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AN ANALYSIS ON ERRORS MADE BY LEARNERS
IN FORMING IRREGULAR PLURAL NOUNS
(A Case Study at the First Year Students of M.A. ‘Jamiat Kheir’ Central Jakarta)
MUHAMMAD SAUGI
208014000103
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
AN ANALYSIS ON ERRORS MADE BY LEARNERSIN FORMING IRREGULAR PLURAL NOUNS
(A Case Study at the First Year of M.A. 'Jamiat Kheir' Students)
a Skripsi
Presented to the Faculty of Tarbiyah and Teacher's TrainingIn Partial Fuffillment of the requirementsfor the Degree of Strata I (Bachelor of Arts)
in English Language Education
by:Muhammad Saugi
208014000103
Approved by Advisors:
Drs. H. Sunardi Kartowisastro" Dip.EdNIP: 19440719 196510 2 001 NIP: 19790811 200912 2 001
DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TARBIYAH AND TEACIIER'S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMTC UNIVBRSITYJAKARTA
20t3
BNDORSEMENT SHBET
The Examination Committee of the Faculty of Tarbiyah and Teachers, Trainingcertifies that the 'skripsi' (Scientific paper) entitled .,AN ANALysrs oN ERR9RSMADE BY LEARNERS IN FORMING IRREGULAR PLURAL NOUNS', (ICase Study at the First Year Students of M.A. 'Jamiat Kheir' Central Jakarta),written by Muharnmad Saugi, student's registration number 208014000103 wasexamined by the committee on December rrtt',2013. The .skripsi, has beenaccepted and declared to have fulfilled one of the requirements for the degree of"S.Pd" (Bachelor of Arls) in English Language Education at the English Depitmentof 'Syarif Hidayatullah' State Islamic University.
J akarta, December I lth, 20 13
EXAMINATION COMMITTEE
CHAIRMAN Drs. Syauqi. M. Pd.
NIP. 19641212 t99I 03 1002
SECRETARY Zaharil Anasy. M. HumNrP. 19761007 2007 10 1 002
EXAMINER I Nida Husna. M. Pd.. M.A. TESOLNIP. 19720705 2003 122002
ulr-'4 Vr--i. -...._EXAMINER II DR. Atiq Susilo, M.A.
NIP. 194911221978 03 1 001
Acknowledged byDean of Faculty of Tarbiyah and Teachers, Training
\u,^tu$l-Dra. Nurlena Rifai. M.A.. Ph.D
NrP" 19591A2A 1986 03 2 001
il
KEMENTERIAN AGAMAtga2.-.
,,6'^ ;',:-' UIN JAKARTAiWAm I FtrK
Jl. lt. H. Juanda No 95 Cioutat 15412 lndonesia
FORM (FR)
No. Dokumen FITK-FR-AKD-05 ':
No. Revisi: : 02
SURAT PERNYATAAN KARYA SENDIRI
1 Maret 2010
: 111
Saya Yang Bertandatangan dibawah ini,
Nama
Tempat, Tanggal Lahir
NIM
Jurusan/ Frodi
Prograrn
Judul Skripsi
MUHAMMAD SAUGI
Situbondo, 16 Oktober 1980
208014000103
Pendidikan Bahasa Inggris
Non Reguler
AN ANALYSIS ON ERRORS MADE BY
LEARNERS IN FORMING IRREGULAR
PLURAL NOUNS" (A Case Study at the Firist Year.
Students of M.A. 'Jamiat Kheir' Central Jakarta)
i. Drs. H. Sunardi Kaftowisastro, Dip.Ed
2. Ummi Kultsum, M.Pd
Dosen Pembimbing
Dengan ini menyatakan bahwa saya buat benar-benar hasil karya sendiri dan saya
bertanggung jawab secara akademis atas apa yang saya tulis.
Demikian ini dibuat sebagai salah satu syarat Wisuda.
Jakafta, 9 Juli 2013
Mahasiswa Ybs.
l1l
NiM. 208014000103
iv
ABSTRACT
AN ANALYSIS ON ERRORS MADE BY LEARNERS IN FORMING
IRREGULAR PLURAL NOUNS A Case Study at the First Year Students of
M.A. „Jamiat Kheir‟ Central Jakarta. Skripsi of English Education at Faculty of
Tarbiyah and Teachers‟ Training of State Islamic University Syarif Hidayatullah
Jakarta, 2014.
Advisor I : Drs. H. Sunardi Kartowisastro, Dip.Ed
Advisor II : Ummi Kultsum, M.Pd
Key Words : Errors, and Error Analysis on Irregular Plural Nouns
Committing errors in language learning is a common thing and thus
inevitable, especially for learners of English as a foreign language. Brown defines an error as “a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learners.”
1 The writer of this
„skripsi‟ does an analysis on errors found on the learners‟ tests upon the matter of forming the irregular plural nouns. Vahdatinejad maintains that “error analysis can be used to determine what a learner still needs to be taught as it provides the necessary information about what is lacking in his or her competence.”
2
Accordingly, the writer, then, carries on a descriptive research to identify and further diagnose on what might be the reasons for the learners of the first grade of senior high school „Jamiat Kheir‟ Jakarta in committing the errors. There are 17 (seventeen) students taken as the object of this research who take the test as one of the instruments prepared, in addition to personal observation, an interview to an English teacher, and questionnaires for the students to acquire additional description to what likely occurs at the classroom. The analysis of data shows that students committed the errors of word-order and addition. They did errors that are caused by the factor of inter-lingual transfer and the context of learning. The most errors that were made are the nouns that come from Latin or Greek (97.6%) which indicates that most of them do not aware that some nouns words have their typical as well as exceptional forms. Accordingly, it is a must for the teachers to inform their learners of the exceptions to the rule of the language matter which is ungrammatical, to be followed by giving necessary evaluation, especially on the formation of the irregular plural nouns.
1 Brown, H., Douglas, 2000, Principles of Language Teaching and Learning, New York: Addson
Wesley, p 217 2 Vahdatinejad, International Journal of Learning and Development: Applied Error Analysis of
Written Production of English Essays of Tenth Grade Students in Ajloun School, Jordan
(www.macrothink.org/journal/index/php) May 5, 2013, 9 a.m.
v
ABSTRAK
AN ANALYSIS ON ERRORS MADE BY LEARNERS IN FORMING
IRREGULAR PLURAL NOUNS di M.A. „Jamiat Kheir‟ Jakarta Pusat kelas
satu. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan
Keguruan UIN Syarif Hidayatullah Jakarta, 2014.
Pembimbing I : Drs. H. Sunardi Kartowisastro, Dip.Ed
Pembimbing II : Ummi Kultsum, M.Pd
Kata Kunci : Kesalahan, analisis kesalahan, dan kata benda tidak beraturan
jamak
Membuat kesalahan dalam mempelajari bahasa adalah sesuatu hal yang lumrah dan tidak dapat dihindari, khususnya bagi mereka yang sedang mempelajari bahasa Inggris sebagai bahasa asing. Brown mendefinisikan kesalahan (error) sebagai „penyimpangan‟ yang dapat dilacak dari sebuah tata bahasa (yang digunakan oleh) penutur asli dewasa, yang merefleksikan kompetensi atau kemampuan interlanguage siswanya. Penulis skripsi ini melakukan sebuah analisa kesalahan (error) yang dijumpai pada hasil tes siswa dengan materi tentang pembentukan kata benda jamak tidak beraturan. Vahdatinejad mengatakan dengan tegas bahwa analisa kesalahan (error analysis) dapat digunakan untuk menentukan apa saja yang masih dibutuhkan siswa dan yang menjadi kekurangan dalam kemampuan yang sedang dicapai. Oleh karenanya, penulis, kemudian melakukan sebuah penelitian yang bersifat kualitatif dan deskriptif ini untuk mengetahui, dan lebih lanjut untuk mendiagnosa tentang apa yang menjadi alasan bagi para siswa kelas 1 MA. Jamiat Kheir dalam melakukan sejumlah kesalahan pada materi tersebut. Sebanyak 17 siswa diambil sebagai obyek penelitian ini, yang mengikuti tes sebagai salah satu instrumen yang dipersiapkan, selain pengamatan individu, wawancara terhadap pengajar bahasa Inggris, serta kuisioner bagi setiap siswa untuk mendapatkan gambaran tambahan yang bermanfaat tentang apa yang mungkin terjadi di ruang kelas. Dari hasil analisis data, terlihat bahwa para siswa melakukan kesalahan (error) dalam klasifikasi word order dan addition. Mereka melakukan kesalahan yang disebabkan oleh faktor inter-lingual transfer dan context of learning. Kesalahan terbanyak yang mereka lakukan adalah pada kata benda yang berasal dari bahasa Latin atau Yunani (Greek) sebesar 97.65%, yang menunjukkan bahwa sebagian besar dari mereka tidak menyadari bahwa sejumlah kata benda memiliki aturan atau struktur yang khas dalam pembentukan jamaknya yang merupakan perkecualian. Oleh karenanya, menjadi kewajiban bagi para guru yang bersangkutan untuk senantiasa menginformasikan kepada anak didiknya, bahwa dalam beberapa materi bahasa Inggris, khususnya tata bahasa (grammar), terdapat beberapa struktur yang tidak mengikuti aturan sebagai mana mestinya (atau tidak gramatikal) yang merupakan perkecualian, untuk kemudian diberikan evaluasi yang diperlukan, terutama dalam hal pembentukan kata benda jamak tidak beraturan.
vi
MOTTO
Hai manusia, sesungguhnya Kami menciptakan kamu dari seorang laki-laki dan seorang
perempuan dan menjadikan kamu berbangsa-bangsa dan bersuku-suku supaya kamu saling kenal-
mengenal. Sesungguhnya orang yang paling mulia di antara kamu di sisi Allah ialah orang yang
paling taqwa di antara kamu. Sesungguhnya Allah Maha Mengetahui lagi Maha Mengenal.
O mankind, WE have created you from a male and a female; And WE have made
you tribes and sub-tribes that you may know one another. Verily, the most
honourable among you, in the sight of ALLAH, is he who is the most righteous
among you. Surely, ALLAH is All-Knowing, All-Aware.
(Al-Quran Surah Al-Hujurah (49) verse13)
Errare humanum est. (to err is human)
(Latin proverb)
An error does not become a mistake
Until you refuse to correct it.
(O.A. Battista)
vii
ACKNOWLEDGMENTS
All-praise be, and always will be to Allah, The Lord of the worlds, who
has been giving the writer His blessing and guide, especially on the
accomplishment of this study. Peace and salutation be upon the great prophet
Muhammad, his companions and followers.
It is absolutely indispensable for the writer to express his gratitude for
those who have been helpful in assisting on the accomplishment of this research.
The writer would like to dedicate this „skripsi‟ to his beloved mother
(Syifa Almuhdar), his father (the late-Syech Basry Assegaf), his wife (Hidayah
Savira) and his daughters (Fateema Mutia Khalyla and Amyna Nasheera Nadine)
for their attention and support.
On this occasion, the writer also would like to give thanks to:
1. Mrs. Ummi Kultsum, M, Pd. and Mr. Drs. H. Sunardi Kartowisastro, Dip, Ed.,
for their guidance, patience and perseverance during the course of this study.
2. All the lecturers of English Education Department from whom the writer attains
worthy knowledge, particularly in English language learning.
3. Drs. Syauki, M, Pd., the head of English Education Department, and Zahril
Anasy, M. Pd., the secretary.
4. Dra. Nurlena Rifa‟i, MA., Ph.D., the dean of Faculty of Tarbiyah and
Teacher‟s Training.
5. Mr. Syauqi Algadri, the head of „Jamiat Kheir‟ institution, Mr. Husin
Alhadad, the headmaster of M.A. „Jamiat Kheir‟, and Mr. Erlansyah, the
English teacher, for their contribution of this project in both the obtaining of
the data as well as the handling of the instruments.
6. The students of „Jamiat Kheir‟ school from which the writer of this „Skripsi‟
collect the data, especially the students of grade X, unit of „banat‟. Thanks for
the learners who took their time to respond to the questionnaires sent to them.
7. All of the writer‟s friends, exceptionally those of extension class-C for the
cooperative attitude and being good-fellows.
viii
The writer feels sure that this „skripsi‟ is still far from impeccable. For
that reason, any comment or criticism which is constructive or practical is always
desirably welcome with salutation for the meaningfulness as well as the
usefulness of this „skripsi‟.
Jakarta, February 10, 2014
The Writer
ix
TABLE OF CONTENTS
APPROVEMENT SHEET .............................................................................. i
ENDORSEMENT SHEET ............................................................................. ii
SURAT PERNYATAAN KARYA SENDIRI ................................................ iii
ABSTRACT ................................................................................................................ iv
ABSTRAK ................................................................................................................. v
MOTTO ..................................................................................................................... vi
ACKNOWLEDGMENTS .......................................................................................... vii
TABLE OF CONTENTS ............................................................................................ ix
LIST OF TABLES ...................................................................................................... xi
CHAPTER I INTRODUCTION
A. Background of the Research ........................................... 1
B. The Limitation and Formulation of the Problem ............ 3
C. The Objective of the Research ........................................ 3
D. The Significance of the Research .................................... 3
E. The Organization of the Writing ..................................... 3
CHAPTER II THEORETICAL FRAMEWORK
A. Error Analysis ............................................................... 5
1. The Definition of Error ............................................... 5
2. The Definition of Error Analysis ................................ 5
3. The Sources of Errors ................................................. 7
4. The Classification of Errors ........................................ 10
5. The Procedure of Error Analysis ................................ 12
B. Nouns .............................................................................. 13
1. Nouns and Its Role as a Part of Speech ...................... 13
2. Noun Classification ..................................................... 13
3. Irregular Plural Nouns ................................................ 14
CHAPTER III THE RESEARCH METHODOLOGY
A. The Method of the Research ........................................... 16
B. The Place and Time of the Research ............................... 16
C. The Object of the Research ............................................. 16
D. The Instruments of the Research .................................... 17
E. The Technique of Data Analysis ..................................... 17
CHAPTER IV THE RESEARCH FINDING
A. Data Description ............................................................ 18
B. Data Identification ......................................................... 21
C. Data Analysis ................................................................. 25
x
D. Interpretation of Data .................................................... 29
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................... 31
B. Suggestion ....................................................................... 32
REFERENCES .......................................................................................................... 33
APPENDICES ........................................................................................................... 35
xi
LIST OF TABLES
Table 2.1 Example of the Procedure of Error Analysis ............................... 12
Table 4.2 Students‟ Test Result of the 24 Items ........................................... 18
Table 4.3 Number of Errors on Each Item .................................................... 19
Table 4.4 First Identification of the Students‟ Error (test-1) ........................ 21
Table 4.5 Second Identification of the Students‟ Error (test-2) ................... 23
Table 4.6 Third Identification of the Students‟ Error (test-3) ...................... 25
Table 4.7 Classification of Students‟ Error in Number and Percentage ...... 26
Table 4.8 Number of Causes of Error .......................................................... 26
Table 4.9 Frequency and Percentage of the Errors on Each Areas ............... 27
1
CHAPTER I
INTRODUCTION
A. Background of the Research
The existence of English from century to century has made it become the
lingua franca or as an international means of daily talks and conversation which is
spoken by many population throughout the world. People have significantly put
their intention in dealing with English language to lessen the „barrier‟ of their
cross-continent communication.
In Indonesia, English, which is a foreign language, has been one of the
main subjects among other lessons taught to students from the level of elementary
up until secondary or high school levels. The English subject or lesson with the
topics or subject matters including the four skills (listening, speaking, reading
writing) and language components (grammar, vocabulary, and pronunciation or
phonology) is delivered to students of Junior and Senior High School.
Some students are highly-interested in learning the language, especially
when they are provided relevant as well as supportive facilities including the
competent teachers and the attractive materials, while some others are less
courageous or motivated with a number of reasons. Teachers, along with their
ways or methods, conduct the teaching and learning process to fulfil the
completion of the matters where students are expected to understand.
Grammar matter, apart from the other aspects such as expression and texts,
are periodically given to students with several parts of test or exercises. Students
learn a number of structures or rules which is called the grammar, as what is
defined by Richards and Schmidt as “a description of the structure of a language
and the way in which linguistic units such as words and phrases are combined to
produce sentences in a language.”1 However, students often forget the structures
unless they keep using them constantly on daily use or conversation, as what is
1 Richards, Jack, C. and Richard Schmidt, Longman Dictionary of Language Teaching
and Applied Linguistics, 2002, Harlow: Pearson Education, p.230
2
stated by Harmer “… what they know about grammar they may remember the
lesson from school, but beyond that they will say that they have forgotten what
grammar they once knew.”2
The structures in English language involve a number of grammatical rules
including the regular and irregular forms of words where students are expected to
understand but unfortunately, they find this an uneasy thing to do. One of the
examples is when they feel quite difficult in distinguishing the regular and
irregular forms of plural nouns.
The difference between English and Indonesian structures of words
writing does confuse many students in learning it, especially for the noun words
that are not only in form of singular and plural, but also in form of regular and
irregular. Some of the nouns are the same in forms whether they are in plural or
singular, while some others are in different forms. We can say in English „a deer‟
and „many deer‟ (not „many deers‟) as it is in the same form and belongs to
irregular noun (form). In Indonesian, we just easily can say: seekor rusa or banyak
rusa (without any inflectional changes). Another example is the noun word a
horse which is singular and thus becomes horses in plural, and this belongs to
regular noun word, as the pattern is simply by asserting an s at the end of the
singular noun word.
Those grammatical rules in forming the plural nouns are perplexed by a
number of other exceptional patterns. We take examples the noun words mouse
that changes into mice, not mouses, and goose that becomes geese, not gooses,
from their singular forms into their plural ones, respectively. Their specific ways
in changing from singular to plural classify them into what we call as the irregular
nouns and thus become an exception in which many students experience a number
of errors. This phenomenon urges the writer to learn more the causes or reasons
within, and thus made him conduct a research which is titled “An Analysis on
Errors Made by Learners in Forming Irregular Plural Nouns”.
2 Harmer, Jeremy. The Practice of English Language Teaching, 1991, New York:
Longman Publishing, p.12-13
3
B. The Limitation and the Formulation of the Problem
The scope of this research is to analyze the errors made by the students on
the test items of Irregular Plural Nouns forms and to find out factors that might
cause them difficult in forming the Irregular Plural Nouns. The writer will discuss
only the forms of Irregular Nouns which are also in Plural forms.
According to the statements above, the writer formulates the problem into:
“What kinds of errors do the students make on the topic of Irregular Plural Nouns
form and what factors that cause them to commit such errors?”
C. The Objective of the Research
The writer‟s purpose in conducting this research is to identify the errors
and to learn what factors become the causes on the difficulty faced by students as
they made errors while doing the tests items related to the forming of the Irregular
Plural Nouns after learning such matter, as a part of the study of grammar in the
high school.
D. The Significance of the Research
This research is intended to minimize the students‟ errors in grammatical
matter of irregular plural nouns and to provide them with better understanding on
this topic. Hopefully, they are motivated to increase their comprehension on
irregular plural nouns formation which can be assisted by their teachers after
analyzing the errors that have been committed. In addition, through this research,
the writer hopes to widen his view on this matter as well as for the readers or
those who are concerned with this issue to contribute with supplementary
knowledge.
E. The Organization of the Writing
This „skripsi‟ is divided into five chapters. The first chapter is the
introduction. It consists of the background of the research, the limitation and
formulation of the problem, the objective of the research, the significant of the
research, and the organization of the writing.
4
The second chapter is the theoretical framework. This chapter consists of
two main parts. The first part gives the explanation for the error analysis that
comprises the definition of error and error analysis, the sources of error, the
classification of error, and the procedure of error analysis. The second part of this
chapter explains about the noun which covers the noun as a part of speech, the
noun classification, and the irregular plural nouns.
The third chapter of this research is the research methodology. It
comprises the method of the research, the place and time of the research, the
object of the research, the instrument of the research, and the technique of data
analysis.
The research finding is in the fourth chapter. It provides the explanation of
data description, data analysis, and data interpretation.
The last chapter is the conclusion and suggestion based on the research
finding of the previous chapter. References and appendices are enclosed
subsequently to complete this writing.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
1. The Definition of Error
Various definitions of error have been presented by a number of experts.
Basically, those definitions contain the same meaning while the difference lies
only on the ways they formulate them. The first definition is what is stated by
Norrish, i.e. “error is a systematic deviation, when a learner has not learnt
something and consistently gets it wrong.”3 It means something can be said an
error when someone does not know the matter and he or she constantly does it
incorrectly as they produce deviant grammatical rules on this context.
The second definition is given by Cunningsworth that says “… errors are
systematic deviations from the norms of the language being learned.”4 This is
similar with the previous explanation and the emphasis is on the norms or
grammatical patterns.” Those two theories are preceded by another definition
from Dullay, et al, stated that “error is the flawed side of a learner‟s speech or
writing.”5 Here, our attention lays on the „flawed‟ side which means parts of the
learners‟ speaking or writing that are grammatically incorrect and thus to be called
errors.
2. The Definition of Error Analysis
From the previous sub charter, it can be said that error analysis is an
activity to reveal errors found in writing and speaking. Richards et al state that “…
error analysis is the study of errors by the second and foreign learners. Error
analysis may be carried out in order to (a) find out how well someone knows a
language, (b) find out how a person learns a language, and (c) obtain information
3 Norrish, J, Language Learning and Their Errors, 1987, London: Macmillan Publisher
Ltd.,p.7 4 Cunningsworth, A., Evaluation and Selecting EFL Teaching Materials, 1987, London:
Heineman Education Book, p.87 5 Heidi Dullay,et al, 1982, Language Two, NY: OU Press, p.138
6
on common difficulties in language learning, as an aid in teaching or in the
preparation of teaching materials.”6
Another concept of error analysis is given by Brown. He defined error
analysis as “the process to observe, analyze, and classify the deviations of the
rules of the second language and then to reveal the systems operated by learner.”7
It seems this concept is similar with the one proposed by Crystal i.e. “error
analysis is a technique for identifying, classifying and systematically interpreting
the unacceptable forms produced by someone learning a foreign language, using
any of the principles and procedures provided by linguistics.”8
“Theoretical analysis of errors, mainly deals with the process and
strategies of language learning and its similarities with first language acquisition.
In other words, it tries to investigate what is going on in the minds of language
learners. Secondly, it tries to decode the strategies of learners such as
overgeneralization and simplification, and thirdly, to go to a conclusion that
regards the universals of language learning process whether there is an internal
syllabus for learning a second language.”9
Before we go further on explaining about the error and its characteristics,
it is necessary to pay our attention to the distinction between an error and a
mistake as what some linguists call them two different phenomena.
According to Dictionary of Language Teaching and Applied Linguistics,
“a learner makes a mistake when writing or speaking because of lack of attention,
fatigue, carelessness, or some other aspects of performance. Mistake can be self-
corrected when attention is called. Whereas, an error is the use of linguistic item
in a way that a fluent or native speaker of the language regards it as showing
faulty or incomplete learning, In other words, it occurs because the learner does
6 Richards, J.C., (ed), Error Analysis, 1985, London: Longman, p.96
7 Brown, H.D., Principles of Language Learning and Teaching, 1980, New Jersey:
Prentice Hall Inc.,p.166 8 Crystal, D., A Dictionary of Linguistics and Phonetics, 2
nd Edition, 1987, New York:
Basil Blackwell Inc., p. 112 9 Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, volume
1, Issue 2, December 2005, p.263
7
not know what is correct, and thus it cannot be self-corrected.”10
To distinguish between an error and mistake, Ellis suggests two ways.
“The first one is to check the consistency of learner‟s performance. If he
sometimes uses the correct form and sometimes the wrong one, it is a mistake.
However, if he always uses it incorrectly, it is then an error. The second way is to
ask learner to try to correct his own deviant utterance. Where he is unable to, the
deviations are errors, where he is successful, they are mistakes.” 11
3. The Sources of Errors
As there are many descriptions for different kinds of errors, it is inevitable
to move further and ask for the sources of errors. It has been indicated in the
previous part of this writing that errors were assumed as being the only result of
interference of the first language habits to the learning of the second language.
“However, with the field of error analysis, it has been understood that the nature
of errors implicates the existence of other reasons for errors to occur.”12
Then, the
sources of errors can be categorized within two domains: (1) interlingual transfer,
and (2) intralingual transfer.
a. Interlingual Transfer
Interlingual transfer is a significant source for language learners. The
dictionary of Language Teaching and Applied Linguistics defines interlingual
transfer as “being the result of language transfer, which is caused by the learner‟s
first language”.13
In other words, students‟ mother tongue may interfere the
language transfer that results in what is called interlingual errors. These
interlingual errors occur when the students translate the sentences or the test items
into their first language directly or without making necessary adjustments and
thus use the result of the translation to cope with the matters or problems.
Unlike English, the Indonesian language is only familiar with countable
10
Richards, J.C., et.al. Dictionary of Language Teaching and Applied Linguistics, 1992,
Essex: Longman 11
Ellis, R., Second Language Acquisition, 1997, Oxford: Oxford University Press, p.17 12
Vacide Erdogan, op. cit., p.265 13
Dictionary of Language Teaching and Applied Linguistics, 1992
8
nouns whether they are singular or plural, and not the uncountable ones. In
Indonesian, the noun „money‟ is almost always considered plural, without
concerning its quantity, contradictory with that in English, which is always
considered singular since it is an uncountable noun. Another example of the
interlingual error is the words „each‟ and „every‟. These two determiners are
usually translated into Indonesian as „setiap‟, such as „setiap siswa‟ (each student
or every student). In Indonesian, the word „setiap‟ usually refers to all members of
a group or all parts of something. In fact, it is always considered singular or refers
to personal in English language structure.
b. Intra-lingual Transfer
Interferences for the students‟ own language is not the only reason for
committing errors. As Ellis states, “some errors seem to be universal, reflecting
learners‟ attempts to make the task of learning and using the target language
simpler.”14
The use of past tense suffix „-ed‟ for all verbs is an example of
simplifications and over-generalization.
“Intra-lingual errors result from faulty or partial learning of the target
language rather than language transfer. They may be caused by the influence of
one target language item upon another. For example, learners attempt to use two
tense markers at the same time in one sentence since they have not mastered the
language yet.”15
Norrish classifies the causes of error into three types, they are carelessness,
first language interference, and translation.16
The three types of causes of error
will be stated briefly below.
a. Carelessness
Carelessness is often closely related to lack of motivation. Many
teachers will admit that it is not always the student‟s fault if he loses
interest, perhaps the materials and/or style of presentation do not suit
him.
14
Ellis, op.cit. , p.266 15
Vacide Erdogan, p.266 16
Norrish, J., Language Learning and Their Errors, 1983, London: Macmillan Publisher
Ltd, p.21-26
9
b. First language
Norrish states that learning a language (a mother tongue or a foreign
language) is a matter of habit formation. When someone tries to learn
new habits, the old ones will interfere the one ones. These causes of
error is called first language interference.
c. Translation
Translation is one of the causes of error. This happens because a
student translates his first language sentence or idiomatic expression in
to the target language word by word. This is probably the most
common cause of error. 17
Another expert who discusses the sources of error is Richards in
Schumann and Stenson in his article “Error Analysis and Second Language
Strategies”. He classifies sources of errors into:
(1) interference that is an error resulting from the transfer of grammatical
and/or stylistic elements from the source language to the target
language; (2) overgeneralization, that is an error caused by extension of target
language rules to areas where they do not apply; (3) performance error, that is unsystematic error that occurs as the result
of such thing as memory lapses, fatigue, confusion, or strong emotion; (4) markers of transitional competence, that is an error that results from a
natural and perhaps inevitable development sequence in the second language learning process (by analogy with first language acquisition);
(5) strategy of communication and assimilation that is an error resulting from the attempt to communicate in the target language without having completely acquired the grammatical form necessary to do so; and
(6) teacher-induced error, that is an error resulting from pedagogical procedures contained in the text or employed by the teacher.
18
Another cause of errors is what is called the context of learning, which is
cited by Brown. Context of learning here, means a classroom situation which can
be either the teachers or the materials (or both) that leads to errors made by the
learners.
Context refers, for example, to the classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored second language learning. In a classroom context, the teacher or the textbook can lead the learner to make faulty hypotheses about the
17
Ellis, R., 1994, The Study of Second Language Acquisition, Oxford: Oxford University
Press, p.20 18
Schumann, J.H. and Nancy Stenson, Error analysis and Second Language
Strategies,1978, Rowley, Mass.: Newbury House, p.32
10
language. Students often make errors because of a misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was rote memorized in a drill but improperly contextualized.
19
It means that either the teachers or the textbook (or both), can be the
causes of the students‟ errors in term of the context of learning. The teachers‟
explanation might also push the learners to make the errors for sometimes the
teachers provide incorrect information by way of misleading definition, word, or
grammatical generalization.
As there are several kinds of causes or error mentioned above, the writer
adopts mainly 3 (three) kinds of them, i.e. the inter-lingual transfer, intra-lingual
transfer, and context of learning, that are relevant to the object of the research.
4. The Classification of Errors
The writer thinks it is necessary to cite the kinds of errors that the students
make during the class, thus to classify them into several points.
Ellis explains that “…..while local errors affect only a single constituent in
the sentence (for example, the verb), and are, perhaps, less likely to create any
processing problems, global errors violate the overall structure of a sentence and
for this reason may make it difficult to process.”20
It can be said that something is
classified into local errors when the object is a part of a sentence and therefore, it
does not result in misunderstanding significantly, while the global ones happen
when someone commit more deviations of the right grammatical structure and
thus makes it confused to get the actual meaning of the sentence.
Another classification is given by Corder, which consists of omission of
some required element, addition of unnecessary or incorrect element, selection of
an incorrect element and misordering of element.21
19
H. Douglas Brown, Principles of Language Learning and Teaching, fifth edition, (New
York: Pearson Education, inc, 2007), pp.263-264 20
Ellis, R., 1994, op. cit, p.20 21
Nsakala Lengo, What Is An Error?, English Teaching Forum (July, 1995, vol.33),
p.22-24
11
a. Addition
„Addition‟ means to add element which is not really needed and
thought as an error since it is excessive which does not give any additional
meaning, as in:22
1) The woman does not likes* the colour; (like)
2) The sheeps* are on the green meadow; (sheep) and
3) What you need is already in* here (without „in‟)
b. Omission
Certain linguistic forms may be omitted by the learner because of their
complexity in production. Omission also occurs in morphology, where
learners often leave out the third person singular morpheme-s, the plural
marker-s and the past tense inflection-„ed‟,23
as in:
1) Ayunda always come* on time; (comes)
2) He needs a number of paper*; (papers) and
3) The children play* in mud on last holiday (played)
c. Selection
Learners commit errors in pronunciation, morphology, syntax, and
vocabulary, due to the selection of the wrong phoneme, structure and
vocabulary items,24
as in:
a. You and me* are invited. (I);
b. Jupiter is biggest* than Venus. (bigger)
c. The gooses* are in the lake. (geese); and
d. These avocadoes does* not taste good. (do)
d. Ordering (or Misordering)
Misordering can occurs in morphology level. Misordering of bound
morpheme in English is perhaps less frequent, given their limited number,25
as
in:
a. She needs really* the stuff; (really need)
b. The sky blue* overwhelms people; (blue sky) and
c. With regard kindly* (kindly regard)
22
Ibid 23
ibid 24
ibid 25
Ibid
12
5. The Procedures of Error Analysis
In conducting this research of an error analysis, it is substantial to deal
with the steps as what is called the procedure of an error analysis. There are some
procedures in error analysis which is stated by Theo Van Els and friends, as
follows:
a. Identification of Errors
b. Description of Errors
c. Explanation of Errors
d. Evaluation of Errors; and
e. Preventing/Correction of errors26
Identification of errors is the first step in the process of error analysis. In
this step, teachers identify the students‟ errors from the test given. The second step
is the description of errors which begun when the identification step is already
taken. The description of the students‟ errors implies the classification of the
errors committed by the students.
The explanation of errors is the third step which attempts to account for
how and why such errors can occur. The fourth step in the process of error
analysis is the evaluation where the teachers give tasks or tests to prove such
errors as the incorrect ones.
The last step in the procedure of error analysis is the correction of errors in
which the teacher or examiners check the outcomes from the tasks or tests given
to the students and thus to give corrections for the errors.
Table 2.1 Example of the Procedure of Error Analysis
Identification
of Errors
Classification
of Error’s
Description
Explanation Correction Cause
of Error
They not do
the task
Omit a word
(omission)
„not‟ should be
preceded by „do‟
They do not
do the task
Inter-
lingual
transfer
26
Theo Van Els and Friends, Applied Linguistics and the Learning and Teaching of
Foreign Languages, London: A Division of Hodder and Stoughton, 1984, p.47
13
She is needs
the cash
Add a word
(addition)
„is‟ should be
omitted
She needs the
cash
Context
of
learning
B. Noun
1. Noun and Its Functions
“A noun is a word that refers to a person, place, thing, event, substance, or
quality.”27
The writer of this research, Oxford, dictionary, research, coal and
beauty thus are all nouns.
As we know that noun is a part of speech in English grammar beside other
parts of speech like verbs, adjectives, adverbs, prepositions, pronouns, articles,
auxiliaries, conjunctions and interjections. Frank stated that “the noun is one of
the most important parts of speech. Its arrangement with the verb helps to form
the sentence core which is essential to every complete sentence. In addition, it
may function as the chief or „head‟ word in many structures of modification.”28
In
other words, a noun can function as a subject, an object, a complement, and an
object of preposition.
2. Noun Classification
According to Marcella Frank in her book, Modern English: a Practical
Reference Guide, nouns are classified into four kinds:
a. Proper Nouns
A proper noun begins with a capital letter in writing. It includes (a)
personal names (Mr. Sadiri, Mrs. Sumarni); (b) names of geographic units
such as countries, cities, rivers, etc. (Greece, Jakarta, Bengawan Solo); (c)
names of nationalities and religions (Irish, Islam); (d) names of holidays
(Idul Fitri, Easter); (e) names of time units (Friday, October); (f) words
used for personification – a thing or abstraction treated as a person
(Nature, Liberty).
27
Cambridge Advanced Learner’s Dictionary, Third Edition. 1998, p.970 28
Marcella Frank. Modern English: A Practical Reference Guide. New Jersey: Prentice
Hall Inc. 1972. p.6
14
b. Concrete or Abstract Nouns
A concrete noun is a word for a physical object that can be
perceived by the senses – we can see, touch, smell the object (flower, girl).
An abstract noun is a word for a concept – it is an idea that exists in our
mind only (beauty, justice, mankind).
c. Countable or Noncountable Nouns
A countable noun can usually be made plural by the addition of –s
(one girl, two girls). A noncountable noun is not used in the plural. Mass
nouns form one type of noncountable noun. They are words for concrete
objects stated in a n undivided quantity (coffee, iron). Abstract nouns
(including names of school subjects and sports) are noncountable.
d. Collective Nouns
A collective noun is a word for a group of people, animals, or
objects considered as a single unit. Examples of collective nouns are
audience, committee, class, crew, crowd, enemy, faculty, family, flock,
folk, government, group, herd, jury, majority, minority, nation, orchestra,
press, public, team.29
3. Irregular Plural Nouns
The general rule for writing the plural of English nouns is to add s to the
singular form (cat – cats, marble – marbles). However, Frank mentioned a number
of exceptions due to its further complicated rules:
a. After a sibilant sound spelled as s, z, ch, sh, x, es is added (classes,
churches, dishes). However, if final ch is pronounced [k], only s is
added (monarchs, stomachs, epochs).
b. After y preceded by a consonant, the y is changed to i and es is added
(lady – ladies, country – countries). If final y is preceded by a vowel,
no change is made (attorney – attorneys, valley – valleys).
c. In one-syllable words, final f or fe becomes ves in the plural (wife –
wifes, leaf – leaves, thief – thiefes). However, some such words take
the regular s ending (chief – chiefs, roof – roofs).
d. After final o, es is sometimes added, especially in some common
words (heroes, Negroes, echoes, potatoes). If a vowel precedes the
final o, or if the word is a term used in music, only s is added (studios,
zoos, pianos, sopranos). Sometimes, the es alternates with a less
common s ending (cargoes or cargos, mottoes or mottos, volcanoes or
volcanos).
29
Marcella Frank, Modern English: a Practical Reference Guide, New York: Prentice
Hall, inc. 1972. p.6-7
15
e. Irregular plurals based on older English may take the form of:
(a) an internal change (man – men, foot – feet, mouse – mice).
(b) an en ending (child – children, ox – oxen).
f. The plural has the same form as the singular (sheep – sheep, deer –
deer).
g. The singular has the same form as the plural (series – series, means –
means)
h. Many foreign words retain their foreign in English:
(a) Singular us ending becomes plural i ending (stimulus – stimuli,
radius – radii).
(b) Singular a ending becomes plural ae ending (larva – larvae,
vertebra – vertebrae).
(c) Singular um ending becomes plural a ending (memorandum –
memoranda, stratum – strata). Some such words are used chiefly in
the plural (data, bateria).
(d) Singular is ending becomes es ending (crisis – crises, parenthesis –
parentheses).
(e) Singular on ending becomes plural a ending (criterion – criteria,
phenomenon – phenomena).
(f) Singular ex or ix ending becomes ices ending (vortex – vortices,
matrix – matrices, appendix – appendices).
(g) Singular eau ending becomes plural eaux ending (bureau –
bureaux, plateau – plateaux).
i. No plural is used for noncountable words such as information, advice,
clothing, furniture.
j. Some words ending in s are singular non countable words, especially
names of diseases and fields of study (news, measles, economics).
k. Some words ending in s are used chiefly as plurals (ashes, brains,
goods, riches). In this group are words for items that have two parts
(scissors, spectacles, pliers, trousers).30
From the classifications above, it can be said that irregular nouns which
have their „uniquely different‟ ways (compared with the regular nouns) between
their singular and plural forms comprise those of abstract and concrete nouns that
can be either countable or uncountable ones.
30
Ibid, p.13-14
16
CHAPTER III
THE RESEARCH METHODOLOGY
This chapter comprises the method of the research, the place and time of
the research, the object of the research, the instruments, and the technique of data
collecting as well as its analysis.
A. The Method of the Research
The writer applies qualitative method on this research. Several
characteristics of qualitative research according to Bogdan and Biklen are,
(1) qualitative research has the natural setting as the direct source of data
and researcher is the key instrument; (2) qualitative research is descriptive.
The data collected is in the form of words or pictures rather than number;
(3) qualitative research is concerned with process rather than simply with
outcomes or products; (4) qualitative research tend to analyze data
inductively; and (5) meaning is of essential to the qualitative approach.31
The writer collected the written test result from the students, identified,
and classified the errors on the irregular plural nouns formations by using the
theory of Marcella Frank‟s nouns classification and described the data
descriptively with the Corder‟s errors explanation. After that, he classified those
errors into their source of errors, followed by synthesizing the conclusion.
B. The Place and Time of the Research
This research was conducted at MA (Madrasah Aliyah) “Jamiat Kheir”
Tanah Abang, Central Jakarta, beginning in the early November 2012 until the
mid of November 2012.
C. The Object of the Research
The writer took and used the written test result from 17 students who fill in
the items as the object of this research. The total students of the class is 20 and
there were 3 of them who did not follow the test.
31
Bogdan R.C., and Biklen, S.K., Qualitative Research for Education: An Introduction to
Theory and Methods, 1982, Boston: Allyn and Bacon Inc, p.
17
D. The Instruments of the Research
In order to get the data of the research, the writer gave writing tests. The
tests were all about the formation of the plural nouns, including both regular and
irregular ones, to identify the students‟ understanding and attainability on this
topic. However, the writer will only focus on the result of the irregular plural
noun items as stated on the research title.
There are as many as 3 (three) parts of written test items prepared by the
writer as the major instruments for doing this research (enclosed in appendix),
apart from interview and observation.
E. The Technique of Data Analysis
The technique of data analysis used by the writer in this research is
descriptive analysis technique (percentage), the formula which is used is:
P
P = Percentage
F = Frequency of error made
N = Number of samples which is observed32
The formula given above is used to count on the percentage of errors for
each of the items followed by each student as the sample.
In order to know the average value of the errors committed by the
students, the following formula is then applied:
P =
P : Percentage
F : Frequency of wrong answer
N : Number of Sample
n : Number of items
32
Anas Sujiono, Pengantar Statistic Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006)
18
CHAPTER IV
THE RESEARCH FINDING
A. Data Description
As the writer stated in the preceding chapter, this „skripsi‟ discusses about
the errors made by the students in forming irregular plural nouns. To get the data,
the writer has given the students written test which consists of 3 parts (see
appendix-1). The test consists of 50 items which cover 26 items of regular forms
and 24 forms of irregular forms. However, the writer will only discuss for the
irregular noun items as the point of this research.
The 24 items of irregular plural nouns are taken from the three tests given.
Items from the test-1 are those number 2, 6, 10, 11, 13, 14, 15. Items of test-2 are
number 9, 10, 11, 12, 13, 14, 15, 16, 19, 20, 23, 24. Items of test-3 are number 3,
4, 5, 8, 9. All of which are enclosed in the appendix pages.
Table 4.2 Students’ Test Result of the 24 items
No. Object Number of Correct
Answers
Number of Wrong
Answers
1. Student 1 1 23
2. Student 2 18 6
3. Student 3 15 9
4. Student 4 13 11
5. Student 5 5 19
6. Student 6 12 12
7. Student 7 14 10
8. Student 8 11 13
9. Student 9 3 21
10. Student 10 2 22
11. Student 11 10 14
19
12. Student 12 1 23
13. Student 13 1 23
14. Student 14 10 14
15. Student 15 2 22
16. Student 16 2 22
17. Student 17 2 22
Total 122 (29.9%) 286 (70.1%)
From the table, it can be seen that the student with the best score is the
student number 2 with 18 correct answers or 6 false ones, while the worst score is
achieved by as many as 3 students where they were only able to give 1 correct
answer, each. In average value, each student was only able to make 7 correct
answers, or, they commit 17 errors on the items as the total of the items is 24. In
percentage, the students‟ correct answer is only 29.9%, or, their total wrong
answers reaches 70.1% which is called as errors.
After showing the students‟ right and wrong answers in form of scores, the
writer would like to present all the test items along with their attainment in
numbers and percentage.
Table 4.3 Number of Errors on Each item
No. Item (Noun word) Number of Errors
(students)
Percentage of
total 17 students
1. Child-children 6 35.3 %
2. Mouse-mice 11 64.7%
3. Person-people 7 41.2%
4. Tooth-teeth 10 58.8%
5. Woman-women 8 47%
6. Sheep-sheep 10 58.8%
7. Man-men 10 58.85
8. Child-children 7 41.2%
20
9. Man-men 10 58.8%
10. Mouse-mice 11 64.7%
11. Tooth-teeth 9 52.9%
12. Deer-deer 14 82.3%
13. Person-people 10 58.8%
14. Woman-women 12 70.5%
15. Stimulus-stimuli 17 100%
16. Goose-geese 17 100%
17. Sheep-sheep 12 70.5%
18. Crisis-crises 17 100%
19. Bacterium-bacteria 16 94.1%
20. Person-people 9 52.9%
21. Deer-deer 14 82.3%
22. Belief-beliefs 16 94.1%
23. Mouse-mice 13 76.4%
24. Goose-geese 17 100%
Of the total 24 test items on irregular nouns above, there are as many as 10
items that appear at least twice on the test. This is intended to investigate whether
the students do the test better or even worse, as to reveal the theory of errors that a
learner is said to commit an error when he or she consistently gets it wrong. The
items that appeared twice are the nouns child; tooth; woman; sheep; man; deer;
and goose, while the items that appeared three times are the nouns mouse and
person.
The noun word child shows the decreasing attainment from 6 wrong
answers to 7 wrong ones. The word tooth gives a slight better increase from 10
wrong answers to 9 wrong ones. The noun word woman and sheep have their
decrease from 10 errors to 12 errors. The noun word man has its stable number of
10 wrong answers. The noun words deer and goose have their consistent number
of errors, i.e. 14 and 17, respectively.
21
As seen from the table, the noun words that appear 3 times on the test are
the nouns mouse and person. The noun word mouse shows its number of errors as
11 on the first test part, 11 on the second part, and 13 on the last part of the test. In
other words, it shows its quite constant level, if not the decrease one. Similarly,
the noun word person has its relative stable value from the first part through the
third part of the test, i.e. 10, 10, and 9.
B. Data Identification
The students‟ test result of the incorrect forms of the irregular plural nouns
are identified and classified first before knowing the causes of those errors, as
follow:
Table 4.4 First Identification of the Students’ Error (test-1)
Test
item
Identification
of Error
Classification
of Error’s
Description
Explanation Correction Causes of
Error
2. Childs are Word order The word
„childs‟
should be
replaced by
„children‟
Children
are
Inter-
lingual
transfer
6. Some mouses Word order The word
„mouses‟
should be
replaced by
„mice‟
Some mice Inter-
lingual
transfer
10. Many persons Word order The word
„persons‟
should be
replaced by
„people‟
Many
people
Inter-
lingual
transfer
11. 20 toothes Word order The word 20 teeth Inter-
22
„toothes‟
should be
replaced by
„teeth‟
lingual
transfer
13. Womans are Word order The word
„womans‟
should be
replaced by
„women‟
Women are Inter-
lingual
transfer
14. Sheeps are Add a word
(addition)
The word
„sheep‟
should be
replaced by
„sheep‟
Sheep are Context of
learning
15. Mans always
think
Word order The word
„mans‟
should be
replaced by
„men‟
Men
always
think
Inter-
lingual
transfer
23
Table 4.5 Second Identification of the Students’ Error (test-2)
Test
Item
Identification
of Error
Classification
of Errors
(types of error)
Explanation Correction Causes
of Error
9. Childs Word order The word
„childs‟
should be
replaced by
„children‟
Children Inter-
lingual
transfer
10. Mans Word order The word
„mans‟
should be
replaced by
„men‟
Men Inter-
lingual
transfer
11. Mouses Word order The word
„mouses‟
should be
replaced by
„mice‟
Mice Inter-
lingual
transfer
12. Tooths Word order The word
„tooths‟
should be
replaced by
„teeth‟
Teeth Inter-
lingual
transfer
13. Deers Add a word
(addition)
The word
„deers‟
should be
replaced by
„deer‟
Deer Context
of
learning
14. Persons Word order The word
„persons‟
People Inter-
lingual
24
should be
replaced by
„people‟
transfer
15. Womans Word order The word
„womans‟
should be
replaced by
„women‟
Women Inter-
lingual
transfer
16. Stimuluses Word order The word
„stimuluses‟
should be
replaced by
„stimuli‟
Stimuli Inter-
lingual
transfer
19. Gooses Word order The word
„gooses‟
should be
replaced by
„geese‟
Geese Inter-
lingual
transfer
20. Sheeps Add a word
(addition)
The word
„sheeps‟
should be
replaced by
„sheep‟
Sheep Context
of
learning
23. Crisises Word order The word
„crisises‟
should be
replaced by
„crises‟
Crises Inter-
lingual
transfer
24. Bacteriums Word order The word
„bacteriums‟
should be
replaced by
„bacteria‟
Bacteria Inter-
lingual
transfer
25
Table 4.6 Third Identification of the Students’ Error (test-3)
Test
Item
Identification
of Error
Classification
of Error’s
Description
Explanation Correction Causes of
Error
3. Persons Word order The word
„persons‟
should
replaced by
„people‟
People Inter-
lingual
transfer
4. Deers Add a word
(addition)
The word
„deer‟
should be
replaced by
„deer‟
Deer Context of
learning
8. Mouses Word order The word
„mouses‟
should be
replaced by
„mice‟
Mice Inter-
lingual
transfer
9. Gooses Word order The word
goose
should be
replaced by
„geese‟
Geese Inter-
lingual
transfer
C. Data Analysis
In this subchapter, the writer would like to show the analysis of data from
both the students‟ errors classification and their causes of errors that they made.
26
Table 4.7 Classification of Students’ Error in Number and Percentage
No. Types of Error Number of
Errors
Average
1. Word order 217 ( of 19 items) 11.4 (67%)
2. Add a word
(addition)
50 (of 4 items) 12.5 (73.5%)
Total 23 items
From the table above, it can be seen that in average, there are as many as
11 errors (or 67% students) made for each item in word order classification since
the students do not have or lack of knowledge on the plural formation of the
irregular nouns. Also, there are 12 or 13 errors (or 73.5% of the students) made by
each student in add-a-word classification because they add incorrect words in the
plural forms of the nouns.
Table 4.8 Number of Causes of Error
No. Causes of Error Number of Errors Average
1. Inter-lingual transfer
(word-order)
217 (of 19 items) 11.4 (67.2%)
2. Context of learning
(addition)
50 (of 4 items) 12.5 (73.5%)
According to the table above, as many as 67.2% students committed the
errors that are caused by the factor of inter-lingual transfer. This cause of errors
encompasses noun words that belong to the error classification of word order
(such as child-children, mouse-mice, person-people, stimulus-stimuli, etc.).
On this factor of inter-lingual transfer, the students committed the errors in
forming the plural nouns which apply the irregular patterns carelessly, especially
when they made „generalization‟ by asserting an s to those irregular noun words
(childs, mouses, toothes, etc.). This happened because they might be influenced by
their mother tongue, or their first language, including patterns, systems, or rules.
27
Therefore, when the students learn a foreign language, which is English here, their
mother tongue might interfere it, which is caused by the inter-lingual transfer.
Also, there are 73.5% students made errors which are caused by the
factor of context of learning. The noun words that belong to this factor of errors
are sheep and deer, where most students committed the errors that belong to
addition classification of errors (sheeps and deers). They seem do not aware that
some noun words do not change their forms in plural. The teachers or the
textbooks are of the causes of this source of error.
After showing the calculation of the students‟ errors based on the
classification and the causes of errors, the writer would like to demonstrate the
number of errors according to the group or areas of those irregular nouns.
Table 4.9 Frequency and Percentage of the Errors on Each Areas
No Irregular
Nouns Item Number
Frequency of
Error Percentage
1. Nouns with
identical plural
and singular
14 (sheep) 10 20%
28 (deer) 14 28%
35 (sheep) 12 24%
43 (deer) 14 28%
Total 4 items 50 100%
Average 50 errors/ 4 items
= 12.5 (73.5% students)
2. Common
irregular nouns
2 (children) 6 8.4%
6 (mice) 11 15.5%
10 (people) 7 9.8%
24 (children) 7 9.8%
26 (mice) 11 15.5%
29 (people) 10 14%
42 (people) 9 12.6%
47 (mice) 10 14%
Total 8 items 71 100%
Average 71 errors/8 items
= 8.8 (51.7% students)
28
3. Umlaut Plural 11 (teeth) 10 10.6%
13 (women) 9 9.5%
15 (men) 10 10.6%
25 (men) 10 10.6%
27 (teeth) 9 9.5%
30 (women) 12 12.7%
34 (geese) 17 18%
48 (geese) 17 18%
Total 8 items 94 100%
Average 94 errors/8 items
= 11.75 (69.1% students)
4. Irregular plural
from Latin and
Greek
31 (stimuli) 17 34%
38 (crises) 17 34%
39 (bacteria) 16 32%
Total 3 items 50 100%
Average 50 errors/3 items
= 16.6 (97.6%)
From the first part of the table, which is the group of identical singular and
nouns, as many as 12 to 13 students (or 73.5%) made the errors for each number
of the item. For the common irregular nouns, there are 8 or 9 students (or 51.7%)
committed the errors for each item. On this part, the noun letters change
significantly compared with other irregular ones. Many of them do not know that
the singular noun words child, person, and mouse change into children, people,
and mice, respectively.
The next group of the irregular nouns is the umlaut ones, i.e. the noun
words that only change their vowels to make them plural. The students still failed
in forming the nouns tooth, man, woman, and goose into their plurals correctly as
in average, 11 or 12 students (or 69.1%) did the errors for each item.
Unfortunately, all of them failed to form the noun goose into geese that appeared
29
twice on the test. The last part of this irregular nouns area is nouns that come from
Latin or Greek. Again, they nearly failed on these items as only 1 student who was
successful in answering the item of bacterium that changes into bacteria, while
the entire of them failed in forming the singular nouns stimulus and crisis. On this
part of nouns area from Latin and Greek, 97.6% of the students showed their lack
of understanding as well as they do not have adequate knowledge to form the
correct irregular nouns.
D. Data Interpretation
Based on the data analysis, the writer would like to give the interpretation
of data. From the classification of the students‟ errors on the items of irregular
plural nouns formation, the result shows that there are two types of errors
committed by the students, i.e. word order with 217 errors of 19 items (or 67% in
average), and add-a-word with 50 errors of 4 items (or 73.5% in average). It can
be seen that the percentage of word order is slightly below that of add-a-word.
73.5% of the students did the errors of asserting the unnecessary element of the
noun words, while 67% of them did the errors that they were considered less of
understanding of the appropriate irregular nouns form which is classified into the
errors of word order.
The students‟ errors are also classified according to their causes of errors
that they made on the test. Here, the errors belong to the causes of (1) inter-
lingual transfer and (2) context of learning. The inter-lingual transfer here
includes the errors of word order classification which is mentioned on the
previous paragraph. The number of errors caused by the factor of inter-lingual
transfer reaches 67.2%, which is the same with 11 or 12 students (in average) that
did the errors on each item. For the context of learning which comprises the
students‟ errors of add-a-word (addition), the percentage of errors is 73.5%,
slightly more than the previous cause of errors (inter-lingual transfer). Here, 12 or
13 students committed the errors (in average) for each item.
30
After the writer explains the errors based on their classification and their
causes, he turns to interpret the errors of the irregular nouns according their plural
areas (see table 4.9). Here, the areas encompass (1) the nouns with identical plural
and singular forms; (2) the common irregular nouns; (3) the umlaut plurals; and
(4) irregular nouns from Latin and Greek. The percentage that is shown reflects
the number of errors committed for each item and thus becomes the comparison in
errors‟ proportion among the items of the same nouns area. Of the four irregular
noun areas, it looks that all of which numbers of errors are significantly above
50%, with the most errors level made is on the area of irregular nouns from Latin
and Greek, i.e. 97.6%, or nearly the entire students committed the errors here. The
least number of errors made is on the area of common irregular nouns, i.e. the
word children with 6 errors, followed by the word people with 7 errors, while the
most number of errors lie on the noun words geese, stimuli, and crises from the
areas of umlaut and irregular nouns from Latin and Greek, where the entire
students proved their wrong answers on the plural formation of the irregular ones.
31
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis of data in the previous chapter, the writer would like
to conclude the findings related with the errors that the students committed on the
test items of the irregular plural nouns formation.
The students‟ errors on the result of this research are classified into the
word-order in which 67% of the students made the errors and addition for 73.5%.
They have less knowledge on the formation rules of the irregular plural nouns as
well as they frequently add unnecessary element of the noun words that should be
avoided.
From the causes of the errors, as many as 72.3% of the students are
influenced by the inter-lingual transfer and 73.5% of them belong to the context of
learning as the causes of the errors that they made.
On the errors classification that is based on the areas of the irregular
nouns, it can be mentioned from the least level of errors up until the most ones,
respectively i.e. the common irregular nouns (51.7%), the umlaut plurals (69.1%),
the nouns with identical plural and singular (73.5%), and the irregular nouns from
Latin and Greek (97.6%).
Most of students show their less interest as well as willingness in learning
English and they do not actually aware that there are a number of irregular nouns
with their various forms, including nouns that have inflectional changes from
singular into plural. The writer found that they lack of exposure in forms of
assisting textbooks as well as other attractive materials as what they stated on the
questionnaires and as their teacher confirmed.
32
B. Suggestion
According to the result of this research, the writer would like to give
suggestions related with, that hopefully those can be used to assist both English
teacher and students in the classrooms, mainly for the topic of irregular nouns.
The suggestions include:
1. Teachers are strongly asked to introduce the various kinds of irregular nouns
including their formation from singular to plural, in addition the regular ones
which in fact have several inflectional rules, too.
2. It is necessary for students to spend more time reading materials in order to
get used to the exceptional irregular nouns that they are hardly familiar with
those words provided on the test.
3. For a better tabulation as well as the calculation of the data, the number of
irregular noun items for each category should be the same.
4. More data or object is advised for the next research on error analysis to get
more dependable result.
33
REFERENCES
Azar, Betty Schrampfer. 1989. Understanding and Using English Grammar. New
Jersey: Prentice Hall, Inc.
Bogdan R.C., and Biklen, S.K. 1982. Qualitative Research for Education: An
Introduction to Theory and Methods. Boston: Allyn and Bacon Inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New
York: Pearson Education Inc.
Corder, S.P. 1981. Error Analysis and Interlanguage. Oxford: Oxford University
Press
Crystal, D. 1987. A Dictionary of Linguistics and Phonetics, 2nd Edition. New
York: Basil Blackwell Inc.
Cunningsworth, A. 1987. Evaluation and Selecting EFL Teaching Materials.
London: Heineman Education Book
Dullay, Heidi, et.al. 1982. Language Two. New York: Oxford University Press
Ellis, R. 1997. Second Language Acquisition. Oxford: Oxford University Press
Els, Theo Van, et.al. 1984. Applied Linguistics and the Learning and Teaching of
Foreign Languages. London: A Division of Hodder and Stoughton
Frank, Marcella. 1972. Modern English: A Practical Reference Guide. New
Jersey: Prentice Hall, Inc.
Harmer, Jeremy. 1991. The Practice of English Language Teaching. New York:
Longman Publishing
Heaton, J.B. 1975. Writing English Language Test. New York: Longman
Johnson, Elaine B. 2002. Contextual Teaching and Learning. California: Corwin
Press
Littlewood, William T. 1984. Foreign and Second Language Learning.
Cambridge: Cambridge University Press
Makins, Marian, et al. 1991. Collins Shorter Dictionary and Thesaurus. St.
Helens: Harper Collins Publisher
Norrish, J. 1987. Language Learning and Their Errors. London: Macmillan
Publisher Ltd.
34
Nunan, David. 1992. Research Methods in Language Learning. Cambridge:
Cambridge University Press
Richards, J.C. 1985. Error Analysis. London: Longman
________, 1974. Error Analysis: Perspectives on Second Language Acquisition.
London: Longman
Schumann, J.H., and Nancy Stenson. 1978. Error Analysis and Second Language
Strategies. Rowley, Mass.: Newbury House
Swain, Michael.1983. Practical English Usage. New York: Oxford University
Press
Thornbury, Scott. 1999. How to teach Grammar. Edinburgh: Longman
Ur, Penny. 1988. Grammar Practice Activities. Cambridge: Cambridge University
Press
Veit, Richard. 1986. Discovering English Grammar. Boston: Houghton Mifflin
Company
35
Appendix 1
Test 1
Instruction: Fill in the blanks with the correct forms of the words in parentheses!
Example:
Ten students are absent today. (student)
1. Look! There are many _______ in the field. (cow)
2. The _______ are playing after learning in the class. (child)
3. Do you mind taking the 5 _______ to the room? (box)
4. Several ________ are useful for medicine ingredients. (leaf)
5. A lot of _________ have been sterilized. (potato)
6. Some ________ were caught in the kitchen. (mouse)
7. ________ are available at the corner of the hotel. (Taxi)
8. Watch out! Plenty of ________ perch on the food. (fly)
9. The big ________ are parked at the parking lot. (bus)
10. Many ________ come to see the strange object. (person)
11. Every child has at least 20 _______. (tooth)
12. In big cities, you can easily find many _________. (studio)
13. _________ are nowadays fighting for their emancipation. (Woman)
14. In Australia, ________ are much more than the citizen. (sheep)
15. It is wrong that _______ always think themselves superior. (man)
***
36
Test 2
Instruction: Write the plural forms!
Example:
Magazine -> Magazines (majalah)
1. Passenger -> ____________ (penumpang)
2. Talk -> ____________ (perbincangan/obrolan)
3. Tax -> _________ (pajak)
4. Flash -> ___________ (lampu sorot/kilat cahaya)
5. Sketch -> ____________ (sketsa)
6. Fly -> ____________ (lalat)
7. Buoy -> ____________ (pelampung)
8. Princess -> ____________ (puteri)
9. Child -> _____________ (anak)
10. Man -> ___________ (orang laki-laki)
11. Mouse -> ___________ (tikus)
12. Tooth -> ___________ (gigi)
13. Deer -> ___________ (rusa)
14. Person -> ____________ (orang)
15. Woman -> _____________ (orang perempuan)
16. Stimulus -> _____________ (rangsangan)
17. Cliff -> _____________ (bukit)
18. Tomato -> _____________ (tomat)
19. Goose -> _____________ (angsa)
20. Sheep -> _____________ (domba)
21. Zoo -> _____________ (kebun binatang)
22. Wolf -> _____________ (serigala)
23. Crisis -> ______________ (krisis)
24. Bacterium -> ______________ (bakteri)
***
37
Instruction: Make sentences using the plural forms of the italicized nouns below!
(Boleh menggunakan kata „some‟, „several‟, „these‟, „those‟, „a number of‟, dan
lain- lain.)
1. The knife is already dull.
………………………………………………………………………….
2. He offers me this expensive Swiss watch.
………………………………………………………………………….
3. That person is invited to come.
………………………………………………………………………….
4. A deer is found in my barn.
………………………………………………………………………….
5. The belief is almost unbelievable. (belief=kepercayaan/keyakinan)
………………………………………………………………………….
6. Halifax harbour has a big wharf. (wharf=dermaga pelabuhan)
………………………………………………………………………….
7. The vacation includes trip(..) to an European country.
………………………………………………………………………….
8. They admitted that they were afraid of the mouse.
………………………………………………………………………….
9. The goose is swimming on the beautiful river Danube, Bulgaria.
………………………………………………………………………….
10. There was a hero who struggled for our independence.
………………………………………………………………………….
11. A photo tells us a thousand words as well as experiences.
………………………………………………………………………….
----------------
38
Appendix 2 (Students’ attainability on the tests)
Table 1. „Filling-in-the-blanks‟
Student
Nouns 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Cows √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Children √ √ √ √ √ √ √ √ √ √ √
Boxes √ √ √ √ √ √
Leaves √
Potatoes √ √ √ √ √ √ √ √
Mice √ √ √ √ √ √
Taxis √ √ √ √
Flies √ √ √ √ √ √ √ √ √ √
Buses √ √ √ √ √ √ √ √
People √ √ √ √ √ √ √ √ √ √
Teeth √ √ √ √ √ √ √
Studios √ √ √ √ √ √ √
Women √ √ √ √ √ √ √ √
Sheep √ √ √ √ √ √ √
Men √ √ √ √ √ √ √
Tabel 2. „Writing the Plurals‟
Student
Nouns 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Passengers √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Talks √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Taxes √ √ √ √ √ √ √
Flashes √ √ √ √ √ √ √ √ √ √ √
Sketches √ √ √ √ √ √ √
Flies √ √ √ √ √ √ √ √
Buoys √ √ √ √ √
Princesses √ √ √ √ √ √ √ √ √ √ √
Children √ √ √ √ √ √ √ √ √ √
Men √ √ √ √ √ √ √
Mice √ √ √ √ √ √
Teeth √ √ √ √ √ √ √ √
Deer √ √ √
39
People √ √ √ √ √ √ √
Women √ √ √ √ √
Stimuli
Cliffs √ √ √ √ √ √
Tomatoes √ √ √ √ √ √
Geese
Sheep √ √ √ √ √
Zoos √ √
Wolves √
Crises
Bacteria √
Tabel 3. „Re-writing Sentences‟
Student
Nouns 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Knives √ √
Watches √ √ √ √ √ √ √ √ √
People √ √ √ √ √ √ √ √
Deer √ √ √
Beliefs √
Wharves √ √ √
Countries √ √ √ √ √
Mice √ √ √ √
Geese
Heroes √ √ √ √ √ √ √
Photos √ √ √ √ √ √ √ √ √ √ √ √
Notes: The check-list symbols represent students‟ correct answers on the tests.
40
Appendix 2
Interview sheet (for English teacher)
Teacher‟s name :
Age/Sex :
Position/Grade :
Date of interview :
Question items:
1. How long have you been teaching English at this school or class(ses)?
2. How is the students‟ acquisition so far related with the teaching?
3. What is (or are) the guide book(s) used in the teaching and learning process?
4. What is (or are) the methods applied?
5. Have you ever met obstacles in teaching? If there is one or more, what are
they?
6. What are supposed to be the lack of the facilities?
7. What are topics or matters that students interested with at most?
8. In term of Irregular Nouns, do students often met difficulties in forming or
using? Any examples?
9. To understand more about the usage and the forming of Irregular Plural
Nouns, what strategies should be applied either by the teacher (to teach) or the
students themselves (or by both sides altogether)?
Jakarta, …………….. 2013
Interviewer, Interviewee,
________________ Muhammad Saugi
NIP. NIM: 208014000103
41
Appendix 2
Interview sheet (for students)
1. Pelajaran apa (saja) yang paling atau sangat kamu suka?
2. Sejauh mana tingkat kesukaan kamu terhadap mata pelajaran Bahasa Inggris?
3. Apa yang membuat kamu sulit mempelajari atau memahami pelajaran Bahasa
Inggris?
4. Bagaimana cara atau sikap atau gaya guru dalam memberikan pelajaran?
Sudah cukup baikkah?
5. Apakah lingkungan cukup kondusif atau kurang mendukung dalam
pelaksanaan pembelajaran di kelas? Adakah yang terkadang mengganggu?
Apa saja?
6. Fasilitas apa yang dirasa kurang mendukung atau tidak tersedia (atau kurang
mencukupi) dalam membantu kelancaran mempelajari Bahasa Inggris?
7. Apakah kamu rasa pengajar atau guru Bahasa Inggris yang ada cukup ahli di
bidangnya atau kurang? Alasannya?
8. Seberapa menarikkah buku-buku penunjang Bahasa Inggris yang digunakan
bagi kamu?
9. Perlukah penambahan waktu atau kelas tambahan untuk memperdalam
penguasaan materi Bahasa Inggris?
10. Adakah materi-materi Bahasa Inggris yang sudah dipelajari yang kamu rasa
masih belum mengerti hingga saat ini? Tentang apa (saja)?
11. Seberapa sering guru memberikan kesempatan kepada kamu untuk bertanya
tentang materi yang sudah dijelaskan?
12. Apakah kamu merasa ragu atau takut untuk bertanya tentang materi yang
belum kamu kuasai?
13. Apa yang kamu lakukan untuk menambah pemahaman dalam Bahasa Inggris
di luar sekolah/rumah? Kegiatan apa (saja)?
14. Jika diurutkan, apa yang paling kamu sukai dari komponen atau materi
pembelajaran Bahasa Inggris berikut ini? (Tata bahasa/grammar, teks
bacaan/cerita/reading, listening (mendengarkan), atau speaking (berbicara))
42
15. Sejauh mana pemahaman kamu tentang kata benda beraturan? (Misal: Book->
Books)
16. Sejauh mana pemahaman kamu tentang kata benda tidak beraturan? (Misal:
Mouse-> Mice)
17. Pernahkah guru dalam suatu pertemuan menjelaskan tentang materi tersebut?
Bagaimana hasilnya, mengertikah?
18. Apakah kamu sadar banyak kata benda yang bentuknya tidak beraturan selain
yang hanya ditambah huruf „s‟ untuk menandai bentuk jamaknya?
19. Diantara kata-kata benda tidak beraturan berikut ini, mana (saja) yang pernah
kamu baca/temui? (stimuli, geese, studios, teeth, flashes, crises, bacteria,
fungi)
20. Dimana (saja) menurut kamu untuk dengan mudah menemukan kata-kata
seperti itu selain di buku pelajaran sekolah?
43
Appendix 3: PROFILE OF SCHOOL
The Description of School
„Jamiat Kheir‟ is an old Islamic educational institution which has
been widely well known in the world of Islamic education in Indonesia. This
institution, which was established in 1901 (1328 hijriyah), is first and until
today, a mass organization with a mission to give such an enlightenment
to the people of Indonesia, especially for moslem people. Its main building
is located at Jl. KH. Mas Mansyur 17, Tanah Abang, Central Jakarta.
This private-owned institution consists of the level of Playgroup,
Kindergarten (Pre-school), Elementary (or what is called „Madrasah
Ibtidaiyah‟ in Arabic), Junior High School (Madrasah Tsanawiyah, which is
abbreviated „MTs‟), and Senior High School (Madrasah Aliyah or „MA‟).
What makes it quite different with other formal educational institutions is,
„Jamiat Kheir‟ separate its male (or what is called „aulad‟ in Arabic) and
female („banat‟) students in the process of learning. Therefore, the
institution has 2 separated buildings within nearby distance.
The level of the institution in which the writer of this Skripsi does the
research is the Senior High School or Madrasah Aliyah (MA), the unit of
„banat‟ (female classes). The building of „banat‟ unit consists of 4 floors;
the first or ground floor is for the Pre-school, the second floor is the
Elementary school, the third floor is the Junior High School, and the fourth
or top floor is the Senior High School.
At this „banat‟ unit of Senior High School, there are a principal‟s
room, a library, a natural science laboratory, male and female restrooms
for teachers and students which are separated, and 4 classrooms for
grade X, X1 IPA (natural science), XI IPS (social science), and XII IPS
(social science). There are 10 teachers who teach 44 students in the
school, which divided into three grades; 19 students in first grade, 12
students in second grade, and 13 students in third grades.
44
The Vision and Mission of the School
On this part, it is necessary to distinguish in citing the vision and
mission of both the institution and the Senior High School as its smaller
part of the institution.
The vision of „Jamiat Kheir‟ institution is to become a dakwah
institution and excellent Islamic education thus to create the students who
have the wide sight on Islam, as well as in mastering the knowledge, with
iman (faith) and taqwa (piety). The mission of the institution is as follows:
1. To disperse the Islam religion and the Arabic (language).
2. To place the most attention for the people‟s prosperity according to the
commands of Allah and the Prophet Muhammad (peace be upon him).
3. To get engaged in strong faith and pride on the truth of Islam as the
only guide from Allah for the sake of the salvation in the world and the
hereafter.
While the vision of the school is to create learners to be excellent,
innovative and to have literacy in science and knowledge based on faith
and piety. The mission of this Senior High School unit is:
1. To conduct teaching and learning process which put its orientation on
the potential owned by the students to be utilized optimally.
2. To improve the knowledge and students ability to develop themselves
in a line with the development of science and technology as well as
arts which is inspired by Islam doctrine.
3. To motivate the whole member of the school to grow the spirit of
excellence intensively.
4. To grow and develop the pririt of renewability and to make use the
science and technology which is based on the Islamic moral values.
The Facilities and Extra-curricular programs
The Senior High School, unit of banat which is a part of the
institution has several facilities either to support the learning and teaching
process or for recreation purpose. They are mushalla (prayer room),
45
library, meeting room, computer laboratory, language laboratory, a
multifunction laboratory of Biology-Physics-and Chemistry, a field of
basket ball-badminton-and volley ball, a canteen with a great variety of fast
food-drinks-snacks- and cakes, and a parking lot on the ground flour, right
in front of the school main building.
Several extra-curricular programs which are offered for students to
join include marawis (an Arabian musical performance with hit-played
instruments following a religious chant in Arabic sung with a special
rhythm), calligraphy (an art of drawing and painting beautiful Arabic letters
and Al-qur‟an verses or ayat), drum band, pramuka (scouting), bela diri
(self-defense), and sport activities including basket and volley ball.
The Teachers and the English Teachers
Most of the teachers of the MA „Jamiat Kheir‟ hold their S-1 degree
(Bachelor of Arts) from various backgrounds of study and from either
domestic or foreign universities (abroad/overseas), such as UIN (State
Islamic University), UNJ (Jakarta State University), Al-Azhar University-
Cairo, King Saud University-Jeddah, and some others.
The English teacher who teaches the class is holding a degree of S,
Pd (bachelor in English education). Unfortunately, when the English class
is empty or there is not any English teacher who enters the classroom, the
English class is substituted by a teacher who has not any backround in
English which is of course, an inappropriate solution.
The English Textbook or the Guide Book
The English textbook that the teachers use is „Interlanguage: English
for Senior High School Students X which is published by “Pusat
Perbukuan Department Pendidikan Nasional (2008), written by Joko
Priyana, Virga Renitasari, and Arnys Rahayu Irjayanti. An exercise book
which is used is „Modul Excellent‟- published by „Swadaya Murni‟.
46
The Curriculum Being Applied
Curriculum is a set of plan which consists of aspects of purpose,
matter, method and evaluation for a certain level achievement. It is one of
the important components there many significantly support the
requirement of teaching learning process in the school. Comprehensively,
it is defined as the learning which is planned and guided by the school,
whether it is carried on n group or individually, inside or outside the school.
Curriculum can be viewed as a program arranged by an educational
instituted to provide sequentially organized knowledge, understanding,
skills, and concepts for the learner. A significant aspect of curriculum is
instruments to bring the needs of learners together with the needs of
society.
The curriculum used at Islamic High School „Jamiat Kheir‟ Tanah
Abang is “KTSP” (Kurikulum Tingkat Satuan Pendidikan) or School Level
Based Curriculum, KTSP is a curriculum that gives teachers freedom to
develop their syllabus, method, and material based on the students‟ need
and the environment. However, teachers cannot develop the components
teaching learning as they want. It should be based on standard
competence and based competence which is arranged by the
government.
The “KTSP” is operated in Islamic High School „Jamiat-Kheir‟; it has
been developed into syllabus, the lesson plan, and several program. It is
developed and implemented by the school based on the national
education. It screens of the development of the syllabus of English
subject, the teacher tries to elaborate the item of the Context Students into
the descriptive of learning and teaching activities, of lesson materials, of a
variety of competency indicators, of time location, of teaching and learning
resource, and even of evaluation instruments and techniques.
However, the application of “KTSP” is not almost perfect, but the
teachers and other elements of the school are trying to apply the KTSP.
47
Since the syllabus is arranged by the teachers, so the method used in the
school depends on the teacher and depends on the students‟ need.
According to the KTSP, the target of the English learning at the
Senior High School „Jamiat Kheir‟ is, that the students be able to reach the
functional level that is, the students can communicate by using English
both in spoken and written form to solve their daily problems.
KTSP (Kurikulum Tingkat Satuan Pendidikan) or School Level
Based Curriculum, in which the basic language skill are taught and trained
intensively based on genre and flectional speeches, genre is deviation of
particular form of art or utterance according to criteria particular to that
form. The KTSP curriculum is established by the government, but the
developing of the object, the way, the book and the steps are developed
by the school itself, and the government makes national examination to
measure the achievement and to meet the standard which has been well-
established.
4.^jilitcr )Srhair
(1) Instruction: Fill in the blanks u,ith the con-ect
Example:
Ten students are absent today. (student)
forms of ihe words in parentireses!
Look! There are many Carr5 in the field. (corv)The elrrldfen are plal.ing after learning in the class. (chilcl)Do you mind;$[ine tlie 5 bOxz9 ro rlie room./ (bcx)Several L are useful of niediciire ingredients. (leal)
have been sterilized. (potatr:)
rvere c;rught in the lciiciren. (rirouse)
_Iel's _aFrS _ are a','ailable at tlte conter of the hotel. (Taxi)\\iatclr out! Plenty of {t;eg per:ch on the food. (fl,v)The big bugeS are parkeci at the parkjng lot. (bus)Many ?W!e co'me to ..;ee the strange object. (person)Every chiiC has at least 20 teeth . (toorh)In big cities, you can easily fuicl m;ury StudiOs . (shrdic)
-,,,fler1 -ffi.vadays fighti'g for their emancipaiion. (woman)In.Australia, \rgr/ ..- are much more than thc citizens. (shecp)It is rvrong that fIl0h _ rdr',,a),s think thenrrseives superior:. (man)
t.2.
3.
4.rJ.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
?ahmi liti 4lryat,
(l) Instruction: Fill in the blanks ivirh
Example:
Ten students are abseirt today. (shrdent)
fou,', ftr,5e nrany g* _ in the lieid. (cou,)The chil{ql) arl ntal,ilq{cr learning in the ctass. (chitd)
3" tol Tf3.'nr rtr" s t1,x) ro rlic roonr,/ (box)Several t€6W/-- ar-e useful oMcdicine ingr.Cients. 1i.uJ)a ro, or@- have been sterirized. (potaro)
Yf+ry&/- rvere caugirr in the kitchen. (mouse)
the correct forms of tire u,ords in parentheses!
t.2.
3.
4.
5.
6.
7.
6.
9.
tr0.
11.
12.
13.
14.
15.
( .) Instructi.on: Write the plural forms!
Example'.
Student -) Students
I
l. Passenger + PaSengerg (penumpang)
2. Talk -) I4tg (perbincangan/obrolan)
3. Tax -) faxeg 6u1"0,4. Flash ) f l4fif9 flampu sorot)
5. Sketch +gtretcheS (sketsa)
. 6. Fly + flr'l<S 1ura97. Buoy ) fuqlg @elampung). ------=+--8. Princess ) /rm?91e, @uteri)
9. Child ) Chitd(M (anak)
10. Man ) l4en (orane lakiJaki)
ll. Mouse ; Mofr.T)' rt*"rl12. Tooth + -roF-rsixl13. De€r + 6D- t**t--*-14. person ) ?elPrc (orang)
15. Womang l,UOnkn (orang perempua*)
16. Stimulus ) #frtquluR,f (rangsangan)
17. clifr+ Clret (b,'kl)18- Tomato )19. Goose )
(tomat)
20. Sheep )Zl.Zno )
(angsa)
(domba)
ftebun binatang)
22. Wolf )23. Crisis )24- Bacterium )
(serigala)
(bakteri)
fuUto $j,n*aInstruction: Make sentences using the plural forms of the italicized nouns below!(Boleh menggunakan kata'some', 'several', 'these', 'those', 'a number of , dan lain-Iain.)
l.
)
3.
4.
5.
6.
7.
8.
9.
10
/rvvdt^ 1ir, '[, n4, h
(page I of2)
mempelajari atau memahami
&ni YnVwgavtW ug4Yt1 vnAv$
Appendix 3
fste!'vlew sheef tfrr I4.A. ',Ia#sis! K4eeir' slu&nls or the sanple of the research)
l. P9,laj3ran lRa Gaja)-yang paling atau sangar kamu suka?b wW ,\ .tfi . f B rkz i gfuV,rqfiJ t WB
2. Sejauh mana tingkat kesukaan kamu terhadap mata pelajaranBahasa Inggris?
Vr7st _ liirca W-.-..,.''....'-..3. Apa yang membuat kamu sulit
pelaiaran Bahasa Inssris? inlf4in' nIn ?nlwtt furn ff{rvyu+
4. Bagaimana cara atau sikap atau gaya guru dalam memberikanpelajaran? Sudah cukup baikkah?
Luwgan cuKu p bair
5. Apakah lingkungan cukup kondusif atau kurang mendukung dalampelaksanaan pembelajaran di kelas? Adakah yang terkadangme.ngganggp'l Apa saj a'/
Edtrr M.t
;;-'* ;;; ,,* il;;;;;;;;"*,- "-.,;il;;;;(atau kurang mencukupi) dalam membantu kelancaranmempelai ari Bahasa lnssris?:ytnE.lg,edv^ / Yy,qqtP_YtI .
Apakah kamu rasa pengajar atau guru Bahasa Inggris yang adacukup ahli di bidangnya atau kurang? Alasannya?e!{{<uf., MIaD^ Rlgilf4irlvng1. .+ep'th yrnlli],.i.1,t.r.u.?, hfir
:
Seberapa menarikkah buku-buku penunjang Bahasa Inggris yangdigunakqn bagi kamu?irlar orY4 W vtronayr
9. Perlukah penambahan waktu atau kelas tambahan untukmemperdalam penguasaan materi Bahasa Inggris?nkav flzriu.
10. Adakah materi-materi Bahasa Inggris yang sudah dipelajari yangkamu rasa masih belum mengerti hingga saat ini? Tentang apa(sa;q)'/
. .r.44., . t3n1l ...y. T. y:. Y...y1:.yy.:y...:yl 9p f i.vw*,
7.
8.
(continued to the next page)
(continued-2 oJ 2)
I l. seberapa sering guru memberikan kesempatan kepada kamu untukbertanya tentang materi yang sudah dijelaskan?
ea|gl Sdqti
rz. ipJ"r' ;; ;;.;,u ;; """",i"i' ;k ;;ru ,,non,materi yang belum kamu kuasai?
%:W W9^ r60v
13. Apa yang kamu lakukan untuk menambah pemahaman dalamB,^*p^I"g.g_"s di luar sekolah/rumah? Kegiatan apa (saja)?DPJI{}6f VD-r6. t/-t^\^.
14. Jika diurutkan, apa yang paling kamu sukai dari komponen ataumateri pembelajaran Bahasa Inggns berikut ini? (Tatabahasa/grammar, teks bacaanicedtaireading, listening
15. Sejauh mana pemahaman kamu tentang kata benda beraturan?(Misal: Book-> Books);: -::::;:..:;::::.';: !:i::::::;:::,;:jji j:::::::::: ]::::::!::::: r !!::;:::::::::::;:::::::>:::
16. sejauh mana pemahaman kamu tentang kata benda tidakberaturan? (Misal: Mouse-> Mice)
17. Pernahkah guru dalam suatu pertemuan menjelaskan tentangmateri tersebut? Bagaimana hasi lnya, mengertikah?. !:lrh Y2. .a.q.r9.9.V,.. . -,,. : : : : : : :..:, : : :..
18. Apakah kamu sadar banyak kata benda yang bentuknya tidakberaturan selain yang hanya ditambah huruf 's' untuk menandaibentuk ramaknva/
tdhr' (6^r
!9- Distera !.-ata-keta L,enda tidak berat'-ran benh:t iei, nnana (saja)yang pematr kamu bacartemui? (stimuli, geese, studios, teeth,flashes, crises, bacteria- funsi)sri muii,gwdia'f, fla;l.r+,U;i+ha, I,#,furtti,te€t[,r .
20. Dimana (saja) menurut kamu untuk dengan mudah menemukankaJa-kata lgperti itu selain.d.i buku pelajaran sekolah?AVflbn vAW Aa,,n Al Vh|rrhorrr{rtr::::::r:r!:i:r:::i:Y.::t:t:::ii:!!:!r:t'::::;**l::.:.i:r1...;.,.......__...-.....,...r,rr!:::!!.i.r:-.
appencla./
tnter'ercw sneet vor bngttsh teacher oJ M.A. 'jammi Aher , centrgi.jaranal
Teanhertc namc
Age/Sex
Position/Grade
l,laie of mi:eruew
. €Ql,a-l-t gY4{-1 ,. 9, ?}
gluestnn temsi
@aget oJ 2)
5. Have ;'or.l ever mel ab*ofaeJe-o in fqaqhing?'If lharq is nne nr
, ....1*.........../ Mare
,ffft#lffi,r@@"lu^a: .. J..'{.....i......., ZUiJ
How long have you been teaching English at this school ornlace/scc\?
I ' & V<s'*""""t............'..2. How is the students' acquisition's level so far related with the
:::tr'Ttriii t',4 1 tuI*yy *4,What is (nr are) f'be .qrride.hnnlr(sJ rrscrl in fhe fea.hinrr qnrl
::friWffi',g w& fi. 0s*l f*b- kwuvt
vx f L?r? ffi,:::::: ::ol'.,
l.
4.
6 ::1i :'ruit'#f'::'f/'if.#E:T ::T:::::
7 - what are topics or matters that students interested with ator more),
I R'.#*rytv
(continued to the next page)
jeF
.g
8.
9.
(continued-/ oJ /)
In.te.rm of lrre.srrlar Norrns- do shrdenfs often me.et difficrrlties
*iq-formipg or using? Any examples? / , :YUS-+nyA il,,g .' --.--5----l/lk h"" *"Oo'f"-r"""....r...'
To ulderstand more about the usage and the forming oflrregular Plural Nouns, what strategles should be apphedeither by the teacher (to teach) or the students themselves (or
Jakarr4 ...S. -.?. ...... zt) t.r
Umr# \
KEMENTERIAN AGAI4AUIN JAKARTAFITKJl. lr H. Juanda No 95 Ciputat 15412 tndonesia
FORM (FR)
No. Dokumen . FITKFR-AKD.O82Tgl. Terbit : 1 l/tare,t 2010
gq8Ar PERMoHoNANmNomor : Un.01 lF .1 tKM.01 .9t........t2013Lamp. : Outline/ProposalHal . Permohonan lzin penelitian
Kepada Yth.Kepala MA. Jamiat KheirdiTempat
Assal am u' alai ku m wr.wb.
Dengan hormat kami sampaikan bahwa,
Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan
Jakarta, 24Mei 2Afi
Nama : Muhammad Saugi
NIM :208014000103
Jurusan : Pendidikan Bahasa Inggris
Semester : X (Sepuluh)
Judul skripsi : "An Analysis on Errors Made by Learners in FormingI rregular plural Nouns,'
adalah benar mahasiswa Fakultas llmu Tarbiyah dan Keguruan UIN Jakaria yangsedang, menyusun skripsi, dan akan mengadakai penelitian (riseti diinstansi/sekolah/madrasah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih.
Wassal am u' al ai ku m wr.wb.
d. Bahasa lnggris,
Drs.NIP.
Pd199103 1 002
ya9(
}.AYASAN Pfl IA] D {* IKAN "},qMi AT I{f{ trIR
MABRASAEA ALSVAF{
Status :Terakreditasi ESK No. : Idw'"09"4/.:4IFP.0"4/66120 1S
;, 9€; ;\:,."'"*-\ -"u,
aiUt ;,lijbJlt'i*$t)it")!,-f'-
\.\./11/r .. .j,-rlL/r . .\ ._rJ:pr;
Jl. K.il. Mas Mansyur No.17 Tanah Abang - Jakarta Pusat i0240 Tel an Putra :3151850/Baeian Putri :3920155 Fax: 3162824
Nomor : 13gls KeUMA-|K /112013
Yang bertanda tangan dibawah ini .
NamaNIP
JabatanAlamat
Husein Al-Hadad, A.Md
19730307 2AO710 1 006
Kepala Madrasah AliYah
Jl. KH. Mas MansYur No- 17
Tanah Abang Jakarta Pusat
Menerangkan bahwa nama :
:..:NQ1' ::'ri:
1 Muhammad SaugiNIM : 208014000103
Pendidikan Bahasalnggris
X ( Seputuh )
Adalah benar mahasiswa Fakultas llmu Tarbiyah dan Keguruan UIN Syarif
Hidayatullah Jakarta dan telah mengadakan penelitian( riset ), tentang Judul : " An
Analysis on Errors Made by Learners in Forming lrregular Plural Nouns " pada
Madrasah Aliyah ( MA ) Jamiat Kheir di Jakarta'
Demikian surat keterangan ini dibuat, dan untuk dipergunakan sebagaimana
mestinya.
Jakarta, 10 Juni 2013
- Nfp 19730307 2oo71o 1 006
