ERROR ANALYSIS OF SECOND GRADE SENIOR HIGH … · iv To my supervisor, English teacher Bu Yuni and XIS3 students, batch 2015 SMA Negeri 1 Banguntapan Whose short stories inspired

ERROR ANALYSIS OF SECOND GRADE

SENIOR HIGH SCHOOL STUDENTS’ SHORT STORIES

IN SMA NEGERI 1 BANGUNTAPAN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Catherina Nilam Permata Sari

Student Number: 121214138

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

ERROR ANALYSIS OF SECOND GRADE

SENIOR HIGH SCHOOL STUDENTS’ SHORT STORIES

IN SMA NEGERI 1 BANGUNTAPAN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 121214138

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


A Sarrj ana Pardidiktu Thesis sr

ERROR AT.{ALYSIS OF SECOND d*NrSEMOR. HIGH SCHOOL STT]I}ENTS' SHORT ST(MIES

IN SMA I\TEGERI I BA}TGTINTAPAhI

ByCatherina Nilam Psnnata Sari

Studeilt Number: l?1214138

Approv.ed by

Vsonica Triprihatmini, M.Hum., M.A. l7 Odober 2016


A Sarj ana P endidikan Thesis. on

ERROR AI{ALYSIS OT' SECOND GRAEESENIOR HIGH SCHOOL STUDENTS'SIIORT STORIES

IN SMA NEGERI 1 BANG{INTAPAN

ByCATHERINA NILAM PERI\,{ATA SARI

Shrdent Number: l2l2l4l38

Def,ended before the Board of Examiners

on 9 November 2016

. and Dec'lared Accepta ble

Ciidrpr:rson

$ex"retary

L'fenrhm

M.*riii:er

Merntrer

Boartl of Examiners

Ycrluna Veniranda, h(.Ituur.. Ph.D.

Christina Lhaksmiia Anandari, S.Pd., Ed"fui.

Veronica I ripriha,anini, I,i.Hum., M.A.

Barli Bram, Ph.D.

F. X. Ouda Tcda Ena, S.Pd., h{.Pd., Ed.D.

Yogyakarta, 9 November 201 6Faculty of Teachers Training anrl Education

Dharma University

Ph.D.

lll


iv

To my supervisor, English teacher Bu Yuni and XIS3 students, batch 2015

SMA Negeri 1 Banguntapan

Whose short stories inspired me.

I was scared of being alone,

I was scared of being abandoned,

but now I am not,

because it is a state of being free.

Free to fly high


STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or

parts of the work of other people, except those cited in the quotations and the

references, as a scie,ntific paper should.

Yogyakarta, 9 November 2016

The Writer

NMUCatherina Nilam Permata Sari

t2t2t4t38


LEMBAR PERNYATAAN PERSETAJUAN

PUBLIKASI KARYA ILMAH ANTAK KEPENTINGAN AKADEMIS

Yang bertand atangandi bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

Nomor Mahasiswa

: Catherina Nilam Permata Sari

: l2l2l4l38

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

ERROR ANALYSIS OF SECOND GRADESENIOR IIIGH SCHOOL STUDENTS' SHORT STORIES

IN SMA NEGERI1 N,INCUNTAPAN

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikarmya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenamya.

Dibuat di Yogyakarta

Pada tanggal: 9 November 2016

vl

Yang menyatakan



vii

ABSTRACT

Sari, Catherina Nilam Permata. (2016). Error Analysis of Second Grade Senior

High School Students’ Short Stories in SMA Negeri 1 Banguntapan. English

Language Education Study Program, Department of Language and Arts

Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata

Dharma University.

Second grade senior high school students are assumed to have long

experience in using English as a foreign language. However, a well-formed

sentence is still difficult to produce. Therefore, in this research, their writings (i.e.

short stories) were analysed as sample data to discover their common errors and

their difficulties. Then, the implications for teaching were figured out.

In this regard, there were two questions to lead the research. First, what are

the surface structure errors in writing story which are made by the students of XI

IPS 3 in SMA Negeri 1 Banguntapan? And second, what are the implications of

errors found for teaching?

To answer the research questions, Error Analysis was conducted as

quantitative research. The chosen sample data were seven short stories made by

the students. And then, the sample data were analysed and the errors were

identified based on Surface Strategy Taxonomy by Dulay et al. (1982) as

superficial level and based on ‘Let the Errors Determine the Categories’ approach

by Norrish (1983) as linguistic level in order to describe the errors. After that, the

errors identified were classified into interlingual and intralingual errors in order to

reach explanation the errors. At last, the errors were analysed to reach the

implication for teaching.

The result of the research from seven short stories presented that there

were 457 errors found. It was revealed that at superficial level, omission made up

34% of the error numbers, addition made up 22%, misformation made up 39%

and misordering was 5%. In addition, at linguistic level the categories were

discussed only in top ten. Article stood at 21%, verb inflection at 11%, diction at

9%, tense at 7%, copula at 6%, conjunction at 5%, phrasal verb at 5%, pronoun at

5%, adverbial at 4%, preposition at 4%, so the total percentage of these top 10

categories brought to 77%. Besides, interlingual errors were found at 19% and

intralingual at 81%. In an attempt to find out the implication of the errors for

teaching, three categories at linguistic level were chosen based on irritability

which contained article, verb inflection which contained past-tense verb errors and

preposition which contained to errors. From those categories, it is implied that

there were difficulties which needed a remedy.

Keywords: error analysis, implication, second grade senior high school students,

short stories, surface structure


viii

ABSTRAK

Sari, Catherina Nilam Permata. (2016). Error Analysis of Second Grade Senior

High School Students’ Short Stories in SMA Negeri 1 Banguntapan. Program

Studi Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa dan Seni. Fakultas

Keguruan dan Ilmu Pendidikan. Yogyakarta: Universitas Sanata Dharma

Siswa kelas II SMA dianggap sudah lama mempelajari bahasa Inggris

sebagai bahasa asing. Akan tetapi, kalimat bahasa Inggris yang baik dan benar

masih sulit untuk dirangkai oleh siswa. Maka di penelitian ini, tulisan mereka

(cerita pendek) akan dirangkai sebagai data sampel untuk menemukan kesalahan

yang biasa mereka hasilkan serta kesulitan mereka, kemudian mencari tahu

implikasi untuk mengajar.

Berhubungan hal tersebut, ada dua rumusan masalah yang menuntun

penelitian ini: 1) Apa saja kesalahan surface structure dalam menulis cerita yang

dibuat oleh siswa XI IPS3 SMA Negeri 1 Banguntapan? Dan 2) apa saja implikasi

dari kesalahan yang ditemukan untuk mengajar?

Untuk menjawab rumusan masalah, Error Analysis dilakukan sebagai

penelitian kuantitatif. Sampel data yang dipilih adalah tujuh cerita pendek yang

dibuat oleh siswa. Kemudian, sampel data dianalisis dan kesalahan ditemukan dan

diidentifikasi berdasarkan Surface Strategy Taxonomy oleh Dulay dkk. (1982)

sebagai tingkatan atas dan berdasarkan pendekatan ‘Biarlah Kesalahan

Memutuskan Kategorinya’oleh Norrish (1983) sebagai tingkatan linguistik untuk

mendeskripsikan kesalahan-kesalahan tersebut. Setelah itu, kesalahan tersebut

pula diklasifikasikan ke interlingual dan intralingual untuk mendapat penjelasan

tentang kesalahan tersebut. Terakhir, kesalahan tersebut dianalisis untuk mendapat

implikasi untuk mengajar.

Hasil dari penelitian dari tujuh cerita pendek adalah ditemukannya 457

kesalahan. Pada tingkatan atas, omission mencapai 34% dari seluruh kesalahan,

addition mencapai 22%, misformation mencapai 39%, sedangkan misordering

5%. Selain itu pada tingkatan linguistik, hanya 10 kategori tertinggi kategori yang

dibahas. Article mendapat 21%, verb inflection pada 11%, diksi pada 9%, tense

pada 7%, copula pada 6%, konjungsi pada 5%, phrasal verb pada 5%, pronoun

pada 5%, frase keterangan at 4%, preposisi at 4%, jadi total persentase dari 10

kategori tertinggi adalah 77%. Di samping itu, kesalahan interlingual ditemukan

sejumlah 19% dan intralingual pada 81%. Untuk menemukan implikasi kesalahan

untuk mengajar, terpilih 3 kategori dari tingkatan linguistik berdasarkan

irritability, yaitu article, verb inflection yang terdiri dari kesalahan kata kerja past-

tense, dan preposisi yang terdiri dari kesalahan to. Dari kategori tersebut,

diimplikasikan bahwa terdapat kesulitan yang membutuhkan pengananan pada

siswa.

Keywords: error analysis, implication, second grade senior high school students,

short stories, surface structure


ix

ACKNOWLEDGEMENTS

First of all, I praise the Almighty God, Jesus Christ, and Mary Mother

of God for strengthening my faith to finish this undertaking. I almost gave up,

but He always accompanied me through good people around me. I was protected

by Him as my true saviour, now and forever. Without Him, I am just a speck of

dust.

I wish to thank my beloved parents and my only handsome and

affluent brother, who are always cool as cucumber to support me in building my

character and gaining experiences before concentrating on my thesis. They always

fulfil my every need and selfish plea.

I wish to express my sincere gratitude to my thesis advisor, Veronica

Triprihatmini, M. Hum., M.A., for being generous and helpful as to provide a

foremost reference book for me and listen to my difficulties in her busy schedule.

In addition, I would like to express my sincere thanks and great gratitude to Erik

Christopher Hookom, B.A., M.Ed., who has kindly helped me to proofread the

reconstruction of sample data. Moreover, I did not forget to express my gratitude

to Laurentia Sumarni, M.Trans.St as my academic advisor who always

encourages her students, Barli Bram, Ph.D. and Priyatno Ardi, S.Pd., M.Hum.,

who have suggested online corpora for analysing data.

I would like to appreciate the school authority for giving me permission to

conduct the research in XI IPS3 class especially for Drs. Ir. H. Joko Kustanta,

M.Pd., the headmaster of SMAN 1 Banguntapan academic year 2015-2016. Also,


x

I would like to express my great gratitude to Dra. Wahyuni as my advisor on

internship program, who had given me a lot of teaching experiences throughout

my internship. Last but not least, my biggest thanks I give to all the students of

XI IPS3 who always inspire me to give my best to them. They are gifted students

for me.

I am grateful to all my friends who always encouraged me to finish this

thesis, especially PBI E 2012, some of whom I found in library doing thesis

together. I am also indebted to Tya, Kasih, Rere for all “academic” hanging-out

at some cafés, Jo for one-hour helping me find appropriate research method,

Erlin for all of her suggestions and Yosephine Prajna Putri (Mbak Pupup) for

being my fast proofreader.

Last but not least, I am highly indebted and thoroughly grateful to my

only best partner, Artantya Krispradipta, who always asked me going out and

having dinner when I was neglecting my thesis for a while. I might just as well

chill out and enjoy my life. He also encouraged me to always do my thesis, even

though I got disappointed with myself. He never fails to cheer me up.

Again, many thanks are for those who have helped me and supported me

for so many months.



xi

TABLE OF CONTENTS

TITLE PAGE ............................................................................................................... i

APPROVAL PAGES .................................................................................................. ii

DEDICATION PAGE ................................................................................................ iv

STATEMENT OF WORK’S ORIGINALITY ......................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................ vi

ABSTRACT ............................................................................................................... vii

ABSTRAK ................................................................................................................ viii

ACKNOWLEDGEMENTS ....................................................................................... ix

TABLE OF CONTENTS ........................................................................................... xi

LIST OF TABLE ..................................................................................................... xiv

LIST OF APPENDICES .......................................................................................... xv

CHAPTER I. INTRODUCTION

A. Research Background....................................................................................... 1

B. Research Questions .......................................................................................... 3

C. Research Significance ...................................................................................... 3

D. Definition of Terms .......................................................................................... 4

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description .................................................................................... 7

1. Student Learning Competence ................................................................... 7

2. Assessing Writing ....................................................................................... 9

a. The Nature of Writing ............................................................................ 9

b. Assessment in Writing ......................................................................... 11

3. Second Language Acquisition................................................................... 12


xii

4. Error Analysis ........................................................................................... 14

a. The Steps of Conducting Error Analysis .............................................. 15

1) Collection of a Sample of Learner Language .................................. 15

2) Identification of Errors ..................................................................... 16

3) Description of Errors ........................................................................ 16

4) Explanation of Errors ....................................................................... 17

5) Error Evaluation ............................................................................... 18

b. Surface Strategy Taxonomy ................................................................. 18

1) Omission .......................................................................................... 18

2) Addition ........................................................................................... 18

3) Misformation .................................................................................... 19

4) Misordering ...................................................................................... 19

c. Language Features Presented in Narrative Composition ....................... 19

B. Theoretical Framework ................................................................................... 21

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ............................................................................................. 23

B. Research Setting .............................................................................................. 24

C. Research Participant and Document ............................................................... 24

D. Instruments and Data Gathering Technique .................................................... 25

E. Data Analysis Technique ................................................................................ 28

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Surface Structure Errors in Students’ Short Stories ................................. 30


xiii

1. Data Presentation ...................................................................................... 30

2. Discussion ................................................................................................. 32

a. Description of Errors ............................................................................ 33

b. Explanation of Errors ............................................................................ 38

B. The Implication of the Errors for Teaching .................................................... 40

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ..................................................................................................... 43

B. Recommendations ........................................................................................... 45

REFERENCES .......................................................................................................... 47

APPENDICES ........................................................................................................... 50


xiv

LIST OF TABLE

Table 4.1 The Types of Errors in Students’ Short Stories .......................................... 31


xv

LIST OF APPENDICES

Appendix A. Surat Permohonan Ijin Penelitian ......................................................... 50

Appendix B. Surat Ijin dari BAPPEDA ...................................................................... 52

Appendix C. Samples of the Students’ Short Stories .................................................. 54

Appendix D. Reconstruction Text of the Students’ Short Stories .............................. 62

Appendix E. Form of the Error Description............................................................... 70

Appendix F. Error Description .................................................................................... 72

Appendix G. Frequency of Error Types .................................................................... 108

Appendix H. Error Count at Superficial Level ......................................................... 111


1

CHAPTER I

INTRODUCTION

This research reveals errors made by second grade of senior high school

students. In this chapter the background of the research will be presented. It also

provides the research questions and its significances. The definition of terms will

be discussed in this chapter as well.

A. Research Background

While studying the English language in formal institutions, students

develop four language skills such as listening, speaking, reading, and writing,

which are exposed to learning materials in order to assess their communicative

ability in English as a foreign language. In this case of producing a writing

composition, Hammond (1991) notes that students tend to arrange clauses into a

sentence (as cited in Knapp & Watkins, 2005, p. 15). Next, sentences become a

paragraph, and then paragraphs become a text. One of the first concerns in

producing a writing composition is a well-formed sentence. It is noted that

students cannot avoid dealing some features of language which next will be

examined by their teacher (Brown, 2004). Knapp and Watkins (2005) also find

that grammar is one of main literacy technologies (p. 32). There is a close

relationship among language features; they are composed together to accomplish

English language skills.


2

In this case, students should have known the basic understanding of

English grammar. According to National Standard of Education in Indonesia or

Standar Nasional Pendidikan (SNP), a student has learnt English since elementary

school (Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22

Tahun 2006; Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 54 Tahun 2013; Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 20 Tahun 2016). So, it is implied that students have long

experience in dealing with English for nine years, more or less, when reaching

senior high school. Generally, it is also a proof that students tend to produce

simple English sentences at least.

However, sometimes students miss one aspect of a good sentence and are

unaware enough to correct it. It also happens especially in SMA Negeri 1

Banguntapan. When the classroom activity demands writing skills, some incorrect

sentences are produced. They usually missed one aspect of a well-formed

sentence, such as a subject, a copula, an object, a noun inflection, a preposition, a

verb auxiliary, and so on. From the feedback, it is noted that incorrect form of

sentences is often found in their writing. Consequently, the readers get difficulties

to deduce from their writing products. This evidence shows the fact that there are

some gaps to produce the correct form of English sentences.

If these errors are ignored without any remedy, it will not be a good

process for learning. Students will get into an unfavourable habit of using the

incorrect form of sentence in the future as a consequence because of the lack of

understanding in English as a foreign language.


3

Regarding the students’ difficulties in dealing with English, the researcher

wants to identify the common errors which were made by the second grade senior

high school students in writing a story. The certain participants are the second

grade students of SMA Negeri 1 Banguntapan. The researcher assumes that those

students have learned and acknowledged English as a foreign language before.

They used to have long experience in using English as a foreign language. The

following stage is the researcher discovers the possible suggestions for teaching

English in second grade of SMA Negeri 1 Banguntapan.

B. Research Questions

There are two problems that lead the researcher to conduct research. The

problems are:

1. What are the surface structure errors in writing short stories which are made

by the students of XI IPS 3 in SMA Negeri 1 Banguntapan?

2. What are the implications of the errors for teaching?

C. Research Significance

Hopefully, this research has benefits that are useful for the development of

every senior high school, especially SMA Negeri 1 Banguntapan: its second grade

students, its English teacher and the developers of teaching material. This research

is also not impossible to enclose other benefits for the readers or other parties.


4

1. For the students

By discovering their own weaknesses, they can have clear understanding of

using English. So in the future, hopefully the students can reduce their common

errors in producing English sentences.

2. For English teachers

By understanding their students’ weaknesses and difficulties in learning

English, this research will have a contribution to the learning and teaching

process. It is hoped that the English teacher can evaluate more their teaching

approaches, methods, or techniques, and then modify into the better one. So, the

students can study English language effortlessly.

3. For the developers of teaching material

Concerning the teaching materials, this research may be helpful to inform

the effectiveness of current syllabus for the syllabus designers. So, hopefully it

can help them to create better and more appropriate materials for the senior high

school students.

4. For future researchers

This research can be used as a reference to analysing other students’

product. It may be explored in more detail in future research as well as

acknowledged that some errors need more attention.

D. Definition of Terms

This research uses some specific terms. Therefore, in this section the

specific terms will be explained thoroughly below:


5

1. Errors

Chomsky (1965) notes that errors are differentiated by the causes of errors,

whether it is performance factor, called mistakes and errors from lack of

knowledge (as cited in Dulay, Burt, & Krashen, 1982, p. 139). However, in

surface strategy taxonomy Dulay, Burt, and Krashen have pointed out that errors

are not distinguished (1982, p. 150). In this research, errors in surface structures

can help the researcher identify learners’ cognitive processes of reconstructing a

new language. Therefore, the learner’s errors are important to discover their use of

interim principles to produce a new language.

2. Surface Structure

In syntactic phenomena, there are two levels of its structure. The former is

deep structure. The latter is surface structure, which O’Grady, Dobrovolsky, and

Katamba have described as a result from applying transformation for the sentence

in question (1996, p. 204). Furthermore according to Crystal (2008), the surface

structure of a sentence is the final stage of the way words are combined to form in

a sentence. He also adds that “the term surface strategy is sometimes used as an

informal term for the superficial properties of the sentence” (p. 466). Thus, in this

research the term surface structure is to provide how the words in a sentence are

combined in a language. As this research conducts Error Analysis based on

Surface Structure Taxonomy, each sentence’s surface structure is analysed and

highlighted if it is altered. And then, the researcher finds the way learners modify

the target form by omitting, adding, misformatting, and misordering the item in a

sentence (Dulay, Burt, & Krashen, 1982, p. 150).


6

3. Surface Structure Taxonomy

Taxonomy is a system of categories (Ellis & Barkhuizen, 2005, p. 60).

According Crystal (2008), taxonomy is exclusively concerned with classification

(p. 478). Therefore as Dulay, et al. (1982) cite as well, Surface Structure

Taxonomy involved in this research is a system of categories which classifies

errors based on “the ways surface structure are altered” in sentences (p.150).

Surface Structure Taxonomy provides some categories: omission, addition,

misformation, and misordering to help the researcher define the learners’ errors.


7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theories which are beneficial and used as a set of

beliefs or ideas to issue a framework of this research. In order to conduct the

research, the review of theoretical writings and researches is provided in this

section. The summary and synthesis of those theories will be presented as well.

A. Theoretical Description

This section the researcher collects some theories about student learning

competence namely, how to assessing writing, Second Language Acquisition

(SLA) as a study to conduct Error Analysis and Error Analysis as the method of

this research.

1. Student Learning Competence

English is an obligatory subject in every formal educational institution:

elementary, junior high and senior high school throughout curriculum 2006

(Kurikulum Tingkat Satuan Pendidikan, KTSP), but time allocation for each is

different (Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22

Tahun 2006). However, the following period, curriculum 2013 (K-13) is

dissimilar. According to Peraturan Menteri Pendidikan dan Kebudayaan

Republik Indonesia Nomor 21 Tahun 2016, only junior and senior high school

take English as a compulsory subject on implementing K-13. In batch 2015 it can

be claimed that every student has been had long Experience in dealing with


8

English language, at least nine years when entering senior high school because of

the curriculum transformation (from curriculum 2006 to 2013).

Moreover, there are a curriculum and syllabus which are used as standards

for teaching English in a classroom. Most of all senior high schools still

implement Curriculum 2006 as a national curriculum in academic year 2015/2016

as being ordered by the Minister of Education and Culture (Peraturan Menteri

Pendidikan dan Kebudayaan Republik Indonesia No 160 Tahun 2014), and then

create into a developed syllabus. Curriculum 2006 itself is an operational

curriculum, called Kurikulum Tingkat Satuan Pendidikan (KTSP). An operational

curriculum means that the curriculum is organized by each educational institution.

A syllabus is included in such curriculum. Thus “a syllabus should be developed

by teachers to adjust time allocation and student characteristics” (BSNP, 2006).

Regarding the curriculum 2006 implemented in academic year 2015/2016,

in senior high school, teachers educate on English as a foreign language four

times in a week. Each time allocation is worth 45 (forty five) minutes. Thus, each

student will learn English in a classroom for 180 (one hundred and eighty)

minutes per week (Peraturan Menteri Pendidikan Nasional Republik Indonesia

Nomor 22 Tahun 2006).

There are basic competences which students should achieve. Then, it is

used to identify the learning material to support the learning achievement. In

second grade senior high school, the learning materials on curriculum 2006 are

report text, narrative text, analytical exposition and hortatory exposition based on

standard competences and basic competences (Peraturan Menteri Pendidikan


9

Nasional Republik Indonesia Nomor 22 Tahun 2006). Each learning material is

comprised of its purpose, structure text, and language features. Besides, when the

following curriculum K-13 is implemented, there is no difference in learning

materials between curriculum 2006 (KTSP) and curriculum 2013 (K-13)

(Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 64

Tahun 2013). Next, those materials should lead to standard competences which

consist of language performances: listening, speaking, reading and writing (Badan

Standar Nasional Pendidikan, 2006).

2. Assessing Writing

Regarding writing skills as one of language performances which students

should acquire and also the object of this research, the researcher wants to discuss

writing skills. This section will be divided into two sub-topics: the nature of

writing skills and its assessment.

a. The Nature of Writing

Writing skills, according to Brown (2004), is a field of language for

recording speech and for facilitating grammatical and lexical features of language.

Writing has the uniqueness as a skill through its own features and conventions (p.

218). Bachman, Palmer and Douglas (2000) find that there are consisted of

grammatical knowledge, textual knowledge, functional knowledge, and

sociolinguistic knowledge, based on taxonomy of language knowledge which is

applicable to the writings (as cited in Weigle, 2002, p. 42). Thus, there is no doubt

that grammatical knowledge is also an essential part and need to teach in the

classroom. Moreover, Knapp and Watkins (2005) contend that grammar which is


10

linked to the purpose and function of texts becomes meaningful learning in

pedagogic (p. 32).

The writers should understand those features of language clearly while

mastering writing skills because it deals with how the writers organise the

language within sentences (Knapp & Watkins, 2005, p. 33). They are also

supposed to understand the principles of writing to accomplish their writing. As

writing in a second language, the writers may be more frustrated on language

rather than its content (Weigle, 2002, p. 35). It is because the writers‟ language

proficiency is limited.

Therefore, the learners should have been given writing exposure before

creating grammatically acceptable sentences and able to spell words correctly.

Unfortunately, there are many features of language which make writing harder

and cause errors. Norrish (1983) also admits that writing is a skill which has been

found with many problems to master (p. 63). Besides that, the main purpose of

language is communication. Writing is not only one of language skills which

leads to performance. It also has its own linguistic features and conventions which

should be taken notice of in order to accomplish it.

Apart from the writer and writing itself, there are many types of writing

text; one of them is personal writing (Brown, 2004). It is the genre which is used

most in the classroom, such as writing a personal letter, journal or diary, short

story, or making invitations. This genre involves recording writers‟ feelings,

experiences, or ideas and composing it without trouble (Stubbs & Service, 2009).


11

Weigle (2002) also notes that the type of writing is to entertain the readers and

show imagination and deep feeling (p. 8)

b. Assessment in Writing

General assessment is a process of gathering data or information. Test is

one of the instruments in gathering data. Also, a score or a verbal description is

the outcome of the assessment (Bachman & Palmer, 2010, p. 20). The main

objective of assessment is to make a conclusion about learner language from

assessment scores analysed (Purpura, 2004).

In order to assess learner language clearly, writing as a performance

assessment is needed (Weigle, 2002, p. 46). The focus of this assessment is

divided into two senses, strong and weak one. The strong sense is focused on how

the message of language is delivered. Besides that, the weak sense is considered

on the language features which are the use of vocabulary, organization, and so on.

Those language features are also responsible for the success in the writing test. In

other words, the test is also to discover the learner language proficiency. As the

result, the administrators, who give and score the test, are focused more on the

linguistic aspects (Weigle, 2002). It is visible that grammar is one of

considerations to assess writing.

One of the writing tasks is the timed impromptu writing test. It is a result

of writing as a product. Weigle (2002) points out that the significance of giving

timed writing test in class is to evaluate what the students are able accomplish on

their own. It gives a good benefit for teacher to know the learner language, what

he/she has achieved and not mastered (p. 178). However there should be more


12

consideration for error correction which is shown up (p. 184). Moreover, in

writing test the handwriting ability, correct spelling, writing sentences, paragraph

construction, and logical idea are assessed (Brown, 2004).

3. Second Language Acquisition

Assessing English as a foreign language is needed by teacher to analyse

learner language and to know how learners acquire another language. For that

reason assessing English as a foreign language refers to second language

acquisition (SLA); it involves an examination of those learning aspects and of

those contextual and personal factors that define the speed variation and ultimate

level of attainment (Ellis & Barkhuizen, 2005).

SLA itself has the goals; one of them is the description and explanation of

L2 (Second Language) learners‟ competence. Since learners are learning a second

language, they probably do not notice the actual learning processes they have

engaged in. In short, there is a need to find out learners‟ competence by collecting

samples of learner language and analysing them carefully (Ellis, 2003). It means

SLA get involved in requiring learner language as the primary data.

Learner language can be in form of oral or written language as kinds of

performances to be investigated (Ellis & Barkhuizen, 2005). From these samples,

evidence of what learners have learned or known about the language is exposed. It

generally has been exposed on the formal features of language which is the

grammar of the L2 mostly (Ellis, 2003).


13

Data which are collected from learners involve describing learner‟s

interlanguages. One of types of the data is samples of learner language, which is

expected as primary data in doing SLA research (Ellis & Barkhuizen, 2005, p.

21). In order to accomplish SLA goals, the researcher maintains the competence

by analysing learner‟s performance. Speaking and writing are considered as

natural language activities. Furthermore, there are also three ways of collecting

samples of learner language. Clinical elicited sample is one of them (Ellis &

Barkhuizen, 2005, p. 22). It involves a carefully task which is message

conveyance as learners‟ concern but language features as their utility are not

neglected.

In clinical elicited samples conducted, there are few types which differ

from the researcher‟s goal. They are general samples and focused samples. Ellis

and Barkhuizen (2005) note that focused samples provide the data which relates to

specific language feature (p. 34). Moreover, it is nearly similar to experimentally

elicited focused samples. Otherwise, clinical elicited samples take up an essential

part of SLA because it demonstrates low learners to construct message by using

L2.

Since samples can be taken in the form of writing, there are some

advantages of collecting written samples. It is relatively permanent and easier to

collect (Ellis & Barkhuizen, 2005, p. 28). Furthermore, Mackey and Gass (2012)

state that clinical focused samples can be laid out in the form of open-ended

elicited data, such as written compositions (p. 8). When producing written

samples, there are two conditions concerned. First, it is timed or untimed. Second,


14

whether there is access to open reference tools. Furthermore, the examination can

produce natural written samples.

4. Error Analysis

Error is a natural phenomenon in learning language (Hendrickson, 1981, p.

3). On the other hand, students used to feel that error is a failure and should be

avoided (Norrish, 1983, p. 1). Norrish also concludes that a fear of making

mistakes is one of the suppressing factors in formal learning situation.

However, Error Analysis is a study of learners‟ errors which is helpful for

the teacher, as a monitoring tool. It consists of some steps in identifying,

describing, and explaining learner language (Ellis & Barkhuizen, 2005, p. 51).

Learners are analysed as native speakers, and then the researcher treats the

learner‟s interlanguage as a linguistic competence which describes the detail of

interlanguage development. It can be analysed in the form of learners‟ speech and

writing.

In Error Analysis, the goal is to determine learners‟ accuracy. Corder

(1997) notes that learner errors has its significances in some purposes, which are

in pedagogy by telling the teacher what the learner has mastered and not, in

research purpose by showing information on how language is being mastered, and

in learning by giving the learners the rules of target language (as cited in Ellis &

Barkhuizen, 2005, p. 51). Moreover Error Analysis can give a description of

learners‟ difficulty in learning language (Norrish, 1983). Hendrickson (1981) adds

that based on error produced, teaching techniques or instructional materials are

questioned whether it is inadequate, ineffective or otherwise. Errors present


15

feedback about the effectiveness of teacher‟s teaching materials and techniques,

and also show the parts of the syllabus which is lack of attention.

Therefore, Error Analysis is relevant to teaching and learning language

issue. It can be a device to give teacher feedback in order to develop teaching

technique and material in a classroom. Furthermore, if errors are generally

exposed, Truscott (1996) also points out that error correction, especially in

grammar causes dilemma (as cited in Weigle, 2002, p. 184). Grammar correction

rather than heads to improvement in grammar, it leads to discourage students.

Otherwise, not all teachers are capable of explaining the errors. Moreover, error

correction will create a diversion from assessing more important aspect in writing.

As a result, error correction needs to prioritize error types, so it will be more

effective (Hendrickson, 1981).

a. The Steps of Conducting Error Analysis

By conducting Error Analysis, defining errors is becoming an essential

part. According to Corder (1974) there are the steps to follow (as cited in Ellis &

Barkhuizen, 2005, p. 57):

1) Collection of a Sample of Learner Language

This step provides the data for the Error Analysis. The data is collected by

the researcher by noticing some factors of producing it. The researcher should

decide specific circumstances that will control the learners to result the data.


16

2) Identification of Errors

After gathering the data, the researcher tries to identify the errors of the

sample data. It becomes easier to identify if the researcher prepares the well-

formed reconstruction of the sample data, which is produced by native speakers.

3) Description of Errors

Description of errors is proceeded to specify the errors found. This stage

has following steps: first, the researcher codes the errors to a set of descriptive

categories; second, he/she records the frequency of the errors in each category.

Errors are described by the system of categories in order to present description of

errors (Dulay, Burt, & Krashen, 1982, p. 146). Also, it calculates the learner‟s

error frequency. As setting out to define the errors, there are several kinds of

taxonomies to classify the errors. One of them is Surface Strategy Taxonomy. It

points out four principles to define learner‟s errors: omission, addition,

misinformation, and misordering according to Dulay et al. (1982, p. 150).

Moreover, Corder (1981) also suggests that a linguistic operation becomes its

categorization (p. 36). It will present an acceptable description of errors. The

categorization of linguistic level can contain some continuum of linguistic units

which are involved in the samples of learner language. Norrish (1983) suggests

using some approaches to categorising the linguistic level (p. 80). One is „pre-

selected category‟ approach and the latter is „let the errors determine the

categories‟. The „pre-selected category‟ approach is adopted by selecting category

before indicating errors, while the „let the errors determine the categories‟


17

approach is adopted by recording the errors and then, grouping it into several

categories.

4) Explanation of Errors

Explanation of errors is a stage to find the sources of the reason why the

errors are established. It is the most essential stage in this method. However SLA

researchers argue the error produced itself whether is an error or a mistake. Corder

(1974) suggests distinguishing it as an error or a mistake (as cited in Ellis &

Barkhuizen, 2005, p. 62). Errors occur when students have gaps in processing

forms of target language. However if the errors happen consistently, those errors

refer to the sense of ignorance. Otherwise, mistakes occur when students find a

difficulty of processing forms because they have not fully mastered but they are

capable of correcting it (Ellis & Barkhuizen, 2005, p. 62). However from

pedagogic view, whether they are errors or mistakes, it is useful for teachers to

know learners language and their second language acquisition. Based on surface

strategy taxonomy (Dulay, Burt, & Krashen, 1982, p. 150), identifying errors is

also identifying learners‟ cognitive process on how they reconstruct the new

language. Errors produced do not remain as the result of laziness or carelessness,

but those show the learners‟ interim principles on their new language production.

In an attempt to discover why the errors are made, there are two errors

which should be identified: interlingual errors and intralingual errors. Those errors

are based on how the learners cite an utterance when they are failed to utter the

target-language form. According to Ellis and Barkhuizen (2005), “interlingual


18

errors are the result of mother tongue influences.” Besides, “intralingual errors

reflect the operation of learning strategies that are universal” (p. 65).

5) Error Evaluation

This is an additional and last stage in Error Analysis, but presents the

results of conducting the research. According to Ellis and Barkhuizen (2005), this

stage results some evaluation of errors and recommendations for following

strategy of learning (p. 67).

b. Surface Strategy Taxonomy

Surface Strategy Taxonomy concerns the way of surface structures

differing from the well-form utterances. Dulay et al. (1982) claim that there are

four categories to differ learners‟ errors (as cited in Ellis & Barkhuizen, 2005).

Moreover it is yielded that learners may produce errors by omitting the inevitable

items, adding unnecessary items, misforming well-formed items, and misordering

joint items (Dulay, Burt, & Krashen, 1982, p. 154).

1) Omission

It is the evidence of missing one part of phrase, clause, sentence or others.

The ideal form is well-formed utterance. The part which misses may be content or

grammatical morphemes, such as nouns, verbs, adjectives, adverbs for content

morphemes which carry the meaning of a sentence; noun inflections, verb

inflections, copulas, verb auxiliaries, prepositions, conjunctions, articles for

grammatical morphemes. Grammatical morphemes may not be important as

content but it is much more produced as errors.


19

2) Addition

Addition usually appears in the form of adding wrong item in a well-

formed sentence. This class occurs in the later stages of L2 acquisition. Addition

has its sub-class, which are double markings, regularization and simple addition.

Double markings occur when two items appear in one sentence to mark the same

feature. Besides, regularization occurs when the learner use regular form for

irregular class. Simple addition is for all addition errors where no particular

feature can identify.

3) Misformation

Misformation is the evidence when a wrong form of the morpheme or

structure exists in sentence. It is divided into three types of misformation. They

are regularization errors, archi-forms and alternating forms. Regularization error is

separated into two parts: 1) overregularization errors occur because of using

regular rule rather than irregular form in all items, and 2) regularization errors in

the comprehension of grammar occur because of using wrong diction and part of

phrase (i.e. preposition in phrasal verbs). It might produce a different meaning on

its sentence. Besides, archi-forms and alternating forms almost appear as the same

sub-classes because archi-forms often show up the learner language‟s alternating

forms.

4) Misordering

Misordering appears when there is an incorrect placement of a morpheme,

phrase, clause, or sentence in an utterance. Occasionally, it occurs systematically

between learners‟ L1 and L2.


20

c. Language Features Presented in Narrative Composition

Regarding Corder‟s suggestion about the categorization of linguistic

operation (1981), the researcher wants to depict the language features presented in

narrative composition. Each learning material has its own characteristic of

language features (Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 64 Tahun 2013). The usage of narrative language features are

also emphasised in standard competence and basic competence, where it should

be used accurately, fluently, and in the context of daily lives when performed

narrative text ("Silabus SMA XI", 2006). Furthermore, what language features

should be included in each text are identified by teachers as syllabus. In narrative

text, some language features are indicated, they are the use of past tense, direct-

indirect speech, pronouns, noun phrases, action verbs, time connectives and

conjunctions, adverbs and adverbial phrases (Sudarwati & Grace, 2006).

In the context of Error Analysis, a number of books have been published

to help the researcher identify the errors and reconstruct the samples. There are

grammar handbooks which are suggested to run the analysis, as for example

Quirk, Greenbaum, Leech, and Svartvik‟s well-known A Grammar of

Contemporary English (1972), Azar‟s Understanding and Using English

Grammar, third edition (2002), Lindstromberg‟s English Prepositions Explained,

revised edition (1947), Murphy‟s English Grammar in Use: a Self-Study

Reference and Practice Book for Intermediate Students (2001), and Triprihatmini

and Anandari‟s Common Mistakes in Speaking and Writing (2015). Besides,

bilingual and monolingual dictionary are also possible to be reference books.


21

Those books will benefit the researcher to be references to analysis language

features in learner language samples.

B. Theoretical Framework

Each senior high school student in batch 2015 has learned English as a

foreign language since they were in the elementary school. It is proven that

curriculum 2006 (KTSP) in which English is a compulsory subject for elementary

obtained when they entered elementary school. However, today‟s curriculum (K-

13) does not give much revision on English learning material, especially for

second grade of senior high school (Peraturan Menteri Pendidikan Nasional

Republik Indonesia Nomor 22 Tahun 2006; Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 64 Tahun 2013). Narrative is still one of

the learning materials and relevant to conducting this research.

Following the learning material, it leads to four performances, especially

writing. A teacher also does assessments in order to get an access to their

language achievement (Purpura, 2004). In assessing writing, one of its focuses is

language features which obviously discover students‟ proficiency (Weigle, 2002).

Defining their language through their writing products involves SLA as

the main field of this research and error analysis as one of the methodologies. The

data collected should be adjusted to SLA terms, hence clinical elicited sample is

chosen to this research (Ellis & Barkhuizen, 2005). The data were collected as

students‟ final assessment for narrative. The students did not know that they were

the research subjects. They tried to accomplish the task by attaining the social

function of narrative but without ignoring the language feature usage.


22

Further, Error Analysis provides some steps to discover the students‟

accuracy. It will show the students‟ gaps and process of producing the target

language as well. Throughout Error Analysis, there are some systems offered. One

of them is Surface Strategy Taxonomy. It classifies the students‟ errors into

surface-structure categorization: omission, addition, misformation, and

misordering (Dulay, Burt, & Krashen, 1982). Since the researcher conducted

Error Analysis based on Surface Strategy Taxonomy, the research refers to

assessing writing skill with weak sense. Weak sense is considered on language

features used (Weigle, 2002, p. 47). Moreover, Corder (1981) states that it is

superficial level to explain their errors to the teacher. Therefore, linguistic level is

also provided by using „Let the Errors Determine the Categories‟ (Norrish, 1983).

By using such approach, the list of errors can be sorted into smaller groups. To

attempt the linguistic level, the researcher also consulted the reference books and

some sources about the errors. In addition, linguistic level helps the researcher to

explain the students‟ weaknesses of producing the target language. Afterwards the

errors collected are distinguished between errors and mistakes; interlingual and

intralingual errors in order to figure out how the errors are cited in their target

language. At last, the researcher will give suggestions for teaching English as the

last step of error analysis, error evaluation.


23

CHAPTER III

METHODOLOGY

Previous studies whose purpose was finding errors in learner language

used content analysis as methodology. The researches did not only use by

qualitative, but also quantitative analysis based on how the former researchers

interpreted the findings of their data.

Moreover, the researcher of this study runs an analysis by using Error

Analysis as its methodology. Furthermore, this research was conducted as

quantitative research in order that a whole image of the participants‟ language can

be discovered as answering the two research questions mentioned in the first

chapter. There are some aspects that will be explained, such as the methods of the

research, research setting, and participants of the research. Technique and

procedure for conducting this research will also be explained in this chapter. The

researcher wants to explore how the research was conducted.

A. Research Method

The researcher conducted Error Analysis as quantitative research. Error

Analysis itself is “a set of procedures for identifying, describing, and explaining

learner errors” (Ellis & Barkhuizen, 2005, p. 51). In this research, Error Analysis

is conducted based on Surface Structure Taxonomy which is divided into four

categories: omission, addition, misformation and misordering (Dulay, Burt, &

Krashen, 1982). Through this method, the documents are analysed to identify the

errors, and what part of speech or linguistic units which are incorrect in the each


24

sentence. The following step, the errors found can give enough explanation about

learner language.

Error Analysis is proposed in several following steps which have been

explained in the previous chapter. Some requirements are also provided such as

the samples as clinical elicited samples which are needed to research in SLA.

B. Research Setting

Before examining the sample data, the researcher had to ask permission to

Badan Pembangunan Daerah (BAPPEDA) Bantul, Yogyakarta as one of the

departments of Bantul region government. The permission was given for three

months (May-August 2016), and then expanded to November 2016. By such

permission, the researcher was allowed to analyse the documents as the subject of

research. The documents were 7 chosen short stories as learner language samples.

All participants were 26 (twenty six) students of XI IPS 3, SMA Negeri 1

Banguntapan, Bantul. Those samples were analysed during May-September 2016.

C. Research Participant and Document

This research deals with document analysis which was produced by 26

students of XI IPS 3, one of second grade parallel classes in SMA Negeri 1

Banguntapan. The documents were taken from the students while the researcher

conducted an Internship Program at the school. At that time, the researcher asked

the students to create a short story in pairs as a final assessment. There were 16

(sixteen) writing products.


25

From 16 writing products, only 7 (seven) were done successfully and

called as finished short stories. The researcher decided to choose 7 short stories

and then, it became the sample data of this research. Thus, the 7 short stories

represented the class‟ language achievement. The rest (i.e. 9 (nine) short stories)

failed because the stories had not been finished yet or written in Indonesia (draft).

D. Instruments and Data Gathering Technique

An instrument is a device the researcher uses to collect data (Fraenkel,

Wallen, & Hyun, 2015, p. 112). There are some types of instruments which are

used in this research. They are performance tests, reconstruction of sample data, a

tally sheet and tools.

1. Performance tests

A performance test is an individual‟s performance on a particular task

(Fraenkel et al, 2015. P. 131). In this research, performance tests were involved as

a main instrument. The performance tests were students‟ short stories to discover

students‟ difficulties in writing skills. There were 7 short stories which the

researcher analysed.

2. Reconstructions of sample data

According to Ellis and Barkhuizen (2005), a reconstruction of sample data

serves to identify the error (p. 59). In this research, reconstructions of sample data

were one of instruments. Through the reconstructed version, the researcher

identified which the participants‟ utterance contained errors. In the process of

reconstruction, firstly the researcher tried to reconstruct each of the samples.


26

Then, the researcher consulted an English native speaker in order get a validity of

the reconstruction texts.

3. A tally sheet

A tally sheet is a device used by the researcher to record the frequency of

student remarks (Fraenkel et al., 2015, p. 120). It was helpful for the researcher to

record the frequency of surface structure errors in documents efficiently. In this

research, the researcher formulated the table form as a tally sheet. A tally sheet

involved in this research was adapted from Ellis and Barkhuizen‟s Analysing

Learner Language (2005). It was suggested by Ellis and Barkhuizen (2005, p. 63)

to ease description of the errors. The researcher designed the table form by

concerning the description of errors as well as explanation of errors. Such table

form contained 3 (three) main headings. Those headings were significant that (1)

Surface structure description was divided into 4 (four) categories: omission,

addition, misformation, and misordering, which stands for superficial level based

on Surface Strategy Taxonomy by Dulay et al. (1982); (2) linguistic description

was on purpose to identify what linguistic units defined the errors, which is used

to describe linguistic level based on „Let the Errors Determine the Categories‟

approach by Norrish (1983); and (3) source of errors was classified into

interlingual and intralingual, which was on purpose to explain the errors as the

following step of description of errors. Since then, the researcher analysed the

errors found in the provided table form (Appendix E). In this research, every time

the researcher finds errors, she places the correct form of the errors in the


27

appropriate category instead of a tally. So, it might ease the researcher to

acknowledge which errors is which in each sentence.

4. Tools

In an attempt to reconstruct the samples and gather the data (i.e. errors), the

researcher was also supported by some tools. Those tools were reference books

and other sources (i.e. online corpura). Those references were helpful to provide

the researcher some suggestion on the reconstructed version.

The data could be analysed, provided that the researcher gathered the

sample data. The sample data was gathered when the researcher was in the middle

of the Internship Program as a teacher in that class. The researcher asked students

in XI IPS 3, SMA Negeri 1 Banguntapan to create a short story in pairs. The

activity, writing a short story was assumed as a final assessment of narrative text.

Moreover, the students were supposed to be fully ready for the assessment

because they had accepted 8 (eight) meetings for narrative text, and for each

meeting was 2 (two) times 45 (forty five) minutes. They were supposed to

acknowledge narrative text. The activity was conducted on September 10th

, 2015

in the classroom.

The activity was done by giving instructions to participants in order to get

the documents as the sample data. The rules and instructions of the instruments

had been announced one week before. As this was a part of the assessment

process, the participants were allowed to choose their own partner and open all

dictionary and notes. The participants were not able to cheat or do plagiarism. In

order to avoid plagiarism, the researcher prepared unique flash cards which


28

contain one character on each card. Each group was asked to pick two cards as

their main characters in short stories. The time allocation to do the assessment was

90 (ninety) minutes when the English subject took place on Thursday. According

to the circumstance made, the researcher claimed that the sample data were

focused samples in clinical elicitation because it involved learners to influence

some specific linguistic usage such as language feature of narrative text, without

abandoning the message construction.

E. Data Analysis Technique

There were several steps which had been done in analysing the data, the

learners‟ short stories. Firstly, 16 samples were collected and selected. Only 7

samples were chosen to analyse in this research because it depended on how the

students finished the short stories. Those sample data were analysed and

reconstructed. The reconstructed version was made by the researcher. After that,

in an attempt at data triangulation, the researcher consulted an English native

speaker about the reconstructed version. The errors were identified by then.

In identifying errors in samples, the researcher limited the focus. The

researcher focused only on Surface Strategy Taxonomy to analyse the data.

However, how the students were dealing with punctuation, paragraph and

indentation was ignored in this research.

As soon as the errors were identified, the researcher proceeded to describe

and analyse the data found. The errors found were calculated and analysed based

on Surface Strategy Taxonomy as superficial level according to Dulay et al (1982,


29

p. 154), and linguistic operation based on „Let the Errors Determine the

Categories‟ approach by Norrish (1983, p. 83) as Corder has suggested (1981, p.

36). In the step of description of errors, the researcher coded each error into

superficial and linguistic level as the table form provided (Appendix E). Then, the

researcher described the errors separately based on Surface Structure Taxonomy

as superficial level. Furthermore, description of linguistic level was integrated into

those categories of superficial level in order to get an adequate description of

errors.

Errors were also calculated and analysed based on source of errors in an

attempt to reach the explanation of errors. The researcher distinguished whether it

was error or mistake and analysed how the errors occurred. After that, the

researcher explained the number of occurrence of interlingual and intralingual

with integrating linguistic level.

Lastly, as a reflective teacher, the researcher analysed the implication for

teaching as well. To reach the implication, the researcher followed the step of

error evaluation. The researcher chose the criterion on which the error categories

would be judged, and then analysed them to draw out the implication of the errors

for teaching.


30

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter explores the data in order to answer two research problems:

(1) the surface structure errors in students‟ short stories and (2) the implications

the errors for teaching, so it is divided into two sections for each research

problem. The first section is presented in the form of data presentation and

discussion of the results. In the first discussion it is also divided into two parts,

description of errors and explanation of errors as the following steps in Error

Analysis. Next, the result and discussion of the second research question are

integrated.

A. The Surface Structure Errors in Students’ Short Stories

This section presents the data and the discussion on the types of errors in

students‟ short stories as a whole. The data presentation is described in frequency

and percentage of each errors category at superficial level based on Surface

Strategy Taxonomy, linguistic level based on „let the errors determine the

categories‟ approach and source level. Those two levels are on purpose to

describe the errors. Otherwise, source level is on purpose to explain the errors.

1. Data Presentation

After gathering the students‟ short stories as the sample data, the

researcher decided to count out some documents because only some of them had

been finished as writing products. Only seven writing products were chosen to


31

analyse. In the selected writing products, the researcher found 457 errors. Each

sample data also had its reconstruction which had been produced. Then the

researcher consulted an English native speaker on the reconstructions.

The English native speaker involved in this research is an American who

has been working as a lecturer in Indonesia about 3 years. He has expertise in

proofreading and editing. He studied at Ohio University for an M.Ed. Concerning

his language, his first language is American English but his second language is

Bahasa Indonesia. He can speak Indonesia a bit.

The occurrence of the errors is divided into four categories of superficial

level based on Surface Strategy Taxonomy, 25 categories of linguistic level based

on „Let the Errors Determine the Categories‟ approach and two categories of

source level. Moreover, the superficial, linguistic and source level were presented

on table 4.1. In order to ease describing the errors in the discussion section, only

top 10 categories of linguistic level for the highest number of occurrence were

presented and discussed. Those top categories of linguistic level showed the

urgency what teacher should ponder on. The rest were provided in Appendix G.

The table 4.1 shows the frequency and the percentage of each category at

each level.

Table 4.1 The Types of Errors in Students‟ Short Stories

No. Categories of Error Frequency Percentage (%)

I. Error at Superficial Level Based on Surface Strategy Taxonomy

1. Omission 154 34

2. Addition 103 22

3. Misformation 178 39

4. Misordering 22 5

Total 457 100


32

2. Discussion

In an attempt to answer the first research question: the surface structure

errors in students‟ short stories, the researcher presented the data in frequency and

percentage of their occurrence. The data presentation shown explained that there

were four categories at superficial level based on Surface Strategy Taxonomy

which were also divided into several subcategories. Omission was subdivided into

two classes; content morpheme and grammatical morpheme. Addition was

subdivided into three classes; double marking, regularization, simple addition.

Misformation was subdivided into four classes; overregularization error,

regularization error in the comprehension of grammar, archi-form, and alternating

form. Misordering stands alone. In addition, top ten categories of linguistic level

Table 4.1 (continued)

II. Error at Linguistic Level

No. Categories of Error Frequency Percentage (%)

1. Article 95 21

2. Verb inflection 51 11

3. Diction 40 9

4. Tense 31 7

5. Copula 29 6

6. Conjunction 25 5

7. Phrasal verb 23 5

8. Pronoun 21 5

9. Adverbial 19 4

10. Preposition 16 4

Total 350 77

III. Error at Source Level

1. Interlingual errors 88 19

2. Intralingual errors 368 81

Total 457 100


33

were also discussed and integrated into superficial level to ease description of

students‟ errors. Besides, source level which is used to explain the errors was

classified into two: interlingual and intralingual errors.

In this section, the data presented was discussed and divided into several

parts based on each step, (1) description of errors and (2) explanation of errors.

a. Description of Errors

Errors based on Surface Strategy Taxonomy which were made the students

on their short stories are discussed in this part to acknowledge the learner target

language. This part explores more what errors made by the students, which

depicts the learners‟ gap in processing target language. Since only top 10

categories of linguistic level were discussed, it could show what the teacher

should manage the urgency throughout this each sub discussion.

1. Omission

Omission errors are found by identifying the absence of an item in a well-

formed sentence (Dulay, Burt, & Krashen, 1982, p. 154); for example (Appendix

F):

A.37: A giant _ not answered the monkey and he still eat the bananas. (Omission

of did and eat)

E.37: _ heared it an old man said loudly from in_ the house‟s “I don‟t _ your

help!” (Omission of after, hearing, inside, need)

The words, did, eat, after, hearing, and inside were the lost grammatical

morphemes. Those words play a minor role in conveying the meaning of a


34

sentence. However if those words were ignored in every sentence, it would be an

unfavourable habit for the students in producing a sentence.

In this research, there were 154 omission errors found in the students‟

writing products. It resulted 34% of occurrence. Most of the omission went up in

grammatical morpheme, 141 errors or 31%. It is found that almost all the students

of this research failed to add –ed for past tense as the language feature of narrative

text. The highest occurrence of omission errors was rising up because of verb

inflections (32 errors) and tenses (17 errors), whose omission errors were nearly

similar. The students tended to put a base infinitive or to infinitive in predicate of

one sentence. They sometimes omitted or neglected other grammatical

morphemes such as articles (27 errors), copulas (18 errors), conjunctions (12

errors), phrasal verbs (6 errors), pronouns (5 errors) and adverbial (4 errors) as

seen in Appendix H. Omission errors on content morphemes also got involved but

it did not come up as a major error.

2. Addition

Addition is identified by a wrong item in one sentence (Dulay, Burt, &

Krashen, 1982, p. 156). In the sample data, there were 103 addition errors or 22%.

It was found that 27 errors were double markings, 30 errors were regularization

errors, and 47 errors were simple additions as seen in Appendix G.

Double markings were identified when an item was added twice, as in

(Appendix F)

B.39: The mouse deer was very angry and very disappointed.

C.36: Actually he was a brave boy and a kindness boy.


35

There was double very, a, and boy in those examples of utterance which was not

effective. Moreover, double markings could occur but the item was different

words but in the same part of speech, as in (Appendix F)

G.35: He felt loneliness and he stopped at under of almond tree to slept.

In the sample data, it was found that from top ten categories of linguistic level;

adverbial, article, diction and conjunction were included in identification of

double markings.

Moreover, regularization errors were found in the samples. It occurred

because the students added an item (.i.e. they are tense, article, copula, verb

inflection, adverbial, phrasal verb and preposition) which made the sentence

incorrect. In short, the students failed to use the grammatically correct rhetoric,

for example (Appendix F):

E.51: He tried to looking for helped but no one can‟t heared his voice. (Addition

for -ing and -ed as verb inflection)

F.17: In the afternoon, Snow White was played with a sheep. (Addition for was as

copula)

In E.51, the students tended to add wrong or unused verb inflection in the

utterance. In the case of heared, the subject applied the same rules for irregular

verb, hear. In F.17 the researcher decided to put was in copula category because

most of the students tended to put copulas randomly in their previous writing

works and it was not on purpose producing passive sentence.

Simple additions were the highest occurrence in the addition errors (45 of

91 errors). It occurred because of the students adding some morphemes or words


36

which were not useful for a well-formed sentence and the researcher could not

classify into double markings and regularization errors. In this case, preposition

was the main cause of rising up the frequency of simple addition. It might happen

because the students tended to attach the verb found directly from dictionary.

Some such errors were categorized into top ten categories: preposition, phrasal

verb, conjunctions, adverbial, diction, verb inflection, article and copula. The

examples of simple addition are (Appendix F):

D.34: After that, step mother to instruct Rapunzel to looked for some fruit.

(Additon for to as preposition)

G.54: Giant was surprised by it. (addition for by it as adverbial)

3. Misformation

Misformation also took place in students‟ writing products. It came up as

the highest frequency of other 4 categories, 178 errors or 39%. So, most of

linguistic categories obtained in misformation. From 4 misformation subclasses, it

was found that there were 14 overregularization errors, 71 regularization errors in

the comprehension of grammar, 40 archi-forms, and 53 alternating forms

(Appendix G). Regarding the previous fact, regularization errors in the

comprehension of grammar was the highest because of diction (38 errors). The

students often used the unsuitable words in one utterance. The example sentence

(Appendix F) is “But finally she came into an old man home‟s and she tried to

looking for him.” It showed that the students tended to use „home‟ rather than

„house‟. The appropriate word should be house because it referred to a building.


37

Regarding alternating forms and archi-forms, those categories can be

mixed up because according to Dulay et al. (1982), it occurs as the development

of learner language (p. 161). Besides, article (60 errors) as one of linguistic

categories rose up between archi-forms and alternating forms because the students

did not know how to differentiate indefinite article (i.e. „a‟ and „an‟) and definite

article (i.e. the) and use the same patterns in their writing products. Additional

case is the students usually used specific nouns such as Rapunzel for subject and

object without considering using any pronoun (15 errors in pronoun category) (i.e.

„she‟ or „her‟), for example (Appendix F):

D.24-36: A long time ago, step mother to instruct Rapunzel to cleaned a kingdom.

After that, step mother to instruct Rapunzel to looked for some fruit. Step mother

to instruct the dragon to kidnap Rapunzel.

From the sentence, there are 3 „step mother‟ and 3 Rapunzel mentioned without

any pronoun.

4. Misordering

Misordering occurred 21 times or 5%. It happened because the students

failed to arrange target-language words into a well-formed sentence.

Consequently, it might be misinterpret the sentences or waste some words. In this

case, from top ten categories of linguistic level misordering only occurred in

conjuction and verb inflection once. Therefore, the researcher had categorized

misordering into all linguistic categories. There was found that word order (7

errors), conjunction (1 error), noun derivation (3 errors), sentence construction (4

errors), phrasal verb (1 error), possessive structure (3 errors), indirect (2 errors)


38

and direct speech (1 error) were included in misordering. There are the examples

of misordering (Appendix F):

A.21: The monkey while ate the banana.

B.40: The mouse deer very hungry because he not yet ate.

b. Explanation of Errors

Explanation of errors is the essential step in an Error Analysis because it

involves on how the subjects assess their language (Ellis & Barkhuizen, 2005, p.

62). In this part, errors are discussed and distinguished into two categories:

interlingual and intralingual errors.

As requiring distinguishing errors and mistakes, based on pedagogic

standpoint both of them are useful for teachers to find out what their students‟

second language acquisition (Ellis & Barkhuizen, 2005, p. 62). Sometimes errors

which can be corrected by the students can occur and note as mistakes, but if

those errors are produced consistently, it refers to the students‟ sense of ignorance

and interim principles on their new language and states to be errors.

Moreover, sample data involved in this discussion were the students‟

writings as their products. It was used to evaluate their language acquisition. The

students had been informed about the research setting, so they could prepare the

test previously and gave their efforts through the task. Therefore, all errors found

were indicated as errors because their writing products were stated as a final

examination of narrative text as the learning material.

There were found 457 errors in all seven short stories; interlingual errors

were 88 and intralingual errors were 368. As interlingual errors related to the


39

effects of „transfer‟ and „borrowing‟, those facts also appeared in the students‟

works. The students usually looked up their target-language form from a bilingual

dictionary, and then by producing a sentence they only transfer the form without

any intention to the target-language rule or semantics, as in (Appendix F)

B.14: In the middle of street, he to imagine how many foods which he got after

until the old house.

It should be note that in the middle of street the students wanted to manifest the

meaning of di tengah perjalanan or di tengah jalan (informal), but one of the

dictionary Indonesia-English would provide avenue, way, road, street, access for

jalan, otherwise road, drive, walk, trip, journey for perjalanan (Podo & Sullivan,

1999). Another error also came up, until; it stood for sampai but it was supposed

to arriving instead of until because the preceding word was after. To imagine was

one of interlingual errors; it was shown in the Indonesia-English dictionary that

every English verb often presented in to-infinitive. So, the students did not drop

out of to which was the evidence of „transferring‟. Whether the students changed

the verb into past tense depended on their awareness and ignorance.

Intralingual errors appeared when the students operated the target-

language form in universal rules. There were found 368 errors. Intralingual errors

might show the students‟ interim principle on their new language, for example

(Appendix F):

E.80: At the end an old man said thank you and sorry to a witch and they were

lived happily ever after.


40

A witch and an old man were an evidence of existing intralingual errors in the last

sentence of fifth short stories, “A Witch and an Old Man”. The students kept

mentioning the main character as the new subject of the story. It was noted that

the students did not understand the use of article „a‟ and „the‟. Another example is

(Appendix F)

C.16: She was confused were will she go, because no one people was still alive.

C.22: She was frightened and didn‟t know what can she did.

C.26: “What are doing in here, a young girl?” the wolf asked.

C.27: “I don‟t know. Who you are? I don‟t believe that you are can talk to me!” a

young girl said.

Those sentence examples showed that there were gaps in producing direct-indirect

speech, although it has been taught before the subjects given the task. The

students had not mastered using direct-indirect speech which sometimes they

failed to produce.

B. The Implications of the Errors for Teaching

From the seven chosen short stories, there were 457 errors based on

Surface Strategy Taxonomy. It was a great deal of errors. Those errors were

classified into several categories of superficial level and linguistic level. It shows

that misformation was the highest occurrence at superficial level whose

percentage was 39%. Besides, article was the highest occurrence at linguistic

level, whose percentage was 21%. Despite those two facts, they did not totally

dominate one of another category in their own level (table 4.1). In addition to the

fact, superficial level could not give an adequate description of the students‟


41

errors itself without linguistic level. Therefore, this part was decided to evaluate

irritable categories of linguistic level in spite of gravity and superficial level itself.

The chosen categories of linguistic level were article, verb inflection

which contained past-tense verb errors and preposition which contained to errors.

Those three were chosen because it was supposed to be learnt by the students.

Thus, it was chosen in an attempt to find out the students‟ difficulties in dealing

English as a foreign language towards their language performances. Then, the

discussion can lead to the implication to teaching.

In the first chosen category, article is included as the most serious problem

in this research because of its high-frequent occurrence. It is implied that the

students were difficult to define the correct usage of article, which can be shown

at most of seven short stories (Appendix G). Thus, it is claimed that article as the

one of language feature in narrative text was caused by ignorance. Whether in the

curriculum 2006 or 2013 (Peraturan Menteri Pendidikan Nasional Republik

Indonesia Nomor 22 Tahun 2006; Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 64 Tahun 2013), each text has its

language feature which article is always a part of even though, it is not explicitly

taught in a classroom activity. As the solution, article should be explicitly taught

and involved in the classroom activity then the students would have the clear

understanding of article usage.

The second chosen category is verb inflection errors which contained past-

tense verbs. It was the characteristic of narrative text. The students always failed

in attempt to refer past events, but they were capable of self-correcting. Thus, it


42

was the result of negligence. As the solution, the students should have more

exposure to tenses implicitly. It should be an activity facilitating the subject to

notice the gap in order to raise their awareness. Amid, another activity could be

derived from the communicative context to reinforce their knowledge. Despite the

solution, the students‟ motivation should also be considered as the challenge to

raise their awareness.

The last chosen category is preposition which contained to errors. Those

errors shot up in simple addition as to-infinitive (Appendix F). However, to-

infinitive was not used properly because of playing a predicate. It also came up as

interlingual errors because the students transferred the predicate from dictionary

which was in form of to-infinitive. It is noted that the students did not have an

adequate instruction on how to use a bilingual dictionary. Therefore, there is a

need of assistance in using a bilingual dictionary.

Regarding those chosen linguistic level and the solution, the students did

need a remedy to in an attempt at dealing those difficulties. Even though the

students used to have long experience in using English as a foreign language, they

should be given regular exercises to use their understanding of the structures in

the natural communication. Consequently, the students would not face any

difficulty in performing their language skills.


43

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This last chapter, the researcher draws this research’s conclusions based

on the major findings which has been analysed and discussed in the previous

chapter. Next, the researcher gives some recommendations for future research

and some particular parties which are involved in this research and have similar

problem.

A. Conclusions

Two conclusions have been drawn based on the research results in the

previous chapter. The first conclusion summarises the answer of the first research

question: the surface structure errors in students’ short stories. The second

conclusions summarises the answer of the second research questions: the

implications of the errors for teaching.

Regarding the first conclusion, there were 457 errors occurring in the seven

short stories. It is found that at superficial errors omission made up 34% of the

error numbers, addition made up 22%, misformation made up 39% and

misordering was 5%. Otherwise, at linguistic level the categories were discussed

in top 10 categories. Article stood at 21%, verb inflection at 11%, diction at 9%,

tense at 7%, copula at 6%, conjunction at 5%, phrasal verb at 5%, pronoun at 5%,

adverbial at 4% and preposition at 4%, so the total percentage of these top 10

categories brought to 77%. Besides, interlingual errors were found at 19% and

intralingual at 81% (Appendix F).


44

It can be confirmed that misformation at superficial level and article at

linguistic level are identified as the highest number of occurrence. It is also

proved from the number of article occurrence in misformation which has found 60

errors. Otherwise, omission is on the second place whose major causes have been

verb inflection and tense. Addition stands on the third place whose major error has

been from preposition. The last position is misordering whose errors have come in

various categories. Besides describing errors, at source level intralingual errors is

the highest number of occurrence. Then, interlingual comes after. As the

conclusion, the total errors (i.e. 457 errors) are an enormous amount for 7 short

stories. Indeed, a remedy was needed for the subjects.

Next, the researcher has drawn the second conclusion based on the second

research problem. Concerning the answer of second research problem, the

researcher decided to evaluate only irritable categories of linguistic level between

top 10 categories. There were 3 irritable categories which the researcher had

decided on; they were article, verb inflection which contained past-tense verb

errors, and preposition which contained to errors. Those three irritable categories

were chosen for the purpose of discovering the students’ difficulties in dealing

English as a foreign language towards their language performances.

Article and verb inflection which contained past-tense verbs were chosen

because of its high-frequent occurrence. Each of the categories has its own

implication. It can be concluded that article errors were the results of ignorance

(i.e. the subjects were difficult to define the correct usage of article.) Besides the

verb inflection especially past-tense verb errors was the result of negligence (i.e.


45

they were capable of self-correcting and knew how to use it). Another irritable

category was preposition which contained to errors because it was implied that the

students failed to use a bilingual dictionary.

In this regard, as the second conclusion it is found that the students had

difficulties with applying article and past tense, and using a bilingual dictionary.

Therefore, there was a note of urgency that a remedy was needed to those

categories in order to deal with its difficulties. Furthermore, they should receive

more exposure to exercise their new language in the natural communication. The

students’ motivation for learning English language should also be considered as

well.

B. Recommendations

In this section, the researcher gives some suggestions to some parties,

especially for the second grade students of SMAN 1 Banguntapan as the research

subjects, the English teacher, and future researchers.

1. Second grade students of SMAN 1 Banguntapan

By discovering their errors, the students should explore more the basic

rules of English grammar, especially irregular forms which must be memorized.

The students are expected to actively practice more their language skills.

2. The English teacher

By discovering the students’ weaknesses and difficulties, the teacher

should ponder on the implications as urgency. As a language teacher, he/she

should not ignore the students’ difficulties dealing with their new language,

English. The teacher should give activities which involve the students to expose


46

their language skills and facilitate them to notice a gap in order to raise their

awareness of grammatically errors. Moreover, the teacher should find the strategy

on how this error correction would be exposed in the classroom activity.

Regarding some language features which are taught implicitly in the classroom, it

would be better if it is also taught explicitly. By doing so, the students would have

a clear understanding and notice a gap of that. Moreover, the teacher is also

expected to give an adequate instruction on how using a bilingual dictionary, so

the students would understand what part of speech or diction is needed in their

language performances. The last, the teacher is expected to explore learning and

teaching strategy for the students so they would enjoy to engage the learning

process.

3. Future researchers

Through this research, the students’ weaknesses were identified by their

writings. Otherwise, there are many other weaknesses in their other language

performances. Thus, other researchers are expected to investigate the students’

weaknesses in other performances. It will be beneficial to find the students’

difficulty dealing with English as a foreign language. Therefore, their other

difficulties can be revealed and managed.


47

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Purpura, J. E. (2004). Assessing grammar. Cambridge: Cambridge University

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50

APPENDIX A

SURAT PERMOHONAN IJIN

PENELITIAN


51


52

APPENDIX B

SURAT IJIN DARI BAPPEDA


53


54

APPENDIX C

SAMPLES OF

THE STUDENTS’ SHORT

STORIES


55


56


57


58


59


60


61


62

APPENDIX D

RECONSTRUCTION TEXT OF

THE STUDENTS’ SHORT

STORIES


63

Group I: „Giant‟ card

A Giant[’s] Sadness

Once upon a time, in the deep jungle [there] lived a Giant. He lived alone.

He often [annoyed] the animals to [banish] his [felt] loneliness. But, he never

[preyed on] other animals, because he thought if he [preyed on] [them], he [would

feel] lonely. Every day [the] Giant [ate] [the leaves] and the fruits in [near] [the]

jungle.

One day, [the] giant went to [look] for the fruits in the jungle. Suddenly,

he saw a monkey. [While the monkey was eating a banana], [the] giant jolted the

banana tree until the monkey [fell off]. When, the monkey [had fallen], [the] giant

[without guilt] took the banana[s] and [ate] them. [without mind for the monkey

was sickness.]

“Hey [the] Giant! [It] is my banana! Why [do] you take and eat my

banana?!” asked the monkey [angrily.] [The] Giant [did] not [answer] [him] and

he still [ate] the banana[s]. When the monkey saw [the] giant[‟s] attitude, he left

[dejectedly.]

“Hemm…. [This] banana is very delicious. But, I still feel hungry,” said

[the] Giant. Then, he walked around the jungle to [look] for something to eat.

Meanwhile, in the middle [of] [the] trip, the giant saw a squirrel eating

[an] apple. So, [the] giant seized the apple from the squirrel. “Hei the giant, this is

my apple! Why [do] you take and eat my apple?!” asked the squirrel. And again,

[the] giant [did] not [answer] the squirrel, when the squirrel saw [the] giant[‟s]

attitude, he left [dejectedly.]

“Hmmm… I‟m so happy, eating just [by taking] from the animals.”


64

Group II: „A Mouse Deer‟ card and „A Witch‟ card

A Mouse Deer and a Witch

Once upon a time, there was a mouse deer [walking] in the jungle. The

mouse deer [was] looked for something [to eat.] When the mouse deer walked in

the jungle, he met a rabbit. The rabbit said to [the] mouse deer that in the end of

the jungle there was [an] old house, and [around of the old house] there [were]

many vegetables and fruits. After [hearing] the information from the rabbit, the

mouse deer [was] [trusted] it and went to the old house. In the middle of [the]

[trip], he [to] [imagined] how many foods that he [would] [get] after [arriving] [at]

the old house.

After the mouse deer walked [for a while], finally he arrived [at] the old

house. He [looked at] the old house [that] [was] really scary. Then [the] mouse

deer looked for vegetables and fruits [around the old house]. Later that evening,

the mouse deer [had] not [found] any vegetables and fruits [yet]. The mouse deer

[to] [realized] that he [had been] [already] [told lies] by the rabbit. The mouse

deer was very angry and [very] disappointed.

The mouse deer [was] very hungry because he [had] not [eaten] [yet]. He

[was] confused and finally he decided [to] [go] in the old house. The mouse deer

slowly [opened] the door. Suddenly, the lamp [was] bright, extinguished, bright,

extinguished, and finally the lamp [went on]. The mouse deer [was] very

frightened.


65

Group III: „A Poor Girl‟ card and „A Wolf‟ card

A Poor Girl and a Wolf

A long time ago, there lived a young girl. She lived in [a] small village.

She had a big house [with her family]. Her family were the [most] richest. The

residents had a great respect for that family because [of] the wealth. Whatever

[happened,] that family [were] still the [host] richest [one] in [the] village.

One day, a big disaster [happened] and destroyed the village. No house

was still intact. All things [had] fallen to pieces, including the house of the richest

family. All people[s] in that village [were] died except the young girl. She was

confused [where she would go], because no one [people] was still alive. She

decided to go to the forest. She brought [with] her vessels that [were] still intact.

The next day, she met a wolf. She was frightened and didn‟t know [what

she could do]. It [turned] out that [the] wolf could speak with her. And she was

shocked.

“What are [you] doing in here, a young girl?” the wolf asked.

“I don‟t know. [Who are you?] I don‟t believe that you [are] can talk to

me!” [the] young girl said.

[The] wolf [told] to [the] young girl about his story why he could [be] a

wolf. Actually he was a brave and kind[ness] boy. He [had] been a wolf because

[of] [being] condemned by [a] witch. He could be freed from [the curse] if a girl

[kissed] him.

Finally, [the] young girl [took pity on] [the] wolf. She [thanked] that the

wolf was very kind. He invited her to his house to take a rest. [The] wolf [was]

falling in love with her. He didn‟t know why he [could] love [with] her, although

she [was] a poor girl. In fact, [the] wolf was a prince in the biggest kingdom.

Finally, [the] poor girl kissed the wolf. And she was shocked that he

changed [into] a prince. At the end the prince invited her to his kingdom to marry

him. So, they lived [happily] in the kingdom.


66

Group IV: „Beanstalk‟ card and „Rapunzel‟ card

[A] Rapunzel

Once upon a time, in the forest [there] [was] a kingdom. There lived

someone beautiful [princess] and [her name was] Rapunzel. [She lived with her

stepmother]. Rapunzel had [a] long hair, [a] beautiful [face], and [a] [diligent]

work [habit]. And [her] stepmother was arrogant, cruel and [closefisted]. [Her]

stepmother had a dragon. And the dragon was [Rapunzel‟s father]. [He] was

cursed [to be] a dragon because he did mistake[s]. [One day] Rapunzel got [an]

invitation from [a] prince, to be present at [a] dance party in [his] kingdom. [Her]

stepmother [was] jealous because [the] prince invited Rapunzel.

[So], [the] stepmother [to] [instructed] Rapunzel to [clean] [the] kingdom.

After that, [the] step mother [to] [instructed] [her] to [look] for some [fruits].

[The] stepmother [to] instructed the dragon to kidnap [her].

[While] the dragon [to] [was kidnapping] Rapunzel, the dragon brought

[her] [to] a beanstalk, to go [away] from [her] kingdom. Rapunzel [was

abandoned] on the beanstalk and [felt] lonely. Rapunzel [was] sad because she

[was] not able [to] go to [the] dance party [and] [meet] [the] prince.

The next day, [the] prince [to] looked for Rapunzel in the forest. [The]

prince found Rapunzel [to] [letting] down [her] long hair. [The] prince climbed

the beanstalk to save Rapunzel. Suddenly, [the] stepmother and the dragon came

[to] the beanstalk [and] fought against [the] prince [who] [tried] to save Rapunzel.

Then, [the] stepmother cut [Rapunzel‟s [a] long hair]. [The] prince [to]

[killed] [the] stepmother. [After that], the dragon [to] saved Rapunzel and [the]

prince. [Suddenly], the dragon [broke] free from [the curse].

Finally, Rapunzel married [with] [the] prince. And they [lived] [happily].


67

Group V: „A Witch‟ card and „An Old man‟ card

A Witch and an Old Man

A long time ago, there was an old man. He is very [famous] in [the] village

because he [was] [hot-headed]. All people in the village [were not] [close] [to]

him. One day there was a new neighbour [who] [she] was a witch. Her home

[was] beside [the] old man‟s house. She [didn‟t] know that [the] old man was

[hot-headed]. The next day she wanted [to] [introduce] [herself] to [the] old man.

She came [to] his house with [brought] a cake [to evidence introduction]. With a

disgusted face, he opened the door. When [the] witch tried to [introduce] [herself],

[the] old man [threw her out] [at the same time] [and] closed the door.

[The] witch was angry and [she] shouted loudly that she would not help

[the] old man when he had trouble. [After] [hearing] it, [the] old man said loudly

[from] [inside] [his house] “I don‟t [need] your help!” After a few days [after

that], they had never [talked to] [each other].

Until one day, [the] old man [got] problem. He was locked in [a] [shed].

He tried to [call] for [help] but no one [can‟t] [heard] his voice. After two days,

[the] witch never saw [the] old man. She [was to] [felt] there [was] something

wrong. Initially she wanted to look into his [house], but she [remembered] that

[the] old man [did] not [want] her help.

But [finally] she came into [the] [old man‟s house] and [she] tried to [look]

for him. [While] she [was] looking [into] all rooms in the house, [suddenly] she

[found] [him] in the [shed].

At the end [the] old man said thank you and sorry to [the] witch and they

[were] lived happily ever after.


68

Group VI: „Snow White‟ card and „Sheep‟ card

A Funny Sheep

[One day], Snow White [was walking] [went] to market. She wanted to

buy vegetables. When she was walking, she [saw] [an animal market]. She [saw] a

funny sheep. Snow White wanted to buy [that] sheep, but her money was not

enough. She felt very sad.

After that Snow White went [to] home. She saw [her] [the money] saving

account, [and] it [turns the money to buy a sheep] was still lacking. Snow White

went to find a job in order to raise money to buy a sheep.

Snow White [worked] as a waitress. [After she worked five months], the

money to buy [the] sheep was enough. Snow White went to [the animal market] to

buy a sheep. She felt very happy because [of] [the] sheep [had] [bought].

In the afternoon Snow White played with [the] sheep. Everyday Snow

White [fed] and [bathed] her sheep.

One day, Snow White was [herding] her sheep in the forest. She waited

under a tree. She [fell asleep]. After [thirty] minutes of sleep, she awoke and she

did not [see] her sheep. She [looked for] her sheep around the forest. She was very

confused.

The next morning, Snow White continued to [look for] her sheep. Amid

the way she saw her sheep brought by a handsome prince. Then the prince went

[to] Snow White [and] [gave] [her] [the] sheep.

Finally, Snow White and [the] prince fell in love, and they married.


69

Group VII: „Giant‟ card and „Dog‟ card

The Sad Giant and [the Dog Princess]

A long time ago there lived a kind[ness] giant in [a] silent village. The

giant had [a] green skin, [an] ugly face, and [a stinky smell]. Every day he always

helped all [the] people [such] as [repairing] [a house roof], [cutting] down [of] [a]

tree, and looking for [a] fruit in the wood. All the people in [the] village never

[appreciated] him, [but] he [was] always patient when people mocked him.

One day, when he repaired a roof of house, he did [many] mistakes. [The

house roof] [was] still [broken]. And the people were angry, [and] [they] [called]

all [the] people in [the] village [in order to] [exile] the giant from [the] village by

[throwing] [rocks].

So the giant [ran] away from the silent village to the wood. In the middle

of the way he [was crying]. He felt [lonely] and he stopped under [of] an almond

tree to [sleep]. In the morning when he woke up he heard [a dog crying]. He [was]

looking for the voice and unfortunately there was a sad dog [that] [was sinking] in

the river near the wood. The giant [hurried to] [help] the dog.

After that the giant brought the dog to the wood [and] [looked] after the

dog. The giant [looked] for [fruits] and medicine for the dog.

After that, when the giant and the dog were [sleeping], the dog changed

[into] a princess. [The] giant was surprised [by it]. Then, the princess dog said that

she was a [cursed] princess. The princess [was] beautiful, kind[ness], and she had

[a] long hair and [a] [sweet] smile.

Finally, [the dog princess] said thanks for all [the] kindness from the giant

and she would [like] to marry him. So, the giant and the princess dog lived

happily ever after.


70

APPENDIX E

FORM OF

ERROR DESCRIPTION


over-

regularizat

ion

regularization

errors in the

comprehensio

n of grammar

[SHORT STORY'S TITLE]

Intralingual

ErrorContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition

Regularization errors

Archi-

forms

Alternating

form

No Sentences

Surface Structure Description

Linguistic

Description

Source of Error

Omission Addition Misformation

MisorderingInterlingual

Error

71


72

APPENDIX F

ERROR DESCRIPTION


over-

regularization

regularization errors in the

comprehension of grammar

A.1 A Giant_ Sadness -'s noun inflection

A.2Once upon a time, in the deep jungle, _ lived a giant. there subject

A.3 annoyed (vs offend) diction

A.4 annoyed verb inflection

A.5 to banish (vs to delete) diction

A.6 to banish verb inflection

A.7 felt noun derivationA.8 preyed on (vs eat) diction

A.9 preyed on verb inflection

A.10 preyed on (vs eat) diction

A.11 preyed on verb inflection

A.12 them pronoun

A.13 ..., he will felt lonely would feel past marking

A.14 the giant article

A.15 ate verb inflection

A.16 the leaves (vs the foliage) diction

A.17 near adverbial

A.18 the article


A.20 to look verb inflection

A.21 While the monkey… conjunction

A.22 was eating tense

A.23 a banana article


A.25 fell off phrasal verb

A.26 had fallen tense


A.28 without guilt adverbial

A.29 he subject

A.30 -s noun inflection


A.32

without

mind for

the

monkey

was

sickness

sentence construction

A Giant Sadness

The monkey while ate the banana

A giant jolted the banana tree until the monkey fell around

When the monkey was fell, a giant with felt not guiltied, he

took the banana_ and eat them without mind for the monkey

was sickness.

Archi-formsAlternating

form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

He often offend the animals to deleted his felt loneliness

But, he never eat other animals

… because he thought if he eat their,

Every day, a giant eat the foliage and the fruits in near jungle

One day, a giant went to looked for the fruits in the jungle

Double

Marking

Regular-

ization

Simple

Addition


73


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


A.33 the article

A.34 It subject

A.35 do verb auxiliary

A.36angrily (vs was felt fed up) adverbial


A.38 did verb auxiliary

A.39 him pronoun

A.40 he subject


A.42 -s (plural) noun inflection


A.44 -'s noun inflection

A.45 dejectedly adverbial

A.46 this article


A.48

Then, he walked around the jungle to looked for something to

eat.to look verb inflection

A.49 of Prepositional phrase

A.50 the trip article

A.51 an apple article

A.52 So, a giant seized the apple from the squirrel, the giant article

A.53 Why _ you take and eat my apple? do verb auxiliary


A.55 did verb auxiliary


A.57 -'s noun inflection


A.59 dejectedly adverbial

A.60 by adverbial

A.61 take (vs seize) dictionA.62 -ing verb inflection

1 19 5 1 1 2 10 16 6 1 62

"Hemm… _ banana is very delicious, but, I still feel hungry,"

said a giant

And again, a giant _ not answered the squirrel, when the

squirrel saw a giant_ attitude, he left with felt dejected.

…, eating just seized from the animals."

Subtotal

A giant _ not answered the monkey and he still eat the

bananas.

When the monkey saw a giant _ attitude, he left with felt

dejected.

Meanwhile, in the middle _ _ trip, the giant saw a squirrel

eating the apple.

"Hey the giant! Their is my banana! Why _ you take and eat

my banana?!" asked the monkey was felt fed up.

74


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


B.1 was copula

B.2 -ing verb inflection

B.3 was copula

B.4to eat (vs be eaten) noun derivation

B.5 the article

B.6an old house article

B.7 the article

B.8around of the old house word order

B.9 in adverbial

B.10 were copula

B.11 hearing verb inflection

B.12 was copula

B.13 trusted verb inflection

B.14 trip (vs street) diction

B.15 the article

B.16 to preposition

B.17 imagined tense

B.18 much food pronoun

B.19 that (vs which) diction

B.20 would tense

B.21 arriving at (vs until) diction

B.22 a while (vs away) diction

B.23 arrived at (vs arrived in) phrasal verb

B.24 looked verb inflection

B.25 looked at phrasal verb

B.26 that conjunction

B.27 was copula

B.28

the mouse

deerarticle

B.29 in adverbial

B.30of Prepositional phrase

B.31 around the old house word order

B.32 had verb auxiliary

B.33 found (vs met) diction

Later that evening, the mouse deer _ not yet met vegetables

and fruits.

The mouse deer was looked for something be eaten.

The rabbit said to _ mouse deer that in the end of the jungle

there was a old house, and in the around of old house there

was many vegetables and fruits.

After heard the information from the rabbit, the mouse deer

was trust it and went to the old house.

In the middle of _ street, he to imagine how many foods which

he _ got after until the old house.

He look the old house really scary.

Then a mouse deer looked for vegetables and fruits in the

around of old house.

After the mouse deer walked for away, finally he arrived in the

old house

…, there was a mouse deer was walked in the jungle.

A Mouse Deer and A Witch

75


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


B.34 to preposition

B.35 realized tense

B.36 had been tense

B.37 already adverbial

B.38 told lies verb inflection

B.39The mouse deer was very angry and very disappointed. very diction

B.40 was copula

B.41 had verb auxiliary

B.42 eaten verb inflection

B.43… he had not eaten yet. word order

B.44 was copula

B.45 decided to go in verb inflection

B.46 The mouse deer slowly open the door. opened verb inflection

B.47

Suddenly the lamp _ bright, extinguished, bright,

extinguished.was copula

B.48…, and finally the lamp was brightened. went on (vs was brighhtened) diction

B.49 The mouse deer _ very frightened. was copula

0 22 3 4 3 2 9 2 1 3 49

The mouse deer to realize that he _ already to tell lies by the

rabbit.

The mouse deer _ very hungry because he _ not yet ate.

He _ confused and finally he decided went in the old house.

Subtotal

76


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


C.1She lived in the small village. a small village article

C.2 She had a big house with her family.

with her

familyadverbial

C.3most sentence construction

C.4 of conjunction

C.5 happened tense

C.6 were copula

C.7 host diction

C.8

one (vs

family)subject

C.9 the village article

C.10 was copula

C.11 happened verb inflection

C.12 No one house was still intact. one subject

C.13 All things _ fallen to pieces. had verb auxiliary

C.14 were copula

C.15 -s noun inflection

C.16 where (vs were) misspelling

C.17 would tense

C.18where she would go indirect speech

C.19 people subject

C.20 with phrasal verb

C.21 were verb inflection

C.22 could tense

C.23 What she could do indirect speech

C.24 turned tense

C.25 the wolf article

C.26"What are _ doing in here, a young girl?" the wolf asked. you subject

C.27 Who are you? direct speech

C.28 are copula

C.29the young girl article

C.30 told tense

C.31 to phrasal verb

C.32 the article

C.33 be copula

It turns out that a wolf could speak with her.

"I don't know. Who you are? I don't believe that you are can

talk to me!" a young girl said.

A wolf was telling to _ young girl about his story why he

could _ a wolf.

Her family were the most richest, the residents had a great

respect for that family because the wealth.

Whatever happens that family is still the host richest family in

that village.

One day, a big disaster was happen and destroyed the village.

She was confused were will she go, because no one people was

still alive.

She brought with her vessels that are still intact.

She was frightened and didn't know what can she did.

All peoples in that village were died except the young girl.

A Poor Girl and A Wolf

77


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


C.34 a article

C.35 boy diction

C.36 -ness part of speech

C.37 had tense

C.38 of conjunction

C.39 being verb inflection

C.40 a witch article

C.41the curse (vs condemned) diction

C.42 kissed verb inflection

C.43

the young

girlarticle

C.44 him pronoun

C.45

took pity on sb (vs felt pity

for sth)phrasal verb

C.46 She thank that the wolf was very kind. thanked verb inflection

C.47 the wolf article

C.48 was verb auxiliary

C.49 could tense

C.50 with phrasal verb

C.51 Although she is a poor girl. was verb inflection

C.52Finally, a poor girl kissed the wolf.

the young

girlarticle

C.53 And she was shocked that he changed to be a prince into (vs to be) phrasal verb

C.54 her object

C.55 him (vs her) pronoun

C.56 so conjunction

C.57 -ly adverbial

2 20 7 3 6 1 5 5 5 3 57

Finally, a young girl felt pity for a wolf.

A wolf _ falling in love with her.

He didn't know why he can love with her.

So, in short they lived happy_ in the kingdom.

Subtotal

At the end the prince invited _ to his kingdom to marry her.

Actually he was a brave boy and a kindness boy.

He has been a wolf because _ condemned by the witch.

He could be freed from condemned if a girl kiss him.

78


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


D.1 A Rapunzel A article

D.2 there subject

D.3 was (vs found) copula

D.4 princess subject

D.5 her name noun derivation

D.6 was verb inflection

D.7

She lived

with her step

mother


D.8 A article

D.9 face noun derivation

D.10 habits noun derivation

D.11 her pronoun

D.12closefisted (vs dosefisted) misspelling

D.13 _ Step mother had a dragon. her pronoun

D.14And the dragon was father from Rapunzel. Rapunzel's father possessive structure

D.15He pronoun

D.16 was tense

D.17 to be (vs became) phrasal verb

D.18 -s noun inflection

D.19 One day adverbial

D.20 an article

D.21 a prince article

D.22 a article

D.23his kingdom pronoun

D.24 her pronoun

D.25 -e misspelling

D.26 was copula

D.27 the prince article

There lived someone beautiful princess and she named is

Rapunzel and step mother.

Rapunzel had a long hair, beautiful _, diligent work _.

And _ step mother was arrogant, cruel and dosefisted.

The father from Rapunzel to cursed became a dragon because

he did mistake_.

_ Step mother _ jealouse because a prince invited Rapunzel.

A Rapunzel

Once upon a time, in the forest _ found a kingdom.

Rapunzel got _ invitation from the prince, to be present at _

dance party in the kingdom.

79


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


D.28So (vs a long time ago) conjunction

D.29 the article

D.30 to preposition

D.31 instructed tense

D.32 to clean verb inflection

D.33the kingdom article

D.34 the article

D.35 to preposition


D.37 her pronoun

D.38 to look verb inflection

D.39 -s noun inflection

D.40 the article

D.41 to preposition


D.43 her pronoun

D.44While (vs on the way) diction

D.45to preposition

D.46was kidnapping tense

D.47

bring s.o to sth (vs bring s.o

on sth)phrasal verb

D.48a beanstalk article

D.49 away (vs way) diction

D.50 her pronoun

D.51abandoned (vs abode alone) diction

D.52was abadoned tense

D.53 on (vs in) adverbial

D.54 felt verb

A long time ago, _ step mother to instruct Rapunzel to cleaned

a kingdom.

After that, _ step mother to instruct Rapunzel to looked for

some fruit_.

_ Step mother to instruct the dragon to kidnap Rapunzel.

Rapunzel abode alone in the beanstalk and _ lonely.

On the way the dragon to kidnap Rapunzel and the dragon

brought Rapunzel on the beanstalk, to go way from a

kingdom.

80


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


D.55 was copula

D.56 was copula

D.57 to phrasal verb

D.58 a article

D.59 and conjunction

D.60 meet verb inflection



D.63 to preposition

D.64 He pronoun

D.65 to preposition

D.66 let (vs go) diction

D.67 letting verb inflection

D.68her long hair possessive structure

D.69 He pronoun

D.70 to preposition

D.71 her pronoun

D.72 came to phrasal verb

D.73 and conjunction

D.74

fought against (vs go

against)diction


D.76 who conjunction

D.77 tried verb

D.78 save verb inflection

D.79 the article

D.80 a article

D.81Rapunzel's long hair possessive structure


D.83 to preposition

D.84 her pronoun

D.85 after that (vs and) conjunction

D.86 to preposition


D.88 suddenly (vs and) conjunction

D.89 broke verb

D.90 the curse part of speech

D.91 with phrasal verb


And the dragon _ free from cursed.

Finally, Rapunzel married with a prince

A prince found Rapunzel to go down she long hair.

A prince to climbed the beanstalk to save Rapunzel.

Suddenly, _ step mother and the dragon came _ the beanstalk

_ to go against a prince _ _ to saved Rapunzel.

Then,_ step mother cut a long hair Rapunzel.

A prince to killed step mother

And the dragon to saved Rapunzel and a prince.

Rapunzel _ sad because she _ not able _ go to _ dance party

met a prince.

The next day, a prince to looked for Rapunzel in the forest.

81


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


D.93 lived (vs lifed) misspelling

D.94 -ly adverbial

7 30 0 2 13 1 14 10 15 2 94

And they lifed happy_.

Subtotal

82


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


E.1 was copula

E.2 -e misspelling

E.3 hot-headed part of speech

E.4 the village article

E.5 was (vs had) diction

E.6 weren't copula

E.7 -ed part of speech

E.8 to (vs with) adverbial

E.9she subject

E.10 who (vs wich) conjunction

E.11 was copula

E.12

the old man's

housearticle

E.13 didn't verb inflection

E.14the old man article

E.15 had verb

E.16 hot-headed part of speech

E.17 to phrasal verb

E.18 -s verb inflection

E.19 -t misspelling


E.21 to phrasal verb

E.22 brought verb

E.23

to evidence

introductionadverbial

All people in the village don't closed with him.

Her home _ beside an old man's house.

She don't know that an old man was had hothead.

The next day she wanted _ introduces herselft to an old man.

She came in his house with brought a cake to evidence

introduction.

He is very famouse in there village because he had hot head.

A Witch and An Old Man

One day there was a new neighbor wich she was a witch.

83


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


E.24 the witch article

E.25 -tion part of speech

E.26 -t misspelling


E.28 to preposition

E.29 threw out verb inflection

E.30 her pronoun

E.31 he subject

E.32and (vs at the same time) conjunction

E.33

the old man threw her

out and closed the door.sentence construction


E.35 she subject


E.37 after conjunction

E.38 hearing verb inflection


E.40inside Prepositional phrase

E.41 from preposition

E.42 his house pronoun

E.43 need verb

E.44after that conjunction

E.45 talked to (vs spoken) diction

E.46each other object


E.48 got (vs had) diction

E.49 shed (vs sed) misspelling

E.50 a shed article

When a witch tried to introduction herselft, an old man to

throw out the witch at the same time he closed the door.

A witch was angry and she shouted loudly that she would not

help an old man when he had trouble.

_ Heared it an old man said loudly from in the house's "I don't

_ your help!"

After a few days after that, they had never spoken _ .

He was locked in the sed.

Until one day an old man had problem.

84


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


E.51 call (vs look) diction

E.52 -ing verb inflection

E.53 helped part of speech

E.54can't sentence construction

E.55 -ed verb inflection



E.58 was to tense

E.59 felt verb inflection

E.60 was copula

E.61look into (vs look for) phrasal verb

E.62 his house (vs home) diction

E.63remembered verb inflection


E.65 did verb inflection

E.66 -ed verb inflection

E.67 finally (vs finnaly) misspelling

E.68the old man's article

E.69 house (vs home) diction

E.70the old man's house possessive structure

E.71 -ing verb inflection

E.72 she subject

E.73 while conjunction

E.74 was copula

E.75 look into (vs look for) phrasal verb

E.76 suddenly (vs the end) conjunction

E.77 -ed past marking

E.78 him pronoun

E.79 shed (vs sed) misspelling

After two days, a witch never saw an old man, she was to feel

there are something wrong.

He tried to looking for helped but no one can't heared his

voice.

Initially she wanted to look for his home, but she remember

that an old man _ not wanted her help.

But finnaly she came into an old man home's and she tried to

looking for him.

_ She _ looking for all rooms in the house and the end she

founded he in the sed.

85


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition




E.82 and conjunction

E.83 were copula

2 16 7 7 12 0 15 3 19 2 83

At the end an old man said thank you and sorry to a witch and

they were lived happily ever after.

Subtotal

86


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


F.1

one day (vs once upon a

time)adverbial

F.2

was

walkingverb

F.3 went tense

F.4 saw (vs looked) diction

F.5

an animal market (vs a pet

shop)diction

F.6

Snow White wanted to buy a sheep, but her money was not

enough.that sheep article

F.7 After that Snow White went to home to phrasal verb

F.8the money noun derivation

F.9 her pronoun

F.10 and conjunction

F.11

turns the

money to

buy a sheep


F.12 was copula

F.13 Snow White work as a waitress. worked verb inflection

F.14

Snow White went to find a job in order to raise money to buy

a sheep. the sheep article

F.15

after she worked five

monthsentence construction

F.16 the sheep article

F.17animal market (vs pet shop) diction

F.18

the animal

marketarticle


F.20 of conjunction


F.22 had tense

F.23 was tense


F.25 -ing tense

F.26 -ing tense

F.27One day, Snow White was shepherd her sheep in the forest. herding (vs shepherd) diction

F.28 She felt asleep. fell (vs felt) diction

She felt very happy because _ a sheep had _ bought.

In the afternoon, Snow White was played with a sheep.

Every day Snow White feeding and bathing her sheep.

When she was walking, she looked a pet shop.

After five months she worked, the money to buy a sheep was

enough.

Once upon a time Snow White was walking go to market.

She saw _ the money saving account, _ it turns the money to

buy a sheep is still lacking.

Snow White went to a pet shop to buy a sheep.

A Funny Sheep

87


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


F.29 -th noun inflection

F.30 she subject

F.31 see past marking

F.32She found her sheep around the forest. looked for (vs found) diction

F.33 to preposition

F.34 continued tense

F.35 to phrasal verb

F.36 look for diction

F.37 went to phrasal verb

F.38 and conjunction

F.39 to preposition

F.40 gave verb inflection


F.42 the article

F.43 was tense

0 12 3 8 3 0 8 1 7 1 43

After thirtieth minutes of sleep, she awoke and she did not saw

her sheep.

The next morning, Snow White to continue _ found her sheep.

Then the prince went _ Snow White to _ give a sheep.

Finally Snow White and _ prince fell in love, and they was

married

Subtotal

88


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


G.1 The Princess Dog The Dog Princess word order

G.2 -ness part of speech

G.3 a article

G.4 a article

G.5 a article

G.6 stinky (vs sting) diction

G.7 a stinky smell noun derivation

G.8 the article

G.9 such (vs in) diction

G.10 repairing verb inflection

G.11 a house roof noun derivation

G.12 cutting verb inflection

G.13of Prepositional phrase

G.14 a article

G.15 a article

G.16 the article

G.17 the article

G.18 was copula

G.19appreciated (vs apreciated) misspelling

G.20

all the people in the

village never

appreciated him, but he

was always patient

when people mocked

him.


G.21

One day, when he repaired a roof of house, he did any

mistakes.many (vs any) article

G.22 the house roof noun derivation

G.23 was copula

G.24 broken part of speech

A long time ago, there lived a kindness giant in silent village.

The giant had a green skin, _ ugly face, and smell of body was

sting.

The roof of house _ still broke.

Every day he always helped all _ people in as repaired a roof

on house to cut down of _ tree and looking for a fruit in the

wood.

But all _ people in _ village never apreciated him. He _ always

patient when people mocked him.

The Sad Giant and The Princess Dog

89


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


G.25called verb inflection

G.26 the article

G.27 the article

G.28in order to (vs to make) diction

G.29

in order to exile the

giant from village …sentence construction

G.30 exile (vs went) diction

G.31 throwing verb inflection

G.32 rocks (vs a rock) diction

G.33So the giant run away from the silent village to the wood. ran verb inflection

G.34In the middle of the way he had cried. was crying (vs had cried) tense


G.36 at adverbial

G.37of Prepositional phrase

G.38 an article

G.39 to sleep verb inflection

G.40In the morning when he woke up, he heard cried of dog. a dog crying verb inflection

G.41 was copula

G.42 that conjunction

G.43 was sinking tense

G.44hurried to (vs as soon as) diction

G.45 to help verb inflection

G.46 to phrasal verb

G.47 and conjunction

G.48 looked verb inflection

G.49 looked tense

G.50 -s noun inflection

G.51 after that conjunction

G.52 sleeping tense

G.53 into (vs become) phrasal verb

G.54 the article

G.55 by it adverbial

He _ looking for the voice and unfortunately there was a sad

dog who _ sank_ in the river near the wood.

The giant as soon as helped the dog.

After that the giant brought the dog to the wood to look after

the dog.

The giant looking for fruit_ and medicine for the dog.

After that when the giant and the dog were slept the dog

changed become a princess.

_ Giant was surprised by it.

He felt loneliness and he stopped at under of _ almond tree to

slept.

He call all _ people in _ village to made the giant went from

village by throwed a rock.

90


over-

regularization



A Giant Sadness


form

No Sentences


Linguistic

Description


MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition


G.56the dog princess word order

G.57 cursed (vs crussed) misspelling

G.58 was copula


G.60 a article

G.61 -y misspelling

G.62 a article

G.63 the dog princess word order

G.64 the article

G.65 like verb

G.66 in short conjunction

G.67 of preposition

G.68 the article

G.69 the dog princess word order

1 22 2 4 9 7 11 3 0 10 69

Then the princess dog said that she was a crussed princess.

The princess were beautiful, kindness, and she had a long hair

and _ sweety smile.

Finally the princess dog said thanks for all kindness from the

giant and she would _ to marry him.

So, in short of the giant and princess dog lived happily ever

after.

Subtotal

91


















108

APPENDIX G

FREQUENCY OF ERROR

TYPES


109

No. Error CategoriesFrequency

% of Total

Errors

1 Omission 154 34

a Content morpheme 13 3

b Grammatical morpheme 141 31

2 Addition 103 22

a Double-markings 27 6

b Regularization 29 6

c Simple addition 47 10

3 Misformation 178 39

a Overregularization Errors 13 3

bRegularization errors in the

comprehension of

grammar 72

16

c Archi-forms 40 9

d Alternating forms 53 12

4 Misordering 22 5

1 Article 95 21

2 verb inflection 52 11

3 diction 40 9

4 Tense 31 7

5 Copula 29 6

6 conjunction 25 5

7 Phrasal verb 22 5

8 Pronoun 21 5

9 Adverbial 19 4

10 Preposition 16 4

11 Subject 15 3

12 Misspelling 13 3

13 Part of speech 11 2

14 Noun inflection 10 2

Linguistic Level

Superficial Level


110

15 Sentence construction 9 2

16 Noun derivation 9 2

17 Verb 8 2

18 verb Auxiliary 8 2

19 Word order 7 2

20 Prepositional phrase 5 1

21 Possessive structure 4 1

22 Past marking 3 1

23 Object 2 0

24 Indirect speech 2 0

25 Direct speech 1 0

1 Interlingual errors 88 19

2 Intralingual errors 368 81

total 457

Source Level


111

APPENDIX H

ERROR COUNT AT

SUPERFICIAL LEVEL


over-

regularization

errors

regularization

errors in the

comprehension

of grammar

Article 27 1 6 1 95

Verb Inflection 32 4 1 4 1 1 51

Diction 2 1 38 41

Tense 17 6 5 2 31

Copula 18 6 1 2 1 29

conjunction 12 3 3 6 1 25

Phrasal Verb 6 2 4 9 22

Pronoun 5 1 21

Adverbial 4 4 1 3 2 5 19

Preposition 1 15 16

Total 0 121 10 26 29 13 63 2 350


Archi-

forms

Alternating

formLinguistic

Categories



MisorderingContent

Morpheme

Grammatical

Morpheme

Double

Marking

Regular-

ization

Simple

Addition

Top 10 Categories of Linguistic level

15

Total

88

9

1

1

1

1

60

112


Documents

ERROR ANALYSIS OF SECOND GRADE SENIOR HIGH … · iv To my supervisor, English teacher Bu Yuni and XIS3 students, batch 2015 SMA Negeri 1 Banguntapan Whose short stories inspired