AN ERROR ANALYSIS OF THE USE OF EXPRESSION OF QUANTITY IN STRUCTURE & GRAMMAR SUBJECT IN THE THIRD SEMESTER OF. AN ERROR ANALYSIS OF THE USE OF EXPRESSION OF QUANTITY IN STRUCTURE & GRAMMAR SUBJECT IN THE THIRD SEMESTER OF. This research is entitled to “An Error Analysis of Using Expression of Quantity In Structure & Grammar Subject At Third Semester of English Education Department of IAIN Metro in Academic Year.
INTRODUCTION
- Background of the Study
- Focus of the Study
- Research Formulation
- Objectives and Benefits of the Study
- Prior Research
From the above description, the writer tries to analyze the error in using quantity expression. To describe the types of errors students make in using the expression of quantity in the Structure and Grammar course in the fourth semester of the Department of English Education IAIN Metro. To find out the problem of why students make mistakes in using the correct expression of quantity in the subject structure and grammar in the fourth semester of English Education Department of IAIN Metro.
REVIEW OF LITERATURE
Structure
They are used to identify or quantify individual people and unique things and are usually positioned before the noun or pronoun they modify. They describe the kind, quality or characteristic of a noun or a pronoun to which they refer. The noun or pronoun joined by the preposition is known as the object of the preposition.
Grammar
From the above statement, the researcher concludes that grammar has the same rule in language use and sentence structure that students have learned. Without knowing the grammar of a language, one cannot say that one has learned the language. Besides, it seems impossible to learn a language without learning grammar, because it tells him how to use the language.
Expression of Quantity
According to Betty Schamper Azar, “The expression of quantity is only used with the noun count; some only with uncountable noun; some with counting or not counting.”8 It means the expression of quantity is used for counting noun and uncountable also can be used for both. According to Hannah Wiltbank, “A noun can be defined as a word used to name a person, place or thing. By a thing is here meant that it includes something that can be perceived by human senses, or that which cannot be perceived but can be thought.
Therefore, only nouns of this category can be made plural. Use some in positive sentences when there are neither many nor few and can be used with both countable and uncountable nouns. Any can be used with countable and uncountable nouns in words or negative sentences to state that something does not exist.
Enough and Plenty of can be used with countable and uncountable nouns. but too much means more than enough. Each and Every can be used when referring to individuals in a group. use these words before a singular noun to talk about all the members of a group. A large can be used as an adjective with "amount of" with uncountable and countable nouns to express large quantities.
This expression can be used as adjectives with "amount of" to express very small amounts.
Errors
Julian Edge suggests that mistakes can be divided into two broad categories: "slips (which are errors that students can correct themselves and therefore require explanation), and attempts (which are when a student tries to say something but doesn't yet know the correct way of saying it).”16 Hubbard et al said, “error caused by lack of knowledge about the target language (English) or by erroneous hypotheses about it, and errors caused by transient errors or amnesia, confusion, slips of the tongue, and so on. "17. From the above explanation, it can be concluded that errors are systematic and the learners cannot correct themselves, as it reflects the learner's competence in the target language. On the contrary, an error is an error that students can correct themselves, because it is only the result of the student's performance.
Global errors are errors that affect the overall organization of the sentence, possibly affecting the flow of communication. For example, the wrong order of the main components, "The English language is used by many people". The sentence should be: "Many people use the English language." Local errors are errors affecting an element or component in a sentence, which usually do not disrupt the flow of communication.
For example: "Why do you like him?" The listeners of the utterance will still understand the speaker's message, even though the sentence contains no help.
The Errors Analysis
Listeners of the utterance will still understand the speaker's message, even though the sentence contains no auxiliaries. This implies that error has a positive role in language learning as it is a sign that a language learner is not learning the rules of the target language effectively. As Erdoğan points out that "error analysis deals with students". performance in terms of the cognitive processes they use in recognizing or encoding data they receive from the target language19.
Therefore, a primary focus of error analysis is on the evidence that learners' errors provide an understanding of the underlying process of second language acquisition. According to Crystal, "Error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a language, especially foreign language."20. From the three definitions above, it can be made clear that error analysis is a way of looking at errors made by the learners of the target language, as a source of information to the teachers, which in turn helps them to correct the student's errors correct, and improve the effectiveness of their teaching.
In this step, the researcher must decide on the criteria of errors that will be corrected because some errors may be considered more serious than others. According to Norrish, “Error analysis can give a picture of the type of problems learners experience. If it is carried out on a large scale like survey, it can be useful for designing a curriculum.”21 Based on this opinion, error analysis can be useful for syllabus designers because errors found in language learning can be data for them to determine which material is important to include and which needs to be improved.
Applied goal aspect is to correct and eliminate the student's error at the expense of the more important and logical preliminary task of developing an explanatory theory of student performance.
RESEARCH METHOD
- The Characteristics and Type of Research
- Data Resource
- Data Collecting Technique
- Data Analysis Technique
- Approach
This means that the term quantity is used for countable and noncountable nouns, and can be used for both. The research specifically analyzed the phenomena of the student's error in the use of the expression of quantity in structure and grammar. The above sentence is clearly an error because it does not contain the term quantity at all.
The sentence above is correct as a meaning of sentence, but in this context they must make sentence with little as an expression of quantity not as an adjective. The sentence above is an error because pen in this context is a countable noun and little is an expression of quantity for uncountable nouns. The sentence above is correct as a meaning of sentence, but in this context they must make sentence with little as an expression of quantity not as an adjective.
The sentence above is an error because the sum of is an expression of quantity for an uncountable noun. The sentence above is an error because the sum of is an expression of quantity for an uncountable noun. The sentence above is an error because the sum of is an expression of quantity for an uncountable noun.
However, this was the reason why most had a mistake in using the expression of quantity.
RESULT OF THE RESEARCH
Result of The Research
- Description of Research Location
- General Description of Research Data
- Description of Data Analysis
This sentence says a number of times, but times in this context means how much the person has seen the films, so it is a countable noun and the correct answer to complete the sentence is Many. Milk is uncountable noun and the correct answer based on choice to complete the sentence is many of. So there are 12 more students who make mistakes when they use many to complete the correct sentences.
Rice is an uncountable noun and the correct answer based on the choice to complete the sentence is few. This sentence expresses the amount of homework. is a countable noun and the correct answer based on the choice to complete the sentence is several. It is a countable noun and the correct answer based on the choice to complete the sentence is Plenty of.
So there are still 24 students who fail when they use lots of to complete the correct sentences. This phrase expresses the amount of sugar. it is uncountable nouns and the correct answer based on choices to complete the sentence is Quantity of. So there are still 23 students who fail when using the quantity of to complete the correct sentences.
So 22 students still have an error in using an incorrect noun to complete the correct sentences.
Discussion
This means from all the data above the average of students already understand what expression of quantity is, because the correct data was 309 (59%) from 525.
Conclusion
Suggestion
Heidi Dullay, Language Two et/al, Two New York: Oxford University Press 1982 Jack and Thedore S. 34;An Analysis Of The Second Year Student's Problems In Using Quantifiers In Writing Simple Sentence In Simple Present Tense At English at English Department Of Bung Hatta University." Bung Hatta University, 2013. Nunuy Nurjanah," An Analysis of Student's Errors in Using To Be (Am, Is, Are) (A Case Study at the Sixth Semester of Mis Al-Huda Haurwangi)" , English Education Studies Program Language and Arts Department Sekolah Tingg iKeguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung.
Do you have any mistakes when using the expression of quantity in grammar structure and subject. Do you have any suggestions to make students more understanding in learning the expression of quantity. Researcher : Menurut kamu materi expression of quantity ini pentang ga sih di pelajari untuk kelas grammar….
Siswa : Iya, berhitung itu seperti buku, bisa dihitung, kalau tidak bisa dihitung, seperti air, tidak bisa dihitung. Siswa : Hmm Sulit karena banyak jenisnya, jadi kita harus memilih yang paling benar dan tepat untuk menyatakan besaran benda. Ya, masalahnya adalah seringkali sulit untuk mengacaukan perbedaannya, seperti "oh, ini hanya untuk menghitung, jadi yang ini bisa dihitung dan tidak dihitung."
