AN ANALYSIS ON THE STUDENTS’ ERROR IN …repository.uinjkt.ac.id/dspace/bitstream/123456789/44903...ii ABSTRAK SHIVA FAUZIA, 2012, An Analysis on the Students’Errors in Using English

AN ANALYSIS ON THE STUDENTS’ ERROR IN USING

‘A FEW AND ‘A LITTLE’

(A Case Study at the Second Year Students of SMP YMJ, Ciputat)

By

SHIVA FAUZIA

207014000700

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

2013

i

ABSTRACT

SHIVA FAUZIA, 2012, An Analysis on the Students’ Errors in Using English

‘A Few’ and ‘A Little’ for Second Yearof Junior High School (A

Case Study at the Second Year of SMP YMJ, Ciputat), Skripsi,

Department of English Education, The Faculty of Tarbiyah and

Teachers‟ Training, Syarif Hidayatullah State Islamic University

Jakarta.

Advisor : Nida Husna, M.Pd., M.A TESOL.

Key words : Errors and ‘A Few’ and ‘A Little.’

The objective of the research is to know some errors made by the students

at the second grade of SMP YMJ Ciputat in using „A Few‟ and „A Little.‟

The method of the research is a descriptive in a form of quantitative

research about analysis on the errors faced by the students in using „A Few‟ and

„A Little‟ at the second grade of SMP YMJ Ciputat.

By analyzing the student‟s answer sheet, the writer obtained their scores of

the test result and found that there were 54.54% students who made errors in

using of „a few‟ and the average of error who 45.45% students who made errors in

using „a little.‟ The writer also classified the types of errors made by the students.

From 209 errors, 117 of them are selection. This type of errors contributed 55.9%

to whole errors and 23.4% for average of selection. The last position is omission

of error which reached 38 errors. This type contributed 18.18% to whole errors

and 7.6% for percentage of omission. The result of the research shows that the

students‟ difficulties in learning „A Few‟ and „A Little‟ is can be proved from the

table that 70% students answered always take a note and 35% students seldom to

review material at home, the second is 45% students answered they have

difficulties in learning „A Few‟ and „A Little‟ because of unclear explanation from

their teacher. And also the students made errors in using „A Few‟ and „A Little‟

because the usage of them are different, so it made the students confused to use „A

Few‟ and „A Little‟ correctly. Besides that, the teacher has not mastered the lesson

yet. He only explained „A Few‟ and „A Little.‟ The teacher did not explain about

„A Few‟ was used for countable noun and „A Little‟ was used for uncountable

noun. So it made students did not know about the usage of „A Few‟ and „A Little.‟

ii

ABSTRAK

SHIVA FAUZIA, 2012, An Analysis on the Students’Errors in Using English

‘A Few’ and ‘A Little’ for SecondYearof Junior High School (A

Case Study at the Second Year of SMP YMJ, Ciputat), Skripsi,

Department of English Education, The Faculty of Tarbiyah and

Teachers‟ Training, Syarif Hidayatullah State Islamic University

Jakarta.

Pembimbing : Nida Husna, M.Pd., M.A TESOL.

Kata Kunci : Kesalahan dan ‘A Few’dan ‘A Little’.

Tujuan penelitian ini adalah untuk mengetahui jenis-jenis kesalahan yang

dibuat oleh para siswa kelas dua SMP YMJ Ciputat dalam menggunakan „A

Few‟dan „A Little‟.

Metode penelitian ini adalah deskriptive dalam bentuk penelitian

kuantitative tentang analisis kesalahan-kesalahan yang dibuat para siswa kelas dua

SMP YMJ Ciputat dalam menggunakan ‘A Few’ dan ‘A Little’.

Dengan menganalisa lembar jawaban para siswa, penulis mendapatkan

hasildari tes dan menemukan sebanyak 54.54% siswa yang membuat kesalahan

dalam menggunakan ‘A Few’ pada soal, 45.45% siswa yang membuat kesalahan

dalam menggunakan ‘A Little’ ada soal. Penulis juga mengklasifikasikan tipe-tipe

kesalahan yang dibuat oleh siswa. Dari 209 kesalahan, terdapat 117kesalahan

pada tipe selection.Tipe ini menghasilkan kesalahan 55.9%dan 23.4% untuk rata-

rata tipe selection. Tipe terakhir adalah omission, jumlah kesalahannya sebanyak

38 atau 18.18%dan 7.6% untuk rata-rata tipe omission. Hasil penelitian

menunjukkan bahwa siswa membuat kesalahan-kesalahan dalam menggunakan ‘A

Few’ dan ‘A Little’ dapat dibuktikan dengan persentase 70% siswa yang

menjawab selalu mencatat materi yang diajarkan, 35% siswa jarang mengulang

materi di rumah, dan 45% siswa yang menjawab mereka memiliki kesulitan dalam

mempelajari ‘A Few’ dan ‘A Little’ karena kurang jelasnya penjelasan dari guru

mereka. Dan juga siswa yang membuat kesalahan dalam menggunakan ‘A Few’

and ‘A Little’ karena penggunaan ‘A Few’ and ‘A Little’ mempunyai fungsi yang

berbeda-beda sehingga para siswa sering merasa kebingungan dalam

menggunakan ‘A Few’ dan ‘A Little’ secara tepat. Selain itu, guru bahasa Inggris

tersebut kurang menguasai materi tentang English ‘A Few’ and ‘A Little’. Guru

hanya menyebutkan „A Few’dan ‘A Little’. Guru tidak menjelaskan tentang ‘A

Few’ digunakan untuk benda yang bisa dihitung dan ‘A Little’ digunakan untuk

benda yang tak bisa dihitung.

iii

ACKNOWLEDGMENT

Praised be to Allah, Lord of the world, who has given the writer His love

and compassion to finish the last assignment in her study. Peace and salutation be

upon to the prophet Muhammad SAW., his family, his companion, and his

adherence

This skripsi is presented to Faculty of Tarbiyah and Teachers‟ Training

State Islamic University Syarif Hidayatullah Jakarta, as a partial fulfillment of the

requirements for the academic title “S.Pd.” in English Language Education.

In this opportunities, the writer would like to express her greatest

appreciation to her beloved parents (Achmad Sayadi and Dahlia), her sisters (Dian

Riviah, Ulfi Handayani, and Safaatun Nida), her brothers (Achmad Fauzi and

Achmad Hifjillah), my brothers in law (Hendra Pratama and Syahrullah) who

always encourage the writer with all of their heart, also for their support,

compassion, advice, and motivation.

The writer also likes to convey her great gratitude to Mrs. Nida Husna,

M.Pd., M.A.TESOL as the writer‟s advisor, who has patiently given valuable

advice and guidance, also for his time, contribution, and patience in correcting

and helping her in finishing this skripsi.

The writer would like to express her great honor and deepest gratitude to

the following person:

1. Prof. Dr. Rif‟at Syauqi Nawawi, M.A., as the Dean Faculty of Tarbiya.

2. Drs. Syauki, M.Pd., the head of English Education Department.

3. Neneng Sunengsih, M.Pd., the secretary of English Education Department.

4. All lecturers in Department of English Education for teaching precious

knowledge, sharing philosophy of life and giving wonderful study

experience.

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5. Hj. Ida Nadya Marlena, S.Kom., the head master of SMP YMJ Ciputat, who

permitted the writer to do the research.

6. Misbahudin, S.Pd., the English teacher at SMP YMJ Ciputat, who gave his

time to give information relatedto the research.

7. Her best friends: Raisa Hijiriani Kareem, Anna Aprianni Suana, Siti

Nururohmah, Murniasih, Naila Zauhara, Intantri Indah Kurnia Dewi, and

Isnawati Putri Atmadja,who have given her useful suggestions, comments,

and showed her the true friendship.

8. Her friends in Department of English education 2007 thank you very much

for giving support, sharing their time and being good friends.

The words are not enough to say appreciate for their help and contribution

in writing this skripsi, may Allah SWT., the Almighty bless them all. Finally, the

writer realizes that this skripsi is not perfect yet. Therefore the writer would like

to accept critics and suggestions from everyone who reads this skripsi.

Jakarta, 26 September2012

The Writer

v

THE TABLE OF CONTENTS

ABSTRACT ......................................................................................................... i

ABSTRAK ........................................................................................................... ii

ACKNOWLEDGEMENT .................................................................................. iii

THE TABLE OF CONTENTS .......................................................................... v

THE LIST OF TABLES .................................................................................... vii

THE LIST OF APPENDICES ......................................................................... .viii

CHAPTER I: INTRODUCTION .................................................................. 1

A. The Background of theStudy ............................................. 1

B. The Limitation of the Study .............................................. 4

C. The Formulation of the Study ............................................ 4

D. The Objectives of the Study .............................................. 4

E. The Method of the Study ................................................... 5

F. The Significance of the Study ........................................... 5

CHAPTER II: THEORETICAL FRAMEWORK ........................................ 6

A. Error Analysis .................................................................... 6

1. The Definition of Error Analysis ................................ 6

2. The Differences between Error and Mistake .............. 7

3. The CausesandSources of Error ................................. 9

4. The Types of Error ..................................................... 12

5. The Steps in Analyzing of Error Analysis .................. 15

B. Quantity Words ................................................................. 16

1. Definition of Quantity Words .................................... 16

2. Countable Noun ......................................................... 17

3. Uncountable Noun ..................................................... 19

C. „A Few‟ and „A Little‟ ...................................................... 23

1. The Definition of „A Few‟ and „A Little‟ ................... 23

vi

2. The Forms of „A Few‟ and „A Little‟ ......................... 24

3. The Use of „A Few‟ and „A Little‟ ............................. 25

D. Errors in Using „A Few‟ and „A Little‟ for Students ......... 25

CHAPTER III: RESEARCH METHODOLOGY .......................................... 27

A. The Time and Place of the Research ................................. 27

B. The Population of the Research ......................................... 27

C. The Method of the Research .............................................. 27

D. Instrument of the Study ..................................................... 28

E. The Technique of Data Collecting..................................... 28

F. The Technique of Data Analysis ....................................... 28

CHAPTER IV: RESEARCH FINDINGS ....................................................... 30

A. The Description of Data .................................................... 30

B. The Analysis of Data ......................................................... 48

C. The Interpretation of Data ................................................. 51

CHAPTER V: CONCLUSION AND SUGGESTION .................................. 52

A. Conclusion ......................................................................... 52

B. Suggestion ..................................................................... 52

BIBILOGRAPHY. .............................................................................................. 53

APPENDICES ..................................................................................................... 55

vii

THE LIST OF TABLES

Table 4.1Table of „A Few‟ and „A Little‟ Items and Distributions ..................... 34

Table 4.2Table of „A Few‟Usage ......................................................................... 34

Table 4.3Table of „A Little‟ Usage ...................................................................... 36

Table 4.4 Table of Descriptions of Students‟ Error .......................................... 38

Table 4.5 Table of Frequency of Errors. 44

Table 4.6 Students‟ English Text Book. ....................................................................44

Table 4.7 Students‟ Worksheet or another Source English Book ..............................45

Table 4.9 Study Outside School (Joining Course, Study Club, etc) ..........................45

Table 4.10 To Use the Media in Learning English ......................................................46

Table 4.11 The Way Teacher Delivers the Material in English. ..................................46

Table 4.12 The Students‟ Comprehension toward the Way Teacher Delivers the

Material ......................................................................................................47

Table 4.13 Reviewing the Last Material by the Teacher .............................................47

Table 4.14 The Teacher Explains the Material which will be Learnt Today ...............48

Table 4.15 The Students can do the Exercise after Reading the Textbook ..................48

Table 4.16 The students answered the Question after Reading the Form of the Book

...................................................................................................................49

Table 4.17 Asking to Friends or Other when Facing the Difficulties ..........................49

Table 4.18 The Students always do the Assignment that is given by the Teacher ......50

Table 4.19 The Students always Make Note ...............................................................50

Table 4.20 Review the Material ...................................................................................51

Table 4.21 The Students Interest in English ................................................................51

Table 4.22 The Teacher Teaches „A Few‟ and „A little‟ .............................................52

Table 4.23 „A Few‟ and „A Little is Difficult ..............................................................52

Table 4.24 The Causes of Students‟ Difficulties in learning „a few‟ and „a little‟ ......53

Table 4.25 The Causes of Students‟ Easiness in learning „A Few‟ and „a little‟ .........53

Table 4.26 The Effort of the Students in Learning English .........................................53

viii

THE LIST OF APPENDIXES

Appendix 1Table of Description of Errors........................................................... 64

Appendix 2Test .................................................................................................... 78

Appendix 3Interview ............................................................................................ 83

Appendix 4Questionnaire..................................................................................... 86

CHAPTER I

INTRODUCTION

This chapter covers the background of the study, the limitation and the

formulation of the study, the objective of the study, the method of the study and

the significance of the study.

A. The Background of the Study

English is the target language that is the most famous in the

world.Furthermore, English has important role for economics, politics, and

education development of many countries in the world.

In Indonesia, English is determined as compulsory subject in the national

curriculum. It is taught start from elementary school up to the university.There are

two basics aims of the English instruction implemented in secondary level through

university: first, providing students the ability to read textbooks written in English

at the higher education; second, the ability to speak English is important for those

who want to get good jobs and career positions. 1

Learning foreign language, English language in this case, is different as

learning Indonesian language. English language is different from Indonesia

language. It has many different rules between both languages. The difference

between of those languages may become one of the factors that can trigger

students to make some errors.

The students can develop their knowledge in many aspects by mastering

English. If the students want to master of English well, they have to master

language skill and language sub- skills. Language skills are listening, speaking,

reading, and writing. Language sub-skills are grammar, vocabulary and etc.2

Grammar is one of the language aspects which are taught to every

language learner. It has an important role in understanding the English language.

As said by Paul Robert that “Grammar is a body of generalization about how

1 http://www.scribd.com/doc/1433061/Distance -Learning March 28

th 2012 13.00.p.m

2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,

1989), p. 16.

2

people says thing in order to make generalization, we must agree on the meaning

terms for the things we wish talk about3. By learning grammar we will knowabout

the system and the rules of language to construct a good sentence. So we will be

able to combine and build words into a meaningful sentence.

It can be concluded from the statement above it is no doubt by mastering

grammar the students will be able to speak, to read, and to write English correctly

and understandably. Expectedly, the students can create a good communication

and interaction in English language actively both in oral and written English

between each other in their lives.

There are many elementsdiscussed in English grammar. One of them is

Quantity Words. Quantity words are words that show a specified number or

amount and the measurable of property or things”.4 In quantity words, there are

countable and uncountable noun. Countable noun is noun that we can quantify,

e.g. pens, tomato, carrot, farmer, etc. uncountable noun is noun that we can not

quantify, e.g. cheese, sugar, salt, furniture, etc. therefore there are some

expressions of quantity words. Two of them are „a few‟ and „a little‟

In learning quantity words, the students have confusion how use it.

Because there are some distinction forms between English and Indonesia in

learning quantity words, such as „a few‟ and „a little‟ if we interpret them into

Indonesian language are “sedikit”. In fact, the usage of them is different in

English grammar. In fact the use both of them is very different in English

grammar; they have some rules. If we want to use them we must know the rules

and understand about quantity words.

These are some examples quantity words in Indonesian Language:

1. Amir mempunyaisedikitpulpen.

2. Ibumempunyaisedikitgula.

3. Mira mempunyaisedikitkejuuntukmembuatkue.

4. Ada sedikitmurid di kelas.

There are some examples quantity words in English:

3Paul Robert,Understanding Grammar. (New York: Harper & Publisher,1954), p.2.

4 Cambridge Advance Learner‟s Dictionary, 2

nd Ed, (Cambridge University Press,2005)

3

1. Amir has a few pens.

2. John has a little money.

3. Mira has a little cheese for making a cake.

4. There are a few students in the classroom.

In Indonesia language, the expression of quantity word does not change

even though the noun is changed, but in English, the quantity word will change

based on the changing of nouns. And the rule in learning quantity words in

English are according to countable and uncountable noun that used in phrase or

sentence, and also according to positive and negative statement that used in

sentence.

From the examples above, a few is used for countable noun, and a little is

used for uncountable noun, but both of them have the same meaning.

Based on the description above, the writer tried to find out how far the

difficulty in learning quantity words faced by the learners. To find the answer, the

writer did a field research at SMP YMJ Ciputatand made a test concerning in

learning quantity word and then tried to find out the highest frequency of error

and causes of errorsthat are commonly made by the learners. Quantity words that

the writer tried to find out were „a few‟ and „a little‟. So the title is: “An Analysis

onthe Students‟ Error in Using „A Few‟ and „A Little‟”.

The reason the writer chooses SMP YMJ Ciputatas a place for the research

because the writer wants to know “What kinds of errors are mostly made by the

students in using „a few‟ and „a little‟?And “What causes of errors are made by

the students in using „a few‟ and „a little‟?.So the writer took permission from the

head master and vice headmaster of SMP YMJ using escort letter from the

campus. By this observation the problems are faced by the students‟ errors in

using „a few‟ and „a little‟ can be solved.

4

B. The Limitation of the Study

The writer limits the study on analysis of errors of the second year students

of SMP YMJ Ciputat as follows:

1. The object of the research is the second grade students of SMP YMJ

Ciputat.

2. The contents of the research are quantity words; „a few‟ and „a little‟.

3. Error Analysis.

C. The Formulation of the Study

Based on the background of the study, the writes formulates the problems

as follows:

1. What types of errors are made by the students in using „a few‟ and „a

little‟?

2. What causes of errors are made by the students in using „a few‟ and „a

little‟?

D. The Objective of the Study

The objective of this study is that the writer would like to knowerrors are

made by the students in using „a few‟ and „a little‟ and why do the students make

errors in using „a few‟ and „a little‟ at second grade Students of SMP YMJ Ciputat

E. The Method of the Study

The study used quantitative method.In this case the writer takes

SMPYMJCiputat as place for investigation to be discussed. The writer observes

the errors and the cause of errors are mostly made by second grade students in

using „a few‟ and „a little‟. The skripsi is written based on field research

In field research, the writer tries to observe second grand of SMP

YMJCiputatby giving the test to find out some data from the students and the data

of this study was come from analyzing the students‟ multiple choice test,

completion sentences, and translation items that the writer gave to them.

5

Interviewing the teacher to find out the difficulties in learning „a few‟ and „a

little‟, and giving questionnaire to find out the causes are mostly made by second

grade students in using „a few‟ and „a little‟.

F. The Significance of the Study

This study aimed for the improvement of the students and teachers in

learning and teaching quantity words; „a few‟ and „a little‟ for the second year

students of SMPN YMJ Ciputat based on the analysis of errors made by the

students, especially in using „a few‟ and „a little‟. The writer hopes that this study

will be useful for both teachers and students in using quantity words, and also to

avoid making same errors.

6

CHAPTER II

THEORETICAL FRAMEWORK

This chapter explained theoretical framework. It is divided into four parts

namely: part A is error analysis which is consists of the definition of error

analysis, the differences between error and mistake, the causes and sources of

error, the kinds of error and the steps in analyzing error. Part A is grammar which

is consists of the definition of grammar and the concept of grammar. Part C is

quantity words which is consists of the definition of quantity words, countable

noun and uncountable noun. Part D consists of ‗a few‘ and ‗a little‘. It explains

the definition of ‗a few‘ and ‗a little‘, the form of ‗a few‘ and ‗a little‘, the use of

‗a few‘ and ‗a little‘.

A. Error Analysis

1. The Definition of Error Analysis

Learning a foreign language is different from learning our mother tongue.

So, it is natural when the learners made errors in learning a foreign language.

―Error analysis is the fact that learners do make errors, and that these errors can be

observed, analyzed, and classified to reveal something of the system operating

within the learner, led to surge of study of learners‘ errors.‖1Error analysis is the

method that can be used to help both the learner and teacher to avoid in making

same errors.

Another concept of error analysis is given by Valentine Rido stated that in

learning first language, the children utilize occasionally awkward pronoun,

unclear word, or inaccuracy word structures.2 It seems that, the learners are not

only made error in foreign language, but also in their mother tongue, because error

is a process of learning.

1H. Douglas Brown, Principles of Language Learning and Teaching, 4

th Ed, New

York;Addison Wesley Longman,2000), p. 218. 2 Valentine RidoRasmodjo, Types of Correction Supporting the Learner-Centered

Learning in English Classes, (Fourth Conference on English Studies: n26-27 November 2007), p.

44.

7

Haryanto also explained that in teaching,erroranalysis able to allow the

educator precious responds that special methodsarealmost to conduct the student

to the producing of errors.3

According to Heidi Dulay and friends, they said thatprovidinginformation

from which conclusions about the characteristic of making language learning

process. 4Featuring to educator and curriculum founder that component of the

target language learners have extreme complicationto produce accurately and that

kinds of error decrease mainly from the effective of communicate of learner‘s

competence.5 They are two main point purposes in examining learners‘ errors.

6

The writer may conclude that studying learners‘ error may help the teacher

and curriculum developers to revise the method of teaching year of the year to be

the best that depend on students‘ need. Hopefully by this analyzing, the teacher

can handle the students‘ error and made them easily in learning foreign language.

2. The Differences Error and Mistake

Error and mistakes are two synonyms, that a little bit have same meaning,

but in learning language, these words have different in meaning. ―Mistakes are

deviations due to performance factors such as memory limitations, spelling

pronunciations, fatigue, emotional strain, etc.‖7So, there are many factors that

cause the learners‘ mistake of learning, for example, when the learners faced the

problem with their friends or parents while learning in the class, it may break their

concentrations, so they made mistake in the learning process. ―Errors, on the other

3Haryanto, Grammatical Errors in Indonesian EFL Learners’ writing, (Annual of

Linguistics Conference at Atmajaya University Press, 1982), p. 138. 4 Heidi Dulay, Mariana Burt , and Stephen Krashen, Language Two, (New York: Oxford

University Press,1982), p. 138. 5 Heidi Dulay, Mariana Burt , and Stephen Krashen, Language Two, (New York: Oxford

University Press,1982), p. 138. 6 Heidi Dulay, Mariana Burt , and Stephen Krashen, Language Two, (New York: Oxford

University Press,1982), p. 138. 7S.N.Sridhar, Constrative Linguistics and the Language Teacher: Contrastive Analysis,

Error Analysis and Interlanguage, Three Phases of One Goal, (New York: Pergamon Press,

1981), p. 224.

8

hand, are systematic, consistent deviances characteristics of the learner‘s linguistic

system at a given stage of learning.‖8

Most people think that error and mistake are same, but that is not true.

Larsen noted some Corder‘s statement that made a distinction between mistake

and error (1991:59):

A mistake is a random performance slip caused by fatigue, excitement,

etc.,and therefore can be readily self-corrected, an error is a systematic

deviation made by learners who have not yet mastered the rules of the

second language. A learner cannot self-corrected an error because it is a

product reflective of his or her current stage of second language

development, or underlying competence.9

Moreover, Haryanto explained that the mistakes are occurs because the

learner is unable perform what he or she knows.10

It means that the learner made

mistake not because of their luck knowledge; they understand about the material

of learning, but some reasons like their emotional condition, made their

concentration is broken, then the mistake is occur. Additionally, the learner can

correct their mistake by themselves without helping the teacher or friend.11

Such

Haryanto said that ―the learner can correct by themselves when made mistake.

Mistakes are not systematic and the learners themselves can correct it.‖12

From the definition above, we can conclude that mistake and error have

different meaning. Mistake occurs when the learner able to correct a fault in his or

her output, and it is caused by memory limitations, confusion, slip of the tongue,

and so on. Error is caused by the competence of the learner, the knowledge of the

8 S.N.Sridhar, Constrative Linguistics and the Language Teacher: Contrastive Analysis,


1981), p. 224. 9 Dianne Larsen Freeman and Michael Long, An Introduction to Second Language

Acquisition Research, (London: Longman Inc., 1991), p. 59. 10

S.N.Sridhar, Constrative Linguistics and the Language Teacher: Contrastive Analysis,


1981), p. 139. 11

S.N.Sridhar, Constrative Linguistics and the Language Teacher: Contrastive Analysis,


1981), p. 139. 12

S. N.Sridhar, Constrative Linguistics and the Language Teacher: Contrastive Analysis,

Error Analysis and Interlanguage, three phases of one goal, (New York: Pergamon Press, 1981),

p. 139.

9

learner about the target language. When the learner made error in learning target

language, he or she cannot correct himself or herself.

3. The Causes and Sourceof Error

Errors in learning target language are inevitable, because the rules of

learners‘ mother tongue are very different from the rules of learners‘ target

language. To find out why certain errors are made, we must know about causes of

error that learners made.

Dauglas Brown distinguishes the causes of errors into four causes, they

are: interlingualtransafer, intralingual transfer, context of learning and

communication strategies.13

a. Interlingual Transfer

―interlingual errors are similar in structure to a semantically equivalent

phrase or sentence in the learner‘s native language‖.14

Example error in the

sentence: I see the boy handsome. This is the error of using adjective. Indonesian

language, the adjective is placed after noun, but in English language, the adjective

is placed before noun. Then the true sentence is: I see the handsome boy. This

error occurs because the learner native language does not have the rules that the

target language has, but the learner apply the rules of their native language into

target language.

―In intralingual transfer, the sound system (phonology) and the grammar

of the first language impose the learner on the new language and this leads to a

‗foreign‘ pronunciation, faulty grammatical patterns and, occasionally, to the

wrong choice of vocabulary‖.15

In addition, grammatical patterns is the most

errorthat Indonesian learner done, because there are significance differences

between Indonesian and English grammar.

13H.Douglas Brown, Principles of Language Learning and Teaching, 4

th Ed, (New York;

Addison Wesley Longman, 2000), p. 213. 14

Heidi Dulay, Mariana Burt, and Stephen Krashen, languageTwo, (New York; University

Press, 1982), p. 171. 15

Peter Hubbard and friends, A Training Course for TEFL, (New York: Oxford

University Press, 1983), p. 140.

10

b. Intralingual Transfer

Intralingual Transfer is the Learner Produce the items that structure of first

language are not reflective, but generalize based on expose the target language

partially.16

So, this error has not connection with the learner native language, it is

happens because of the learner knowledge about the rules of English language.

Some examples of overgeneralization in learning English as a foreign

language are as follows:

1. I writed two letters two days ago. This part tense morpheme –ed, -ed is

extended to an environment in which to the learners is could logically apply,

but just does not.

2. Nobody wants to go with me leads to Nobody wants to follow with me.The

learners, coming across preposition with one type of verb try by analogy to use

the same preposition with similar verbs.

3. “Mira will comes to Shinta‟s birthday Party,” will is one of modal

auxiliaries, which do not need ending s/es or simple form in verb follow.

c. Context of Learning

―Context refers to the classroom with its teacher and its material in the

case of school learning or the social situation in the case of untutored second

language learning.‖17

In the classroom, the teacher is the ―main actor‖. Without the

teacher, the learning process in the classroom is cannot be occur. The learners,

especially the young learner, mostly get their knowledge from teachers who teach

them. In this case, the teacher also the human that has mistakes in transfer their

knowledge to the learners, so this error is called as error of context learning.

―The learners are always under the influence of a teacher and/or textbook

writer who emphasizes some aspect of the target language and neglects

others,according to his/her own beliefs or experiences.‖18

So, it is better to ask the

16Haryanto, Grammatical Errors in Indonesian EFL Learners’ Writing, (Annual of

Linguistics Conference at Atmajaya University Press, 1982), p. 139. 17

H. Douglas Brown, Principles of Learning and Teaching, 4th

Ed, (New York; Addiso

Wesley Longman),p. 125. 18

Haryanto, Grammatical Errors in Indonesian EFL Learners’ Writing, (Annual of

Linguistics Conference at Atmajaya University Press, 1982), p. 140.

11

students have or to read more than one text book of one subject, this to lead the

students‘ error of context learning.

d. Communication Strategies

One goal of learning foreign language is able to communicate by using

this language. But there are many learners worry about their grammar when they

try to practice this language. Such Haryanto (2007) said that if the learners

consider of grammatical rules during theytry to express that they already have in

English meaning, leading with native speakers to be impatient with them.19

Additionally, when the learners communicate with native speaker of

English, there are some rules of grammar that the learners do not need to use that

rule. Example is in using of English third person singular in this sentence: ―He

gives me a big hug before I left‖. The inflection of –s is not necessary to use in

communication.20

4. The Types of Error

There are three main types of errors. They are lexical errors, grammatical

errors, and phonological errors.21

a. Lexical errors

Lexical errors are the errors that connected to the common words in

related to words used in the students‘ utterances. The words here are the function

of noun, verb, adjective and adverb in the sentence. Example give: ―The police

cannot identification the s of the murder‖. This is error sentence, because the use

of word ―identification‖ is not correct. The right one is: ―The police cannot

identify the victim of the murder‖. The error is occurs when the learners use noun

in verb place, like example above. The function of identification is noun, and

identify as verb.

19Haryanto,Grammatical Errors in Indonesian EFL Learners’ Writing, (Annual of

Linguistics Conference at Atmajaya University Press, 1982), p. 140. 20

H. Douglas Brown, Principles of Language Learning and Teaching, 4th Ed, (New

York; Addison Wesley Longman, 2000), p. 213. 21

ValentinusRidoRasmodjo, Types of Correction Supporting the Learner-Centered

Learningand Teaching, 4th Ed,(New York; Addison Wesley Longman, 2000), p. 213.

12

b. Grammatical errors

The grammatical errors deal with violation of the rules of the word

formation and sentence construction of the language.Some learners made errors in

grammar because they confuse about the grammar rules of target language which

have significant different with their mother tongues‘ grammar rules.

―Grammatical errors include the errors in the uses of closed classes, such us:

improper uses of determiners, prepositions, or pronouns; errors in grammatical

gender including wrong determiners, and other.‖22

For example: ―Maria is my

smart friend that I ever had, her always got ten score in Math‖. This is error in

pronoun category which possessive pronoun is used in personal pronoun in this

sentence. The true is ―She‖, because it refers to Maria as the subject of this

sentence.

c. Phonological Errors

Phonological errors are errors which occur when students fail to

pronounce words because of mispronunciation of phonemes or misplacement of

stresses. This occurs when the learner practice the language in speech. Examples

for the words ―snack‖ and ―snake‖, the learners pronounce these words are same,

but actuality this words has different pronounce, ―snæk” is pronounce for ―snack‖

and ―sneik‖ for ―snake.‖23

Ellis maintains that ―classifying errors in these ways can help us to

diagnose learners‘ learning problems at any stage of their development and to plot

how changes in error patterns occur over time‖. This categorization can be

exemplified as follows:24

Omission:

Morphological omission * A strange thing happen to me yesterday.

Syntactical omission * Must stay also the names?

22Ibid, p. 213.

23Ibid, p. 213.

24VehiceErdogan, “Contribution of Error Analysis to Foreign Language

Teaching”,Journal of the Faculty of Education in Mersin University, vol. 1, Issue 2, December

2005, p. 264.

13

Addition:

In morphology * The books is here.

In syntax * The London.

In lexicon * I stayed there during five years ago.

Selection:

In morphology * My cousin is youngest than me.

In syntax * I want that he comes here.

Ordering:

In pronunciation * Fignisicantis for ‗significant‘; prulalis for

‗plural‘.

In morphology * Get upping is for ‗getting up‘.

In syntax * He is a dear to me friend.

Every learner has different types of making errors, and the most common

errors the learners made are: omitting grammatical morphemes, double marking,

regularizing rules, using archiforms, using two or more forms in random

alternation, misordering.25

1. Omitting grammatical morphemes

Omitting grammatical morphemes are items that do not contribute much to

the meaning of sentences. Sometimes the learners leave out some morpheme in

the sentence, examples give: ―Kirana always wear blue jacket to the school‖, ―I

write letter to my brother in Nabire, Papua.‖ Both sentences are wrong, but the

readers still get the meaning of these sentences, because the writer just omit the

smallest unit of grammar, that letter-s for verb ―wear‖ and article, ―the‖ for ―the

letter.‖

25Heidi Dulay, Mariana Burt, and Stephen Krashen, Language Two, (New York;

University Press, 1982), p. 138.

14

2. Double marking, double marking error occurs when the learners use two

markers in the sentence which only one marker is required. Example give:

―Andzal did not watched any film last night.‖ This is error in double marking

error of past tense.

3. Regularizing rules, as in Childs for children, andtoothes for teeth.

4. Using archiforms, one form in place of several. The error in this category is

such as the use of pronoun, I for both me and I as in the sentence: ―I always try

my best‖ and ―My teacher never gives I the second chance‖.

5. Using two or more forms in random alternation. Examples in the sentence

in using of gender pronoun: ―A doctor gives some motivation to her/him

patient before operation is done‖.

6. Misordering, misordering error is items in constructions that require a reversal

of word-order rules that had been previously acquired. The example is: ―Diana

Kamil is your sister?‖ This sentence uses the rules of positive sentence which

subject come before verb. But in this case, the kind of sentence of example

above is question sentence, which the rule; the verb come before noun, so the

true sentence: ―Is Diana Kamil is your sister?‖

5. The Steps in Analyzing Error

Ellis states that there are five steps in conducting an Error Analysis they

are: collecting of a sample of learner language, identification errors, description

errors, explanation errors, evaluation of errors.

a. Collecting of a sample of learner language

The type of data collected can have a marked effect on the result of an

error analysis, as a result of the different production processes which they

typically involve. For example, Logoco found differences in the number and type

of errors in samples of learner language collected by means of free composition,

translation, and picture composition.

15

b. Identification of Errors

The definition of ‗error‘ is problematic, as James admits. The difficulty

centresaround a number of issues. The first is whether grammatically (i.e.well-

formedness) or acceptability should serve as criterion. An utterance may be

grammatically correct but pragmatically unacceptable. For example, ‗I want to

read your newspaper‘ addressed to a complete stanger is grammatical but

pragmatically unacceptable.

c. Description of Errors

The description of errors involves a comparison of the learner‘s

idiosyncratic utterances with a reconstruction of those utterances in the target

language or, more recently, with a baseline corpus of native-speaker language.

d. Explanation of Errors

Explanation is concerned with establishing the source of the errors, i.e.

accounting for why it was made. This stage is the most important for SLA

research as it involves an attempt to establish the processes responsible for L2

acquisition.

e. Evaluation of Errors

Error evaluation involves a consideration of the effect that errors have on

the person (s) addressed. This effect can be gauged either in terms of the

addressee‘s effective response to the errors. Error evaluation studies proliferated

in the late 1970s and in the 1980s, motivated quite explicitly by a desire to

improve language pedagogy.26

26 Rod Ellis, The Study of Second Language, (New York: Oxford University Press, 2008),

pp. 46—56.

16

B. Quantity Words

1. Definition of Quantity Words

According to Malay dictionary, quantity is which make it possible to

measure things through having number, size, weight, etc. 27

Other dictionary

defines quantity as the amount or number of something; especially that can be

measured or is fixed.28

From the Webster dictionary, there are four definitions for quantity: (1) an

indefinite amount or number, (2) A determinate or estimated amount, (3) Total

amount or number, and (4)The aspect in which a thing is measurable in terms of

greater, less, or equal or increasing or decreasing magnitude29

From the meaning of quantity words from three dictionaries above, the

writer concludes that, quantity words are words that show a specified number or

amount and the measurable of property or uncountable noun.

―Quantity words are words which are denoting the quantity of the

nouns.‖30

There are two basic types of Noun. Some expressions of quantity are

used only with countable nouns, some only with uncountable nouns, and some

with either countable or uncountable noun.

2. Countable Noun

―Countable Noun is the things that we can count.31

It means that, there are

two kinds of noun in this case, which can be count as one, two, three and so on

and other noun cannot be count. There is one maincharacteristic of countable

noun, it is cannot be divided to two, three or to the smaller part, if it could be, the

name of the thing is not same as the first one. As Rodney Huddleston and

Geoffrey K. Pullum (2005) stated that the countable noun cannot be divided into

27 Malay Dictionary, Oxford Fajar: Advanced Learner’s English, (Malaysia:Kum-

vivarromtomg,2000), p. 210. 28

Cambridge Advanced Learner‘s Dictionary, 2nd

Ed, (Cambridge University Press,2005) 29

Webster‘s College Dictionary, 2nd

Ed, (New York: Random House,2001), p. 1008. 30

Betty SchrampferAzar, Understanding and Using English Grammar, Second

Edition,(USA: Prentice-hall, 1989), p. 210. 31

Rodney Huddleston and Geoffrey K.Pullum, A Student’s introduction to English

Grammar, (Cambridge University Press,2005), p. 87.

17

smaller entities of the same kind as itself.32

For example noun ―pen‖, it is a

countable noun that if we cut this pen into two part or more, the function of pen is

not work, so it is not pen anymore.

Examples:

1. I saw an apple tree.

Tree can be counted as one tree, two trees, and so on.

2. I drank a glass of milk

Glasses of milk can be counted.

3. There are many good students in my class.

Student can be counted.

32Rodney Huddleston and Geoffrey K.Pullum,A Student’s introduction to English

Grammar, (Cambridge University Press,2005), p. 87.

18

Here are the list quantity word expressions of countable noun:

Here are some examples of noun that refers to countable noun:

Countable singular Countable Plural

One

Each

Every

Many

Both

Several

A Few/Few

A number of

A couple of

Some of

Some

Any

Most

All

A Lot of

Plenty of

No/Not Any

Apple

Assignment

Bird

Book

Bottle

Brother

Chair

Child

Class

Door

Error

Finger

Flower

Friend

Girl

Glass

Hammer

Lamp

Language

Letter

Magazine

Minute

Mistake

Mouse

Neighbor

Nut

Pen

People

Picture

Problem

Ring

Student

Table

Tooth

Thief

Tree

Vase

Window

Word

19

Examples of countable noun in sentence:

Quantity words Sentences

One

Every

Many

Both

Several

A few

Some

Any

Most

All

A lot of

Not any

Would you mind if I ask one question?

Every dragonfly has wings.

I need many jasmines in my wedding party.

Crab and lobster are seafood. I like both of

them.

I have several romance novels.

She makes a few mistakes in her work.

I have some stories about the man whom you

are love.

My mother cannot speak any foreign

languages.

Most people like Ita.

I always thinking of him all the time.

I like reading. I‘ve got a lot of books.

There are not any good hotels in the town.

20

There are two rules of countable noun:

1. May be preceded by a/an in the singular.

2. Takes a final –s/-es in the plural.33

3. Uncountable Noun

―Uncountable nouns refer to things that cannot be counted and they often

refer to abstractions and occasionally have a collective meaning‖. The example of

abstraction nouns are motivation, freedom, vocation and many others. The

collective meaning here is the name of noun that refers to many others. For

example: fruit refers to grape, guava, orange, and so on.

As countable noun, uncountable noun also have the main characteristics.

Uncountable nouns can be divided into smaller thing with the same name as

before. ―Uncountable noun denote physical substance that can be divided into

smaller amount of the same kind.‖34

Chocolate is uncountable noun, if we cut up

chocolate into the smallest part, these can still be described by the uncountable

noun chocolate.

Examples:

1. There was an accident in front of my house, I saw much blood there.

(Blood cannot be counted as one blood, two bloods, and so on).

2. I need some paper to write the list of my budget of this month.

3. There is much pollution in Jakarta.

33Betty ScrampherAzar, Understanding and Using English Grammar, (New York:

Pearson Education 10 Bank Street, 1999), p. 204. 34

Rodney Huddleston and Geoffrey K.Pullum, A Student’s introduction to English

Grammar, (Cambridge University Press, 2005), p. 87.

21

Here are the list quantity word expressions of uncountable noun:

Non countable

A little

Much

A great deal of

Some

Any

Most

All

A lot of

Plenty of

No/not any

Here are some examples of noun that refers to uncountable noun35

Whole groups made up of similar items Clothing, equipment, food, fruit,

furniture, jewelry, money, traffic,

etc

Fluids Water, coffee, tea, milk, oil, soup,

blood, etc.

Solids Ice, bread, cheese, meat, gold,

paper, wool, cotton, etc.

Gases Air, oxygen, smoke, smog,

pollution, etc.

Particles Rice, corn, dust, grass, hair, pepper,

salt, sugar, chalk, etc

Abstractions Education, music, advice,

information, time, energy,

homework, vocabulary, etc.

Language Arabic, Chinese, English, Spanish,

etc.

35Betty ScrampherAzar, Understanding and Using English Grammar, (New York:

Pearson Education 10 Bank Street, 1999), p. 206

22

Fields of Study Chemistry, history, literature,

mathematics, psychology, etc.

Recreation Baseball, soccer, chess, tennis, etc.

General Activities Driving, studying, swimming.

Natural phenomena Weather, fog, rain, snow, wind,

light, sunshine, fire, etc.

The examples of uncountable noun in sentence:

Quantity Words Sentences

A little

Much

A great deal of

Some

Any

Most

All

A lot of

Plenty of

No/not any

I speak a little English.

Do you drink much coffee?

I eat a great deal of rice a

day.

I got some punishment

from my lecturer.

I do not have any car.

Most students enjoy

learning English.

Bunga has lived in Jakarta

all her life.

He ate a lot of food.

I need plenty of time to do

this work.

He does not give me any

idea about this problem.

There are two rules of uncountable noun:

1. Uncountable noun is not immediately preceded by a/an.

2. Uncountable noun has no plural form, does not take a final –s/-es.

23

D. „A few‟ and „A little‟

1. The Definition of „A Few‟ and „A little‟

―A few and a little are used to express a small quantity of

something.‖36

According Patria K.Werner and friends stated that ―A few and a

little mean ―some‖ (but they are not a large amount). These quantity words are has

same in meaning, but in using in the sentence, they are different. As Elaine Kim

and Darcy Jack stated that a few is used with plural forms of countable nouns and

a little is used with uncountable nouns.37

2. The Form of „A Few‟ and „A Little‟

A. „A Few‟ and „A Little‟ in Affirmative Sentences

Countable Nouns Uncountable Nouns

1. There are a few history books in the

library SyarifHidayatullah Islamic

State University.

2. I write a few words in your

notebook.

3. There are a few teachers in the

meeting committee.

4. Amir puts a few pencils on the

table.

5. Udin buys a few flash disks to save

his data.

6. Mira gets a few dictionaries from

her mother.

7. Siti invited a few friends to her

farewell party.

8. My father repairs a few broken

1. My lecturer gives me a little input

how to write a good paragraph.

2. I can speak Chinese a little.

3. This newspaper gives a little

information that I need.

4. There will be a little rain this

week.

5. All we need is a little luck.

6. Tuti sold a little furniture.

7. My mother buys a little fruit.

8. They need a little sugar to drink a

36Elaine Kirnand Darcy Jack, Interactions I, (New York: McGraw-Hill,1990), p. 62.

37Ibid, p. 62.

24

chairs.

9. Intan sells a few comics to her

friends.

10. Nurul needs a few minutes to finish

her assignment.

cup of tea.

9. The teacher gives a little

homework to the students.

10. Atun knows a little Chinese

poem.

B. „A Few‟ and „A Little‟ in Question sentences


1. Would you like a few suggestions

from me?

2. Does he have a few minutes to

talk?

3. Do you speak a few words of

Spanish?

4. Could you buy a few rulers for me?

5. Will you give me a few pens?

6. Can you borrow me a few bikes?

7. How do you download a few

songs?

8. Where do you put a few glasses?

9. When do you buy a few toys?

10. What do a few cars rental cost?

1.Why do you speak a little English

in English speaking class?

2.Would you mind if I drink a little

ice cream before I go to bed?

3.Is there a little light in the upper

ground?

4.Could you give a little

information about the last

homework?

5.Would you like a little cheese?

6.Does the tree need a little

oxygen?

7.Could you add a little honey to

my tea?

8.Will mira add a little salt to the

soup?

9.What do you need to make a little

happiness?

10. Do you want a little fruit to

dessert?

25

3. The Use of A Few and A little

A few and a little give a positive idea; they indicate that something

exists, is present:38

A. Errors in Using „A Few‟ and „A Little‟ for Students

Every time we use a noun, we have to decide whether to use ‗a few‘ and ‗a

little‘, and if we decide that ‗a few and ‗a little‘ are necessary, we then have to

decide which one. We base these choices on a complex interaction of factors

including meaning, shared knowledge, context, and whether the noun is singular,

plural, countable or uncountable.

Many languages have no quantifier system. Learners whose first

languages one of these usually find it particularly difficult to grasp how ‗a few‘

and ‗a little‘ are used in English. Learners often make errors because they don‘t

know or haven‘t internalized the rules, or they haven‘t learned the fixed

38 Betty SchrampherAzhar, Understanding and Using English Grammar, (New York:

Pearson Education 10 Bank Street, 1999), p.123


1. She has been here only two weeks, but

she has already made a few friends.

(Positive idea: She has made some

friends.)

2. I still have a few eggs left to make a

cake.

(Positive idea: I have some eggs instead of

using all of it.)

1. I am very pleased. I‘ve been able

to save a little money this month.

(Positive idea: I have saved some

money instead of spending all of

it.)

2. Although they are very poor,

they have a little happiness.

(Positive idea: They have a little

happiness even they have nothing.)

26

expressions. They may also transfer rules for using ‗a few‘ and ‗a little‘ in their

own language, inappropriately, to English.39

39Martin Parrott, Grammar for English Language Teachers, (New York: Cambridge

University Press, 2010), 2nd

Ed, pp. 31—32.

27

CHAPTER III

RESEARCH METHODOLOGY

The chapter three consists of research methodology, which is the time and

place of the research, the populationof the research, the instrument of the research,

the technique of data collecting, and the techniqueof data analysis.

A. The Time and Place of the Research

The research took place at the second grade of SMP YMJ Ciputat, which

is located at Jl. Limun No. 27 (Depan UIN Jakarta) Ciputat-Tangerang. The writer

did her research from July29th

2012 to August29th

2012.

B. The Respondents of the Research

The writer took the respondents of the study at second grade students of

SMP YMJ Ciputat for academic 2011/2012. The sample of the research is only

half of the students chosen randomly SMP YMJ Ciputat, because 20 students can

represent the whole of the students at second grade of SMP YMJ Ciputat.

C. The Method of Research

The method of this research is quantitative. First,the writer observed the

process of teaching and learning in the classroom.Then, the writer gave the test for

the students. The writer collected the students’ test that they made in the

classroom after that the writer analyzed their errors in using‘a few’ and ‘a little’.

The last, the writer interpreted the data about the error that mostly students made

in using ‘a few’ and ‘a little’ and the causes that they made error in using ‘a few’

and ‘a little’.

D. The Instrument of the Research

The instrument of the research is the test, the interview, and the

questionnaire. The interview consists of 13 questions that should be answered by

the English teacher. The questionnaire consists of 21 questions that should be

answered by the students. The types of the test are multiple choice and sentence

28

completion, which consists of 25 items that cover quantity words; a few and a

little. 13 items were for a few, and 12 items were a little.The writer used the test

as the instrument of the research to get the data. The material of the test was taken

from the books relate to the quantity words.

E. The Technique of Data Collecting

In collecting the data, the writer used four steps in collecting the data, as

follows:

a. Interview

The writer interviewed the English teacher and the students of SMP YMJ

Ciputat as interviewee. The writer gave some questions concerning on the process

of English teaching, especially in teaching ‘a few’ and ‘a little’. The writer asked

about the method or technique that the teacher often used in teaching English and

the causes of error in learning ‘a few’ and ‘a little’.

b. Test

The types of the tests were multiple choices, completion sentences, and

translation test. The test consists of 40 items. The test focused on a few and a

little.

d. Questionnaire

The writer gave some questions were 21 multiple choices to the students

concerning on the process of English learning, especially in learning ‘a few’ and

‘a little’.

F. Technique of Data Analysis

The data analysis has conducted by arranging the data obtained

systematically. This has done to make easier for the researcher to write the

research report. The data gained from the test dealing with what are the errors

made by the students in using articles.

29

In order to support the result of data, the researcher also used the

formula that purposed by AnasSudijono 2004, such as:1

P= × 100%

P: Percentage

F: Frequency of false answer

N: Number of sample

Having done the calculating of the errors, the writer calculates the average

mark by using this formula:

P= x 100%

P= Percentage

F= Frequency of wrong answer

N=Number of Sample

n= number of item test

1Anas Sudijono, PengantarStatistikPendidikan, (Jakarta: PT. Raja Grafindo Persada,

2004), p. 43.

30

CHAPTER IV

RESEARCH FINDINGS

This chapter consists of research findings, which is including of the

description of data, the analysis of data, and the interpretation of data.

1. The Description of Data

As it has been mentioned in previous chapter, the sample was taken 20

students scores as an analyzed those scores in order to know whether there are the

errors or not in using „a few‟ and „a little‟ in SMP YMJ Ciputat. The writer took

the respondents of the study at second grade students of SMP YMJ Ciputat for

academic 2011/2012. The writer got sample one class with the total is 40 students.

The writer used random sampling in this research to get representative data. The

respondents have equal probabilities were selected to become sample of the

research. The sample taken is only half of the students randomly of SMP YMJ

Ciputat that is class which consists of 40 students, because with 20 students can

represent the whole of the students at second grade of SMP YMJ Ciputat.

In this research, the writer calculated the averages by using Dr. Anas

Sudijono to analyze the data from the result of „a few‟ and „a little‟ test which is

consists of 25 scores of students.

Having conducted research on the articles, the students made many errors.

Therefore most of them got bad score in learning „a few‟ and „a little‟. Below is

the classification of „a few‟ and „a little‟ into tested area: Part I, Completing test-

The completing test has 15 items. On these items, the students must be completed

the sentences by choose the right answer. Part III, Translation test- The translation

test has 10 items. On these items, the students must be translated Indonesian

sentences into English sentences by using the right answer.

The following table is the classification of „A Few‟ and „A Little‟ that had

been tested.

31

Table 4.1

‘A Few’ and ‘A Little’ items and Distributions

No ‘A Few’ and ‘A Little’ area Items Numbers of Items

A FEW

Part I 3,4,7,8,10,13,14,15

Part II 17,18,19,22,25

A LITTLE

Part I 1,2,5,6,9,11,12

Part II 16,20,21,23,24

To know the result of the test, the writer drew on the tables of student‟s

errors for the test as follows:

a. The Usage of ‘a few’

The following table is the frequency and percentage of „A Few‟ that has

been tested.

Table 4.2

Table of ‘A Few’

No Item Number Frequency of Error Percentage of

Error

1 3 5 4.38%

2 4 12 10.5%

3 7 6 5.26%

4 8 16 14.03%

5 10 8 7.01%

6 13 9 7.89%

7 14 7 6.14%

8 15 5 4.38%

9 17 15 13.15%

10 18 15 13.15%

11 19 5 4.38%

12 22 10 8.77%

13 25 10 8.77%

32

TOTAL 13 114 100%

Percentage of Error 54.54%

In order to find out the percentage of the scores, the writer using the

formula:

P = x 100%

= x 100%

= 54.54%

The data shows that there were 54.54% students who made errors using „A

Few‟.

b. The Usage of ‘A Little’

The following table is the frequency and percentage of „A Little‟ that has

been tested.

Table 4.3

Table of ‘A Little’ Usage

No Item Number Frequency of Error Percentage of Error

1 1 3 3.15%

2 2 10 10.52%

3 5 4 4.21%

4 6 7 7.36%

5 9 7 7.36%

6 11 5 5.26%

7 12 4 4.21%

8 18 13 13.68%

9 20 12 12.63%

10 21 10 10.52%

11 23 5 5.26%

33

In Order to find out the percentage of the scores, the writer used the

formula:

P = x 100%

= x 100%

= 45.45%

The data shows that there were 45.45% students who made errors in using

a little usage.

Based on the table is above, the highest error is in using „a few‟ with

54.54% and the lowest error is in using „a little‟ with 45.45%. To calculate the

average of errors in these items are as follow:

Calculating the average of „a few‟:

P= x 100%

= x 100%

= x 100%

= 22.8%

Calculating the average of „a little‟:

P= x 100%

P= x 100%

P = x 100%

P = 19%

The average of error in using „a few‟ is 22.8% and „a little is 19%.

12 24 15 15.78%

TOTAL 12 95 100%

Percentage of Error 45.45%

34

Below, the writer analyzed each students‟ error in their answers and

classified them into several type of the error made by students are mis-selection

term.

The writer divided the table of data description into four columns. The first

column consist of students‟ initial names and numbers, the second column

consists of students‟ original answers, the third column consists of classification

of errors made by the students, and the last column is the corrections made by the

writer.

c. Description of Students’ Errors

Table 4.4

Description of Students’ errors

No Identification Classification Correction

1 PART I

1. They need a few coffee.

2. There is a few milk in my

glass.

4. I would like to ask you a

little questions.

6. Mira added a few salt to the

soup.

8. Every morning, Susi and

Mitha always watch a little

programs on Television.

9. Umi usually adds a few

honey to her tea.

10. Ami ate a little nuts.

11. Atun knows a few English

poem.

14. Indra puts a little pens on

the desk.

PART II

17. My mother get a few apple.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

They need a little

coffee.

There is a little milk

in my glass.

I would like to ask

you a few questions.

Mira added a little

salt to the soup.

Every morning, Susi

and Mitha always

watch a few

programs on

Television.

Umi usually adds a

little honey to her

tea.

Ami ate a few nuts.

Atun knows a little

English poem.

Indra puts a few

pens on the desk.

My mother gets a

few apples

35

18. Tini Listen a little soong.

20. Tuti sell a few gold.

22. Ayu buy a few potato

24. We put a few chalk on the

table.

Mis-selection

Omission

Mis-selection

Omission

Omission

Mis-selection

Tini listens to a few

songs.

Tuti sells a little

gold.

Ayu buys a few

potatoes.

We put a little chalk

on the table.

2. PART I



glass.

3. There are a little books in

my bag.


little questions.

6. Mira added a few salt to

the soup.





honey to her tea.

10. Ami ate a little nuts


poem.

14. Indra puts a little pen on

the desk.

PART II

18. Tini listen a little song.

20. Tuti shell a few gold

22. Ayu buy a little potato


table.

25. Siti take a few pencil.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

Mis-selection

Omission

Mis-selection

Omission

Mis-selection

Omission

They need a little

coffee.


in my glass.

There are a few

books in my bag.

I would like to ask


Mira added a little

salt to the soup.

Every morning, Susi

and Mitha always

watch a few

programs on

Television.

Umi usually adds a

little honey to her

tea.

Ami ate a few nuts

Atun knows a little

English poem.

Indra puts a few pen

on the desk.


songs.

Tuti sells a little

gold.

Ayu buy a few

potatoes.


on the table.

Siti takes a few

pencils.

3. PART I

1. They need a few coffee. Mis-selection They need a little

36


little questions.




PART II



table.

Mis-selection

Mis-selection

Mis-selection

Omission

Omission

Mis-selection

coffee.

I would like to ask


Every morning, Susi

and Mitha always

watch a few

programs on

Television.

Tuti sells a little

gold.


on the table.

4. PART I



my bag.

5. Achmad needs a few more

information.






Poem.

13. Ikhsan saw a little women

in the police office.


the desk.

PART II

17. My mother get a little

apple.

19. Ani has a little children.


21. Lina know a few chinese.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

Mis-selection

Mis-selection

Omission

Mis-selection

Omsision

They need a little

coffee.

There are a few

books in my bag.

Achmad needs a

little more

information.

Every morning, Susi

and Mitha always

watch a few

programs on

Television.

Ami ate a few nuts.

Atun knows a little

English Poem.

Ikhsan saw a few

women in the police

office.

Indra puts a few

pens on the desk.

My mother gets a

few apples. Ani has a few

children. Tuti sells a little

gold. Lina knows a little

Chinese.

37

22. Ayu buy a few potato

23. They get a few salt.

25. Siti takes a little pencils

Omission

Mis-selection

Mis-selection

Ayu buys a few

potatoes They get a little salt. Siti takes a few

pencils 5. PART I



glass.


my bag.


little questions.


soup.

7. Fauzi has a little friends.






the desk.

15. We have a little birds.

PART II

18. Tini listen a few songs.

20. Tuti sells a few gold.

21. Lina know a few Chinese.

22. Ayu buys a few potato.


table.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

Mis-selection

Omission

Mis-selection

Omission

Mis-selection

Mis-selection

They need a little

coffee.


in my glass.

There are a few

books in my bag.

I would like to ask


Mira added a little

salt to the soup.

Fauzi has a few

friends.

Every morning, Susi

and Mitha always

watch a few

programs on

Television.

Ami ate a few nuts.

Indra puts a few

pens on the desk.

We have a few

birds.


songs Tuti sells a little

gold.

Lina knows a little

Chinese. Ayu buys a few

potatoes.


on the table.

38

The table above is representative of the description of errors that made

by the students in using „a few‟ and „a little‟. The rest of the description of

errors can be found in appendix1.

Table 4.5

Frequency of Errors

No Types of Errors Frequency of Errors Percentage of Errors

1 Mis-selection 117 55.9%

2 Omission 38 18.18%

Total 209 100%

d. Questionnaires

Table 4.6

Students’ English Text Book

No Alternatives Answer Frequency Percentage

1 Yes 17 85%

No 3 15%

TOTAL 20 100%

Based on the questionnaire, the writer knows that the respondents who

answer “Yes” are 85% and who answered “No” are 15%. It means that most of

the students have English text book and only 3 students that have to English book.

39

Table 4.7

Students’ Worksheet or another Source English Book


2 Yes 16 80%

No 4 20%

TOTAL 20 100%

From that Table 4.7, it is known that 80% who answered “Yes” and 20%

answered “No”. So, most of the students have students‟ worksheet.

Next, from the following table, it can be known that 50% have additional

English book such as magazine, newspaper, story book, etc. and the rest of them

have not it. It means that only a half of respondents have an additional English

book beside the lesson textbook.

Table 4.8


3 Yes 11 55%

No 9 25%

TOTAL 20 100%

Table 4.9

Study Outside School (Joining Course, Study Club, etc)


4 Yes 5 25%

No 15 75%

TOTAL 20 100%

From the test above, from 20 respondents who answered “Yes” that they

join course are 25% only. And who answered “No” is 15 respondents (75%).

40

Based on those data, it can be said that less than 50% respondents who join

course.

Table 4.10

To Use the Media in Learning English


5 Yes 8 40%

No 12 60%

TOTAL 20 100%

In this research, from 20 respondents can be known that 60% students

answered “No” and 40% students answered “Yes”. Therefore, the writer can

conclude that most of students have not media in learning English beside English

lesson book yet.

Table 4.11

The Way Teacher Delivers the Material in English


6

Always 9 45%

Often 10 50%

Sometimes 0 0

Seldom 1 5%

Never 0 0

TOTAL 20 100%

The questionnaire spreads of 20 respondents are known that the teacher

always delivers the material in English. There are 9 students (45%) answered

always, 10 students (50%) answered often, and 1 student (5%) answered seldom.

Thus, the half of English of the students of eighth grade said that their

teacher delivers the material in English.

41

Table 4.12

The Students’ Comprehension toward the Way Teacher delivers the Material


7

Always 3 15%

Often 3 15%

Sometimes 12 60%

Seldom 1 5%

Never 1 5%

TOTAL 20 100%

From the Table 4.12, the writer know that 3 students (15%) answered

always, 3 students (15%) answered often, 12 students (60%) answered sometimes,

1 student (5%) answered seldom, and 1 student (5%) answered never. So, the

writer can make conclusion that only a few material of lesson can be understood

by the students.

Table 4.13

Reviewing the Last Material by the Teacher


8

Always 9 45%

Often 6 30%

Sometimes 4 20%

Seldom 1 5%

Never 0 0

TOTAL 20 100%

The spreading of questionnaire from 20 respondents is above. It is known

that there are 9 students (45%) answered always, 6 students (30%), answered

sometimes, 4 students (20%), 1 student (5%) answered seldom. Thus, the majority

students answered that their teacher reviews the last material before teaching the

next material.

42

Table 4.14

The Teacher Explains the Material which will be Learnt Today


9

Always 15 75%

Often 0 0

Sometimes 0 0

Seldom 4 20%

Never 1 5%

TOTAL 20 100%

Based on the data above, it is known that 15 students (75%) answered

always, 4 students (20%) answered seldom, and 1 student (5%) answered never.

From those data, the writer summarizes that their teacher introduce the material.

Table 4.15

The Students can do the Exercise after Reading the Textbook


10

Always 7 35%

Often 4 20%

Sometimes 8 40%

Seldom 1 5

Never 0 0

TOTAL 20 100%

The Table 4.15 showed that there are seven students (35%) answered

always, 4 students (20%) answered often, 8 students (40%) answered sometimes,

1 student (5%) answered seldom, and no one student answered never. So, after

listening explanation from the teacher about „a few‟ and „a little‟, they can do and

answer the question that is given by the teacher.

43

Table 4.16

The students answered the Question after Reading the Form of the Book

about ‘A Few’ and ‘A Little’


11

Always 6 30%

Often 7 35%

Sometimes 6 30%

Seldom 1 5%

Never 0 0

TOTAL 20 100%

Based on The Table 4.16 showed that 30% students answered always,

35% students answered often, 30% students answered sometimes, and 5%

students answered seldom. It means that the students can answer the question after

reading the material of „a few‟ and „a little‟ from the textbook.

Table 4.17

Asking to Friends or Other when Facing the Difficulties


12

Always 6 30%

Often 8 40%

Sometimes 5 25%

Seldom 1 5%

Never 0 0

TOTAL 20 100%

Based on the Table 4.17 that 6 students (30%) answered always, eight

students (40%) answered often, 5 students (25%) answered sometimes, 1 student

(5%) answered seldom, and no one answered never. It means that the students ask

to the other if they have difficulties in learning „a few‟ and „a little‟.

44

Table 4.18

The Students always Do the Assignment that is Given by the Teacher


13

Always 10 50%

Often 4 20%

Sometimes 5 25%

Seldom 1 5%

Never 0 0

TOTAL 20 100%

In this research, from 20 students can be known that 50% answered

always, 20% students answered often, 25% students answered sometimes, 5%

answered seldom, and 0% for never. Thus, it can be concluded that they do the

assignments that is given by the teacher.

Table 4.19

The Students always Make Note


14

Always 14 70%

Often 0 0%

Sometimes 4 20%

Seldom 1 5%

Never 1 5%

TOTAL 20 100%

From the Table 4.19 showed that 70% students answered always, 0%

student answered often, 20% students answered sometimes, 5% students answered

seldom, and 5% students answered never. It means that the students always make

note about the material that is explained by the teacher.

45

Table 4.20

Review the Material


15

Always 3 15%

Often 4 20%

Sometimes 6 30%

Seldom 7 35%

Never 0 0

TOTAL 20 100%

From the Table 4.20 showed that 15% students answered always, 20%

students answered often, 30% students answered sometimes, 35% students

answered seldom, and 0% student answered never. It means that only a few

students that review the material.

Table 4.21

The Students Interest in English


16

Always 9 45%

Often 2 10%

Sometimes 6 30%

Seldom 3 15%

Never 0 0

TOTAL 20 100%

Based on the Table 4.21 that 45% students answered always, 10%

answered often, 30% answered sometimes, 15% students answered seldom, and

0% answered never. It means that half of the students like English.

46

Table 4.22

The Teacher Teaches ‘A Few’ and ‘A Little’


17

Always 5 25%

Often 6 30%

Sometimes 7 35%

Seldom 1 5%

Never 1 5%

TOTAL 20 100%

From the Table 4.22, it can be seen 25% students answered always, 30%

students answered often, 35% students answered sometimes, 5% answered

seldom, and 5% students answered never. It means that, the teacher teaches „a

few‟ and „a little‟ in the class.

Table 4.23

‘A Few’ and ‘A Little is Difficult


18

Always 4 20%

Often 1 5%

Sometimes 12 60%

Seldom 3 15%

Never 0 0

TOTAL 20 100%

Based on the Table 4.23 showed that 20% students answered always, 5%

students answered often, 60% students answered sometimes, 15% students

answered seldom, and 0% answered never. It means that „a few‟ and „a little‟ is

not too difficult to learn.

47

Table 4.24

The Causes of Students’ Difficulties in Learning

‘A Few’ and ‘A Little’


19

Unclear explanation 9 45%

Seldom to review the material 7 35%

Etc. 4 20%

TOTAL 20 100%

Based on the Table 4.24 that nine students (45%) answered unclear

explanation, 7 students (35%) answered seldom to review the material at home

and 4 students (20%) has their reason that their classmates always make a noise so

that they cannot learn comfort.

Table 4.25

The Causes of Students’ Easiness in Learning ‘A Few’ and ‘A Little’


20 Clear explanation 15 75%

More exercise at home 5 25%

TOTAL 20 100%

Based on the Table 4.25 showed that 75% students learned „a few‟ and „a

little‟ easily because of clear explanation and 25% students‟ easiness in learning

„a few‟ and „a little‟ because of more exercise at home.

48

Table 4.26

The Effort of the Students in Learning English


21

Asking to the teacher to repeat

the explanation

15 75%

Repeating the material at home 5 25%

TOTAL 20 100%

Based on the Table 4.26 showed that the effort of the students to increase

their ability in English is 75% students answered asking to the teacher to repeat

the explanation, and 25 % students answered repeating the material at home.

B. The Analysis of Data

In this part, the writer will accumulate the four types of errors made by the

students which have been analyzed above one by one. Every student is given 25

item numbers of test consists of a few and a little. It means there are 500 sentences

collected from 20 students. From the total sentences acquired by giving students

tests focused on the use of English articles, the writer collected 209 errors. Based

on the errors occurrences, the writer classified the errors that occur into some

categories as well:

1. Selection, errors are where the wrong item has been chosen in place of the right

one;

2. Omission, errors are characterized by the absence of an item that must appear

in a well-formed utterance.

49

The Table 4.27

Frequency of Errors

No Types of Errors Frequency Percentage

1 Selection 117 55.9%

2 Omission 38 18.18%

Total 209 100%

1. Selection

The Table 4.27 showed that the total of error is 117 errors with the

percentage 55.9%. They did the error because they still confused the use of „a

few‟ and „a little‟, beside that rest of the students still did not know „a few‟ for

countable noun and „a little‟ for uncountable noun. There are some examples of

errors mis-selection made by the students are:

a) There is a few milk in my glass.

b) Indra puts a little pens on the desk.

There are actually 117 errors categorized as having problem with selection.

P = x 100%

P = x 100%

P = 55.9%

From the formula above, it can be seen that 55.9% percentage of errors

occurrences in using „a few‟ and „a little‟ are the problems in choosing the correct

items.

In order to find out the average of errors mis-selection is made by the

students:

P = x 100%

P = x 100%

50

P = x 100%

P = 23.4%

From the formula above, it can be seen that 55.9% percentage and 23.4%

average of errors occurrences in using English articles are mis-selection the item

that should appear in a sentence.

2. Omission

The examples of errors in omission are:

a) Omission article “s”.

“Siti takes a few pencil”.

b) Omission article “es”.

“Ayu buys a few potato”.

There are actually 38 errors categorized as having problem with omission.

P = x 100%

P = x 100%

P = 18.18%

Calculating the average of errors omission is made by the students:

P = x 100%

P = x 100%

P = x 100%

P = 7.6%

From the formula above, it can be seen that 18.18% percentage and 7.6%

average of errors occurrences in using English articles are omitting the item that

should appear in a sentence.

51

C. The Interpretation

Based on the result of the test, the writer concluded the kinds of errors

made by the students at the second grade of SMP YMJ Ciputat in using „a few‟

and „a little‟:

1. The students made errors „a few‟ and „a little‟ because the usage of them („a

few and a little‟) is different, so it made the students confused to use them

correctly. It is clearly shown from the table that 209 errors found from 500

sentences collected from 20 students in using „a few‟ and „a little‟. Those 209

errors are classified into two types of errors; selection and omission. From 209

errors, 117 errors are „selection‟, which means the students have problem in

choosing the correct items. This type of errors contributed 55.9% to whole

errors and the average selection is 23.4%. The last place is „omission‟ of error

which reaches 38 errors the students have problems in inserting items that

should appear in sentences. This type contributed 18.18% to whole errors and

the average of omission is 7.6%.

2. The students made errors in using „a few‟ and „a little‟ because in usage of

Indonesian „a few‟ and „a little‟ are different from usage of English „a few‟ and

„a little‟ and sometimes made them confused. Based on questionnaires, the

writer knows that the first cause of the students‟ difficulties in learning „a few‟

and „a little‟ is can be proved from the table that 70% students answered

always take a note and 35% students seldom to review material at home, the

second 45% students answered they have difficulties in learning „a few‟ and „a

little‟ because of unclear explanation from their teacher.

52

CHAPTER V

CONCLUSION AND SUGGESTION

After finishing the whole steps of this research, the writer makes some

conclusions considering the result of this research. Furthermore, related to the

conclusion the writer also gives some suggestions.

A. Conclusion

Based on the data analysis, findings and interpretation in the previous

chapter, the writer made conclusion that the comprehension of the second grade of

SMP YMJ was still low. The writer also classified the types of errors made by the

students: Selection, errors are where the wrong form is selected. It takes up 55.9%

for percentage and 23.4% for average of selection; Omission, errors are

characterized by the absence of an item that must appear in a well-formed

utterance. It takes up 18.18% for percentage and 7.6% for average of omission.

The writer could state that the students made errors „A Few‟ and „A Little‟

because the usage of them („A Few and A Little‟) is different, so it made the

students confused to use them correctly.

B. Suggestion

In this part, the writer would like to contribute some suggestions for the

teacher. First, the teacher should really have already prepared the material that

must be taught. It is necessary for the teacher to find the material from other

sources, to get more and clear explanation. Second, the teacher should give clear

and detail explanation about the definition, form and usage of „A Few‟ and „A

Little.‟ Third, the teacher should give positive motivation to the students, and

manage the class creatively in order to the students really pay attention to what is

being taught. It is necessary for the teacher to improve his knowledge of English

language and the methods of English language teaching.

52

53

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edition, 2005

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Oxford University Press,1982.

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55

Appendix 1

6. PART I


glass


information.





honey to her tea.

10.Ami ate a little nuts.


Poem.

12.Tina needs a few oxygen.

13. Ikhsan saw a little women in

the police office.

14.Indra puts a little pens on the

desk.

15.We have a little birds.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

There is a little

milk in my glass

Achmad needs a

little more

information.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

Umi usually adds

a little honey to

her tea.

Ami ate a few

nuts.

Atun knows a

little English

Poem.

Tina needs a little

oxygen.

Ikhsan saw a few

women in the

police office.

Indra puts a few

pens on the desk.

We have a few

birds.

7. PART I



soup.





12.Tina needs a few oxygen.

14.Indra puts a little pens on the

desk.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

They need a little

coffee.

Mira added a little

salt to the soup.

Fauzi has a few

friends.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

Tina needs a little

oxygen.

Indra puts a few

56

PART II

17. My mother get a little

apples.

18. Tini listen a little songs.

22. Ayu buys a little potato.

25. Siti takes a few pencils

Mis-selection

Ommision

Mis-selection

Ommision

Mis-selection

Mis-selection

pens on the desk.

My mother gets a

few apples.

Tini listens to a

few songs.

Ayu buys a few

potatoes

Siti takes a few

pencil

8. PART I


glass.





honey to her tea.


the police office.

PART II

18. Tini listens to a few songs.

20. Tuti sell a litlle gold.

21. Lina know a litlle Chinese.

23. They get a litlle salt.


table.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

ommision

Mis-selection

Ommision

Mis-selection

Mis-selection

There is a little

milk in my glass.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

Umi usually adds

a little honey to

her tea.

Ikhsan saw a few

women in the

police office.

Tini listens to a

few songs.

Tuti sells a little

gold.

Lina knows a little

Chinese.

They get a little

salt. We put a little

chalk on the table.

9. PART I


soup.





glass.

Mis-selection

Mis-selection

Mis-selection

Mira added a little

salt to the soup.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

There is a little

milk in my glass.

57

PART II

16. I have a few cheese.

17. Tini listen to a litlte songs.


table.

Mis-selection

Mis-selection

Omission

Mis-selection

I have a little

cheese.

Tini listens to a

few songs. We put a little

chalk on the table.

10. PART I.


glass.





the police office.

PART II

17. My mother gets a few apple.

18. Tini lisen a little song.

22. Ayu buy a few potato.


table.

Mis-selection

Mis-selection

Mis-selection

Omission

Mis-selection

Omission

Omission

Mis-selection

There is a little

milk in my glass.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

Ikhsan saw a few

women in the

police office.

My mother gets a

few apples. Tini listens to a

few songs. Ayu buys a few

potatoes We put a little

chalk on the table.

11. PART II


little questions.

PART III

31. I have a little chesse.





table.

Mis-selection

Ordering

Ommison

Mis-selection

Omission

Mis-selection

omission

Mis-selection

Omission

Mis-selection

I would like to ask

you a few

questions.

I have a little

cheese. My mother gets a

few apples.

Tini listens to a

few songs.

Tuti sells a little

gold.

We put a little

chalk on the table.

12. PART I


little.

Mis-selection

I would like to ask

you a few

questions.

58


information.






the police office.

PART II



19. Ani gets a little children.

22. Ayu buy a little potato.

25. Siti takes a little pencils.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

Mis-selection

Omission

Mis-selection

Mis-selection

Mis-selection

Achmad needs a

little more

information.

Fauzi has a few

friends.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

Ikhsan saw a few

women in the

police office.

My mother gets a

few apples.

Tini listens to a

few songs. Ani gets a few

children.

Ayu buys a few

potatoes

Siti takes a few

pencils

13. PART I

4. I would like to ask you a few

questions.

5. Achmad needs a little more

information.

12. Tina needs a little oxygen

13.Ikhsan saw a few women in

the police office.

15. We have a few birds.

PART II

17. My mother gets a little

eppel.

18. Tini listens to a little song.

19. Ani has a little children.

22. Ayu buys a little potatoes.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Ordering

Mis-selection

Mis-selection

Omission

Mis-selection

Mis-selection

I would like to ask

you a few

questions.

Achmad needs a

little more

information.

Tina needs a little

oxygen Ikhsan saw a few

women in the

police office. We have a few

birds.

My mother gets a

few apples.

Tini listens to a

few songs. Ani gets a few

children. Ayu buys a few

potatoes

59

25. Siti takes a little pencils.

Mis-selection

Siti takes a few

pencils.

14. PART I


Mitha always watch a few


PART III 17. My mother get a few apple.



24. We put a little calk on the

table.

Mis-selection

Omission

Mis-selection

Omission

Omission

Ordering

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

My mother gets a


few songs.

Ayu buys a few

potatoes

We put a little

chalk on the table.

15. PART I



glass.

3. There are a little books in my

bag.

4. I would like to ask you a little

questions.


soup.







the desk.


PART II



18. Tini listen a few song.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

Omission

They need a little

coffee. There is a little

milk in my glass. There are a few

books in my bag. I would like to ask

you a few

questions.

Mira added a little

salt to the soup.

Fauzi has a few

friends.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

Ami ate a few

nuts. Indra puts a few

pens on the desk.

We have a few

birds. I have a little

cheese.

My mother gets a

60

20. Tuti sells a few gold.




table.


Mis-selection

Mis-selection

Omission

Omission

Mis-selection

Omission

few apples.

Tini listens to a

few songs.

Tuti sells a little

gold.

Lina knows a

little Chinese.

Ayu buys a few

potatoes

We put a little

chalk on the table.

Siti takes a few

pencils.

16. PART I




PART II




25. Siti take a few pencil

Mis-selection

Omission

Mis-selection

Omission

Omission

Omission

Every morning, Susi

and Mitha always

watch a few

programs on

Television.

My mother gets a

few apples.

Tini listens to a

few songs.

Ayu buys a few

potatoes Siti takes a few

pencils 17. PART I


questions.



the police office.

PART III

21. Lina know a litlle Chinese.

Mis-selection

Mis-selection

Mis-selection

Ommison

Mis-selection

I would like to ask


Ami ate a few nuts.

Ikhsan saw a few

women in the police

office.

Lina knows a little

Chinese. 18. PART I



glass.

Mis-selection

Mis-selection

Mis-selection

They need a little

coffee.

There is a little

milk in my glass.

There are a few

61

3. There are a little books in my

bag.


questions.


soup.







the desk.


PART III


18. Tini listen a few song.




table.

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

Omission

Mis-selection

Mis-selection

Omission

Mis-selection

books in my bag.

I would like to ask

you a few

questions.

Mira added a little

salt to the soup.

Fauzi has a few

friends.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

Ami ate a few

nuts.

Indra puts a few

pens on the desk.

We have a few

birds.

My mother gets a


few songs.

Tuti sells a little

gold. Lina knows a little

Chinese.

We put a little

chalk on the table. 19. PART I


glass.


questions.




PART II




table

Mis-selection

Mis-selection

Mis-selection

Mis-selection

Omission

Mis-selection

Mis-selection

Mis-selection

There is a little

milk in my glass.

I would like to ask

you a few

questions.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

I have a little

cheese.

Lina knows a little

Chinese.

We put a little

62

chalk on the table. 20. PART I


little questions.




PART III




22 Ayu buy a few potato.


table.


Mis-selection

Mis-selection

Omission

Mis-selection

Omission

Mis-selection

Omsision

Omission

Mis-selection

Omission

I would like to ask

you a few

questions.

Every morning,

Susi and Mitha

always watch a

few programs on

Television.

My mother gets a


few songs. Tuti sells a little

gold.

Ayu buys a few

potatoes We put a little

chalk on the table. Siti takes a few

pencils.

63

Appendix 2

Complete these sentences with a few, a little.(isilah kalimat ini menggunakan a

few dan a little)

1. They need…… coffee.

2. There is….. milk in my glass.

3. There are….. books in my bag.

4. I would like to ask you…… questions.

5. Achmad needs……. More information.

6. Mira added….. salt to the soup.

7. Fauzi has….. friends.

8. Every morning, Susi and Mitha always watch…… programs on

Television.

9. Umi usually adds…… honey to her tea.

10. Ami ate…..nuts.

11. Atun knows….. English Poem.

12. Tina needs….. oxygen.

13. Ikhsan saw….. women in the police office.

14. Indra puts……pens on the desk.

15. We have…… birds.

Translate these Indonesian sentences into English sentences with a few and a

little.

(rubahlah kalimat bahasa Indonesia kedalam kalimat bahasa Inggris dengan

menggunakan a few dan a little)

1. saya memiliki sedikit keju.

2. Ibuku mendapatkan sedikit apel.

3. Tini mendengarkan sedikit lagu.

4. Ani mempunyai sedikit anak.

5. Tuti menjual sedikit emas.

6. Lina mengetahui sedikit bahasa China.

7. Ayu membeli sedikit kentang.

64

8. Mereka mendapatkan sedikit garam.

9. Kami meletakkan sedikit kapur diatas meja.

10. Siti mengambil sedikit pensil.

65

Answer Sheet

Complete these sentences with a few, a little.(isilah kalimat ini menggunakan a

few dan a little)

1. They need a little coffee.

2. There is a little milk in my glass.

3. There are a few books in my bag.

4. I would like to ask you a few questions.

5. Achmad needs a little more information.

6. Mira added a little salt to the soup.

7. Fauzi has a few friends.

8. Every morning, Susi and Mitha always watch a few programs on

Television.

9. Umi usually adds a little honey to her tea.

10. Ami ate a few nuts.

11. Atun knows a little English Poem.

12. Tina needs a little oxygen.

13. Ikhsan saw a few women in the police office.

14. Indra puts a few pens on the desk.

15. We have a few birds.

Translate these Indonesian sentences into English sentences with a few and a

little.

(rubahlah kalimat bahasa Indonesia kedalam kalimat bahasa Inggris dengan

menggunakan a few dan a little)

1. saya memiliki sedikit keju. I have a little cheese.

2. Ibuku mendapatkan sedikit apel. My mother gets a few apples.

3. Tini mendengarkan sedikit lagu. Tini listens to a few songs.

4. Ani mempunyai sedikit anak. Ani gets a few children.

5. Tuti menjual sedikit emas. Tuti sells a little gold.

6. Lina mengetahui sedikit bahasa China. Lina knows a little Chinese.

7. Ayu membeli sedikit kentang. Ayu buys a few potatoes

66

8. Mereka mendapatkan sedikit garam. They get a little salt.

9. Kami meletakkan sedikit kapur diatas meja. We put a little chalk on the table.

10. Siti mengambil sedikit pensil. Siti takes a few pencils.

67

Appendix 3

WAWANCARA

Hari :

Narasumber :

Jabatan :

Tempat :

Pertanyaan

1. Kurikulum apa yang digunakan oleh SMP YMJ Ciputat?

2. Apakah tujuan dari mempelajari bahasa Inggris di SMP YMJ Ciputat?

3. Apa yang telah dilakukan oleh sekolah untuk mencapai tujuan tersebut?

4. Bagaimana situasi sebenarnya antara tujuan dengan fakta di sekolah?

5. Apakah semua siswa mampu mencapai tujuan tersebut?

6. Buku apa yang Bapak gunakan sebagai bahan materi untuk mengajar

siswa?

7. Metode apa yang Bapak terapkan dalam memberikan materi grammar

khususnya dalam mengajar „a few‟ and „a little‟?

8. Apakah dalam memberikan materi grammar khususnya „a few‟ and „a

little‟ dengan cara meminta siswa untuk menghafalkan rumusnya?

9. Kesulitan apa yang Bapak hadapi ketika mengajarkan materi grammar

khususnya dalam mengajarkan „a few‟ and „a little?

10. Bagaimana Bapak mengatasi kesulitan tersebut?

11. Apakah siswa menghadapai kesulitan yang sama dengan Bapak dalam

menerima materi grammar khususnya dalam mempelajari „a few‟ and „a

little‟?

12. Apakah penyebab siswa melakukan kesalahan tersebut?

13. Apakah yang Bapak lebih tekankan dalam mempelajari bahasa Inggris,

language skills (listening, reading, speaking, atau writing) atau language

components (grammar, vocabulary, pronounciation, dll) ?

Jakarta, 26 September 2012

Shiva Fauzia

Interviewer

68

JAWABAN WAWANCARA

Hari : Rabu, 26 September 2012

Narasumber : Misbahudin, S.Pd

Jabatan : Guru Bahasa Inggris

Tempat : SMP YMJ, Ciputat

1. Kurikulum yang digunakan oleh SMP YMJ Ciputat adalah Kurikulum

Tingkat Satuan Pendidikan (KTSP) 2006.

2. Tujuan dari mempelajari bahasa Inggris di SMP YMJ Ciputat adalah untuk

bisa bekerja sama dengan dunia usaha, untuk bisa berkomunikasi dengan

menggunakan bahasa Inggris yang benar, dan setidaknya dengan

menguasai bahasa Inggris kita bisa menguasai teknologi. Karena sekarang

semua tehnologi sudah menggunakan bahasa pengantarnya adalah bahasa

Inggris.

3. Tujuan yang telah dilakukan oleh sekolah untuk mencapai tujuan tersebut

adalah dengan cara mengadakan guru bahasa Inggris yang bervariasi,

bahasa pengantar (pembuka) menggunakan bahasa Inggris. Selain itu kami

(pihak sekolah) mengadakan laboratorium dan mengadakan buku

literature/buku-buku bahasa Inggris.

4. Situasi sebenarnya antara tujuan dengan fakta di sekolah adalah fluktuasi

dan umum, masih belum tercapai/maksimal.

5. Ya, semua siswa mampu mencapai tujuan tersebut, tetapi ada juga siswa

yang belum mampu mencapai tujuan tersebut. Bagi siswa siswi yang

belum tercapai mengadakan remedial sesuai dengan KD yang belum

tercapai.

6. Buku yang di gunakan di SMP YMJ sebagai bahan materi untuk mengajar

siswa adalah buku “English on Sky” dan LKS.

7. Metode yang saya terapkan dalam memberikan materi grammar khususnya

dalam mengajar „a few‟ and „a little‟ adalah metode ceramah, role play dan

diskusi.

69

8. Dalam memberikan materi grammar khususnya „a few‟ and „a little‟ yaitu

dengan cara mempraktekan dengan kegiatan sehari-hari, dan di hafalkan

rumusnya.

9. Kesulitan yang saya hadapi ketika mengajarkan materi grammar

khususnya dalam mengajarkan „a few‟ and „a little‟ yaitu penggunaan

noun singular, plural, countable and uncountable noun, karena sebagian

siswa siswi di SMP YMJ Ciputat belum menguasai penggunaan noun

secara keseluruhan.

10. Untuk mengatasi kesulitan yang di hadapi siswa siswi dalam pembelajaran

„a few‟ and „a little‟ yaitu dengan banyak latihan dengan menggunakan „a

few‟ and „a little‟.

11. Dalam menerima materi grammar khususnya dalam mempelajari kesulitan

saya dan siswa itu berbeda. Siswa lah yang lebih mengalami kesulitan,

karena mereka belum menguasai semua penggunaan noun: countablenoun,

uncountablenoun, singular, plural, dalam perubahan kata kerja dalam

bahasa Inggris.

12. Penyebab siswa melakukan kesalahan dalam pembelajaran „a few‟ and „a

little‟ adalah kurangnya pemahaman dalam countable, uncountable noun,

singular and plural, dan kurang dalam latihan soal soal tentang „a few‟ and

„a little‟, karena di saat guru menerangkan di kelas, ada beberapa siswa

yang tidak memerhatikan jadi pada saat mengerjakan soal latihan, mereka

tidak bisa.

13. Yang lebih saya tekankan adalah dalam pembelajaran reading, vocabulary.

Jakarta, 26 September 2012

Shiva Fauzia

Interviewer

70

Appendix 4

ANGKET UNTUK SISWA

Adik-adik pelajar siswa/I SMP YMJ Yth,

Angket ini bertujuan untuk mendapatkan informasi mengenai penelitian skripsi

saya dan adik-adik dimohon kesediaanya menjawab pertanyaan dibawah ini.

Jawablah pertanyaan-pertanyaan ini sesuai dengan keadaan sebenarnya.

Kerahasiaan jawaban yang adik-adik berikan dijamin sepenuhnya. Untuk itu,

adik-adik tidak perlu menuliskan identitas.

Atas bantuannya saya ucapkan terima kasih.

Petunjuk: jawablah pertanyaan-pertanyaan dibawah ini dengan mengisi isian atau

member tanda silang(x) pada jawaban yang dipilih sesuai dengan keadaan yang

sebenarnya.

1. apakah anda mempunyai buku teks bahasa Inggris?

a. Ya

b. Tidak

2. selain buku teks bahasa Inggris, apakah anda memiliki buku sumber yang

lainnya? (LKS)

a. Ya

b. Tidak

3. Apakah anda memiliki buku berbahasa Inggris diluar buku pelajaran?

(buku cerita, majalah, Koran, novel, dll)

a. Ya

b. Tidak

4. Selain belajar disekolah, apakah anda belajar diluar jam pelajaran bersama

teman yang lain/mengikuti pelajaran tambahan/kursus/les?

a. Ya

b. Tidak

5. Apakah anda memiliki media yang menunjang dalam mempelajari bahasa

Inggris selain buku teks?(kamus, CD, film)

a. Ya

Tidak

6. Apakah guru anda selalu menyampaikan materi pelajaran dalam bahasa

Inggris?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

7. Apakah anda memahami materi yang diajarkan oleh guru anda?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

71

8. Apakah sebelum mengajar, guru bahasa Inggris anda mengulangi tema

yang telah diajarkan sebelumnya?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

9. Sebelum memulai pelajaran, apakah guru anda menerangkan terlebih

dahulu tentang materi yang akan dipelajari?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

10. Apakah anda dapat mengerjakan soal yang diberikan oleh guru setelah

mendengarkan penjelasan dari guru anda tentang materi „a few‟ and „a

little‟?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

11. Apakah anda dapat mengerjakan soal setelah membaca petunjuk dari buku

tentang materi „a few‟ and „a little‟?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

12. Pada saat mengalami kesulitan dalam belajar bahasa Inggris apakah anda

berusaha bertanya kepada teman anda/guru/orang lain?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

13. Apakah anda selalu mengerjakan tugas-tugas yang diberikan oleh guru?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

14. Apakah anda selalu mencatat materi pelajaran yang disampaikan oleh

guru?

a. Selalu

b. Sering

72

c. Kadang-kadang

d. Jarang

e. Tidak pernah

15. Apakah anda mempelajari/membaca ulang catatan yang sudah dibuat?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

16. Apakah anda menyukai pelajaran bahasa Inggris?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

17. Apakah guru anda mengajarkan materi pelajaran „a few‟ and „a little‟?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

18. Menurut pendapat anda sulitkah materi „a few‟ and „a little‟?

a. Selalu

b. Sering

c. Kadang-kadang

d. Jarang

e. Tidak pernah

19. Jika jawan anda selalu/sering/kadang-kadang/jarang. Ada faktor apakah

yang menyebabkan anda merasa kesulitan dalam belajar „a few‟ and „a

little‟?

a. Kurang jelasnya penjelasan.

b. Jarang mengulangi pelajaran dirumah.

c. Lain-

lain(sebutkan…………………………………………………………

….)

20. Jika jawaban anda Tidak, maka faktor apakah yang menyebabkan anda

merasa mudah dalam mempelajari „a few‟ and „a little‟?

a. Penjelasan guru mudah dipahami.

b. Banyak latihan/belajar dirumah.

c. Lain-

lain(sebutkan………………………………………………………

………..)

21. Apakah usaha anda dalam meningkatkan kemampuan anda dalam

pelajaran bahasa Inggris?

a. Meminta guru mengulangi penjelasannyaa.

b. Mengulang pelajaran dirumah.

73

c. Lain-

lain(sebutkan……………………………………………………………

….)

Documents

AN ANALYSIS ON THE STUDENTS’ ERROR IN …repository.uinjkt.ac.id/dspace/bitstream/123456789/44903...ii ABSTRAK SHIVA FAUZIA, 2012, An Analysis on the Students’Errors in Using English