ERRORS IN DEVELOPMENTAL PATTERN OF
ENGLISH LEARNERS’WRITING IN EFL
CLASSROOM IN THE TERM OF THE AQUISITION
OF GRAMMATICAL SYSTEM: A CASE AT WRITING
CLASS IN PGRI SEMARANG UNIVERSITY IN
ACADEMIC YEAR
2015-2016
A THESIS PROPOSAL
Presented in Partial Fulfilment of the Requirements for the Master Degree
in English Education
By
Retno Fajar Satiti
0203514018
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
SEMARANG STATE UNIVERSITY
2015
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1. INTRODUCTION
In this section, I explain background of study, reasons of choosing the
topic, problems of research, significance of the study, definition of key
terms, and limitations of the study.
1.1 BACKGROUND OF THE STUDY
The language is learnt through communication that takes place in naturally
occurring social situations or as through study, with the help of ‗guidance‘ from
reference books or classroom instruction (Ellis; 1994). Consequently, linguists
and language teachers have looked into the causes of this phenomenon. English as
foreign language in Indonesia can be learnt through study, reading books and also
instruction in the classroom.
Learners‘ errors, error correction and giving appropriate feedback are a
part of language learning. In English Foreign Language (EFL) classroom, learners
frequently make errors in their writing and their oral production. Mostly, the
learners‘ errors found in writing, it can be seen when they are writing out their
idea. In developmental pattern, the errors found in the grammatical sequence,
morpheme, and semantic. For the reasons, their first language (L1) still influence
in their EFL learning. They use their L1in producing oral or written tasks. The
writing of EFL students is affected not only by their first language (L1), but also
by the educational context where they learn to write (Manchon, 2009). Whereas,
learners are able to learn how to acquire a language correctly from the errors
made. However, the errors of the learners will be useful for improving their skill
in language learning, in case, errors correction and appropriate feedback from the
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teacher are given. There is evidence that such feedback is necessary and does
result in improved student writing (Fathman and Whalley 1990; Huntley 1992;
Kepner 1991). Huntley (1992) maintains that feedback on content and
organization should be provided to students while feedback on form should be
avoided. It can be assumed that errors correction and giving feedback in learners‘
errors are required in order to improve and work up their writings.
Foreign language learning takes place in settings where the language plays
no major role in the community and is primarily learnt only in the classroom
(Ellis, 1994). English is only taught in formal and informal school and use at
formal occasion in particular moment and area. In addition, in this country,
Indonesian prefers to use L1 (Indonesia) and their mother tongue to communicate
and interact with others. Recognizing that L1 writing instruction/experience plays
an important role in the development of students‘ writing in an EFL situation
(Manchon, 2009). It can be defined that the writing of EFL learners are affected
not only by their first language (L1), but also by the educational context where
they learn to write. Their context also provides metaknowledge about their writing
include of linguistic and textual knowledge, affecting the ways in which learners
process and produce writing.
There were several studies in Indonesia which investigated error
correction and teachers‘ feedback. For instance, Sisilia S. Halimi in 2008
conducted the study in Indonesians‘ teachers and students preferences for errors
corrections.
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Developmental pattern based on Ellis (1994; 73) is the entirety of learner
language in order to uncover stage development. It is the part of language
acquisition in investigating whether the learners acquire the target language and
how they acquire it in linguistic features. The study of developmental pattern
which focuses on the order of acquisition and the accuracy of learners‘ writing
taskis going to investigate the planned language use and unplanned language use.
The investigation focuse on how developmental pattern use by the learners and
how the problems faced by the learners in using English for communicating with
other. The problems which are considered in this study are the errors and mistake
of the learner in the developmental pattern of the grammatical acquisition.
Because errors is a part in the language learning, so this study focuses on the
errors learners make in developmental patterns. It consists of a comparison
between the errors made in target language and the target language itself.
Studying the learners‘errors in developmental patterns is important to do because
the interferences from learners‘ first language and mother tongue is not only
reason for committing errors in the grammatical acquisition of their target
language. Sharma (1980) has stated that error analysis can thus provide a strong
support to remedial teaching‖. In consequently, the studying errors in the
developmental pattern of learner‘s writing is quiet useful for the teacher, syllabus
designers and textbook writers.
Writing in EFL context are still complex by Indonesian learners. Their
writing has taken the form of translation and substitution, even though when we
are writing we also communicate with the readers. In consequently, our writing
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should be communicative. In addition, in the globalization era with high
technology such as telecomunication network, we are required to write in English
in the real world. In this study, they have to pay more attention to the aspect of
English language especially in writing skill. Writing in English is a complicated
process for English as a foreign language learners (EFL), it is not surprising that
errors in writing are found in part of EFL student writing. Ellis (1997) stated that
fossilization of learners‘ grammar does not occur in first language (L1)
acquisition, but is unique in second language (L2) acquisition. From Ellis
statement it can be conclude that because the writing skill is not a naturally
acquired skill, so it have to be learned or transmitted in informal instructional
setting. The skill of writing especially in foreign language such as English must be
practiced and learned through experiences because it involves composing which
described as the ability to retell some informations in narrative, descriptive,
expository and argumentative form. And the English learners in PGRI Semarang
university study in English institutions which all subjects are taught in English yet
both category of students make mistakes in their use of English, particularly in
writing English for various kinds of academic activities.
English Department of PGRI Semarang are the university for teachers‘
candidate. Therefore, they should have knowledge and experience for good
academic writing. When they have problems in writing English composition such
as errors and mistakes in the order of acquisition, they have to know about it and
why it can be happened. So in this case, it is important for the lecturers to provide
appropriate feedback as input for the learners to imrove their writing skill. In
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consequently, at the time when they are to be teachers they are able to correct
their students by using appropriate feedback in order to improve their students‘
writing skill.
Learners wrinting in L2 have to acquire proficiency in the use of the
language as well as writing strategies, techniques and skills. In the other hand,
Indonesian learners have not properly developed the skill in writing. So far it has
been observed by the researcher on her visits to the universities and his discussion
with teachers; that the students of English at under graduate level seem to have
not acquired competence in writing skills.
The aim of this study is to find out the reasons for this problem in
developmental pattern in respect of students learning English at undergraduated
level in PGRI Semarang University. This study investigates written errors in
aforementioned countries. It is worth mentioning that English is considered as a
foreign language in Indonesia respectively. However, this study tries to analyze
the problems involved in acquiring the writing skill of the students who study
English as a main subject.
Analyze the developmental patterns on learners‘ English writing is
necessary in the language teaching learning especially in pedagogy aspect in order
to help the teachers identify the problems in development pattern on learners‘
English writing and take the pedagogical precautions. In addition, this research
can be the source for the teacher to design the appropriate material in teaching
writing as the improvement and to take the remidial measures.
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1.1.1 Theoritical Framework
Children start to learn before they are abreast of school. They learn from
their environment. An expert gave the theory about learning and
development, as follow:
Vigoutsky
Learning should be matched in some manner with child‘s
developmental level (Vigoutsky,1997; 32). Vigoutsky elaborated more
about his theory that, for instance, the teaching of reading, writing, and
arithmetic should be initiated at the specific age level. It can be
assummed that the children‘s learning should be in the children‘s
developmental level in the specific age level. As defined by Vigoutsky,
there are two developmental level called actual developmental level
and and the zone of proximal level.
First, actual developmental level, that is, the level of development of a
child‘s mental functions that has been established as a result of certain
already completed developmental cycles (Vigoutsky, 1997: 32). It can
be assumed that children learn through developmental of age. For
instance, when the children are given tasks of varying degrees of
difficulty the basis of their mental development can be seen on how
they solve the problem and at what difficulty level.
Second, that is the zone of proximal development. It is the distance
between the actual developmental level as determined by independent
problem solving and the level of potential development as determined
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through problem solving under adult guidance or in collaboration with
more capable peers (Vigoutsky, 1997; 32).
In short, the actual developmental level is more independent
problem solving, so the children can do it independenlt means that the
functions of the problem have already matured in them and the end of
this development is product of development. In the other hand, in the
zone of proximal development, the children are not able to solve the
problem independently but they need assistance and guidance from the
adult or capable peer. In this zone of proximal development, the
functions are still in the process.
The implementation is, this study use of the zone of proximal
development as the theorytical framwork. The zone of proximal
development furnishes psychologists and educators with a tool through
which the internal course of development can be understood
(Vigoutsky, 1997:33). Vigoutsky (1997) also stated that what is in the
zone of proximal development today will be the actual developmental
level tomorrow and what a child can do with assistance today she will
be able to do by herself tomorrow. In addition, he add his statement
that children can imitate a variety of actions that go well beyond the
limits of their own capabilities. Using those imitations, the children are
able to do much more in collective activity or under the guidance of
adults (Vigoutsky, 1997: 34).
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From those statements can be implemented in this study that
teaching of writing, particularly in EFL University need attention more
from the lecturer. In this case, the students of this university are
teachers candidate, they need guidance and assistance from the lecturer
on how to write in good English. What the students do with the
lecturers‘ assistance and guidance today will be useful for them
tomorrow. By guiding the students on how to write English well,
correcting their errors, and analyze the reason why they make errors, it
will be useful for them in the future, so they are able to do it by
themselves tomorrow. In consequently, correcting the students errors
and analyze them are worth part to provide the appropriate feedback.
For instance, if a student have a problem on how to make compound
sentence, it is known by the lecturer after she analyze the errors. In
addition, in the next meeting the lecturer should give simple solution to
solve the students‘ problem on whiteboard or on slide, so the student
may grasp the lecturer‘s explanation in solving the problem instantly
rather than when the lecturer explain all of the material without any
limitation of students problem spot.
1.2 THE REASONS FOR CHOOSING THE TOPIC
I chose this topic for this study based on the reasons that error analysis
purpose to find what learner knows and does not know and to ultimately enable
the teacher to supply him not just with the information that his hypothesis is
wrong, but also, importantly, with the right sort of information or data for him to
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form more adequate concept of a rule in the target language (Corder, 1974: 170)
and there is evidence that such feedback is necessary and does result in improved
student writing (Fathman and Whalley 1990; Huntley 1992; Kepner 1991)
because EFL learners particularly adults, have the capacity to engage in ‗planned
language use‘ by paying deliberately attention to the language forms they choose,
for example, by using explicit knowledge of grammatical rules or by translating
(Ellis, 1994: 82). In addition, Leki (1991) found that students equate good writing
in English with error-free writing and that they expect and want all errors in their
papers to be corrected. However, doing errors correction in learners‘ writing are
required for lecturer to provide appropriate feedback and solution based on the
problem spot of the students. Particularly, when the students are are teacher
candidate, they should know about their errors and their mistakes, why they make
them, and how to solve that. By doing error corection and analyze them, the
lecture is able to guide the students and share the solution for their problems.
Second, studying developmental patterns include of the grammar
acquisition or the order acquisition of the learners‘ writing is very important.
Because it is neccessary to know do the learners acquire some target language
features before others and how they acquire a TL linguistic features (Ellis, 1994;
73). In this case, the are intereferences of the learners first language when they
are producing the target language in planned and unplanned language use. In
consequently, studying how developmental pattern which focuses on grammar
acquisition on learners‘ English writing is necessary.
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In addition, the students of this university still use translation method to
write in English. They transfer their L1 into TL, so there are interferences of L1
rules in their writing. So, by doing error correction, the lecturer is able to
understand how much the learners errors and why it happened, at what phase she
should correct the error and how she can correct the learners‘ errors without de-
motivating them.
1.3 THE PROBLEM STATEMENTS
This study is aimed to do errors correction in learners developmental pattern
which focuses on grammatical acquisition to improve the learners‘ writing skill.
The study will be conducted under sociocultural theory which use the zone of
proximal development and the participation of guidance and assistances
(Vigoutsky, 1987) as the theorytical framework, so I formulated three problems
statements as follow:
1. How are the learners‘ errors in developmental patterns on learners‘
English writing occurred?
2. Why do the errors in developmental patterns on learners‘ English writing
still occur even after 12 years in formal classroom instruction?
3. How the to give corrective feedback to overcomes learners‘ problems in
writing?
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1.4 THE OBJECTIVES OF THE STUDY
Generally, this study is to find the solution of learners‘ error in English writing in
order to improve their writing skill. Specifically the objectives of the study are:
1. To elaborate the learners‘ errors in developmental patterns on learners‘
English writing.
2. To analyze the cause of the learners‘ errors of Developmental Patterns on
learners‘ English writing.
3. To discuss the appropriate feedback and to overcomes learners‘ problems
in writing.
1.5 SIGNIFICANCE OF THE STUDY
Theoritically, the result of study are expected to give contribution in
providing additional information to the existing studies about the developmental
patterns in learners‘ English writing in the term of grammatical acquisition.
Practically, the result of study are able to give contribution in giving
solution for the teacher to give appropriate feedback on learner‘ English writing,
so it can eliminated the problem on how learners acquire the grammatical
acquisition so the learners can produce the target language correctly.
Pedagogically, the result of the study are able to assert the teacher,
textbook writers and syllabus designer to design and develop English teaching
material particularly in writing skill and pay attention more on the learners‘
diverse, need and trouble spot.
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I.6 Definition of Key Terms
For giving description to this study is being conducted, I provide the definition of
key terms. And this key terms will guide us to conduct this study:
a. Examining Errors
Examining errors is a way of investigating learning process by
investigating L2 acquisition through the analysis of learners‘ errors (Ellis,
1994: 19)
b. Developmental Pattern
Developmental pattern based on Ellis (1994; 73) is the entirety of learner
language in order to uncover stage development. It is the part of language
acquisition in investigating whether the learners acquire the target
language and how they acquire it in linguistic features.
c. English as Foreign Language Learning Context
Foreign language learning takes place in settings where the language plays
no major role in the community and is primarily learnt only in the
classroom (Ellis, 1994).
d. Grammatical Acquisition Systems
Grammatical Acquisition Systems is a set of grammatical functors in
English which related to the learners‘ concious or learnt knowledge of
grammatical rules (Ellis, 1994:20)
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1.7 Limitations of the Study
This study has several limitations. First, although this study examines the errors
in the learners‘ language learning process, the focuse of this study intend to the
grammatical system of learners‘ english writing. Thus, the phonological, lexical
and pragmatics aspect are not examining in this study. Second, the focus of the
study only in the written task of learners not in the oral performances. Last, the
result of the study still needs further research because it does not represent the big
picture of EFL learning context. This study is conducted in limitted setting that is
PGRI Semarang University which the participants in three classes of three
lecturers.
2. Review of Related Literature
2.1 Previous Study
There were several previous studies to be considered in conducting this study, as
follow:
The first study conducted by Krashen, Butler, Bimbaum, and Robertson in
1978, they study on 70 adults students from 4 language backgrounds at University
of Southern, California. The results of this study are the acquisition order for the
fast writing was the same as that for the careful and the orders obtained in both
written tasks were very similar to those reported for adults in the Balley, Madden
and Krashen study.
The second study conducted by Naimi AMARA in 2015. Her study
focuses on Error correction and its importance in the foreign language classroom.
15
The result of her study are the learner perceives that the Mother Tangue choice
between Subject-Object-Adjunct (SOA) and Subject-Adjunct-Object (SOA) is the
same as the Target Language one, creating an interlingual identification which
leads him to apply the process of transfer. The Arabic speakers in this study
committed a great number of errors due to L1 transfer.
The third study conducted by Rula R. Diab in 2006, she studied on 34 EFL
instructors at the American University of Beirut (AUB) in Lebanon and 156
students enrolled in English language classes at AUB . The result of first category
Teachers‘ preferences for accuracy in students‘ writing is twelve of the 14 EFL
instructors agree that it is important that their students have as few errors as
possible in their written work, and ten feel that error-free writing is also important
to their students. The second category about teachers‘ beliefs about the relative
importance of various writing features is most instructors agree that the teacher
should correct spelling, punctuation, and grammar errors when responding to a
final draft. The third category in Teachers‘ preferences for paper-marking
techniques is the instructors‘ preferences for such paper-marking techniques as
proofreading symbols and a red-colored pen are fairly divided, with nearly half of
the teachers having no opinion on either marking technique. Only two instructors
agree that using a red-colored pen is necessary in responding to either a first or a
final draft, which contrasts with students‘preferences: around half of them state
that the teacher should always use a red pen when responding to either a first or a
final draft.
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The fourth study conducted by Saeed Rezaei in 2011. His study focuses on
the corrective feedback in task-based grammar instruction. The result of the study
are Task-based instruction is an effective teaching method to grammar instruction
especially conditionals and wish statements in this study. Corrective feedback is
effective in task-based grammar instruction of conditionals and wish statements.
And between the two types of corrective feedbacks in this study, metalinguistic
feedback appeared to be more effective than recasts.
The fifth study conducted by Chittima Kaweera in 2013. Her study focuses
on writing error: A review of intralingual and intralinguan Intralingual
interference in EFL context. The result of this study are there are many influences
over EFL writers when writing in the target language. On of these influence by
the mother tongue language of the learners and as a result causes interlingual
error. Frequent errors also result from the process of acquiring the target language
called intralingual error which is convincing that the first language transfer is not
the only major factor of language error. Both sorts of errors can provide us a
picture of the linguistic development of a learner and may give us indications to
learning process.
The sixth study conducted by Ali Akbar Khansir in 2013. His study
focuses on comparing and examining types of written errors by EFL and ESL
learners at under graduate level in English language and suggesting remidial
measures to overcome the committing of errors. The result study are the total
number of errors committed by the iranian students was 3045 and that of their
indian peers‘ was 3274.
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The seventh study conducted by Jayasundhara and Premarathna in 2011.
Their study focuses on examining errors commited in writing and speaking
performances by first year undergraduates of Uva Wellasa University. The result
of this study are grammar is the greatest category where undergraduates commit
errors. News paper reading and committing errors in grammar and syntax are as
dependent variable.
The ninth study conducted by Saadiyah Darus in 2009. Her study is about
Error Analysis of the Written English Essays of Secondary School Students in
Malaysia: A Case Study. The result of this study are six most common errors
committed by the participants were singular/plural form, verb tense, word choice,
preposition, subject-verb agreement and word order. These aspects of writing in
English pose the most difficult problems to participants. This study has shed light
on the manner in which students internalize the rules of the target language, which
is English.
2.2 Theoritical Review
2.2.1 Foreign Language vs Second Language Learning
Foreign language learning takes a place in settings where
the language plays no major role in the community and is primary
learnt only in the classroom (Ellis; 1994). English learnt only in the
classroom context by using instructional and textbooks. The people
who use English as foreign language like Indonesia don‘t use
English as a means of communication in their daily life.
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In other side, second language acquisition is the language
plays an institutional and social role in the community (Ellis;
1994). So, the English as the secon language here as a means of
communication for people who speak some other language as their
mother tongue. They use English in their dailylife. For instance,
people in United Stated and Nigeria, they use English as second
language.
Writing in Foreign Language Context
An English as a foreign language (EFL) setting the situated nature
of writing. Rosa Manchon (2009; has stated that:
The writing of EFL students is influenced not only by their
first language (L1), but also by the educational context
where they learn to write. This socially and culturally
characterized context provides metaknowledge about
writing (i.e. view of audience and goals of writing) as well
as linguistic and textual knowledge, affecting the ways in
which students process and produce writing (Manchon;
2009).
Recognizing that L1 writing instruction/experience plays an
important role in the development of students‘ writing in an EFL
situation, so this studies will evolved under the influence of major
writing theories in the field of second language (L2) writing
including error analysis and contrastive analysis. The methods
adopted have changed from large-scale experimental and
questionnaire survey studies to a case-study approach based on a
variety of data sources, including in-depth interviews. we must
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acknowledge the diversity that characterizes FL writing in terms of
writing processes, textual outputs and pedagogical approaches.
2.2.2 Error Analysis
Error Analysis is a type of linguistic analysis that focuses
on the errors learners make. It consists of a comparison between the
errors made in the target language and that target language itself.
Error analysis emphasizes the significance of learners‟ errors in
second language. It is important to note here that Interferences from
the learner‟s mother tongue is not only reason for committing errors
in his target language.
An analysis error put the teacher in a better position to decide how
teaching time should be spent (Lee, 1957). So, error analysis can
give a strong support for remedial teaching. In addition, it will
success the teaching program. Corder (1967) stated that errors could
be significant in three ways, they are:
1) They provide the teacher with information about how much
the learner had learnt.
2) They provided the researcher with evidence of how language
was learnt.
3) They served as devices by which the learner discovered the
rules of target language.
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Analyze learners‘ errors are important in teaching and learning
language, particularly in learning foreign language. By doing errors
analysis we are able to comprehend how far the learners had learnt
about the language and how the learners acquire the language.
Analyzing errors also motivate the teacher, syllabus design, and
textbook writers to improve pedagogy.
The way to analyze errors
There are some steps to analyze errors in learners language
learning. As has suggested by Corder (1974) that doing errors
analysis can follow these steps:
1. Collection of sample errors
The first step is deciding what samples of learner language
to use for the analysis and how to collect these samples. In
this study, the researcher use massive sample to get the
data.
2. Identification of errors
The second step is selecting the standard written dialect
norm and identifies the errors.
3. Description of errors
The third step is describing the learners‘ writing errors by
comparing the learner‘s utterances with a reconstruction of
those utterances in the target language. Dulay, Burt, and
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Krashen (1982) stated that describing errors focus only on
observable and surface features of errors.
4. Explanation of errors
The fourth step is explaining the errors by accounting for
why the learners make errors. It is to establish the processes
responsible for L2 acquisition.
5. Evaluation of errors
The last step is evaluating the learners‘ errors by examining
the errors from the point of view of the learner who makes
them and it involves the effect that errors have on the
persons addressed.
The source of Learners Errors in Language Learning
The starting point of the source of errors, I follow the statements
from Richards (1971) has distinguished the source of errors into
three. They are:
a. Interference errors
Errors occur as a result of the use of elements from one
language while speaking another.
Example: I not want eat (because the equivalent sentence in
Indonesia is ―saya tidak ingin makan)
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b. Intralingual errors
Errors reflect the general characteristics of rule learning
such as faulty generalization, incomplete application of
rules and failure to learn conditions under which rules
apply.
c. Developmental errors
Errors occur when the learner attempts to build up
hypotheses about the target language on the basis of limited
experience.
In this study, I classify and analyze the errors b as Richards
(1971) suggestion that he classified errors observed in the acquisition
of English as a second language as follows:
a. Overgeneralization, covering instances where the
learners create a deviant structure on the basis of his
experience of other structure of the target language;
b. Ignorance of rule restriction, occurring as a result of
failure to observe the restrictions or existing structures;
c. Incomplete application of rules, arising when the
learners fail to fully develop a certain structure required
to produce acceptable sentences;
d. False concepts hypothesized, deriving from faulty
comprehension of distinctions in the target language.
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2.2.3 Developmental Pattern
Developmental pattern used as a cover term for the general
regularities evident in language acquisition as the ideas of order and
sequence. Developmental patterns can be investigated in different
areas of language such as linguistic which involve phonological,
lexical, and grammatical; semantic and also functional. But this
study will focuses on the acquisition of grammatical systems.
The acquisitions of learners‘ morphemes involve stages.
For instance, the acquisition of English past tense forms. The learner
at initial stage the use irregular forms, then they use the regular form
of –ed. In addition, learners first use the past tense form correctly
―went‖ and then incorrectly ―goed‖.
Ellis (1994) described the developmental pattern in three
aspects acquisition, as follow:
(1) the silent period,
In this period, children say nothing, but they may
learning the language through listening and reading.
This stage as the preparation for subsequent production.
(2) the use of formulas, and
Lyons (1968: 177) has defined that formulaic speech
consist of expressions which are learnt as unanalysable
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wholes and employed on particular occasions. It can be
assumed that the whole utterances learnt as chunks are
memorized such as greeting sequences. Formulaic
speech occurs when learners are forced to speak before
they are ready and that, left to their own devices, they
will remain silent (Krashen, 1982).
(3) structural/semantic simplification.
Ellis (1994, 88) stated that the learner‘s early creative
utterances are typically truncated, consisting of just one
or two words, with both grammatical factors and content
words missing. In addition, the structural simplification
is evident in the omission of grammatical functors such
as auxiliary verbs, articles and bound morphemes.
It can be used to investigate the acquisition of grammatical
morphemes in order to show the stages of development evident in
these features.
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Klima and Bellugi in 1966 and Cazden in 1972 provided the
evidence of the acquisition of formal and semantic aspect of English
interrogative, as follow:
Those result above can be implented in this study in analyzing the
developmental pattern of the learners writing in producing the
English negative and interrogative.
Butterworth and Hatch (1978) also illustrate the kind of substitutions
and overgeneralizations which result from this process of
acquisition.
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Methods for investigating developmental patterns
This study also investigates the developmental pattern of the
learners‘ writing by using some method suggested by Ellis (1994), as
follow:
1. Examine whether learners' errors change over time.
2. examine samples of learner language collected over a period
of time in order to identify when specific linguistic features
emerge.
In addition, one common method for identifying and describing
developmental patterns is suggested by Brown (1973) that is
obligatory occasion analysis. The procedure of the method
suggested as follow:
a. First, samples of naturally occurring learner language
are collected.
b. Second, obligatory occasions for the useof specific TL
features are identified in the data. In the course of using the
L2,learners produce utterances which create obligarory
occasions for the useof specific target-language features,
although they may not always supply the features in question.
Thus, if a learner says: 'My sister visited us yesterday' or
"tMy father arrive yesterday', obligatory occasions for the use
of past -ed have been created in both utterances.
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c. Third, the percentage of accurate use of the feature is then
calculated by establishing whether the feature in question has
been supplied in all the contexts in which it is required.
Acriterion level of accuracy can then be determined in order
to provide an operational definition -of whether a feature has
been 'acquired'.
By using the procedure we also compare learner language and the
target language as in the errors analysis. It is also to express a
particular grammatical structure used by the learners in write
compositions and then to calculate the frequency with which
device is used at different points in the learners‘ development. In
addition, the accuracy of the learners‘ writing were performed to
their acquisition order (Dulay and Burt; 1973)
3. Method of Investigation
This section presents the research methodology used in this study and
gives information about the research design, method of data collection and
method of data analysis. population and the sample. It also describes the
data collection instruments and procedures. It finally describes the validity
and reliability of the instruments and gives information about the data
analysis.
3.1 Research Design
Patton (1985) has stated that :
Qualitative research is an effort to understand situations in their
uniqueness as part of a particular context and the interactions there.
28
This understanding is an end in itself, so that it is not attempting to
predict what may happen in the future necessarily, but to
understand the nature of that setting— what it means for
participants to be in that setting, what their lives are like, what‘s
going on for them, what their meanings are, what the world looks
like in that particular setting — and in the analysis to be able to
communicate that faithfully to others who are interested in that
setting. . . .The analysis strives for depth of understanding. (p. 1)
Stenhouse (1985;40) in the case study research in Education stated
that:
Case study methods involve the collection and recording of data
about a case or cases, and the preparation of a report or a
presentation of the case ... Sometimes, particularly in evaluation
research, which is commissioned to evaluate a specific case, the
case itself is regarded as of sufficient interest to merit
investigation. However case study does not
preclude an interest in generalisation, and many researchers seek
theories that will penetrate the varying conditions of action, or
applications founded on the comparison of case with case.
Generalisation and application are matters of judgement rather than
calculation, and the task of case study is to produce ordered reports
of experience which
invite judgement and offer evidence to which judgement can
appeal.
(Stenhouse 1985: 49)
Based on the Patton and Stenhouse statements, this study belongs to
case study. I choose this research design because it concerned on
learners learning process, material and also the development,
especially in language acquisition which can give revision and
refinement to the learning process and learning material. Whereas, I
choose the method of qualitative research to conduct this study
because it understanding, analyze, and describe about what is going on
the learners acquisition of foeign language. Respectively, according to
29
the research questions, I collect qualitative data from observation and
open-ended questionnaire
3.2 Participant and Research Site
The participants for this study were 115 learners choosen randomly to
be the sample from 210 learners at under-graduate level in English
Department of PGRI Semarang University which all of them are
foreign language learners and all of the participant speak Indonesia
and their mother tongue at home. They are from 6 classes who taught
by different lecturers. the subjects are presented in the following table:
Table 1: Distribution of Learners by Lecturer and Class
Lecturer
Class Total
A B C D E F
Lecturer
1
35 35 70
Lecturer
2
35 35 70
Lecturer
3
35 35 70
210
The study conducted in the writing class of English Department at
PGRI Semarang University. It is located at Jl. Dr. Cipto Semarang.
30
3.3 Background of Lecturers and Learnerss
There are 3 writing lecturers in the English Department. Three of them
hold a Masters degree. There are about 210 students from 6 classes,
most of them are from Java which their mother tongue is dominated in
their daily life communication.
3.3 Source of Data
Lococo (1976) found differences in the number and type of errors in
sample of learner language collected by means of free composition,
translation, and picture composition. In addition, Svartvik (1973)
stated that most error analysis use regular examination papers
(composition, translation, etc) for material. Based on the statements
above, the data sources are from learners‘ writings as the participants
of this study. I choose one class from every lecturer to be the
participants of this study.All of the 115 participants were administered
a writing assignment that involved essay writing. They were required
to write compositions within a period of 60 minutes and a minimum of
200-250 words. This essay follows the English format. It is a guided
writing. In the report they were asked to include specific details in
their responses. All 210 essays were hand writing in a paper.
3.4 Method of Data Collection
The method of data collection is one important step in this study to get
best result. To collect the data in this study involved several steps, as
follow:
31
1. The researcher decides the sample of learner language to use for
the analysis. In this study, the researcher use massive sample as
suggested by Ellis (1994), massive sample involving collecting
several samples of language use from a large number of learners in
order to compile a comprehensive list of errors, representative of
entire population.
2. The lecturers ask the learners to write different English
compositions in three meetings. The learners asked to write
unplanned compositions in two meetings, in the other hand, they
asked to write a planned composition/ careful writing in the last
meeting.
3. The writer make questionnaire to the participants and to the
lectures about the background of them and the background
knowledge.
4. After the three compositions and the questionnaire finished, the
researcher analyze the data based on the method of data analysis.
Since I employ case study research, almost every aspect is
investigated through qualitative methods. In particular, I specify
the construct being investigated and the data collection instruments
as follows.
32
Table 1. Qualitative Research Instruments
Construct Data Collection Instrument
Errors, type and cause Learners‘ writing task
Learners‘ Developmental
Pattern
Learners‘ writing task
Questionaire
The effective feedback to
students‘ problem spot
Questionaire
3.5 Method of Data Analysis
I gather the qualitative and quantitative data from questionnaires and
writing tests. As suggested by Ellis (1994) the procedure to investigate
the errors and developmental patterns has limitations as follow:
1. Focus on grammar
The study on grammatical structure, lexis, vocabulary
acquisitions.
2. Lack of a general index of second language acquisition
The study on formulaic utterances of learners.
3. Inter-learner variability
The study on the input of learners experiences and psychological
attitude.
4. Intra-learner variability
The study on systematic grammar of English language which are
learned by the learners in writing.
33
5. Methodological problems
In this study I analyze the learners errors from the data based on the
step suggested by Corder (1974) as follow:
1. Collection of sample errors
The first step is deciding what samples of learner language to
use for the analysis and how to collect these samples. In this
study, the researcher use random sampleing to get the data.
2. Identification of errors
The second step is selecting the standard written dialect norm
and identifies the errors. The researcher identify the errors
through the written composition were classify into six parts.
They are grammar, syntax, semantic, lexical, orthography, and
morpheme.
3. Description of errors
The third step is describing the learners‘ writing errors by
comparing the learner‘s utterances with a reconstruction of those
utterances in the target language. Dulay, Burt, and Krashen
(1982) stated that describing errors focus only on observable and
surface features of errors.
4. Explanation of errors
The fourth step is explaining the errors by accounting for why
the learners make errors. It is to establish the processes
responsible for L2 acquisition.
34
5. Evaluation of errors
The last step is evaluating the learners‘ errors by examining the
errors from the point of view of the learner who makes them and
it involves the effect that errors have on the persons addressed.
In addition, the starting point to analyze learners developmental
patterns follow the suggestion from Ellis in 1994. There are a number
way to identify developmental pattern, one way is to examine whether
learners‘ errors change overtime; to examine samples of learner
language collected over a period of time in order to identify when
specific linguistic feature emerge (Ellis, 1994: 74).
In this study I use obligatory occasion analysis and target-
like analysis. The basic procedures are suggested by Brown (1973 in
Ellis, 1994) as follow:
1. Samples of naturally occuring learner language are collected.
2. Obligatory occasions for the use of specific TL features are
identified in the data.
Furthermore, I also use Frequency analysis which suggested by
Cazden (1975 in Ellis, 1994). The procedures used as follow:
1. Catalogue the various linguistic devices that learners use to
express a particular grammatical structure (such as negatives)
2. Calculate the frequency with which each device is used at
different points in the learners‘ developments
35
Based on the experts suggestion in analyzing the data, so I make the
design for analyzing the data in my study.
Table 3.5.1 Procedure to analyze the data
Stages Steps Focuse of Annalysis Data Sources
ST
AG
E 1
1 Analyzing the types
of learners errors
Learners English
writing assignment 1.
2 Analyzing the cause
of learners errors
Learners English
writing assignment 1.
3 Analyzing the errors
in the learners‘
developmental pattern
Learners English
writing assignment 1
& Questionairre
ST
AG
E 2
1 Analyzing the types
of learners errors
Learners English
writing assignment 2.
2 Analyzing the cause
of learners errors
Learners English
writing assignment 2.
3 Analyzing the errors
in the learners‘
developmental pattern
Learners English
writing assignment 2
& Questionairre
ST
AG
E 3
1 Analyzing the types
of learners errors
Learners English
writing assignment 3.
2 Analyzing the cause
of learners errors
Learners English
writing assignment 3.
36
3 Analyzing the errors
in the learners‘
developmental pattern
Learners English
writing assignment 3
& Questionairre S
TA
GE
4
Analyzing the
appropriate feedback
and solution to
learners‘ problem
spots
- The result of step
1, 2, & 3
- Experts theory
- Questionairre to
lecturer and
learners
The study analyze the data in three stages to find the accuracy result of
developmental patterns of the learners. In studying developmental patterns for
examining the sample of learner language collected over a period of time (Ellis;
1994: 74). It can be assumed that, when we conduct the study about
developmental pattern, it necessary to collect the data more than twice in certain
period of time to get the accuracy results.
4. Conclusion
In this study, I employ case study research to investigate the errors in
developmental pattern in learners‘ English writing. Then, I use qualitative to
gather and analyze data. I collect qualitative data from multiple sources
including obsevations in learners‘ writing and open-ended questionnaire.
Finally, I analyses from qualitative approaches to achieve the research
objectives.
37
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