INTRODUCTION
Background
This shows that the students still easy to commit some mistakes in the formation of elliptical construction. Meanwhile, the researcher intended to extend the previous research in analyzing the students' errors using surface strategy taxonomy (Dulay, Burt and Krashen, 1998) in order to deeply understand the students' errors in the formation of elliptical construction. to investigate. The aim of this study was to analyze the students' grammatical errors and the sources of errors in the formation of elliptical construction in sentences and hope.
Problem Statements
It becomes the most dominant error of students in the form of equality of elliptic construction. The students made an additional mistake in the above sentence by adding the subject "she" which is not supposed to appear after the "apples" which have already become the subject in the sentence. In sentence (3g), the students added the subject "she" which was supposed not to appear as the subject "apple" already exists.
Objectives of The Study
Significance of The Study
The researcher expected this study to be useful for teachers, students and also researchers who read the results of the study. The results of this study were expected to be useful in teaching English, especially in the grammar part. This study was expected to be able to help readers or other researchers to do the same related research.
Scope of The Study
Pradhoto (2013) stated in her research that “1) students' errors can be categorized as three types of errors, 2) the highest percentage of errors is shown in errors in applying simple past verbs, i.e. some solutions must be are done by English teacher to overcome the mistakes made by the first year students of SMK Negeri 2 Salatiga in the academic year of. A total of 1130 errors have been found in the equality form of elliptical construction, with omission being the most dominant error made by the students with 609 occurrences. In the above sentence (1k), the students failed to place the attachment. has” in the correct position.
REVIEW OF RELATED LITERATURE
Previous Related Research Findings
The writer concluded that students still made grammatical errors, with the most dominant errors students made being pattern errors with a total of 238 or 75.56%. According to the result of the study, many mistakes in the students' paper assignments were due to several factors. Based on the several research findings above, the researcher concluded that students mostly commit grammatical errors in their writing construction.
Pertinent Ideas
- The Concept of Sentences
- The Concept of Grammar
- The Concept of Error Analysis and Source of Error
- The Concept of Elliptical Construction
Intralingual errors are those that are the result of the language being learned, independent of the mother tongue. He should go to the hospital but/ while she should or She shouldn't go to the hospital but/ while he should. Sentence (2) is the opposite of the first sentence where the correct conjunction is "too" or "so" instead of "neither" as it is a positive sentence.
Conceptual Framework
As a result of this research, the researcher intended to identify the types and sources of students' errors in forming an elliptical construction. The researcher classified students' errors into several categories based on the surface strategy taxonomy (Dulay, Burt, & Krashen, 1998). The aim of the study was to find out the type and sources of errors made by students.
Collection is the most dominant error made by students with 145 occurrences or 49.32% of the total number of errors. This shows that students still easily commit malformation errors in this part of the elliptical construction. Also, the sources that influence students' grammatical errors can be identified.
The sentence (9g) shows that the students added the word "creature" that should not appear. The last sentence (26f) indicates that the students added the plug. also", which should not appear on the contradictory form of elliptical sentences. The most dominant error made by the students in forming elliptical construction was the omission, which is due to the incomplete application of rule.
Based on the research results, it appears that the students made a total of 1424 errors, with omission being the most dominant error with 693 occurrences or 48.66% of the total number of errors.
RESEARCH METHOD
Research Design
In this research, the researcher used a descriptive method in terms of analyzing the students' error in using elliptical sentences. The data collected through the test was tabulated and then classified to find the errors committed by the students. This will be done by dividing the students' error answer by the total number of items, after which the error is classified in a table of types of errors that the students mostly committed.
Research Variable and Indicators
The researcher chose the fourth semester students of the Department of English at Muhammadiyah University of Makassar as the population of this study. The students of the fourth semester English department at Muhammadiyah University of Makassar were divided into ten classes; they were BG IV A, BG IV B, BG IV C, BG IV D, BG IV E, BG IV F, BG IV G, BG IV H, BG. In this study, the researcher used a truly random sample, where five students in each class were randomly selected as a representation of the whole class (Arikunto, 2006).
The sample was taken from fourth semester students of the English department at Makassar Muhammadiyah University. The names of five students from each class were randomly called based on their number on the chaperone list. Five names of students from each class were the sample of this research.
In this research, the researcher used a test as the instrument of the research (Arikunto, 2006). Here the researcher used an error analysis test to find out the errors made by the students which was divided into sentence completion and sentence combination test as the instruments of the research. The test was given to know and identify the errors made by the students in the composition of elliptical constructions and the error sources.
Data Collection
Data Analysis
The researcher analyzed the data that had already been collected and then determined what mistakes the students had made. The data above shows that the students made the most dominant omission error, with 693 occurrences, rather than the other types of errors. The students can also still easily make malformation errors with 428 occurrences when forming elliptical sentences.
The collection of 255 occurrences shows that students usually do not fully understand the form of elliptical sentences where. The sentences above are still incomplete because the students omitted the verb "has" that is supposed to appear in a well-formed elliptical sentence. The sentences above are still incomplete because the students omitted the modal "will" that is supposed to appear in a well-formed elliptical sentence.
The students made an addition error in the above sentence by adding the auxiliary “so” which should not appear with the modal. In the sentence (3g) above, the students failed to limit the use of the subject in elliptical sentences where the subject must follow the first sentence. In the sentence (1j) above, the students have generalized the use of the auxiliary where they use “is” in an elliptical sentence that is supposed to be.
The error in these four sentences above is due to the incomplete application of the rule, as students edit these incomplete elliptical sentences by omitting a certain part of the sentence. In sentence (3c), however, the students omitted the conjunction "and", which become a single member of the compound sentence. Sentence (5h) shows that the students are using the wrong auxiliary "so" which should be "do" as the main clause using "go" as the verb.
The students usually exchange the position. of morpheme that is not supposed to be done in the formation of elliptical sentences. It is the same with the sentence (1k) where the students are supposed to put the subject "Shasya" after the auxiliary "had".
FINDINGS AND DISCUSSIONS
Findings
- Kinds of Error in Forming Elliptical Construction
- Sources of Error in Forming Elliptical Construction
Discussions
- Error of Omission and Its Source
- Error of Addition and Its Source
- Error of Misformation and Its Source
- Error of Misordering and Its Source
Meanwhile, the students usually arrange an incomplete elliptical sentences as they have left out a particular of the sentence such as; the subject, auxiliary/verb conjunction and even conjunction. When forming elliptical sentences, the students usually added unnecessary word or phrase which makes them commit addition error. Errors on the four sentences above are caused by the ignorance of rule restriction as the students as the students fail to restrict the use of some word or phrase that is supposed not to appear on the elliptical sentences.
The students usually use some morphemes or phrases that do not match the main sentences. The students usually generalize the use of auxiliaries/verbs, modals and conjunctions in forming elliptical sentences that do not match the main sentence. In the last sentence (27h), the students use an incorrect modal "will" which is supposed to be an auxiliary "do" since the main sentence uses "ask" as a verb.
This error occurs when students place morpheme or phrases in the wrong position of elliptical sentences. Students usually do not recognize and understand the use of subjects, auxiliaries/verbs, modals and conjunctions in the correct position of elliptical sentences. In the last sentence (9j), the students were asked to put the conjunction "also" in the right place, which should be at the end of the elliptical sentence "you are too", not at the beginning of the sentence or after the conjunction.
According to the findings, it can be seen that the students still have problems in composing elliptical constructions, therefore they should pay more attention to their study of grammar, especially elliptical constructions in the way of completing the part of sentence as it becomes an aspect . of the most dominant error (omission) they committed. Because the results showed that the students did not seem to fully understand how to distinguish the use of auxiliary or elliptical conjunctions in elliptical constructions. Teacher can apply a method where he/she explains the correct uses of auxiliaries and elliptical conjunctions, gives examples of the use, and tests the students' understanding which will make sure that the students really.
Maryam ate a piece of bread for breakfast and so did my mother. never bought shoes for me and my mother. You seldom cleaned your house and also… bring you a new magazine and He would too.
CONCLUSIONS AND SUGGESTIONS
Conclusions
Suggestions
