The aim of this study was to know the highest frequency of students' grammatical errors based on Azar's theory. The last were causes of error; intralingual transfer found 89 errors or 82.40% of the causes of errors the author found in students' writing.
Background of the Study
Based on the background of the study above, interest in doing error analysis to find out what types of grammatical errors, as second grade. These are the reasons for choosing "AN ANALYSIS OF SECOND CLASS STUDENTS' GRAMMATICAL WRITING ERRORS" as the title of this study.
Identification of the Problem
Limitation of the Study
Objective of the Problem
Significances of the Problem
Error
- Definition of Errors
- Differences Between Errors and Mistakes
- Types of Errors
- Causes of Error
Errors show that students cannot correct themselves because the students do not understand what the teacher means, and they also occur because the students do not understand the language rules. Malformation errors are characterized by using the wrong form of the morpheme or structure.
Error Analysis
Definition of Error Analysis
In the correct use of prefabs, put phrases or sentences for different occasions as in "I don't understand how you can do it" only one position of two sentences "I don't understand" and "How can you do it?" . without deletion of ―can. Here, it would be appropriate to mention that although the circumstantial strategy may not always lead to errors, it indicates the learner's insufficient lexical competence. f) Language switching or simply reverting to their native language seen without attempting anything in the target language. Corder defines that errors are the result of some performance failures.17 Whereas, Dulay says that in making errors people cannot learn the material without first making systematic errors because errors are a part of predictable learning.18 So it is impossible that students never make some mistakes in the language learning process.
In other words, it is natural that the learners make some errors and mistakes in their second language learning process. For learners, however, error analysis is necessary to show them in which aspects of grammar that are difficult for them. Another theory comes from James; he says that an error analysis is the process of determining the occurrence, nature and consequence of unsuccessful language.20 A primary focus on error analysis is on the fact that the students' errors provide an understanding of the underlying.
Objectives of Error Analysis
The objectives can also be used as a measure of the effectiveness of their teaching materials and teaching techniques. Moreover, the goals of error analysis can be used to provide data, and then to know the students' errors in foreign language learning.
Procedures of Error Analysis
In this step, the teacher recognizes the champion students as study champions. In this step, the teacher identifies any errors that the students write the narrative text, whether they are grammatical errors, substantive errors, lexical errors, or discourse errors. In this step, the teacher diagnoses the source of errors, induced errors, compound and ambiguous errors.
Phase 4, an evaluation. In this phase, the teacher evaluates the mistakes. A question will arise about the criteria for the severity of errors. In this step, the teacher makes an evaluation after identifying the mistakes and explains why mistakes were made. In this step, the teacher gives feedback to the students; in this case, the students make mistakes when writing narrative text.
Grammatical Errors in Writing
Spelling is how to write a word correctly, spelling errors can be due to lack of knowledge and influence from their mother tongue.31 Students may forget to write the correct word in their paragraph. A capital letter is used at the beginning of all keywords in proper names (personal names and their title, names of countries and other geographical locations, names of nationalities, races and language names of religion, deities and so on)32. In this case, students make this mistake in a person's name and at the beginning of the sentence.
A noun phrase most often functions as a subject, object or complement.33 Students have difficulties when using the structure in English because they do not have relative pronoun change in their mother tongue. This means that a clause or clause separates a subject from the verb.34 The students did not put the correct verb after the noun.
Teaching Writing in Indonesian Schools
Sometimes they focus on vocabulary, so they teach reading so that students can understand what the meaning of each word. There are many words that are different in speech and writing because the students write what the teacher says, not from English. They use both techniques so that the students get the result that can make them satisfied.
These techniques can also help students easily understand the material given by the teacher. Teachers use tenses in teaching writing because they can facilitate students in learning writing, but also tenses. However, students face difficulties in writing sentences in the past simple form.
Relevant References
In speaking, many people do not pay attention to grammar, in writing, the reader will find some grammatical errors because it is written, not pronounced. Most of the students are confused in the use of tenses in their writing and they are hindered by their mother tongue. 36.
Research Methodology
Place of the Research
Respondent
Method of Study
Research Instrument
Technique of Collecting Data
Technique of Data Analysis
Explains the mistakes that the students made in the writing task by modifying the students' mistakes into 4 categories based on James' theory, they are; omission, addition, wrong choice and wrong order. Calculated the percentage of each type of error in each number of items; it can be known where the frequency of mistakes have been made by the students. Explanation: P% = Percent, F = frequency of each type of error (frequency of wrong answer), n = sum of the errors.
Data Description
Error Identification
From the table of summary of the students' grammatical errors above (see table 4. 1), it could be seen that there were many errors of students' writing. The students commit the mistakes in the substance and text level especially in grammar which are classified into grammatical types. From those examples above, the students did not change the main verb that shows the past tense, because the students are writing a narrative writing, that means they have to write in the past tense.
It means that the phrase or sentence separates the subject from the verb.3 Students did not put the correct verb after the noun. The students generalized the meaning of the word, even though it has different uses in the sentence. Most students still face difficulties in translating from their mother tongue to English.
Data Analysis
Modifications of Students’ Errors
This means that they still have difficulty writing English; they leave out a word because they wrote as in the utterance. It showed that most students still have problems choosing a subject from the verb in their writing, and the last levels were nouns, about 8.06%. From the previous surveys taken from Hayatinupus and Diajeng, the same errors were found in the students' writing.
Tense was found as the highest frequency, and noun phrase as the lowest frequency in students' grammatical errors. As Betty Azzar8 says that most students make mistakes in tense because they do not have the changing verb in their language, so they have problems applying tense in their assignment.
TDS) Student’s Writing Grammatical of
FH) Student’s Writing Grammatical of
TM) Student’s Writing Grammatical of
TNJ) Student’s Writing Grammatical of
PJ) Student’s Writing Grammatical of
KH) Student’s Writing Grammatical of
LHA) Student’s Writing Grammatical of
AN) Student’s Writing Grammatical of
After making (5) a wish, she cuts the cake and gives (6) the cake to her parent and friends. The party is over (7), her friends wished her happy birthday and they went home. Time to make a wish, before blowing out the candles, Bella made a wish, she hoped she could get a good score on the final test.
Following a wish, she cut the cake and gave the cake to her parents and her friends. The party was over, her friends wished her happy birthday and they went to their homes.
SK) Student’s Writing Grammatical of
The bell rang again, all her friends came, the party started (1) and bella (2) got some presents for her friends. After that, Bella cut the cake and (4) gave the cake to her parents and her friend. The bell rang again, all her friends came, the party started and Bella got some gifts for her friends.
Then Bella cut the cake and gave the cake to her parent and her friends.
MS) Student’s Writing Grammatical of
Bella's friends were the last to say thank you for the party and Bella's friends returned home.
DYS) Student’s Writing Grammatical of
CH) Student’s Writing Grammatical of
ASD) Student’s Writing Grammatical of
RAB) Student’s Writing Grammatical of
ADL) Student’s Writing Grammatical of
WK) Student’s Writing Grammatical of
FR) Student’s Writing Grammatical of
NK) Student’s Writing Grammatical of
Causes of Errors
Students made mistakes due to the rule of difference between the student's first and second language. In this study, this cause of errors was not found because there was not much time to analyze the students' English textbook or analyze. Further, the result of the causes of errors showed that there are three types of causes of errors made by the students in writing the narrative paragraph, they are; interlanguage transfer or mother tongue influence, intralingual transfer or target language cause and induced errors.
To know the frequency of occurrence from the students' writing, calculation of the number of reasons for errors was used. Based on the above table (Table 4.6), the reason for errors in interlingual transfer was 34.40% or 64 errors because the learners could be influenced by their native language influences in terms of patterns or rules. Then intralingual transfer with 65.60% or 122 errors, because this causes errors to occur due to lack of competence to learn foreign languages.
CONCLUSION AND SUGGESTION
Conclusion
Meanwhile, the result of causes of errors shows that two types of causes of errors are imminent that the students made in narrative paragraph writing they are; interlingual transfer or mother tongue influence, and intralingual transfer or target language cause. The highest frequency of reasons for errors was intralinguistic transfer, because students were still confused to decide whether to use tense, pronoun, adverb of time and place, or even the pattern of the sentence.
Suggestion
The teacher must give feedback to the students' assignment so that the students know about the errors and mistakes they have made;. The students should pay more attention to the teacher's explanation about the material in the classroom, especially in learning a foreign language. Bluman, Allan G., Elementary Statistics: A Step by Step Approach, 5th ed., New York: The McGraw-Hill Companies, Inc., 2004.
Brown, Douglas H., Principle of Language Learning and Teaching, tredje udgave, New York: Prentice Hall Inc, 1994. Error Analysis and Interlanguage, Oxford: Oxford University, 1981 Dullay, Heidi, et al., Language Two, New York: Oxford University Press, 1982 Ellis, Rod, The Study of Second Language Acquisition, Oxford: Oxford University. Willis, Hullon, Structure, Style, and Usage, and Guide to Expository writing, New York: Holt, Rinehart og Winston, 1964.
APPENDICES
