmother, his big family, his beautiful boy and his best friends for the endless love, prayers, support, always reminding to keep going and never give up.
The researcher is grateful to all her students who, as her participant, helped to realize her research. And the researcher is happy to accept more suggestions and contributions from the reader to improve the thesis.
Background
Novianti S (2018) said in her dissertation that the placement of the head in the noun phrase is the most common mistakes made by students; in general, students make mistakes because they interpret them in the rules of the native language. In the sentences, there are different parts in forming a sentence, these are letters, words, phrases, phrases and then sentences. Noun phrase is a group of words in a sentence that behave like a noun in some ways, i.e. subject, object, complement or object of preposition.
Jeffrey Coghil et al., (2003) in their book said that the Grammar of a language is a set of rules that govern its structure. The problem of organizing ideas in speaking or writing can be overcome when we do not know how to put modifiers and pre-modifiers in the right position. Therefore, the noun phrase errors found in the eleventh grade English text can be used by developing teaching materials from the perspective of English subjects.
The biggest mistake is the pre-modifier mistake, the second biggest mistake is the head noun mistake, and the last one is the modifier mistake. Based on these results, we can assume that learners still make mistakes because they are still influenced by the structure of the Indonesian language.
Problem Statement
Significance of the Study
Scope of the Study
Review of Related Studies
The similarity between her research and this one is that both research focuses on the noun phrase. The similarity between their research and this research is that both focus on the error in the use of the noun pharse. The difference between their research and this research is that their research used random sampling while this research uses purposive sampling.
The similarity between her research and this research is that they both focus on errors in the use of nouns. Her research used Google Translate, but this research used written tasks as a research technique. The similarity between their research and this research is the focus on writing, but their research focused on the syntactic error, while this research focused only on the nouns.
The similarity between their research and this research focuses on noun phrase and analyzes the problem. The difference between their research and this research is their research paper as a technique of research and this research uses written task.
The concept of error 1. Definition of Error
- Error and Mistake
- Types of Error
- The Cause of Error
- Sources of Errors
- General Errors in the Use of Modifiers
- Part Of Speech
- Noun
- Noun Phrase
From the explanation above, the author can conclude that correction of errors can be done by identifying errors and mistakes. Omission is indicated by the absence of a specific item that should appear in the sentence. Skeel modifier is a problem that arises because the modifier is in the middle of the sentence and leads to ambiguous meaning.
The words in open class categories can be members of more than one word class. Then, a common name given to people or things in the same class or type is called as a noun. According to Eastwood (2003), “countable nouns can be singular or plural, while uncountable nouns are neither singular nor plural”.
Wren and Martin (2005) described countable nouns as the name of people or things that can be counted. In addition, the definite article 'the' can only be used for the repetition of nouns, if only one noun is involved, and if it is followed by a phrase or sentence. Eastwood (2003) stated that cardinal numbers denote quantity, so they can be singular and plural.
Furthermore, determiner phrases always come and are placed in the first position of the noun phrase. In the same way, Bieber et al. 1999) also classified generic adjectives into premodifiers (as cited in O‟Malley, 2013). In line with Meyer (2009), Eastwood (2003) argued that the adverb can be used before a quantifier or an adjective.
Besides that, the adverb can appear before the main noun directly in the sentence like I was the only teacher in the whole school who didn't have textbooks. Preposition as pre-modifier is placed between determinative clauses and the main noun (Wren & Martin, 2005). Furthermore, nouns can also be pre-modifiers such as the Bus Strike and the Police Report (Biber, Grieve, & Iberri-Shea, 2009).
Determiners are listed first, followed by adjectives, adverbs, prepositions, v-ing/vIII and nouns. Modifiers are the parts that come after the noun.. modifiers can be prepositional phrases, infinitives and relative clauses. a.. a) a company with corporate social responsibility programs.
Conceptual Framework
Research Design
Research Setting and Research Subject
Research Instrument
Data Collection
Technique of Data Analysis
The first step of the error analysis was to identify errors made by the students, the way to identify the errors when comparing the students' test results, and the correct answer. The writer classifies the errors of the students according to types of errors which consist of wrong order in using pre-modifier and post-modifier. In Pre-modifier consists of determiner, adjective and quantifier while In Post-Modifier consists of prepositional phrase, to-infinitive and adjective.
The researcher explained the errors of the students and the calculation of errors to know the percentage of errors. When analyzing the most common types of errors in this research, the author used percentage analysis.
Findings
Error Classification
The data described in this finding was taken from the students' used nouns (Pre-Modifier & Post Modifier) result of class XI. The frequency and occurrence of errors were presented to make it easier for readers to understand the data. The researcher gives the students some questions in tesf. The test consists of 10 numbers, focused on leading students to arranged sentences that had been randomized by the researcher.
Researcher The Classification of Errors in Assessment Based on Pre-Modifier and Post-Modifier in Noun Phrase.
Explanation of errors
The minimum errors were made by students in ToInfinitive with 1 error and the maximum errors were made by students in Definitive with 66 errors.
Discussion
Students Error of English Noun Phrase Using Post- Modifier in English Text
In this research, the researcher found that students made mistakes in English noun phrase by using Pre-Modifier in English text. Based on the previous results, the similarities between their research and this research, the students' error using Pre-Modifier is the highest error. Based on the data analysis, the researcher found that the total number of students failed using pre-modifier of 75 items or 75%.
In this research, the researcher discovered the students' error in English noun phrase using post-modifier in English text. Errors are the result of interference with the learning of the second language due to the habits of the first language. When learning the target language, the learner usually intervenes between his knowledge of the mother tongue and the target language. After collecting data from students' written assignments, errors were identified and classified according to the type of noun phrase error, namely incorrect order.
Based on the data previously presented and discussed, it can be concluded that errors like these can be caused by transfers between languages. In this case, students are influenced by the first language in using the target language. The different systems of the two languages make learning difficult and cause student errors in language learning.
According to the above discussion, in this case, students experience confusion and do not understand the structure of noun phrases. In addition, the results of this research are useful to further investigate the use of noun phrases from other classes and schools to find more valid data on students' errors.
Conclusion
The adjective errors had the fourth highest frequency of occurrence used in the writing done by the students. Based on the data, it was found that the students made mistakes in adjective 13 points or 13% out of the total number of student mistakes. Based on the data, the researcher got the most types of errors in noun phrase using pre-modifier and post-modifier in wrong order made by the students when using noun.
Suggestion
The man coming here yesterday needed some help
At the end of her study, she could complete her thesis with the title Error in the use of noun phrase made by eleventh grade students of Aliyah Bontomarannu Madrasa (A Descriptive Research in MA Bontomarannu).
