Vera Maulida S

AN ERROR ANALYSIS ON THE STUDENTS NARRATIVE WRITING A CASE STUDY OF THE SECOND YEAR STUDENTS OF SMK LA TANSA THE
2008- 2009 ACADEMIC YEAR
A PAPER Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
by VERA MAULIDA SAGITA 0501065163
THE STUDY PROGRAME OF ENGLISH EDUCATION THE DEPARTMENT OF LANGUAGE AND ART EDUCATION THE SCHOOL OF TEACHER TRAINING AND EDUCATION THE UNIVERSITY OF MUHAMMADIYAH PROF. DR. HAMKA JAKARTA 2010
ABSTRACT
VERA MAULIDA SAGITA. Student Identity: 0501065163. An Error Analysis On Students Narrative Writing A Case Study At Second Year Students Of SMK La Tansa Banten The 2008- 2009 Academic Year. Paper, The Study Program of English Education, The Department of Language and Arts Education, The School of Teacher Training and Education. The University of Muhammadiyah Prof. DR. HAMKA, Jakarta, 2010. The purpose of this study is knowing the most typical errors done by the second year students of SMK La Tansa Banten. The writer used writing test in guiding this study. To differentiate between errors and mistake, the writer used the students narrative writing in this study. The students did the same test on the different day. The writer collected, corrected, and underlined the mistake of students narrative writing. After getting the data, then the writer analyze the errors based on the grammatical aspects. Based on the study, the most typical error done by the second year students of SMK La Tansa Banten is in verb tense on percentage 17.9 % because most students forgot using the simple past when they wrote narrative writing. The second and the third typical errors done by the students are word choice and capitalization on percentage 16.5 % and 14.2 %. The errors are mostly made because of their lack of grammar rules and lack of knowledge in foreign language learning. It means intralingual transfer and interlingual transfer are the most typical source of errors.
ACKNOWLEDGMENTS
Alhamdulillahirobbilalamin, the writer would like to say thank to our God Allah SWT, the most Gracious and the most Merciful, who has given us much mercy until the writer can finish this paper. Lets greetings and shalawat to our prophet Muhammad SAW the perfect man and the best leader in the world, who had brought us from the darkness to the lightness. In this moment, the writer also would like to say thank the following people who have supported, motivated, and prayed the writer in finishing this paper by the title An Error Analysis on Students Narrative Writing a Case Study at Second Year Students of SMK La Tansa the 2008- 2009 Academic Year. Those people are: 1. Suharno and Marsiyah, the writers parents who have supported spiritually. H. Sofwani Rosad and Hj. Siti Saadah, the writers parents in law. Thanks for the pray that given to the writer. 2. Pipin Zaenal Arifin S.Pd.I, the writers husband who has supported materially and spiritually. Aira Arifatunnisa El- Syifa, the writers child thank for motivation. Faizal and Fachry, the writers brothers who have helped and spent the time. 3. Martriwati, M. Pd., the writers advisor who has given a lot of time, advice, and guidance to the writer in her writing process. 4. Martriwati, M. Pd., Head of Faculty Language Education Department of Language and Art Program, University of Muhammadiyah
Prof. DR. HAMKA, Jakarta. 5. Drs. Siswana, M.Pd. Secretary of Faculty Language Education Department of Language and Art Program, University of Muhammadiyah Prof. DR. HAMKA, Jakarta. 6. Epi, Nina, Novi, Hendri, Iswahyudi, Teti, the writers sister and brother in law. Then, for all my friends that I havent mention one by one. Thanks for you all. The writer is sure that the paper is far from perfect and hopes it would be useful for herself and all of the readers.
Jakarta, February 2010
The writer
TABLE OF CONTENTS
ABSTRACT ACKNOWLEDGMENT ....... TABLE OF CONTENTS ..
i ii iv
CHAPTER I
INTRODUCTION A. The Backgroound of the Study ........ B. The Limitation and Formulation of the Study . C. The Objective of the Study . D. The Method of the Study E. The Organization of the Study ....... 1 4 4 5 5
CHAPTER II
THEORETICAL FRAMEWORK A. Error Analysis 1. The understanding of error .. 2. The differences between error and mistake.. 3. The types of error.... 4. The sources of error .... 5. The procedure of error .... 6 7 9 10 11 13
B. Writing 14 1. The understanding of writing .......... 2. The kinds of writing 3. The process of writing ... . CHAPTER III RESEARCH METHODOLOGY A. Purpose of the Research B. Place and Time of the Research C. Population and Sample of the Research D. Instrument of the Research E. The Method of the Research . F. The Technique of Data Analysis .. G. Research Procedures CHAPTER IV RESEARCH FINDINGS A. Data Analysis.. 1. The Errors in the Grammar Aspects .. . 2. The Resources in the Grammar Aspects . B. Data Interpretation .... CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ....... B. Suggestion ... REFERENCES .. APPENDICES ... 58 59 60 62 23 23 23 55 20 20 20 20 21 21 22 14 16 19
A lightening life is for succes in the life Who can use the time effectively Spread your ambition in your hand Resign the word with your idea idea in your brain.. Where there is a will,,, There is a way!!
CHAPTER I INTRODUCTION
A. The Background of the Study Language is the most sophisticated and remarkable communication device. It is imposible to communicate without language. Lock states, Language is the method of human communication, consisting of words either spoken or written.1 Through the language people can easily share their feelings, ideas and emotions, either spoken or written expression. In other word, language helps people to socialize to others. In this era, English is one of the international languages that is used by many people in the world and in many areas of everyday life. As an international language, English is very important and has interrelationship with various aspect of life owned by human being in Indonesia. English considered as the first foreign language and taught formally from elementary school up to university level. Therefore, using English is the easiest way to communicate with people from other countries about many aspects in human life such as technology, economy, social, politics and also the relation establishment with other nations. In the English language teaching, objective of instruction is commonly divided into four language skills that must be mastered by students, namely: listening, speaking, reading and writing. People use it to understand their
Graham Lock. Fungtional English Grammar: An Introduction for Second Language Teacher (Cambridge: Cambridge University Press, 1997), p. 219
world through listening and reading and to communicate their feeling, need, and desires through speaking and writing. By having more knowledge about language skill they have much better chance of understanding and being understood and getting what they want and need from these around us. Writing is important skill for students because writing is a process of discovering and organizing new ideas and in order to find out what they think about, as Reynolds states, Writing is a way to discover new thoughts and new ideas.2 Based on the writers experiences, there are some problems found in the field when giving writing materials to the students. The first problem is that the students writing is not comprehensible, because the content of the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences are not well organized. The second problem is that there are many errors in vocabulary, grammar, and spelling. Another problem is the students have low motivation and are not interested in doing the task since the writing activities are difficult to do. Usually, the students are asked to write sentences and paragraphs without being given some clue so that it is difficult for them to express their ideas on a piece of paper. Beside that, the students have difficulty at telling their experience. This is because writing is difficult for them since they have to master enough vocabulary, spelling, and grammar. In connection to writing is a difficult,
Audrey L. Reynolds. Exploring Written English A Guide for Basic Writers (Canada: United States of America, 1983), p. 4
Nunan states, It has been argued that learning to write fluency and expressively is the most difficult to the macro skills for all languages users regardless of whether the language is question is a first, second or foreign language.3 Considering the statements above, there are several factors which make the students get difficulty in learning writing skill. Most of the students think writing is difficult skill to perform, since there are differences in spelling and pronouncing the grammatical system and the use of vocabulary. Because of those problems, students sometimes make errors when they write English. This errors could affect the content of their writing as a result. The reader would be confused or might not understand students writing, so their message would not be conveyed well to the reader. Based on previous background above, the writer is eager to analyze the English writing errors. Those problems also made by SMK La Tansa students through error analysis. The writer has limited the focus only on the second year students witing errors. Making errors during learning English language is a natural process. It is normal because learning the second language is a process which involves the making of mistake, even errors. However, it cant be neglected. The teachers should be aware of this issue and do something to avoid their students make the same errors. One of the strategies to prevent the students from making the same error is by analyzing the learners error it self.
David Nunan. Designing Task for the Communication Classroom (Cambridge: University Press, 1989),p. 36
Based on the problems above, the writer is eager to analyze the writing errors made by the students. By doing errors analysis that students make, the writer can identify the students error. Beside that the teacher could do the remedial for his students. Hopefully by doing so, students will not make the same errors anymore in the future. B. Limitation and Formulation of the Study To make this research easy to understand, the writer limits the discussion on the errors made by the second year students of SMK La Tansa Banten on English narrative writing. The students acquisition in English narrative writing will be obtained from the result of test given by the writer. Based on the background of study above, this study tries to answer the following question What kind of typical error is generally done by the second year students of SMK La Tansa Banten in their writing? C. The Objective of the Study The objective of this study is the writer wants to find out the typical errors made by the second grade students of SMK La Tansa Banten on English narrartive writing. This study is also to find out the kinds of resources that the students have made on their English narrative writing.
D. The Method of the Study To support the discussion, the writer takes field research by visiting the school to give test about English narrative writing to the second grade students of SMK La Tansa Banten. Then the writer analyzed the errors made by students. E. The Organization of the Study This paper is divided into five chapters. The first chapter is introduction, which includes background of the study, limitation and formulation of the study, the objective of the study, the research method, and the organization of the study. The second chapter is theoretical framework. This chapter is divided into eight sub chapter. The first sub is talking about error analysis, which includes understanding of errors, differences between error and mistake, sources of error, procedures of error analysis, types of errors, understanding of writing, the kinds of writing and the process of writing. The third chapter is the research methodology, it is divided into five parts. Part one are purpose of the study. Part two place and time of the study, part three population and sample of the study, part fourth instrument of research and the last part the technique of data analysis. The fourth chapter is research finding, including data description and interpretation. The fifth is the last chapter, consisting of conclusions and suggestion.
CHAPTER II THEORETICAL FRAMEWORK A. Error Analysis The study of learners error is called error analysis. It is a way of looking at error made by the learners of the target language. Error analysis is an invaluable source of information to teacher. It provides information on students error,which in turn helps teachers to correct the students error, and also improves the effectiveness of their teaching. In other words, errors give signs to teachers and researchers whether the learning process is success or not. Accoding to Brown, A learners errorare significant in (that) they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language.4 Therefore, teachers must find out the typical errors made by the students. The process to find out those errors is error analysis. According to Ellis cited by Tarigan, Analisa kesalahan berbahasa adalah suatu prosedur kerja, yang biasa digunakan oleh para peneliti dan guru bahasa, yang meliputi pengumpulan sampel, pengidentifikasian kesalahan yang terdapat dalam sampel, penjelasan kesalahan tersebut berdasarkan penyebabnya, serta pengevaluasian atau penilaian taraf keseriusan kesalahan itu.5
H. Douglas Brown. Principle of Language and Teaching. 4th Ed. (New York: A Person Education Company, 2000). P.217. 5 Henry Guntur Tarigan dan Djago Tarigan. Pengajaran Analisa Kesalahan Berbahasa. ( Bandung: Angkasa, 1990) p.68.
As the writer knows, the error analysis is an activity to analyze at once to know the types of errors that students made in language teaching. According to Corder, Error analysis is not applicable only to the language of second language learners.6 Error analysis is not only for second language learners, but also applicable to first language learners. Ellis also stated, Error analysis (EA) was one of the first methods used to investigate learner language.7 As the first methods, error analysis was effective methods in learning the second language. Error analysis constituted the first serious attempt to investigate learner language in order to discover how learners acquire an second language. From all the statements above, the writer can say that error analysis is a tool to help researches to analyze the error made by the students in order to know the students mastery in this case about their language ability. The goals of error analysis are to know the causes of errors made by the students and to correct the errors that learners made. So it can prevent or even avoid the students to do the same error in the future. Error analysis also involves some procedures such as collecting samples of learner language, identifying the errors, classifying the errors, explaining the errors, and evaluating the errors. 1. The understanding of error According to Tarigan in his book, Kesalahan tidak hanya sebagai sesuatu yang tidak dapat dielakkan tetapi juga sebagai bagian yang
S.P. Corder. Error Analysis and Inter Language. (Walton Street: Oxford University Press,1981), p. 16 7 Rod Ellis.The Study of Second Language Acquisition. (New York: Oxford University Press, 1994),p.68.
penting dari suatu proses belajar bahasa.8 In language learning process, error is one of the good methods to know the students competence. Error happens because of competence error. Usually error happens consistently. According to Dullay, Errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance.9 Furthermore, the learners often made errors and mistake in their tasks. There is something wrong in norms of language performance, making of errors is so unavoidable in learning process. Besides, making of errors is one part of learning and no one can learn without making errors. Brown stated, An error, a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner.10 It means an error comes because the differences of grammar between the native speaker and learner. An error also reflects the learners competence. Based on the statements above, the writer concludes that error is one part of learning process. Error also reflects the learner competence and can help the teacher to know the most typical that student made. This method important for learner evaluation in learning process.
8 9
Henry Guntur Tarigan dan Djago Tarigan. op.cit. p.75. Heidi Dullay. Language Two (New York: Oxford University Press,1982) p.138. 10 H. Douglas Brown. Loc cit.
2. Differences between error and mistake When talking about error, may also think about mistake. Error and mistake are not the same, it is crucial to make distinction between error and mistake. Technically, error and mistake are different, but most people still misunderstand about the definition of both. To clarify it, Hubbard stated, Error caused by lack of knowledge about the target language (English) or by incorrect hypothesis about it, while mistakes caused by temporary lapses or memory, confusion, slips of the tongue and so on.11 Another way to differentiate between error and mistake is if the learners can correct themselves it is probably mistake, but if they cant it is an error. The mistake refers to a performance error which characteristically be unsystematic. Moreover, something it happens because of the learners unawareness, fatigue, and excitement. It is also caused by the limited time given to the learner in finishing the task. Furthermore, the learners who made mistakes are able to recognize it and correct it by his self. Tarigan stated, Mistake (kekeliruan) biasanya dapat diperbaiki oleh para siswa sendiri bila yang bersangkutan lebih mawas diri, lebih sadar atau memusatkan perhatiannya.12
11
Peter Hubbard. et al..A Training Course for TEFL (New York: Oxford University Press, 1993), p.134 12 Henry Guntur Tarigan. Pengajaran Analisis Kesalahan Berbahasa. (Bandung: Angkasa,1988), p.75
In contrast, error is systematic. It is occurred consistently. The errrors cannot be self- corrected, because it reflects the learners weak competence in the target language. 3. Types of Error Error can be classified into many types, for example it is classified based on linguistic or nonlinguistic category, taxonomies aspect or descriptive classification. However, in this case, the writer classifies the error based on grammatical aspect on Betty Schrampher Azar. Points of view they are; 1 SINGULAR- PLURAL He have been here for six month. He has been here for six months WORD FORM I saw a beauty picture. I saw a beautiful picture. WORD CHOICE She got on the taxi. She got into the taxi. VERB TENSE He is here since June. He has been here since June ADD A WORD I want _ go to the zoo. I want to go to the zoo. OMIT A WORD She entered to the university. She entered the university. WORD ORDER I saw five times that movie. I saw that movie five times. INCOMPLETE SENTENCE I went to bed. Because I was tired. I went to bed because I was tired. SPELLING An accident occured. An accident occurred.
10 PUNCTUATION What did he say. What did he say ? 11 CAPITALIZATION I am studying english. I am studying English. 12 ARTICLE I had a accident . I had an accident . 13 MEANING NOT CLEAR He borrowed some smoke. (?????) 14 RUN-ON SENTENCE My roommate was sleeping, we didnt want to wake her up. My roommate was sleeping. We didnt want to wake her up.13 4. Sources of error Basically, errors occur for many sources. In this case, Brown determines the sources of error into four types. They are interlingual transfer, intralingual transfer, context of learning and communication strategies.14 a. Interlingual transfer Interlingual transfer is error that caused by transference of a mother toungue to a target language. Many students often use a word, speling, the form of phrasal pattern on their mother tounge in writing a target language. Sometime they use DM (Diterangkan-Menerangkan/ Modified-Modifying) instead of the MD ( Menerangkan- Diterangkan/ Modifying-Modified ) for example :
13
Betty Schrampfer Azar. Understanding and Using English Grammar. (Binarupa Aksara: Prentice Hall, 1993),pp.29-30 14 H. Douglas Brown. Op.cit. pp.223-227
He got on the bus
to
He got in to the bus to I bought a new blue jeans
I bought a jeans blue new
Finaly I go there to Finally I go there b. Intralingual transfer Intralingual transfer is error which caused by differences of structure rules of target language. On other words, the error because of the students minimum of knowledge in their target language. For example : He is writes a letter instead of They are think He ^ from instead of He writes a letter
They think
instead of
He is from
c. Context of learning Context that refers to the classroom materials. With its caused by differences between the teacher or the textbook material in second language learning. So, because of that the students often make error, they confused from the teacher explanation and presentation of structure in a textbook. Two vocabularies presented contigously. For example : When and Went Jogging
Jocking and
I like english lesson and I like English lesson
d. Communication strategies Communication strategies are related to learning style. There are different style of commucation strategis in second language learning. Usually learners use their mother tounge in target language
communication. For example : I dont go to school. Because of the rain I dont go to school because of the rain I and my friends instead of My friends and I instead of
5. Procedure of error According to Corder in Ellis book, there are five procedures in doing error analysis, they are:15 a. Collection of a sample of a learner language: collecting the data and sample that has been done by the students. b. Identification of errors: after the data has been collected, then identify the errors that made by the students. c. Description of errors: make a brief definition of errors that usually done by the students. d. Explanation of errors: explain and show the errors that had been made and try to explain them. e. Evaluation of errors: evaluate or correct the errors in students production. In the other hands, Tarigan mentions six procedures of error analysis, they are: a. Mengumpulkan data. b. Mengidentifikasi dan mengklarifikasi kesalahan. c. Memperingkat kesalahan.
15
Rod Ellis. The Study of Second Language Acquisition. (China: Oxfod University Press, 1994), p. 48
d. Menjelaskan kesalahan. e. Memprakirakan atau memprediksi daerah atau butir kebahasaan yang rawan. f. Mengoreksi kesalahan.16 Between two theories above, there was different steps between them. Tarigan mention memperingkat kesalahan in third step, but in Corders theory not mention it. Then, between two theories the writer chooses Corders steps of error analysis as the procedures. B. Writing In learning language, there are four skills: listening, speaking, reading, and writing. No body seems to like writing. Many learners say it is boring, or that they make too many mistake, or simply dont know what to write. Writing is partly a talent, but mostly a skill, and like any skill, it improves with practice. Writing is also an action- a process of discovering and organizing ideas, putting them together, reshaping and revising them. Most students thinks that writing is the most difficult subject. In learning writing subject and need hard work to learned it. McCLELLAN said, Writing is the most difficult; it is hard work.17 1. The understanding of writing McCLELLAN also stated, Writing is a method of expressing ideas about any subject content; it appears in classrooms everywhere and therefore, must be the concern of every teacher.18 Writing is one of
Henry Guntur Tarigan. Op. cit. p. 71 IRIS McCLELLAN TIEDT. Writing From Topic to Evaluation. (London: Northern Kentucky University, 1989), p.6 18 Ibid. p.1
17
16
English skill and one method that express ideas. Teachers and students must be familiar with many types of writing it appears in the classroom or everywhere. According to Wardhany, Writing is basically a process of communicating something (content) on paper to an audience. It the writer has nothing to say, writing will not occur.19 Basically writing can use for the speaker performance who nothing to say before he speak to an audience. Mc CLELLAN said, Writing is one way of expressing what we think.20 Writing can use to lead an idea or something in our brain. For example when we have a problem, we can share by writing. Mc CLELLAN also said, Writing is a way of learning in all classroom.21 Teachers need to see writing as a way of communicating thought in any subject area. Teachers also need to develop realistic expectations for writing as a way of learning and to discover how to create criteria for each writing activity with their students. From the statements above, the writer perceived that writing as a way of expressing thinking also a performance process. By writing also can communicate something or content on paper. Writing skill should grow along with learning and thinking in every classroom.
19
E. Nilla Tramo Wardhany, M.A. Developing Writing Skill. (Jakarta: Departemen Pendidikan Nasional Direktorat Pendidikan Menengah Umum, 2003), p.1 20 IRIS McCLELLAN TIEDT. Op. cit., p.2 21 Ibid., p. 7
2.
The Kinds of Writing To arrange writing, there are some kinds of writing. According to Edward, the kinds of writing can be divided into:22
a. Narration Narration is that form of discourse which tells a story or gives an account of an event.23 Then, the narration means tell something happen based on the sequence of time. On the other word, narration is writing something that like tells a story. For example: One day, I was at a party when somebody dared me to go into the bedroom in the basement, turn off the lights, and close the door. I had stayed there for five minutes. After about a minute, the lights started flicker on and off. I was sure it was one of my friends playing a trick on me. About the thirdtime the lights flickered, I noticed a beautiful girl in the mirror and her hand was reaching toward me. I heard a voice but I had a hard time to understand. I finally realized that the girl was uttering, Beware, hes coming. I felt a tap on my back and all of a sudden, she was gone. I ran out screaming and my friends made fun of me. The next night when my family was asleep, it rained so heavily and my cat, Rosie, was dead.24
b. Description Description is that form of discourse which presents a verbal picture of person, a place, a thing, or a scene- an image in the mind of the listener or reader.25 It is used to create a visual image of people, place,
Edward P. J. Corbitt. The Little Rhetoric and Handbook with Readings. (Glenview: Scott, Foresman and Company, 1983), pp. 173- 211 23 Ibid., p. 173 24 Th. M. Sudarwati and Eudia Grace. Look Ahead An English Course. ( Ciracas, Jakarta, Erlangga 2007), p. 67 25 Edward P. J. Corbitt. Op. cit. p. 185
22
even of units of time-days, or seasons. It may tell about their traits of character or personality. Examples of descriptive writing commonly appear in mail- order catalogues, in reports of various kinds, and in advertisements. Descriptive passages are very common in novels and short stories too. However, the purpose of written description is the reader can see what the writer sees, hear what the writers hears, smell what the writer smells. For example: A tornado is a powerful, twisting wind storm. It is one of the most destructive storms on earth. A tornado is also called a waterspout. A tornado is a long cloud which comes down from the sky. It is shaped like a funnel and consists of wind which whirls around and around extremely fast. In fact, the wind can reach a speed of more than 900km per hour.26 c. Exposition Exposition is used in giving information, making explanations, and interpreting meanings. It includes editorial, essays, informative and instructional material.27 Then, exposition means just only explains about something or giving information. Edward states exposition is that form of discourse which informs, explains, or instructs.28 To explain a process well and clearly. Fo example:
Ibid. p.27 George E. Wishon and Julia M. Burks.Lets Write English. (Litton Educational Publishing: 1980) Inc.h.,p.382 28 Edward P. J. Corbitt. Op. cit. p. 195
27
26
And every night, about midnight I turned the latch of his door and opened it oh, so gently! And then, when I made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust inmy head. Oh, you would have laughed to see how cunningly I thrust it in! Imoved it slowly, very, very slowly, so that I might not disturb the old manssleep. It took me an hour to place my whole head within the opening so far that Icould see him as he lay on his bed.and then, when my head was well in theroom, I undid the lantern cautiously- oh, so cautiously (for the hinges creaked)- Iundid it just so much that a single thin ray fell on the vulture eye.29
d. Argumentation Argumentation is used in persuading and convincing. It is closel related to exposition and is often found combined with it. Argumentation is used to make a case or to prove or disprove a statement or preposition.30 Thus, argumentation is made to convince the reader by giving some argument and sometimes supported by some evidence which agree or disagree about one case. For example: Moon tracking is a new science-sport. Great scientists are already in the game, and thousands of a mateurs are entering it. When the first manufactured moon was launched, the game got under way in earnest. Then radio amateurs, photographers, and observers in large numbers began to record the orbiting of artificial satellites.31
29 30
Ibid., p.382 Ibid.,p.383 31 George E. Wishon and Julia M. Burks. Loc cit.
3.
The Process of Writing Writing is not a simple process, it is a hard work. Sometimes, students can not communicate their ideas systematically to others in a written language. They think that their writing is bad and ineffective. Actually, a witer requires time and some process to make an effective good writing. To make effective writing, the students should know some steps to make a good writing. In his book, Langan proposed some steps to make an effective writing which can be seen below: a. A writer should decide first what the general idea of his writing is. b. Supporting his general idea with some specific details. c. Organizing and connecting each specific detail in his witing. d. Checking the draft from sentence- skill mistake.32
32
John Langan. English Skills. (New York: Mc Graw- Hill, Inc., 1977), pp.5-25
CHAPTER III RESEARCH METHODOLOGY
1. Purpose of the Research The purpose of study in this research is to know the errors made by the second grade students of SMK La Tansa Banten in their writing test. The writer wants to know the most typical errors and the most sources of error that students made. 2. Place and Time of the Research This research took place at SMK La Tansa Banten which is located on Parakan Santri Lebak Gedong, Lebak Banten. The test was given to the students on Sunday, August 23rd, 2009 and on Thursday, August 27th, 2009. 3. Population and Sample of the Research The populations of the research is all students of the second grade. There are two classes in the second grade. The population in these classes are 40 students. Because the population is homogeneous, the sample taken is only one class. It consists of 20 students. The writer uses a random sampling to get a representative data. 4. Instrument of the Research To obtain the data in this research, the writer gave a narrative writing test to the second grade students of SMK La Tansa Banten. The text is about their last holiday activities.
5. The Method of the Research The method in this research is qualitative and quantitative method where qualitative describe about the most typical error and sources of error, then quantitative making the percentage of it. The writer will analyze the errors by collecting the data through a narrative writing task to the students. The students errrors in the writing narrative task will be analyzed by the writer as the data. The writer also will find the sources of the errors that have been made by the students. 6. The Technique of Data Analysis The technique of data analysis that the writer used in this research is the data tabulation of sample to have the research findings. The result of the total errors would be percentage which the writer used formula as follow : P = F/N x 100% Note: P = Percentage F = Frequency of error the occurred N = Number of sample.33
33
Prof.DR.Sudjana MA.,M.Sc. Metoda Statistika.(Bandung: Tarsito, 2001),p. 47
7.
Research Procedures By doing the research, the writer used some steps for collecting the data. The following steps: a. The first, the writer had a meeting with the headmaster talking about the porpuse; b. Second, getting some information from the English teacher such as the abilitty of students writing skill, the material have been given and the schedule; c. Preparing the writing task; d. Doing the task in the classroom, students wrote about their last holiday activities; e. Collecting the data. The writer asks the students to write their narrative writing in a piece of paper given; f. Recognizing the mistake. The writer identifying the students mistakes which have been done by the students; g. Giving back to the students. Then, the writer asks the students to do the remedial writing; h. Collecting the remedial writings; i. Making classification into students errors types; j. Describing errors in percentage start from the most difficult with the high percentage; and the last k. Writing a report for the paper.
CHAPTER IV THE RESEARCH FINDINGS A. Data Analysis As the writer stated in the preceding chapter, this skripsi discussed the errors made by the second grade students of SMK La Tansa Banten on narrative writing. To get the data, the writer gave writing test which focused on narrative writing. After collecting the data, the writer describes the identification, classification, sources of error and reconstruction as follows: Respondent 1(I) No. 1. Error Data When the last holiday 2. So we going to that place 3. For looking some panorama they are from the sea, sunset and teather 4. So we coming to Verb tense the beach 5. After that we ^ rest for a view minutes in the cage Omit a word Add a word Spelling Word choice Intralingual transfer Intralingual transfer Intralingual transfer Interlingual transfer Interlingual transfer We came to the beach After that we took a rest for a few minutes in the cottage Verb tense Omit a word Spelling Omit a word Intralingual transfer Intralingual transfer Interlingual transfer Intralingual transfer We went to that place For looking some panorama from the sea, sunset and the other Error Classification Word choice Source of Error Interlingual transfer Reconstruction On the last holiday
6.
After ^ rest directly we preparing our self
Add a word Verb tense Singular plural
Intralingual transfer Intralingual transfer Context of learning
After we took a rest directly we prepared our selves
7.
We preparing our self ^ eat with some seafood
Add a word Verb tense Omit a word
Intralingual transfer We prepared our Intralingual transfer Intralingual transfer selves to eat seafood
8.
So we have fill Omit a word that seafood is Word choice very and because delicious spicy there
Intralingual transfer Interlingual transfer
So we felt hat seafood is very delicious and spicy.
some chili at the seafood 9. We pray together in the cage 10. 11. And after pray Directly we ^ rest because we have very tired 12. In the morning after wake up from our sleep 13. We going to the beside of the beach for have fill fresh blow 14. So directly we Word choice Interlingual transfer After that we Verb tense Article Word choice Intralingual transfer Intralingual transfer Interlingual transfer We went to beside the beach to make our selves fresh Word choice Interlingual transfer Word choice Add a word Verb tense Interlingual transfer Intralingual transfer Intralingual transfer Verb tense Word choice Intralingual transfer Interlingual transfer We prayed together in the cottage And then Directly we took a rest because we were very tired In the morning after waking up
preparing our self 15. Because at the night my father must to attend the meeting at his office 16. And we cant come back
Verb tense
Intralingual transfer
prepared our self
Article Word order Word choice
Intralingual transfer Communication strategies Interlingual transfer
Because my father had to attend the meeting at night
Omit a word Verb tense Word choice
Intralingual transfer Intralingual transfer Interlingual transfer Intralingual transfer Interlingual transfer
We could not return home
17.
Because at my family just my father which can drive the car
Omit a word Word choice
Because only my father who could drive the car
18.
I just sleep till come back to the home
Verb tense Word choice
I slept a long the way to my house
Respondent 2 (R) No. 1. Error Data In my last holiday I went to the Jakarta 2. At the 06.00 oclock and I until at the 13.00 in the noon 3. the next time I am swimming Capitalization Omit a word Context of learning Intralingual transfer The next time I swam Omit a word Add a word Intralingual transfer Intralingual transfer At 06.00 am until I arrived there at 13.00 pm Error Classification Article Omit a word Source of Error Intralingual transfer Intralingual transfer Reconstruction On my last holiday I went to Jakarta
Verb tense 4. So I feel that the beach 5. The beach is very cool and the next time. 6. I am worked to Ancol 7. I enter to it Omit a word Word choice Verb tense Omit a word 8. I feel it very happy so after this 9. I went to taman mini 10. I feel it very sun Verb tense Omit a word Spelling 11. I feel old working is very happy and very sun Verb tense Omit a word Capitalization Verb tense Omit a word Run on sentence Word choice Verb tense
Intralingual transfer Intralingual transfer Interlingual transfer Communication strategies Interlingual transfer Intralingual transfer Interlingual transfer Intralingual transfer Intralingual transfer Intralingual transfer Intralingual transfer I felt it very happy. I entered it So I felt that the beach The beach were very cool. The next time I walked to Ancol
Context of learning
I went to Taman Mini
Intralingual transfer Intralingual transfer Interlingual ttransfer Intralingual transfer Intralingual transfer
I felt very fun
I felt old working is very happy
Respondent 3 (E) No. 1. Error Data I do my time in last holiday well 2. With my family and my friend Error Classification Verb tense Article Run on sentence Source of Error Intralingual transfer Intralingual transfer Communication strategies Reconstruction I did my time on last holiday well With my family and my friend. Im
Im so happy 3. I and with my parents taked picture 4. I studid to comunicaton 5. By using language how I used in college Word order Word choice Article Spelling Word form Word choice Communication strategies Intralingual transfer Intralingual transfer Interlingual transfer Interlingual transfer Interlingual transfer
so happy My parents and I took a picture
I studied to communicate By Engllish as I used to speak in the boarding school
6.
We went to beach for taking freshing
Word choice
Interlingual transfer
We went to beach for refreshing
7.
We ^ around beside ^ beach
Add a word Word choice Article
Intralingual transfer Interlingual transfer Intralingual transfer Context of learning Interlingual transfer Interlingual transfer Intralingual transfer Communication strategies Communication strategies Intralingual transfer Interlingual transfer Intralingual transfer Context of learning Intralingual transfer Intralingual transfer
We went around the beach
8.
we spoke about
Capitalization Word choice
We talked about
9.
We around beside beach we looked area in beach wonderful
Word choice Omit a word Word order Run on sentence Article
We around the beach, we looked a wonderful beach.
10.
In the evening I was looked ^ sunset and You ^ know?? ^ is the first time for me ^
Word choice Article Punctuation Add a word Add a word
In the afternoon I was looked at sunset and you had to know? It is the first time for me to looked it
11.
And the last
Punctuation
Context of learning Intralingual transfer Interlingual transfer Intralingual transfer Intralingual transfer
And the last weekend I met with my old friends when I was the Junior High School
time. ^ weekend Add a word I met with my friends when in Junior High School 12. we spoke about our school now Capitalization Word choice Word choice 13. So ^ funny^ Word choice Punctuation Add a word Article 14. And we always keep our friendship 15. Because friendship is never die 16. 17. I think so My friends always ^ support me Verb tense Add a word Omit a word Word form Word choice Word choice Verb tense Article
Context of learning Interlingual transfer Interlingual transfer Interlingual transfer Context of learning Intralingual transfer Intralingual transfer Interlingual transfer
We talked about our recent school
It was a funny event
And we wanted to keep our friendship
Because friendship never dies
Intralingual transfer Intralingual transfer
I though so My friends always used to support me
Respondent 4 (Y) No. 1. Error Classification I went to bali for Capitalization holiday with my family Word order Add a word Error Data Source of Error Context of learning Communication strategies Intralingual transfer Reconstruction My family and I went to Bali last holiday
2.
I felt so happy ^ thats time because I can meet with tourist
Verb tense Article Verb tense
Intralingual transfer Intralingual transfer Intralingual transfer
I felt so happy at that time because I could meet with tourist.
3.
I can spoke ^ english
Capitalization Verb tense Word choice Add a word
Context of learning Intralingual transfer Interlingual transfer Intralingual transfer Intralingual transfer
I could practice my English
4.
Asked to me
Omit a word
Asked me
5.
Think about Indonesian is heart of world
Word form Article
Interlingual transfer Intralingual transfer
Think about Indonesia is the heart of the world
6.
I think Indonesian is ^ beautiful land
Word form Article
I think Indonesia
Intralingual ttransfer is a beautiful land
7.
May be Indonesian is better than other land
Word form Singular plural
Interlingual transfer Context of learning
May be Indonesia is better than other lands
8.
I say again
Verb tense Omit a word
Intralingual transfer Intralingual transfer Context of learning
I said
9.
Every things in this world is wonderful After
Singular plural
Every thing in this world is wonderful
Word form Word choice Omit a word Add a word
Interlingual transfer Interlingual transfer Intralingual transfer Intralingual transfer
After introduce about panorama in Indonesia the tourist said good bye
10.
introduction about panorama in Indonesian and he said
again good bye 11. So happy thats time 12. Im and family make the farrewell party 13. and in the morning 14. I went to Lombok for traveling and for picnic want to know 15. and I ^ not forget gift Omit a word Word choice Intralingual transfer Interlingual transfer Intralingual transfer Interlingual transfer Context of learning Intralingual transfer And I did not forget give something to my neighbor All my friends came to my house Omit a word Verb tense Intralingual transfer Intralingual transfer I went to Lombok for picnic Wanted to know Word order Verb tense Article Omit a word Communication strategies Intralingual transfer Intralingual transfer Intralingual transfer Word form Interlingual transfer So happy that time Family and I made a farrewell party In the morning
something to my Verb tense neighbour 16. All my friend come to my house 17. I story with other about my Experience Capitalization Word choice Spelling Singular plural Verb tense
Context of learning Interlingual transfer
I talked them my experience
Respondent 5 (D) No. 1. 2. Error Data My Holiday Going to jogja same my family I my Holiday Error Classification Capitalization Verb tense Word choice Capitalization Omit a word Capitalization Word order Add a word 3. 4. In jogja My and Family Capitalization Word order Capitalization 5. Very- very Omit a word Source of Error Context of learning Intralingual transfer Interlingual transfer Context of learning Intralingual transfer Context of learning Communication strategies Intralingual transfer Context of learning Communication strategies Context of learning Intralingual transfer Reconstruction My holiday My family and I went to Jogja last holiday
In Jogja Family and I
Very
6. 7.
Happy Because In jogja is Best city
Capitalization Capitalization
Context of learning Context of learning
happy because In Jogja is best city
8.
There is
Run on sentence
Borobudur ect in Capitalization jogja my and family ^ 9. Going to jogja By car But if you study in the overthere city 10. 11. In jogja Best Study in the overthere city Word order Add a word Verb tense Capitalization Run on sentence Word choice Capitalization Word choice
Communication strategies Context of learning Communication strategies Intralingual transfer Intralingual transfer Context of learning Communication strategies Interlingual transfer Context of learning Interlingual transfer
There is Borobudur etc. In Jogja my family and I Went to Jogja by car. Jogja also the best city for study
In Jogja best Study in that city
12.
your Family going to jogja
Capitalization Verb tense
Context of learning Intralingual transfer
Your family went to Jogja
13.
Very- very Happy Best yes that is pray to Allah
Omit a word Capitalization Meaning not clear Run on sentense Capitalization Verb tense
Intralingual transfer Context of learning Communication strategies Communication strategies Context of learning Intralingual transfer
Very happy. It best for us pray to Allah
14.
My Holiday I going to jogja
My holiday I went to Jogja
15.
I love jogja city
Capitalization
Context of learning
I love Jogja city
Respondent 6 (W) No. 1. Error Data I was going to the recreation ^ 2. jakarta near attin mosque 3. Learning aBout our country and its content I came to TMII in the morning at 10.00 oclock with my family 4. With my family it was my first time for coming to there Run on sentence Communication strategies With my family. It was my first time for coming to there. Word order Omit a word Word choice Communication startegies Intralingual transfer Interlingual transfer My family and I came to TMII at 10.00 am Capitalization Omit a word Context of learning Intralingual transfer Capitalization Context of learning Error Classification Add a word Source of Error Intralingual transfer Reconstruction I was going to the recreation place Jakarta near Attin mosque Learning about our country
5.
All part of Indonesian country
Word form
All part of Indonesia country
6.
You do not need for erounding
Spelling Verb tense Word choice
Interlingual transfer Intralingual transfer Interlingual transfer Interlingual transfer
You did not need to go arround
A day was evening 7. So it was my time for went ^ name ^ this place 8. Relaxing in my holiday and beside relaxing the holiday 9. I was learning about Indonesian country 10. I was very glad to visited this place again, but if there is the time in the next
Word choice
It was evening
Run on sentence Add a word
Communication strategies Intralingual transfer
So it was my time for went home. Name of this place
Run on sentence
Communication strategies
Relaxing in my holiday. Beside relaxing, the holiday
Word form
I was learning about Indonesia country
Word choice
I was very glad to visited this place again, I was proud of this place
Respondent 7 (S) No. 1. 2. Error Classification May last holiday Spelling To My grandmother And grandFather 3. I looked much animals theris 4. Lion, bird, elephent, crocodile, duck, cow, ect. 5. Very good!! the animals 6. Very cleaver ^ so smart all animals understand when its turn up in the steac and when its not turn up in the steac 7. And all audience Spelling so happy look this exhibition 8. This exhibition so after 9. I took the ficture Article Word choice Omit a word Run on sentence Interlingual transfer Interlingual transfer Intralingual transfer Communication strategies Intralingual transfer All audience were interested in watching them This exhibition. So after I took a picture Punctuation Run on sentence Add a word Word order Run on sentence Word choice Omit a word Context of learning Communication strategies Intralingual transfer Communication strategies Communication strategies Interlingual transfer Intralingual transfer Word choice Singular- plural Spelling Singular plural Spelling Interlingual transfer Context of learning Interlingual trasfer Context of learning Interlingual transfer I watched a lot of animals there are Lions, birds, Elephants, crocodiles, ducks, cows,etc Very good. The animals All animals very cleaver. They understood the trainers instruction Capitalization Word choice Add a word Error Data Source of Error Interlingual transfer Context of learning Interlingual transfer Intralingual transfer Reconstruction My last holiday To my grandparents house
with the tourist, and he from Arab 10.
Spelling Word choice Add a word
Interlingual transfer Interlingual transfer Intralingual transfer Interlingual transfer Intralingual transfer
with an Arabic tourist
And so after that Word choice I went to home Omit a word
And then I return home
Respondent 8 (N) No. 1. Error Data when last holiday I go to much places I go with my friend I am traveling With my famaly Error Classification Capitalization Verb tense Word choice Verb tense Verb tense Spelling Word choice Punctuation Source of Error Context of learning Intralingual transfer Interlingual transfer Intralingual transfer Intralingual transfer Interlingual transfer Intralingual transfer Context of learning Reconstruction My family, my friends, and I went to a lot of places when last holiday
2.
I go to much places there are mekarsari ^ when I going to over there
Verb tense Omit a word Capitalization Verb tense Omit a word Run on sentence
Intralingual transfer Intralingual transfer Context of learning Intralingual transfer Intralingual transfer Communication strategies Context of learning
I went to Mekarsari. When I went to there
3.
There is many agenda
Singular- plural
There are many agenda
4.
But I am and my Word order friend ^ not follow ^ competation Verb tense Article
Communication strategies Intralingual transfer Intralingual transfer
But my friend and I did not follow the compeptation
5.
There is much places for play and so much the games
Singular- plural Word choice Add a word Singular plural Add a word Word choice Omit a word Spelling
Context of learning Interlingual transfer Intralingual transfer Context of learning Intralingual transfer Interlingual transfer Intralingual transfer Interlingual transfer
there were some interesting places to play games there And I am too We played happily a long day
6. 7.
And ^ am too I am playing with my sister and my friend, from morning until after noun and to night and am so happy play with my friend
8.
And ^ am very happy
Add a word
And I am very happy
9.
But I ^ not very happy because the last holiday not long time
Verb tense Word choice
But I was not very happy because the holiday lasted
10.
In my last holiday
Article
On my last holiday
11.
When last holiday so nice if long time
Word choice Verb tense
My holiday would be different if was much more days
12.
There is no my Brother
Capitalization
Context of learning
There is no my brother
Respondent 9 (A) No. 1. Error Data Like PRJ or usually we call Jakarta Fair Error Classification Verb tense Source of Error Intralingual transfer Reconstruction Like PRJ or usually we called Jakarta Fair
2.
I went to Kwitang for buy a some book
Word form Article Singular plural Verb tense Word choice
Interlingual transfer Intralingual transfer Context of learning Intralingual transfer Interlingual transfer
I went to Kwitang for buying some books My last holiday was very interesting, because I used to be my familly and my friend
3.
My last holiday is very interesting, because many time I used it with my family and my friend
4.
Many skedjule
Spelling Singular- plural
Interlingual transfer Context of learning Context of learning Interlingual transfer
Many schedules
5.
Many planing for make my holiday comfortable
Singular- plural Word form
Many plans for making my holiday comfortable
6.
Like many places at Jakarta included in my planed
Word choice
Like visiting my places in Jakarta
7. 8.
Many activity I also did my hobby, like
Singular- plural Word choice Verb tense
Context of learning Interlingual transfer Intralingual transfer
Many activities I also did my hobby such as
played computer 9. Everyday I always turn on my laptop 10. I like log in my account in FB 11. I also like made a blog and browsing internet 12. My last hliday is Verb tense valuable, because many activity can I did than last holiday in last years 13. I hope next holiday can more interesting than ^ last holiday 14. I wanna make many skedjule Word choice Spelling Interlingual transfer Interlingual transfer Verb tense Word choice Add a word Intralingual transfer Interlingual transfer Intralingual transfer Word choice Intralingual transfer Interlingual transfer Verb tense Omit a word Verb tense Intralingual transfer Intralingual transfer Intralingual transfer Verb tense Intralingual transfer
playing computer Everyday I always turned on my laptop I like logging my account in FB I also liked making a blog and browsing internet My last holiday was valuable, because I could did my last holiday before
I hoped next holiday would be more interesting than my last holiday I would make many schedules
Respondent 10 (M) No. 1. 2. Error Data My nama I come from in Tangerang Error Classification Spelling Omit a word Source of Error Interlingual transfer Intralingual transfer Reconstruction My name I come from Tangerang
3.
My last holiday I have gone to kelapa gading lake
Word order Ver tense Capitalization
Communication strategies Intralingual transfer Context of learning Context of learning Intralingual transfer
I went to Kelapa Gading lake last holiday
4.
when to kelapa gading lake
Capitalization Add a word
When I went to Kelapa Gading lake
5.
I think that ^ place is very good for refreshing, why..?!
Punctuation Verb tense Article
Context of learning Intralingual transfer Intralingual transfer
I though that the place is very good for refreshing, why?
6. 7.
Because Happy together and swimming together and eating together
Capitalization Omit a word Word choice
Context of learning Intralingual transfer Interlingual transfer
because I could jock swim and eat together
8.
When we jocking together dzuhur time is coming and all jobs is stoped. And after dzuhur time we to continue for takking fish at lake
Word order Omit a word Run on sentence Word choice
Communication strategies Intralingual transfer Communication strategies Interlingual transfer
We stop jocking when dzuhur time came to pray, after that we continue fishing on lake.
9.
After finishing take fish, I fried it by using
Word choice Omit a word
After fishing, I fried fish and we ate fish together.
fouder and chili after that we eat all fish we have been taked. 10. And afternoon is Word order coming and we look a sunset 11. And we go to our home Word choice Add a word Interlingual transfer Intralingual transfer Then we return home in the afternoon Omit a word Communication strategies Intralingual transfer We look a sunset in the afternoon
Respondent 11 (A) No. 1. Error Data At my last holiday I went to The Salak Mountain 2. ^ I saw The beatiful Capitalization Verb tense Error Classification Article Omit a word Punctuation Word order Source of Error Intralingual transfer Intralingual transfer Context of learning Communication strategies Context of learning Intralingual transfer Interlingual transfer Interlingual transfer Communication strategies Intralingual transfer Intralingual transfer Context of learning Intralingual transfer Interlingual transfer After I arrived there I saw the beautiful panorama. In Salak Mountain we enjoyed, after that we ate together. Reconstruction I went to Salak Mountain last holiday
panorama and so Spelling in salak mountain I ate Word choice Run on sentence
With famili after Add a word eating My stomach is full 3. I went to The Salak Mountain Article Word choice Omit a word Punctuation
We left for it at 07.00 am
In 07.00 a clock at the morning 4. So afeter eating I and my mamily Was prepareing our self went to the Home 5. 6. I went from Spelling Add a word Spelling Spelling Capitalization Wor choice Word choice Interlingual transfer Intralingual transfer Interlingual transfer Interlingual transfer Context of learning Interlingual transfer Interlingual transfer Communication strategies Interlingual transfer Interlngual transfer I went to I slept on the way to my home. Then I woke up when we arrived home After looking around we returned hom ein the afternoon
In my treveling I Run on sentence slept and so I woke up fom my slept, Suddnly Word choice Spelling
Respondent 12 (H) No. 1. Error Data My last Holiday in Bali, when I went to Bali Theres some trouble I got it. I got trouble Like The tire of my car was broke. 2. But I can finishing my trouble. Verb tense Word choice Intralingual transfer Interlingual transfer But I could handle it Error Classification Capitalization Capitalization Word choice Verb tense Source of Error Context of learning Context of learning Interlingual transfer Intralingual transfer Reconstruction My last holiday in Bali, on the way to Bali I got some troouble. I got trouble like the tire of my car was broken.
3.
I went to Bali Hotel for got some room. For
Word form Capitalization Run on sentence
Interlingual transfer Context of learning Communication strategies Intralingual transfer Context of learning Context of learning
I went to Bali Hotel for getting a room, for I slept moment.
I Sleept Moment Verb tense Singular plural 4. Tomorrow I Arround 5. 6. For got The best Im add My friend is Hunggry Capitalization Verb tense Capitalization Spelling Word order 7. We went to food Spelling cour for buying some food For fill our body 8. For Hearing The DJ Players, and drunk the Beverages. 9. And The last day 10. Buy The Ticket Verb tense Capitalization 11. I got Some Experience from Bali Island Is The best Holiday. And I seen The Capitalization Word choice Capitalization Verb tense Capitalization Capitalization Article Capitalization Omit a word Capitalization Omit a word Capitalization
Tomorrow I arround
Context of learning Intralingual transfer Context of learning Interlingual transfer Communication strategies Interlingual transfer Intralingual transfer
For got the best My friend and I were hungry
We went to foodcourt for buying some food
Context of learning
For listening to
Intrallingual transfer DJ and drinking Context of learning Intralingualtransfer Context of learning And the last day
Intralingual transfer Context of learning Context of learning Interlingual transfer Context of learning Intralingual transfer Context of learning
Bought the ticket
I got some experience from Bali Island. It was the best holiday for me
Panorama, And The Price Experience
Capitalization Omit a word
Context of learning Intralingual transfer
And the price experience
Respondent 13 (D) No. 1. Error Data At my holiday last month, I have many experiencies and activities that I done it well. There are many activities which I did it with my family, my friends, and my My old Friends 2. The Activity of my holiday that I do with my family is I went to my grandmothers house for visiting her and knowing about her condition 3. The activity of my holiday that Capitalization Omit a word Context of learning Intralingual transfer My friend and I went to lake for Capitalization Word order Verb tense Omit a word Add a word Context of learning Communication strategies Intralingual transfer Intralingual transfer Intralingual transfer My family and I went to visited my grandmothers house to know her condition last holiday Error Classification Article Capitalization Word order Omit a word Source of Error Intralingual transfer Context of learning Communication strategies Intralingual transfer Reconstruction My family, my friends, my old friends, and I did many experiences and activities on my holiday last month.
I do with my Friend is we
Add a word Word order
Intralingual transfer Communication strategies Context of learning Intralingual transfer
looking at beautiful panorama last holiday
went to the Lake Capitalization for Looking the Panorama so Beautiful 4. We Never Look it at other time Capitalization Verb tense Word choice 5. My holiday with my old friend is we came back to our school when we school at the primary school. Word order Word choice Add a word Omit a word Article
Context of learning We had never Intralingual transfer Interlingual transfer Communication strategies Interlingal transfer Intralingual transfer Intralingual transfer The following day, my old friend and I went to our formers primary school we went arround it seen before
6.
Which there ^ at
Add a word Word choice
Intralingual transfer Interlingual transfer Context of learning
Which there is in
7.
Thats all my experience and activity
Singular- plural
Thats all my experiences and activities
Respondent 14 (D) No. 1. Error Data My Last holiday at Beach Error Classification Capitalization Article Capitalization 2. When I go ^ beach with our Verb tense Add a word Source of Error Context of learning Intralingual transfer Context of learning Intralingual transfer Intralingual transfer When I went to beach Reconstruction My last holiday on the beach
3.
Family At 07.00 A.m oclock
Capitalization Omit a word Capitalization Omit a word Verb tense Word order Capitalization
Context of learning Intralingual transfer Context of learning Intralingual transfer Intralingual transfer Communication strategies Context of learning Intralingual transfer Context of learning Interlingual transfer Context of learning Intralingual transfer Communication strategies Context of learning Interlingual transfer Interlingual transfer Intralingual transfer Intralingual transfer
at 07.00 am
4.
So I register in hotel after that
After that I registered in Hotel
5.
I walking with our Family for look sunrise I think sunrise is Very beautyfuly From oTher
Verb tense Capitalization Word form Capitalization Add a word Run on sentence
After that we walked for looking sunrise. I though the sunrise was more beautiful event than others. Wake up from slept When magrib came we prayed We played flying fox
6.
Wake up From sleept
Capitalization Spelling Word choice Verb tense Verb tense
7.
I go for magrib praying
8.
We are playing flying fox
9.
So ^ come to him
Add a word Verb tense Word choice
Intralingual transfer Intralingual transfer Interlingual transfer Intralingual transfer Interlingual transfer Intralingual transfer Intralingual transfer Intralingual transfer Intralingual transfer Intralingual transfer
So I came to them
10.
When wake up From sleept
Add a word Word choice Verb tense Verb tense Add a word Article Add a word
The next day I woke up I felt very fresh I went outside my room Happy on my last holiday
11. 12.
I fell very fresh I go outside room
13.
Happy in ^ last holiday
14.
I look ^ animal at beach
Word choice Singlar plural Article
Interlingual transfer Context of learning Intralingual transfer Interlingual transfer Intralingual transfer Intralingual transfer Interlingual transfer
I found some animals on beach
15.
My father and my mother calling me. And so come to him for back to house
Word choice Verb tense Omit a word Word choice
My parents called me to returned home
16. 17.
I fell very happy I think This holiday
Spelling Capitalization
Interlingual transfer Context of learning
I felt very happy I think this holiday
18.
This holiday is my experience In my LiFe
Verb tense Capitalization Omit a word
Intralingual tranfer Context of learning Intralingual transfer
This holiday was experience in my life
Respondent 15 (M) No. 1. Error Data When my last Holiday 2. I when to peak And when we came every body brought the bag 3. Elementary school Capitalization Context of learning Elementary School Word choice Omit a word Word choice Singular plural Interlingual transfer Intralingual transfer Interlingual transfer Context of learning Error Classification Capitalization Source of Error Context of learning Reconstruction When my last holiday I went to peak When we came, all of us broughts the bag
4.
We gone to peak Verb tense with the big Bus Omit a word Capitalization
Intralingual transfer Intralingual transfer Context of learning Intralingual transfer Context of learning Intralingual transfer Context of learning Intralingual transfer Communication strategies Context of learning Intralingual transfer Interlingual transfer Context of learning Context of learning
We went there by bus
5.
Before that will be meeting In My Home
Verb tense Capitalization Omit a word Capitalization Omit a word Word order
Before going to Cibodas we met in my home We did dzuhur praying
6.
We did the Praying Dzuhur
7. 8.
And the Agenda We playing any Games
Capitalization Verb tense Wod choice Capitalization
And the agenda We played many games
9.
chatting with the Capitalization other
Chatting with the other
10.
We dont forget Capitalization this Holiday Verb tense
Context of learning Intralingual transfer Communication strategies
We never forgot our holiday Cibodas Raya peak
11.
Peak Raya
Cibodas Word order
Respondent 16 (A) No. 1. 2. Error Data At my holiday Error Classification Article Sorce of Error Intralingual transfer Intralingual transfer Intralingual transfer Intralingual transfer Reconstruction On my holiday I went to any place I went to over there
I gone to the any Verb tense place Omit a word Verb tense
3.
I go to over there
4. 5.
We are going to We go after shubuh
Verb tense Verb tense
Intralingual transfer Intralingual transfer
We went to We went after shubuh
6.
When I come to
Verb tense Article
Intralingual transfer Intralingual transfer Interlingul transfer Intralingual transfer Interlingual transfer Intralingual transfer Intralingual transfer
When I came in
7. 8. 9. 10.
Very beutyful I preparing I feel very fresh I take ^ rest
Spelling Verb tense Word form Verb tense Article
Very beautiful I prepared I felt very fresh I took a rest
11.
After I played at over there. We preparing
Incomplete sentence Communication strategies Verb tense Intralingual transfer Verb tense Intralingual transfer
After I played at over there we prepared For went home because we felt so fresh
12.
For go to the home. Because we are feel so fresh
Incomplete sentence Communication strategies Omit a word Intralingual transfer Verb tense Intralingual transfer
13.
We come to the home
We came to the home
14.
I go to my mattres
Verb tense Spelling Verb tense
Intralingual transfer Interlingual transfer Intralingual transfer
I went to my mattress For slept because I felt tired
15.
For sleep because I feel tired
Respondent 17 (H) No. 1. Error Data At my last holiday, I went to my grand father house, and my grand father house located at the mountain, and it is very far from the town. 2. The air and the water is so pure in my grandfather house 3. I love this place so much! 4. What a beautiful place that I ever seen! 5. I must went to my home back 6. I will miss that place so much! Punctuation Word order Communication strategies Context of learning Punctuation Context of learning Punctuation Context of learning I love this place so much. What a beautiful place that I ever seen. I must went back home I will miss that place so much. Word order Communication strategies In my grandfather house the air and the water is so pure Error Classification Article Word choice Word order Run on sentence Source of Error Intralingual transfer Iterlingual transfer Communication strategies Communication strategies Reconstruction On my last holiday, I went to my grandparents house. Its located at the mountain far from the town.
Respondent 18 (A) No. 1. Error Data At my last holiday I went to water park with our friend and my family 2. 3. I went to them at Word order Useding a car ^ I Spelling came 4. After I came I ate with our friend and my family 5. 6. I around in I see panorama so beutyful Add a word Word choice Omit a word Add a word Word order Spelling Word order Spelling Omit a word 7. I play the swiming with our friend Omit a word Verb tense Word choice Intralingual transfer Interlingual transfer 8. I Bought the stect 9. I came to my Home 10. I flet happy Spelling Capitalization Word choice Capitalization Context of learning Interlingual transfer Context of learning I came to my home Interlingual transfer I felt happy I bought the steak Communication I went with them strategies Interlingual transfer Using a car and I Intralingual transfer came Interlingual transfer My family, my Intralingual transfer friend, and I ate Intralingual transfer together Communication strategies Interlingual transfer I arround in Communication I saw beautiful strategies panorama Interlingual transfer Intralingual transfer Intralingual transfer I swam with my friend Error Classification Article Word order Omit a word Source of Error Reconstruction
Intralingual transfer My family, my Communication friend, and I went strategies to water park last Intralingual transfer holiday.
11.
This holiday I have the good experience with our friend and my family
Word order Add a word Word choice Omit a word
Communication We have good strategies experience this Intralingual transfer holiday Interlingual transfer Intralingual transfer
Respondent 19 (M) No. 1. Error Data In the last holiday ago 2. I have some plain for doing it, I want to do it with my friend or my brother and my sister and special with my family. 3. 4. Good for feel it Before swimming to swimming pool Verb tense Omit a word Intralingual transfer Good for felt it Intralingual transfer Before swam to swimming pool Error Classification Article Omit a word Spelling Omit a word Word order Source of Error Reconstruction
Intralingual transfer On the last Intralingual transfer holiday Interlingual transfer My family and I Intralingual transfer have some plan Communication strategies for doing it.
Respondent 20 (F) No. 1. Error Data Playing Foot ball 2. 3. I when to Villa I when to with my friend to the Puncak 4. When holiday I when to Puncak bogor with family in the puncak bogor I with young brother swimming in the Villa 5. I when with my friend in my home 6. We come to Verb tense Word choice Interlingual transfer I went with my friend from my home Intralingual transfer We came to our Intralingual transfer Villa in Puncak Context of learning Bogor Word choice Capitalization Word order Verb tense Run on sentence Interlingual transfer My family and I Context of learning Communication strategies Communication strategies went to Puncak Bogor when holiday. My young brother and I swam in the Villa. Word choice Word choice Word order Interlingual transfer I went to Villa Interlingual transfer My friend and I Interlingual transfer went to Puncak Error Classification Capitalization Source of Error Context of learning Reconstruction Playing foot ball
Villa our Puncak Add a word bogor 7. We are take ^ rest 8. We are taking ablution 9. We are playing foot ball Verb tense Capitalization Verb tense Article Verb tense
Intralingual transfer We took a rest Intralingual transfer Intralingual transfer We took ablution
Intralingual transfer We played foot ball
10.
In front of Villa we are over there
Run on sentence
Communication strategies
In front of Villa. We are over there
11.
We are come back go to jakarta before come back we buy snack
Word choice Capitalization Run on sentence Word order Verb tense
Interlingual transfer Before return Context of learning Communication strategies Communication startegies Intralingual transfer home to Jakarta, we bought snack.
12. 13.
We buy snack We are in Puncak bogor we are happy
Verb tense Word order
Intralingual transfer We bought snack Communication strategies Intralingual transfer Context of learning Communication strategies In front of villa. We are overthere. We are happy in Puncak Bogor
Omit a word Capitalization
14.
In front of villa we are overthere
Run on sentence
Based on the data above, it can be seen that: 1. Total errors of singular- plural are 16 errors on percentage 3.00 % 2. Total errors of word form are 13 errors on percentage 2.44 % 3. Total errors of word choice are 85 errors on percentage 15.9 % 4. Total errors of verb tense are 92 errors on percentage 17.2 % 5. Total errors of add a word are 41 errors on percentage 7.70 % 6. Total errors of omit a word are 65 errors on percentage 12.2 % 7. Total errors of word order are 35 errors on percentage 6.57 % 8. Total errors of incomplete sentence are 2 errors on percentage 0.37 % 9. Total errors of spelling are 32 errors on percentage 6.01 % 10. Total errors of punctuation are 9 errors on percentage 1.69 % 11. Total errors of capitalization are 76 errors on percentage 14.2 % 12. Total errors of article are 33 errors on percentage 6.20 % 13. Total errors of meaning not clear are 1 errors on percentage 0.18 % 14. Total errors of run-on sentence are 23 errors on percentage 4.32 %
It is also can be stated the percentage of source of error: 1. Total of interlingual transfer are 131 errors on percentage 24.67 % 2. Total of intralingual transfer are 235 errors on percentage 44.25 % 3. Total of context of learning are 104 errors on percentage 19.58 % 4. Total of communication strategies are 61 errors on percentage 11.48 %
B. Data Interpretation According to the data analysis above, it can be visualized that the most error that the students make in their writing is in verb tense which has the percentage error of 17.2 %. The second most errors are in word choice which has the percentage error of 15.9 %, followed by the error of capitalization with 14.2 % in third place. There are the detail explanation can be visualized as follows: 1. The total number of errors of singular- plural is 16 on percentage 3.00 %. It cause that some of the students can not differentiate between singular and plural form. Source of error in intralingual transfer. 2. The total number of errors of word form is 13 on percentage 2.44 %. It means they used simple words in their writing without thinking. Source of error in intralingual transfer. 3. The total number of errors of word choice is 85 on percentage 15.9 %. Many students still confused in choosing the right word in their writing. Source of error in interlingual transfer. 4. The total number of errors of verb tense is 92 on percentage 17.2 % as the second typical error. Most of students using simple present in their narrative writing. They still confused to compare between simple present and simple past. Source of error in intralingual transfer. 5. The total number of errors of add a word is 41 on percentage 7.70 %. Some of students still confused in transferred their idea into English
sometime they used their mother tongue. Source of error in intralingual transfer. 6. The total number of errors of omit a word is 65 on percentage 12.2 %. They used many words in their writing based on their mother tongue. Source of error in intralingual transfer. 7. The total number of errors of word order is 35 on percentage 6.57 %. The students still confused in arranging and making a good sentence in their writing. Source of errore in communication strategies. 8. The total number of errors of incomplete sentence is 2 on percentage 0.37 %. The students finished their sentence without thinking before. Source of error in communication strategies. 9. The total number of errors of spelling is 32 on percentage 6.01 %. They do not memorize the words well. Then, they wrote the wrong words in their writing. Source of error in interlingual transfer. 10. The total number of errors of punctuation is 9 on percentage 1.69 %. It means that students use the punctuation incorrectly. Source of error in context of learning. 11. The total number of errors of capitalization is 76 on percentage 14.2 %. It is the most typical errors that students made in their witing. They have a bad habit, mostly they wrote with capitalization in the midle of the sentence. Source of error in context of learning.
12. The total number of errors of article is 33 on percentage 6.20 %. They still forget use article in target language. Source of error in intralingual transfer. 13. The total number of errors of meaning not clear is 1 on percentage 0.18 %. A few numbers of students finished their sentence, it make the reader confused. Source of error in communication strategies. 14. The total number of errors of run- on sentence is 23 on percentage 4.32 %. The students still did not understand how make a good sentence. They think a good sentence is a long sentence. Source of error in communication strategies. Based on the data interpretation above, most typical error that the second grade students of SMK La Tansa Banten in verb tense, word choice and capitalization. Then, students must improve their knowledge and study more in making a good sentence in their writing.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Having analyzed, the writer knows the second year students of SMK La Tansa Banten did the most typical errors first is verb tense on percentage 17.2 %, the second is word choice on percentage 15.9 %, and then the third is capitalization on percentage 14.2 %. Verb tense takes the first place error because most students forgot using the simple past when they wrote narrative writing. Most students chose the wrong words in their narrative writing, then word choice become the second place. Then capitalization become the third place because most students commonly have a bad habit that they wrote freely the characters in the middle of the sentence. Based on the explanation above, the writer concludes that mostly the second year students of SMK La Tansa Banten made the errors because of the lack of structure rules of target language, and also the lack of knowledge in learning second language. It means intralingual transfer and interlingual transfer are the most typical source of errors.
B. Suggestion After conducting the research, the writer would like to give some suggestions hopefully those can be useful for the learning process. The suggestions are;
1. For the teachers:
a. The teachers should know the students problem in writing subject through error analysis. b. Before starting the lesson, the teacher must give the explanation clearly. c. To know the students competence, the teacher must make an evaluation regularly. d. The teacher must give more practice on grammar exercise. e. Then, the teacher should make a nice condition in learning process. 2. For the students: a. The students should do an exercise that given by the teacher. b. The students must ask a question when their found difficulties in their study. c. The students must give more attentions when the teacher explain the subject. d. Then, the students must study hard in second language learning.
REFERENCES Azar, Betty S. Understanding and Using English Grammar. Jakarta: Binarupa Aksara. 1993. Brown, H. Douglas. Principle of Language and Teaching. New York: A Person Education Company. 2000. Corder, S. Pit. Error Analysis and Inter Language. Walton Street: Oxford University Press. 1981. Corbitt, Edward. P.J. The Little Rhetoric and Handbook With Readings. Glenview: Scott Foresman Company. 1983. Dullay, Heidi. Language Two. New York: Oxford University Press. 1982. Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford University Press. 1994. Ellis, Rod. The Study of Second Language Acquisition. China: Oxford University Press. 1994. E. Wishon, George. et. al. Lets Write English. New York: Litton Educational Publishing. 1980. Grace, Eudia. et. Al. Look Ahead An English Course. Ciracas: Erlangga. 2007. Hubbard, Peter. et al. A Training Course for TEFL. New York: Oxford University Press. 1993. Lock, Graham. Fungtional English Grammar: An Introduction for Second Language Teacher. Cambriddge: Cambridge University Press. 1997. L. Reynolds, Audrey. Exploring Written English A Guide for Basic Writers. Canada: United States of Americe. 1983. Langan, John. English Skills. New York: Mc Graw- Hill, Inc. 1977. Nunan, David. Designing Task for the Communication Classroom. Cambridge: University Press. 1989. Sudjana. Metoda Statistika. Bandung: Tarsito. 2001. Tarigan, H.G. et al. Pengajaran Analisa Kesalahan Berbahasa. Bandung: Angkasa. 1990.
Tarigan, H.G. Pengajaran Analisis Kesalahan Berbahasa. Bandung: Angkasa. 1988. TIEDT, I. McCLELLAN. Writing from Topic to Evaluation. London: Northern Kentucky University. 1989. Wardhany, E.N. Tramo. Developing Writing Skill. Jakarta: DEPDIKNAS Direktorat Pendidikan Menengah Umum. 2003.

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AN ERROR ANALYSIS ON THE STUDENTS NARRATIVE WRITING A CASE STUDY OF THE SECOND YEAR STUDENTS OF SMK LA TANSA THE

2008- 2009 ACADEMIC YEAR

by VERA MAULIDA SAGITA 0501065163

Jakarta, February 2010

ABSTRACT ACKNOWLEDGMENT ....... TABLE OF CONTENTS ..

He got on the bus

He got in to the bus to I bought a new blue jeans

I bought a jeans blue new

I like english lesson and I like English lesson

CHAPTER III RESEARCH METHODOLOGY

Prof.DR.Sudjana MA.,M.Sc. Metoda Statistika.(Bandung: Tarsito, 2001),p. 47

After ^ rest directly we preparing our self

Add a word Verb tense Singular plural

Intralingual transfer Intralingual transfer Context of learning

After we took a rest directly we prepared our selves

We preparing our self ^ eat with some seafood

Add a word Verb tense Omit a word

Intralingual transfer Interlingual transfer

So we felt hat seafood is very delicious and spicy.

prepared our self

Article Word order Word choice

Intralingual transfer Communication strategies Interlingual transfer

Because my father had to attend the meeting at night

Omit a word Verb tense Word choice

We could not return home

Because at my family just my father which can drive the car

Omit a word Word choice

Because only my father who could drive the car

I just sleep till come back to the home

Verb tense Word choice

Intralingual transfer Interlingual transfer

I slept a long the way to my house

I went to Taman Mini

I felt very fun

I felt old working is very happy

so happy My parents and I took a picture

I studied to communicate By Engllish as I used to speak in the boarding school

We went to beach for taking freshing

We went to beach for refreshing

We ^ around beside ^ beach

Add a word Word choice Article

We went around the beach

Capitalization Word choice

We around beside beach we looked area in beach wonderful

Word choice Omit a word Word order Run on sentence Article

We around the beach, we looked a wonderful beach.

Word choice Article Punctuation Add a word Add a word

And the last

We talked about our recent school

It was a funny event

And we wanted to keep our friendship

Intralingual transfer Interlingual transfer

Because friendship never dies

Intralingual transfer Intralingual transfer

I though so My friends always used to support me

I felt so happy ^ thats time because I can meet with tourist

Verb tense Article Verb tense

Intralingual transfer Intralingual transfer Intralingual transfer

I felt so happy at that time because I could meet with tourist.

I can spoke ^ english

Capitalization Verb tense Word choice Add a word

I could practice my English

Think about Indonesian is heart of world

Word form Article