LEGALIZATION OF THE THESIS EXAMINATION BOARD This dissertation is entitled “THE ERRORS IN THE APPLICATION OF WH QUESTION IN LISTENING COMPREHENSIVE MADE BY THE STUDENTS OF THE ENGLISH EDUCATION DEPARTMENT OF PALANGKA RAYA STATE ISLAMIC COLLEGE”. In the name of Kartika Yulindari, and her student registration number is 0301120084 Alhamdulillah and praise be to Allah SWT the Almighty, due to His blessing and mercy the writer is finally able to publish this dissertation titled: The Enon in Applying llh-Question in Listening Comprehension Faced by the Students of English Education Department of Palangka Raya Islamic. State College,. This thesis has been written in order to fulfill one of the requirements to obtain Sarjana Pendidikan Islam (S.Pd.l) title in English Education, Department of Education, Islamic State College of Palangka Raya.
Khairil Anwar, M.Ag., as the principal of the Islamic State College of Palangka Raya who has provided guidance and encouragement in the completion of this thesis. I myself make the declaration that this resis gives justice to ERRORS IN APPLYING THE WH QUESTION IN LISTENING COMPREHENSION FACED BY MY STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF ISLAMIC STATE COLLEGE PALANKA RAYA, it is really my writing. The result showed that the highest type of errors in the application of listening comprehension questions made by the students was malformed with the frequency of.
UNDERSTANDING MADE BY THE STUDENTS OF THE DEPARTMENT OF ENGLISH EDUCATION OF PALANGKA RAYA ISLAMIC STATE COLLEGE.
CHAPTER II REVIEWOFERRORANALYSIS, WH.QUESTIONAND LISTENING COMPREHENSION
The hior of Studies B. The defrnition of Errors
CHAPTERIII RESULTOFTHE STUDY
CTIAPTER IV CLOSING
APPENDIX
LIST OF APPENDIX
OHAP-IEQ I
CHAPTERI INTRODUCTION
The title of this study is: "A great deal on the use of wh-question in listening comprehension by students of the Department of English Education at the Islamic State College of Palangka Raya". What kinds of mistakes did the students of the English Education Department of Palangka Raya Islamic State School make when using the Listening Comprehension report. What are the possible causes of the students' errors in the Islamic State College of Palangka Raya Department of English Education when using listening comprehension questions.
To identify types of errors, it is made by the students of the English Education Department of Palangka Raya Islamic State College in the application of wh-question to listening comprehension. To identify possible cause of mistakes made by the students of the English teaching department of Palangka Raya Islamic State College in the application of wh-question on listening comprehension. According to Usman and Akbar, validity is closely related to the accuracy of the instrument to the students' mastery being measured" In this study, the.
Then the result of applying the above formula is related to the following qualifications.
OHAPTEP II
CHAFIERII
Addition
They are characterized by the presence of an element that must not appear in the generated sentence. 32. No special feature characterizes simple addition, other than those that characterize all errors in addition, the use of an element that should not appear in a properly formed statement.
Malformation
Enors made by students are caused by the interference of thc complex language system being leam that they call intralinguistic and developmental error.38. Errors in foreign language learning are something inevitable, moreover, the differences between the source language and the target language can cause the student's error should be accurately predicted in order to overcome the problems students face in learning the foreign language. a foreign language. Regarding the above statement, it is clear that this analysis can solve the common weaknesses that students need in knowing a foreign language.
In short, error analysis itself is a way of solving students' problems in learning a foreign language, including analyzing the types, origins and causes of errors. In addition, based on the student's tasks, it can provide information about the extent to which students have mastered the target language. In addition, the ertoral analysis is a point of reconstruction that can avoid or even reduce the errors likely to have been made by the students.
To get the percentage of mistakes made by the students, the formula of Sudijono is used. The result of her studv showed that the highest percentage was omission and the last was addition. : in riouble markins. r. Ilrror anaivsis in writins nresent continuous and nast continuous tension, obtained bv the second vear student MTsN-2 Palangkaraya written by Siti .. categories of errors, to stude.i, :. l .. categories of errors students made are in misor In addition, the differences between the source and target languages that may cause learner error must be accurately predicted in order to overcome the difficulties that learners face in learning a foreign language. In relation to the above statement, it is clear that error analysis can overcome the common weaknesses that students need in learning a foreign language. Bdefly, error analysis itself is a way of solving students' problems in learning a foreign language, including analyzing the types, origins and causes of errors. And also based on the mistakes made by the student, it can give information about how well the students have mastered the target language. Based on the example above, the students may make mistakes in the formation of the verb, because in Indonesian sentence all verbs do not change for each pronoun, in Indonesian there are no tenses in English. Similarly, Alexander in Tandang stated that to ask questions of the word-question type + inversion to elicit any element in a sentence other than the idanti$ of the subject.6. Alexander says that a question word that requires a subject identifier is called a subject-question. Who also as an intenogative pronoun is a substitute for the interrogative word that is used for the people as the subject or for the people who perform an activity either singular or plural. Tlut is also an interrogative adjective used to ask about the object of the question. That is used to ask both people and things as an optional subject.52 The optional object meant that more than one subject had to be asked. Die must be separated from the noun by van and to be, because it is called. That is also an intermgative adjective used to ask about the object of the. sentence about people or things when there are only a few to choose from. Asking who is the replacement of the question word used for people as an object. Your mother has sent a letter to wbnr. of which can be used to talk about property.53 The intenogative whose is used to ask for property. If is also as an interrogative adjective, which is used to ask about the object of. Ifihose is also an interrogative adjective used to ask for the object of the property judgment. Interactive listening situations include face-to-face conversations and phone calls, where we can take turns listening and speaking, and where we have a chance to ask for clarification, repetition or slower speaking from our interlocutor. In such situations, we usually do not have the opportunity to ask for clarification, slow down, or repeat.54. Listening skills are taught so that students can make a plausible reconstruction of the likely events heard by the speaker. O]IADTEP III Based on the result of the above test, it could be seen that the total frequency of errors made by the students when applying the 30-item listening comprehension question was 423. It was on average that the students made mistakes in all types. of topic for applying wh-. Based on the table above, the biggest mistake the students made was applying wh{uestions'\ hat" with a frequency of 88 (20.8%). The enor that the students made from this type and classification took place in I (one) point. The mistake made by the students based on this type and classification consisted of 3 (three) points. The error made by the students based on this type and classification consisted of 18 (eighteen) items. In this item, the students made a mistake when ranking the sentence. For example: What time were father and mother ready. In this item, the students made a mistake when ranking the sentence. For example: Whose is it? In this item, the students made a mistake when ordering the sentence. For example: What time was it? OHAPTEQ IV CIIAPTER IV L The students showed that they had a better command of their listening skills by having small group discussions where they learned the material so that they could share their ideas, knowledge and experiences. The lecture showed that there are many exercises and assignments that help the students improve their knowledge, mastery and performance, and the students who are weak in listening comprehension can gradually improve their scores. The institution has shown that more English references should be added, especially the up-to-date books and the materials taught should be balanced with the time spent teaching, so that the materials can be fully taught to the students . QETEQEI\OES INTERNET RESOURCES The next day dad came out as did Tommy when they discovered the package contained an electric train set. Tommy stayed with his dad for about an hour, but eventually got bored with the train set and went into the living room to see the rest of his parents. 34;He built my train set this mom and he's been playing with it ever since!". Alison heard her husband park the car outside the house and immediately went out to talk to him. We chatted and then without thinking, I asked her and her husband to come and have dinner with us tonight. Whose 3. What Where 7. Who 1 1 IlfqflT[rl_oId- ll l0l1 EMTqI l0lll lo lo 0 ETOFTT lo t1TdflT35 @l INDEX OF DIFFICULTY EE EEEE E E E Til E EEEETEEE E EEE E EE Itr QUESTIONNAIRE (ANGKET) Nama STUDEI{TS' DOCUMENTATION DEPARTEMEN AGAMA RI Ristati, M.Hum sebagai Pembimbing I DEPARTEMEN AGA}IA RI CORRECTION NOTE PANITIA SEMINAR PROPOSAL SI(ITIPSI 1\{AHASISWA SEI(OLAH TINGGI AG,C.MA ISLAM NTCTNT STAIN PALANGI(A RAYA PAI\ITIA SEMINAR PROPOSAL SKRIPSI MAHASISWA SEKOLAII TINGGI AGAMA ISLAM NEGERI STAIN PALANGKA RAYA SUAATKTTIQANGAN TARBIYAH/TBI THE PROBLEMS IN APPLYING WSH-QUESTION ON LISTENING COMPRET{ENSION FACED BY THE STUDENTS OF TTIE ENGLISH EDUCATION DEPARTMENT OF PALANGKA RAYA ISLAMIC STATE COLLEGE PANITIA DEPARTEAAEN A6AMA STAIN) PALANGKA RAYA 34;THE ERROR5 IN APPLYING WH-QUESIION ON LISTENTNG COMPREHEN5ION FACED THE STUDENT5 OF THE ENGLI5H The writer's identityIntralingual Errors
CHAFTER III
The Types of Errors ln Applying Wh-Question on Listening
CLOSING A. Conclusion
RESEARCH INSTRUMENT
TIIE KEY ANSWER
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAITO PALAI\TGKA RAYA
BERITA ACARA
CATATAN I-IASIL SEMINAR
EDUCATION DEPARTMENT OF PALANGKA
