PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIrepository.usd.ac.id/10020/1/071214068_Full.pdfv STATEMENT OF WORK’S ORIGINALITY I honestly declare that this thesis, which I have written,

AN ERROR ANALYSIS ON RESEARCH PROPOSAL OF THE SEVENTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Klara Ade Krisnawati

Student Number: 071214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

AN ERROR ANALYSIS ON RESEARCH PROPOSAL OF THE SEVENTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 071214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011


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When there is no turning back, we should concern ourselves only with the best way of going forward. -Paulo Coelho- When you want something, all the universe conspires in helping you achieved it. -Paulo Coelho ‘the alchemist’- When there is a will...there is a way...

I dedicate this thesis to my father Antonius Ngadikin,

my mother Christina Kusumastuti, my brother Andreas Aris Ardianto,

and my sister Lucia Astri Noviyanti.


v

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 scientific paper should.

Yogyakarta, December 7, 2011

The Writer


071214068


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Klara Ade Krisnawati

Nomor Mahasiswa : 071214068

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

AN ERROR ANALYSIS ON RESEARCH PROPOSAL

OF THE SEVENTH SEMESTER STUDENTS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

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

mempublikasikannya 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 saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal 7 Desember 2011

Yang menyatakan


071214068


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ABSTRACT Krisnawati, Klara Ade. (2011). An Error Analysis on Research Proposal of The Seventh Semester Students of English Language Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

As professional teacher candidates, the students of English Language Education Study Program should be able to produce good academic writing. They should also become good models for their students. On the seventh semester, the English Language Education Study Program students experience to teach high school students. It requires them to have a good ability in listening, speaking, reading, and writing skills. One of the courses which reflects the seventh semester students’ ability in writing is KPE 475 Thesis Writing Course. In this course, the students produce a research proposal as the final assignment. However, there are some errors still produced by the seventh semester students of English Language Education Study Program academic year 2007/2008 in writing Research Proposal. For this reason, it is beneficial to find out the errors made by students of English Language Education Study Program and the possible sources of error in writing Research Proposal. The research focuses on analyzing errors in Chapter I of Research Proposal because in this part, the students have an ample opportunity to write their opinions and ideas toward the topic of the thesis rather than in other chapters. This research aimed to answer two research questions. 1) What are the errors made by seventh semester students of English Language Education Study Program of Sanata Dharma University in their Research Proposal of Thesis Writing Course? 2) What are the possible sources underlying the errors made by seventh semester students of English Language Education Study Program of Sanata Dharma University in writing their Research Proposal of Thesis Writing Course? The researcher conducted a document analysis research. As a qualitative research, the results of the analysis were interpreted in the form of descriptive data. Twenty five documents of Chapter I of Thesis Writing Research Proposal of the academic year 2007/2008 students were the instruments in this research. The documents were analyzed based on surface structure taxonomy theory from Dulay, Burt, & Krashen.

The results showed the type of errors were classified into omission errors (73 errors or 42.94 %), addition errors (22 errors or 12.94 %), misinformation errors (45 errors or 26.47 %), and misordering errors (3 errors or 1.76 %). Besides, the researcher also found other errors (27 errors or 15.88 %). By using Ellis’ theory of possible source of errors, there were two possible sources of errors appeared. The first was errors which were resulted from interlingual process (misinformation and misordering errors). The second was intralingual process (all the types of surface structure taxonomy errors).

The researcher hopes this research will be useful for lecturers and students of English Language Education Study Program. The researcher also recommends some suggestions for the further researchers to follow up this research. Key words: error, research proposal, document analysis


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ABSTRAK

Krisnawati, Klara Ade. (2011). An Error Analysis on Research Proposal of The Seventh Semester Students of English Language Education Study Program of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma. Sebagai para calon guru profesional, mahasiswa Program Studi Pendidikan Bahasa Inggris harus mampu menghasilkan suatu tulisan akademik yang baik. Mereka juga harus mampu menjadi contoh yang baik bagi murid-muridnya. Di semester ketujuh, mahasiswa akan berpraktek langsung dalam mengajar murid-murid SMA dan SMP. Hal ini mengharuskan mahasiswa mempunyai kemampuan yang baik dalam mendengarkan, berbicara, membaca, dan menulis. Salah satu mata kuliah yang merefleksikan kemampuan menulis mahasiswa semester 7 adalah mata kuliah Thesis Writing. Sebagai tugas akhir mata kuliah ini, mahasiswa diwajibkan mampu menghasilkan suatu proposal penelitian. Namun demikian, masih terdapat banyak kesalahan yang dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris semester 7 tahun angkatan 2007/2008 dalam menulis proposal penelitian. Berdasarkan alasan tersebut, penelitian analisa dokumen dirasa perlu dilakukan untuk mengetahui kesalahan apa saja yang biasanya dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris dan kemungkinan penyebab dari kesalahan tersebut dalam menulis proposal penelitian. Penelitian ini fokus menganalisa kesalahan-kesalahan yang dibuat di Bab I sebuah proposal penelitian. Bab I dipilih karena dalam bagian ini mahasiswa memiliki banyak kesempatan untuk menulis opini dan ide mereka tentang topik penelitian daripada di bab-bab yang lain. Penelitian ini bertujuan untuk menjawab dua masalah. 1) Apa saja kesalahan yang dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris semester 7 di Universitas Sanata Dharma dalam penulisan proposal penelitian di mata kuliah Thesis Writing? 2) Apa saja kemungkinan penyebab dari kesalahan-kesalahan yang dibuat oleh mahasiswa Program Studi Pendidikan Bahasa Inggris semester 7 di Universitas Sanata Dharma dalam penulisan proposal penelitian di mata kuliah Thesis Writing? Peneliti melakukan penelitian dengan menganalisa dokumen. Sebagai penelitian kualitatif, hasil data dari menganalisis dokumen akan diinterpretasikan ke dalam bentuk data diskripsi. Instrumen dalam penelitian ini adalah dokumen Bab I dari proposal penelitian. Peneliti mengumpulkan 25 dokumen proposal penelitian dari mahasiswa Program Studi Pendidikan Bahasa Inggris tahun angkatan 2007/2008. Dokumen tersebut dianalisis berdasarkan teori surface structure taxonomy dari Dulay, Burt, dan Krashen.

Hasil data menunjukkan jenis-jenis kesalahan yang diklasifikasikan menjadi kesalahan omission (73 kesalahan atau 42.94 %), kesalahan addition (22 kesalahan atau 12.94 %), kesalahan misinformation (45 kesalahan atau 26.47 %), dan kesalahan misordering (3 kesalahan atau 1.76 %). Selain itu, peneliti juga menemukan kesalahan lain yang tidak bisa dikategorikan dalam salah satu jenis klasifikasi berdasarkan surface structure taxonomy, yaitu sebanyak 27 kesalahan atau 15.88 %. Dengan menggunakan teori penyebab kesalahan dari Ellis, dalam penelitian ini terdapat dua kemungkinan penyebab kesalahan, yaitu kesalahan


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yang dihasilkan dari proses interlingual (misinformation dan misordering), serta kesalahan yang dihasilkan dari proses intralingual (semua jenis kesalahan dalam surface structure taxonomy).

Peneliti berharap agar penelitian ini berguna bagi para dosen dan mahasiswa di Program Studi Pendidikan Bahasa Inggris. Peneliti juga menyediakan beberapa saran bagi peneliti lain yang akan melanjutkan penelitian ini. Kata kunci: kesalahan, proposal penelitian, analisisa dokumen


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ACKNOWLEDGEMENTS

First, my greatest gratitude goes to my Lord Jesus Christ and Mother

Mary, who always bless my whole life and everything I do in this world. I thank

Lord for giving me so many great people who always support me and make my

life wonderful.

I also would say my deepest gratitude to my beloved family. My parents:

Antonius Ngadikin and Christina Kusumastuti, for their eternal love, prayer,

and care. I earnestly thank to my brother, Mas Andre, and my sister, Astri, for

always loving, cheering me up, and helping me whenever I need. A big thanks

also goes to my grandparents for always praying, loving, and supporting my life.

I owe an immeasurable debt to my sponsor, Ag. Hardi Prasetyo, S.Pd.,

M.A., for his care, guidance, and helps to me, as well as his support and

encouragement in finishing the thesis. I thank him for always patiently answering

my confusion and guiding me in doing this thesis.

My great gratitude also goes to all the PBI lecturers who have guided me

along these years. I would also say thanks to Mbak Dhanik and Mbak Tari who

always help me during my study in PBI.

I address my sincerely thanks to all of PBI students academic year

2007/2008 for the kindness in allowing me to use their research proposals as the

main source of data in this research.

My special thanks also goes to all my beloved friends: Bertha, Oda,

Rieta, Wichan, Uni, Fendi, and also my friends in SPD’s group (Dwi, Beni,


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Susi), PPL and KKN, “Tangled” play performance, EMC, my seniors and

juniors, and my relatives, for the support and wonderful friendship during these

whole semesters in university. I thank for all the unforgettable happy and sad

moments we shared throughout the time spent. They are really colouring my life.

Lastly, my deepest thanks goes to Susan, Achi, Vita, Lui, Calvin, Ian,

Mas Heri, Mas Krisna, Mas Ardi, Mas Adit ‘Cool’, and Mas Daniel

‘Danconk’, and also everybody whom I cannot mention one by one, who have

supported and helped me in finishing this thesis. I thank them all for spending

their time for me, and for teaching me so many great lessons in my life.



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TABLE OF CONTENTS

Page

TITLE PAGE……………………………………………………………… i

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

DEDICATION PAGE……………………………………………………… iv

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

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

ABSTRACT………………………………………………………………... vii

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

ACKNOWLEDGEMENTS……………………………………………….. x

TABLE OF CONTENTS………………………………………………….. xii

LIST OF TABLES ………………………………………………………... xv

LIST OF APPENDICES …………………………………………………. xvi

CHAPTER I. INTRODUCTION 1

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

B. Research Problems........................................................................ 3

C. Problem Limitation ...................................................................... 4

D. Research Objectives ..................................................................... 4

E. Research Benefits ......................................................................... 4

F. Definition of Terms ....................................................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ............................ 10

A. Theoretical Description ................................................................ 10

1. Error .......................................................................................... 10


xiii

a. Errors and Mistakes ......................................................... 10

b. The Nature of Errors ....................................................... 12

2. Error Analysis ......................................................................... 12

3. Document Analysis ................................................................ 18

4. Thesis Writing Course............................................................ 20

5. Review of Previous Research ................................................ 21

B. Theoretical Framework ............................................................. 22

CHAPTER III. RESEARCH METHODOLOGY .................................... 24

A. Research Method ....................................................................... 24

B. Research Setting ......................................................................... 25

C. Research Participants .................................................................. 25

D. Instruments and Data Gathering Technique ................................... 26

E. Data Analysis Technique ................................................................ 26

F. Research Procedure ................................................................... 27

1. Planning the Research ............................................................. 27

2. Reviewing Literature ............................................................... 28

3. Finding the Participants and Data ........................................... 28

4. Analyzing the Data ................................................................... 28

CHAPTER IV. RESEARCH RESULTS AND FINDINGS ...................... . 30

A. Research Results Presentation ..................................................... 30

B. Findings ....................................................................................... 32

1. Types of Errors in the Research ............................................... 32

a. Omission ........................................................................... 32


xiv

b. Addition ........................................................................... 35

c. Misinformation ................................................................. 37

d. Misordering ...................................................................... 42

e. Other Findings .................................................................. 42

2. Source of Errors ....................................................................... 44

a. Interlingual ....................................................................... 44

b. Intralingual ....................................................................... 45

c. Context of Learning ......................................................... 52

CHAPTER V. CONCLUSIONS AND RECOMMENDATION .............. 54

A. Conclusions ................................................................................. 54

B. Recommendation ......................................................................... 55

1. Lecturers ................................................................................... 55

2. Students ..................................................................................... 56

3. Further Researchers ................................................................... 56

REFERENCES ............................................................................................. 58

APPENDICES .............................................................................................. 60


xv

LIST OF TABLES

Page

Table 4.1 Types of Error ............................................................................... 31

Table 4.2 Omission Error ............................................................................... 33

Table 4.3 Addition Error ................................................................................ 35

Table 4.4 Regularization of Misinformation Error ......................................... 38

Table 4.5 Alternating Forms of Misinformation Error ................................... 40

Table 4.6 Misordering Error ........................................................................... 42

Table 4.7 Other Findings ................................................................................ 43


xvi

LIST OF APPENDICES

Page

Appendix 1. List of Errors .......................................................................... 60

Appendix 2. The Examples of Chapter I

of Students’ Research Proposals ............................................. 74


1

CHAPTER I

INTRODUCTION

This chapter provides the rationale for conducting the research. This

chapter includes research background, problem formulation, problem limitation,

research objectives, research benefits, and definition of terms.

A. Research Background

As professional teacher candidates, the students of English Language

Education Study Program should be able to produce good academic writing, since

as teachers, they should become good models for their students. They will

experience teaching high school students. It requires them to have a good ability

in listening, speaking, reading, and writing. One of the courses which reflects the

seventh semester students’ ability in writing is KPE 475 Thesis Writing Course. In

this course, the students are required to produce a research proposal as the final

assignment.

Unfortunately, the students, especially those in the seventh semester still

make some errors in producing academic writing. The researcher found some

errors when reading some of the Research Proposals of the students of Thesis

Writing Course. The error was seen in the sentence construction. For example,

there was missing subject or there was no agreement between subject and verb in

the sentence. For this reason, the researcher conducted a document analysis


2 research to examine errors produced by the seventh semester students in writing

English academic writing.

The documents analyzed in the research were the students’ Chapter I of

Research Proposal. The research only focused on Chapter I of the proposal. In this

chapter, the students have an ample opportunity to write their opinions and ideas

toward the topic of the thesis rather than in other chapters. They have to convey

their thoughts in order to convince readers whether the research are worth

conducting or not. Besides, Chapter I is less of quotation and citation compared to

the other chapters. Chapter I is mostly containing the students own sentences. This

chapter shows the seventh semester students’ ability in producing a writing. For

that reason, it is important to conduct a document analysis research, especially in

this field, because it gives the information about errors that are usually made by

students of English Language Education Study Program of Sanata Dharma

University in writing their Research Proposal of Thesis Writing Course.

The research was conducted in English Language Education Study

Program of Sanata Dharma University. The researcher chooses the seventh

semester students as the participants of the research. Seventh semester students

have already had good English proficiency level, as the students have learned

English for more than three years in university. Moreover, most of them have

done their teaching practice in high school students.

An error analysis research is chosen because the researcher believes that it

is helpful for teacher candidates to know the errors in their academic writing. Ellis

(2003) stated that error is reflecting gaps in a learner’s knowledge; they occur


3 because the learner does not know what is correct. In other words, it can be said

that the learners make errors beause they are lack of consciousness in language

knowledge. As teacher candidates, the students of English Language Education

Study Program must be able to give the correct English example or good models

of English language for their students. Since this research shows their errors in

their academic writing, it is useful for them when they become teachers later. The

research’s findings can be the references for them in teaching their students,

especially in teaching writing. They can ask their students to be more careful in

writing academic essays, especially in the parts which is leading the students to

make errors. The researcher expects that the research will uncover the students’

errors in their academic writing, as well as possible sources of the errors.

B. Research Problems

This research is going to answer the following research questions:

1. What are the errors made by the seventh semester students of English Language

Education Study Program of Sanata Dharma University in their Research

Proposal of Thesis Writing Course?

2. What are the possible sources underlying the errors made by the seventh

semester students of English Language Education Study Program of Sanata

Dharma University in writing their Research Proposal of Thesis Writing

Course?


4 C. Problem Limitation

This research focused on the Research Proposal of Thesis Writing Course

of the seventh semester students of English Language Education Study Program

of Sanata Dharma University academic year 2007/2008. This research only

covered the students’ Chapter I of Research Proposal of Thesis Writing Course

that was done in semester seven. It used twenty five documents of Chapter I of

Thesis Writing Research Proposal. The participants were chosen by using

purposive sampling technique.

D. Research Objectives

The objectives of the research are to answer the two research questions.

The research is conducted to find out the errors of the seventh semester students

of English Language Education Study Program of Sanata Dharma University

academic year 2007/2008 in writing their Chapter I of Research Proposal of

Thesis Writing Course. The research is also conducted to find out the possible

sources underlying the errors made by seventh semester students of English

Language Education Study Program of Sanata Dharma University academic year

2007/2008 in writing their Chapter I of Research Proposal of Thesis Writing

Course.

E. Research Benefits

Ellis (1997) stated the reasons of some researchers did the research on

errors, they are: (1) the researchers are conspicuous feature of learner language,


5 (2) it will be useful for teachers to know what errors learners make, and (3)

making errors may actually help learners to learn when they self-correct the errors

they make. Due to those reasons, this research hopefully can give benefits for the

readers, especially:

1. The Lecturers of English Language Education Study Program

This research will be very useful for the lecturers of English Language

Education Study Program especially the lecturers of Thesis Writing Course in

reminding their students to be more careful in writing their Thesis Writing

Research Proposal. They will find out the errors usually made by the students. It

also helps the lecturers to find out the sources underlying the errors. Therefore, the

lecturers can give or use more appropriate strategy or action to avoid the errors in

students’ Thesis Writing Research Proposal.

2. The Students of English Language Education Study Program

This research is conducted to help the students to be more careful in

writing so they do not have so many errors. This study provides several factors

that cause the students’ errors. Therefore, it can help students to be aware of those

factors and they can solve the factors that may influence the errors, and they can

do better in academic writing.

3. The Further Researchers

This research provides the results and findings about the students’ errors in

writing Thesis Writing Research Proposal. Hopefully it can help the further

researchers, especially to gain the information. It can be the inspiration in

developing the further research.


6 4. Sanata Dharma University

This research will be varying the research’s collection of Sanata Dharma

University’s library. It is also useful in order to help the students in find some

information or references for their study.

F. Definition of Terms

The researcher is going to discuss some terms used in the research to avoid

misinterpretation. The terms of the research are defined as follows.

1. Error and Mistake

In this research, the term error is understood as what Ellis (2003) stated

that error is reflecting gaps in a learner’s knowledge; they occur because the

learner does not know what is correct. Corder (1967) in Ellis & Barkhuizen

(2005) stated that there are three ways to signify the learner errors; they serve a

pedagogic purpose by showing teachers what learners have learned and what they

have not yet mastered, they serve a research purpose by providing evidence about

how languages are learned, and they serve a learning purpose by acting as devices

by which learners can discover the rules of the target language.

Based on Ellis (2003), in this research, mistake is reflecting occasional

lapses in performance; they occur because, in particular instance, the learner is

unable to perform what he or she knows. Chomsky (1965) as cited by Dulay,

Burt, & Krashen (1982) states that it is important to distinguish between errors

caused by factors such as fatigue and inattention or performance error, and errors

resulting from lack of knowledge of the rules of the language or competence error.


7 Corder (1967) as cited by Dulay et. al. (1982), states that performance error have

been called “mistake”, while “error” is reserved for the systematic deviations due

to the learner’s still developing knowledge of the second language system.

The distinction between performance and competence errors is essential,

but it is difficult to determine the nature of a deviation without conducting a

careful analysis. Therefore, Dulay et. al. (1982) states that the term “error” can be

used to refer any deviation from a selected norm of language performance,

without considering the characteristics or causes of the deviation might be.

2. Error Analysis

According to Ellis & Barkhuizen (2005), analysis meant the process of

identifying, describing, and explaining something. Error analysis consists of a set

of procedures for identifying, describing, and explaining learner errors. Corder

(1974) in Ellis & Barkhuizen (2005) stated that there are five steps in conducting

error analysis; collecting the sample of learner language, identifying the errors,

describing the errors, explaining the errors, and evaluating the errors.

The term error analysis in this research refers to the procedures for

identifying, describing, and explaining the errors of the seventh semester students

of English Language Education Study Program of Sanata Dharma University

academic year 2007/2008 in writing their Chapter I of Thesis Writing Research

Proposal.

In this research, the error analysis conducted in five steps. They are

collecting twenty five samples of students’ Chapter I of Thesis Writing Research


8 Proposal, identifying the errors, describing the errors, explaining the errors, and

evaluating the errors.

3. Thesis Writing Course

Thesis Writing Course is one of the courses in English Language

Education Study Program of Sanata Dharma University which requires the

students to produce a research proposal as the final assignment. It contains the

students’ plan for their thesis. In this proposal, the students have to produce

Chapter I (Introduction), Chapter II (Literature Review), Chapter III (Research

Methodology), and references.

Writing a proposal of research can be the most crucial and exciting step in

the research process (Ary, Jacobs, & Razavieh: 1990). In this part, the researchers

must demonstrate what they want to find through the research and they have to

persuade others that their researches are worthwhile. Research proposal must be

produced before the researchers collect data. Ary et.al. (1990) suggested a

guideline for writing a research proposal. It consist of introduction (statement of

the problem, review of the literature, and questions and/or hypotheses),

methodology (subjects, instruments, procedures), analysis of data (data

organization and statistical procedures), significance of the study (implications

and applications), and budget and time schedule (budget and time schedule).

In this research, the researcher uses documents of Thesis Writing Research

Proposal to be analyzed. The research proposal in this research is research

proposal produced by seventh semester students of English Language Education


9 Study Program of Sanata Dharma University academic year 2007/2008 in Thesis

Writing Course. The researcher focuses on analyzing Chapter I.


10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some theoretical reviews used in the research.

There are two main parts in this chapter, namely theoretical description and

theoretical framework. The theoretical description consists of theories that are

relevant to the research and provides a review of related study, while the

theoretical framework provides the theoretical answers to the research problems.

A. Theoretical Description

In this part, the researcher provides some theories about error analysis,

Research Proposal of Thesis Writing, and document analysis that were stated by

some experts in language teaching.

1. Error

a. Errors and Mistakes

Brown (2000) said that mistakes and errors are two different phenomena.

A mistake refers to a performance error that is either a random guess or a “slip”. It

fails to utilize a known system correctly. Error is the noticeable deviation from the

adult grammar of a native speaker, which reflects the competence of the learner.

Ellis (1997) in Second Language Acquisition, differentiated the definition

of error and mistake. Based on Ellis, error is usually reflecting gaps in a learner’

knowledge; it occurs because the learner does not know what is correct. While,


11 mistake is reflecting occasional lapses in performance; it occurs because, in

particular instance, the learner is unable to perform what he or she knows (p. 17).

Brown (2000) stated that human learning is fundamentally a process that

involves the making of mistakes. From the mistakes, human can obtain the

feedbacks from the environment, and that feedbacks are used to make new

attempts that successively approximate desired goals. In other words, it can be

said that language learning is like any other human learning.

Brown (2000) gave an illustration of the children learning their first

language making countless “mistakes” from the point of view of adult

grammatical language. The children learn how to produce the acceptable speech

in their native language from the feedbacks that they receive every time they make

mistakes.

Brown (2000) added that:

“…second language learning is a process that is clearly not unlike first language learning in its trial-and-error nature. Inevitably learners will make mistakes in the process of acquisition, and that process will be impede if they do not commit errors and then benefit from various forms of feedback on those errors”.(p. 217)

Language learning process may lead language learners to produce

mistakes. As the process goes by, the language learners will get feedback from

their environment leading them to learn from their mistakes and then know the

concepts which are correct.


12 b. The Nature of Errors

Ellis & Barkhuizen (2005) stated about the nature of errors, that is the

learners sometimes produce errors and sometimes do not; in making errors, they

do not always use the same non-target form. Corder (1967), as cited in Ellis &

Barkhuizen (2005), divided the significant learner errors in three ways: (1) they

serve a pedagogic purpose by showing teachers what learners have learned and

what they have not yet mastered; (2) they serve a research purpose by providing

evidence about how languages are learned; and (3) they serve a learning purpose

by acting as devices by which learners can discover the rules of the target

language.

Ellis (1997) stated reasons of some studies that focus on errors, they are:

(1) the studies are conspicuous feature of learner language, (2) it will be useful for

teachers to know what errors learners make, and (3) making errors may actually

help learners to learn when they self-correct the errors they make.

2. Error Analysis

Based on Ellis & Barkhuizen (2005), error analysis consists of a set of

procedures for identifying, describing, and explaining learner errors. Error

analysis is the study of the errors made by the language learners in their speech

and writing. Brown (2000) said what was called by error analysis was that the

fact where the learners did make errors, and those errors could be observed,

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

learner, and guide into the study of learners’ errors.

Corder (1967), as cited by Brown (2000), noted that:


13

“A learner’s errors…are significant in (that) they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language.” (p.217)

As stated by Brown that error analysis can keep us to focus on specific languages

rather than viewing universal aspects of language. By doing an error analysis

research, the researcher can understand why the learners lead to errors.

There are some steps to conduct an error analysis research. Corder (1974)

as cited in Ellis & Barkhuizen (2005) explained the steps to conduct an error

analysis:

1) Collection of a sample of learner language

In this step, the researchers need to be aware that the nature of the sample

that is collected may influence the nature and the distribution of the errors

observed. It is possible for the researchers to wish to sample errors more generally

by collecting a broad sample reflecting different learners, different types of

language and different production conditions. Based on Ellis (1987) as cited in

Ellis & Barkhuizen (2005), the sample was collected as part of a study designed to

investigate how different conditions of production (i.e. planned vs. unplanned)

affected learner language.

2) Identification of errors

The second step is identifying the errors. It involves a comparison between

what the learner has produced and what a native speaker counterpart would

produce in the same context. The researcher identifies the errors and categorizes

the errors into the errors classification.


14 3) Descriptions of errors

There are two kind of taxonomy used in describing errors based on Dulay,

Burt, & Krashen (1998) as cited in Ellis & Barkhuizen (2005). They are (1) a

linguistic taxonomy and (2) a surface taxonomy.

a) Linguistic Taxonomy

Linguistic taxonomy is usually related to descriptive grammar of the target

language. Ellis & Barkhuizen gave a list of such a grammar included general

categories relating to basic sentence structure, the verb phrase, verb

complementation, the noun phrase, prepositional phrases, adjuncts, coordinate and

subordinate constructions, and sentence connection. Then each category can be

divided into some subdivision For example in verb phrase errors can be divided

into some categories relating to the different of verb tenses, aspect, subjunctive,

auxiliary verbs, and non-finite verbs. The other categories can also be divided into

some subdivided categories.

b) Surface Structure Taxonomy

Dulay, Burt, & Krashen (1982) as cited in Ellis & Barkhuizen’s Analyzing

Learner Language (2005), stated that surface structure taxonomy is based on the

ways surface structures are altered in erroneous utterances/sentences. There are

principals in which learners modify target forms.

The first is omission. The example is the omission of copula “be” in the

utterance “My sisters very pretty. The second is addition. Addition is when the

presence of a form that does not appear in a well-formed utterance. It is sub-

categorized into regularization (for example is eated for ate), double-marking (for


15 example is He didn’t came.), and simple additions or the additions that not

describable as regularizations or as double-markings.

The third is misinformation. It is the use of the wrong form of the

morpheme or structure. It is categorized into regularization (for example Do they

be happy?), archi-forms (the learners use me as both a subject and object

pronoun), and alternating forms (for example is Don’t +V and No +V). The forth

is misordering. It is the error which characterized by the incorrect placement of a

morpheme or group of morphemes in an utterance as in She fights all the time her

brother.

James (1998) as cited in Ellis & Barkhuizen (2005) adds one further

category called blends error. As Cook & Stevensen (2010) say that blends error is

an error in combining a prefix of source word with a suffix of another source

word. There may be overlap in the contribution of the source words, as in

fantabulous (fantastic and fabulous). This can be also resulted from over-

inclusion as in the sentence The only one thing I want which is an amalgam of The

only thing I want and The one thing I want.

4) Explanation of errors

It involves determining their sources in order to account for why they were

made. It is the most difficult part and it needs several strategies to do so. The

researchers can find and determine the possible sources of errors in this step.

Corder (1974) as cited in Ellis & Barkhuizen (2005) stated a view that error

analysis should focus attention on errors. Brown (2000) stated three possible


16 sources of errors; they are interlingual transfer, intralingual transfer, and context

of learning.

a) Interlingual Transfer

Corder (1974), as cited in Ellis & Barkhuizen (2005), stated that

interlingual errors are the result of mother tongue influences (p. 65). Brown

(2000) said that interlingual transfer is a significant source of error for all learners.

Similar to Corder, the errors resulted from this process are influenced by the

native language. The learners are familiar with the native language before they

know the second language (Brown, 2000). Here, Brown also gave example of

English learners often say “the book of Jack” instead of “Jack’s book”.

b) Intralingual Transfer

Corder (1974) as cited in Ellis & Barkhuizen (2005), stated that

intralingual is an error which reflects the operation of learning strategies that are

universal, i.e. evident in all learners irrespective of their L1 (p.65). Brown (2000)

stated that once, learners have begun to acquire parts of the new system, more and

more intralingual transfer-generalization within the target language-is manifested.

Learners who are in the progress of second language learning will be influenced

by their previous experience, and they take the lesson from their experience then

begin to include structures within the target language itself (Brown: 2000). In this

explanation, Brown also gave the examples of the learners’ language errors.

“Does John can sing?” and other examples of abound-utterances like “He goed”

for meaning “He went”.


17

The intralingual errors are categorized into some types; they are false

analogy, misanalysis, incomplete rule application, exploiting redundancy,

overlooking co-occurrence restrictions, and a system-simplification. Here is the

summary of strategies in analyzing errors of intralingual transfer provided by

James (1998) in Ellis & Barkhuizen book.

The first is false analogy. This is an error caused by a kind of over-

generalization. For examples are word boy boys and child childs.The second

is misanalysis. In this strategy, the errors are seen because of the learners wrongly

assume that the singular possessive pronoun -s is always forming plural. For

example is in possessive pronoun its is plural because it followed by –s. The third

is incomplete rule application. It is the under-generalization error. For example is

the failure in utilizing indicative word order in Nobody knew where was Barbie.

The forth is exploiting redundancy. It is omitting grammatical features that do not

contribute to the meaning of an utterance.

The fifth is overlooking co-occurrence restrictions. It is the error in failing

to recognize two words that have similar meaning, but sometimes it cannot be

used in the same context. For examples are words quick and fast. They have

similar meaning, but when they combined with food, fast food is more accepted

rather than quick food. The last is system-simplification. It is an error because of

simplifying the burden of learning by substituting a single form where the target

language uses two or more. The example is the use of that as a ubiquitous relative

pronoun.


18 c) Context of Learning

Ellis and Barkhuizen (2005) stated that it is resulted because of the way

the language was taught in the classroom. Brown (2000) stated the third source is

the error that is resulted from the context of learning process. Context here is

referring to the place where the learners learn something or the language concept,

or the materials or textbook they used to learn something or language concept.

Ellis & Barkhuizen (2005) called this process as natural or induced error. Brown

added that the students often make errors because of misleading explanation from

the teacher, faulty presentation of a structure or word in a textbook, or even

because of a pattern that was rote memorized in a drill but improperly

contextualized.

5) Error evaluation

It involves determining the gravity of different errors with a view to

deciding which ones should receive instruction.

3. Document Analysis

Document analysis is included in descriptive research. Ary et. al. (1990)

stated that it is usually called documentary or content analysis. Usually, one

researcher wants to investigate specific topics or themes such as level of difficulty

of textbooks, evidence of bias or prejudice, and prevailing practices. The data of

this research is interpreted into descriptive data. The data gathered are generally

expressed as frequency counts in various relevant categories.


19 As Merriam (2009) said about documents used in the research included

anything in existence prior to the research at hand. The examples of documents

are official records, letters, newspaper accounts, poems, songs, corporate records,

goverment documents, historical accounts, diaries, autobiographies, and so on. In

this research, the researcher uses students’ writing products as the document.

Documents could give rich descriptive information towards the research. It is

supported by Bogdan & Biklen (2003) that qualitative researchers are turning to

documents as their primary source of data. They also said that the findings of

document research are as well as the other research.The findings are rich of

information.

The strengths of documents to be used as the instrument in research as

stated by Merriam (2009) are the documents can be the best source of data on a

particular subject, better than observations and interviews. It is because

documents are easily to access, free, and they contain information that is needed

by the researchers. Documents are the best source of data would be studies that

rely on technical expertise such as medical reports, and studies of personal

relaionships that is not observable. The data found in documents can be used the

same as data from observations and interviews. The data can give the descriptive

information. Using documents in the research also shows its stability.

Documentary data are objective sources of data compared to other forms. The data

results from the documents are unaffected by the research process.The more

documents the researcher analyze, the more valid the conclusion from the study

will be.


20

4. Thesis Writing Course

KPE 475 Thesis Writing Course is one of compulsory courses in English

Language Education Study Program of Sanata Dharma University. The students

are required to produce a research proposal as the final assignment of this course.

Writing a proposal of research can be the most crucial and exciting step in

the research process (Ary et.al., 1990). In this part, the researchers must

demonstrate what they want to find through the research and they have to

persuade others that their researches are worthwhile. Research proposal produced

before the researchers collect data. Research proposal must be contained the

introduction, (statement of the problem, review of the literature, and questions

and/or hypotheses), methodology (subjects, instruments, procedures), Analysis of

Data (data organization and statistical procedures), significance of the study

(implications and applications), and budget and time schedule (budget and time

schedule). Ary, Jacobs, & Sorensen (2006) said that a qualitative research

proposal is flexible. It means that a qualitative research proposal which begins

with a broad picture of the related study, the details of the study, the questions and

research procedures, can be changed during the process of research. But, it does

not mean that the research later on can be different. A research proposal should

reflect the format and the style of the final product (the final product here means

the research or thesis).


21 5. Review of Previous Research

There are several undergraduate theses of Sanata Dharma University,

which deal with Error Analysis. However, there is only one thesis that has a

relationship with the issue discussed in this study. The thesis is written by

Pambudi. The title of the thesis is A Study Grammatical Errors In The 2001/2002

PBI Students’ English Compositions. As it has been sketched previously,

Pambudi, in the thesis, has given details about the characteristics of errors and the

underlying sources. Pambudi classified and explained the errors based on Krashen

and Corder’s errors taxonomy. In the thesis, Pambudi coded the errors made by

2001/2002 PBI students’ English compositions and noted it in the table. He also

made the corrections in the next table. In the thesis, Pambudi found the underlying

sources of students’ errors by doing interview.

Pambudi’s research is similar to the research that is done by the

researcher. Both of the studies aim to know the errors made by the seventh

semester students of English Language Education Study Program and also the

possible source underlying the errors. The differents are, in this research, the

researcher does not specify the errors that will be analyzed. The researcher

conducts an error analysis research in research proposal produced by English

Language Education Study Program students. The researcher also does not use

interview to find the possible sources underlying the errors. The researcher is

analyzing the errors based on Brown’s theory of error source. Some of the same

theories related to the research will be used by the researcher, such as the theory


22 of errors taxonomy by Krashen. In this research, the researcher uses Dulay, Burt,

and Krashen’s theory to classify and explain the errors.

B. Theoretical Framework

The research problems focus on the errors made by the seventh semester

students of English Language Education Study Program of Sanata Dharma

University academic year 2007/2008 in writing Research Proposal of Thesis

Writing Course. The researcher also intends to investigate the possible sources

underlying the errors.

Dealing with those two problems, the researcher uses theory of errors

classification and possible sources of errors. For classifying the errors, this

research uses one of the theories of errors taxonomy by Dulay, Burt, & Krashen

(1998) as cited by Ellis & Barkhuizen (2005); they are linguistic taxonomy and

surface structure taxonomy. This research uses surface structure taxonomy theory

to classify the errors.

In discussing the possible sources underlying the errors, the researcher

focuses on the use of theory stated by Ellis & Barkhuizen (2005) and Brown

(2000). There are three types of errors sources; intralingual, interlingual, and

induced error or context of learning sources. Interlingual source is when the errors

produced by the learners because of the experience in learning language

influenced by mother tongue. While, intralingual source shows that the learners

are irrespective of their LI. In this second source, the learners are irrespective in

learning L2 also. The last is natural error or called induced error (Ellis and


23 Barkhuizen: 2005). Brown (2000) calls it as context of learning. It occurs because

of the way the language is taught in the classroom. James’ theory of strategies in

analyzing errors is used by the researcher to help in analyzing and finding the

possible sources. Since the research does not focus on specific error, the

discussion concerns with some theories of grammar. The researcher does not

include those theories in this chapter because some various errors likely appear in

the research that cannot be predicted by the researcher.


24

CHAPTER III

RESEARCH METHODOLOGY

This chapter provides a rationale for the methods of research analysis,

describes the methods of research and analysis, outlines the procedure to be used

to gather and analyze the data, and reveals the boundaries of the research. This

chapter includes the research method, research settings and participants, research

instruments, data gathering technique, data analysis technique, and research

procedures.

A. Research Method

The research used a document analysis as the method. Ary, Jacobs, &

Razavieh (2002) defined the document or content analysis as the research method

applied to written or visual materials for the purpose of identifying specified

characteristics of the material. They added some purposes of document analysis in

the research: to identify bias, prejudice, or propaganda in textbooks; to analyze

types of errors in students’ writing; to describe prevailing practices; to discover

the level of difficulty of material in textbooks or other publications; and the last to

discover the relative importance of, or interest in, certain topics.

The purpose of this research was to analyze types of errors, especially the

errors in Chapter I of Research Proposal produced by students in Thesis Writing

Course. The data resulted from analyzing the documents were interpreted in the

form of rich description. Qualitative research, as said by Ary et. al (2002), dealt


25 with data in the form of words. It was also stated that qualitative researchers

attempted to get a rich of description from interviews, observations, and

collections of documents which were important for the studies.

B. Research Setting

The research was conducted in English Language Education Study

Program of Sanata Dharma University. The researcher collected the documents of

Research Proposal on March-May 2011. The documents were analyzed on June-

July 2011.

C. Research Participants

There were twenty five students of the seventh semester academic year of

2007/2008 who had taken Thesis Writing Course became the research participants

in the research. The participants were in the advance level of English proficiency

with the range of age between 21-23 years old.

The twenty five students were taken from different class of Thesis Writing

Course. The participants represented the writing ability of twenty five students of

English Language Education Study Program. Those twenty five covered three

fields in English Language Education Study Program research. They were

linguistic, literature, and lenguage teaching. The researcher took the students to

be the participants using purposive sampling technique. The researcher chose the

research proposal documents of the students who did the qualitative research. As a


26 qualitative research, the result of the research would represent the errors made by

those twenty five participants.

D. Instruments and Data Gathering Technique

The research used document as the instrument. The document used here

was the students’ Research Proposal produced in KPE 475 Thesis Writing Course.

The researcher started obtaining the documents on March 2011. The researcher

asked permission to twenty five students of the seventh semester of English

Language Education Study Program of Sanata Dharma University academic year

2007/2008, to use their Research Proposals produced in Thesis Writing Course as

the data of the research. After obtaining the documents, the researcher read and

made a list of errors found in the documents.

E. Data Analysis Technique

By analyzing the students’ writing products in Chapter I of Research

Proposal produced by students in Thesis Writing Course, the researcher found the

data results and findings. The results and findings showed the students’ errors in

writing their Chapter I of Research Proposal. The researcher checked and

analyzed students’ writing products in Chapter I of Research Proposal by circling

and underlying the errors they made. The researcher made a list of errors. After

that, the researcher would code the data based on the type of the errors. Based on

Dulay, Burt, & Krashen (1998) as cited in Ellis & Barkhuizen (2005), there are


27 two types in describing errors. They are (1) a linguistic taxonomy and (2) a

surface taxonomy.

Based on that, the researcher would code the amount of errors in the table

based on the types of errors.

Table 1. Types of Errors

No Type of Error Frequency Percentage (%) Examples

1 Omission

2 Addition

3 Misinformation

4 Misordering

5 Blends

The researcher counted the errors from students’ writing, and then wrote

down in the Table 1. After that, the researcher interpreted and discussed the

results by describing the data in the Table 1, and the error analysis results in the

form of descriptive data. From the errors analysis results, the researcher classified

the error type that the seventh semester students still made in writing their Chapter

I of Research Proposal in Thesis Writing Course. The results were also used to

analyze the possible sources underlying the students’ errors.

F. Research Procedure

There were some steps in conducting the research.

1. Planning the Research

In this step, the researcher tried to plan for the research. The researcher

thought the topic for the research and tried to find some books as the references.


28 The researcher also learned from the phenomena happened related to English

learning; so that the researcher had many references to decide the topic to be

researched. The researcher also asked suggestion from the lecturer and friends

about the topic. The researcher decided to do the research in analyzing the errors

made by the seventh semester students of English Language Education Study

Program academic year 2007/2008 in writing their Chapter I of Research Proposal

in Thesis Writing Course.

2. Reviewing Literature

After finding the topic, the researcher looked for the references for the

research. The researcher tried to find the theories that could support the research.

The researcher also looked for the previous related research which discussed the

document analysis as the references.

3. Finding the Participants and Data

The researcher obtained the participants and the documents to be analyzed.

The researcher took twenty five documents of students’ Chapter I of Thesis

Writing Research Proposal. Then, the researcher analyzed the documents to find

the errors. The researcher coded the errors based on the types of errors in the

table. After that the researcher noted the errors, provided the correction, and found

the possible sources for the errors.

4. Analyzing the Data

After the data were collected, the researcher started to analyze the data

from the table. In this step, the researcher interpreted the data into descriptive

data. The researcher classified the errors based on its types. Here, the researcher


29 used Dulay, Burt, & Krashen’ surface structure taxonomy of errors. The results

and findings were used to answer the research problems.


30

CHAPTER IV

RESEARCH RESULTS AND FINDINGS

This chapter provides two major sections of the research; there are

research results presentation and discussion. The first section presents the research

results gathered from the research and the second section deals with answering the

research questions including discussing the data gathered.

A. Research Results Presentation

The purposes of this research are to find the errors made by seventh

semester students of English Language Education Study Program in writing their

Chapter I of Research Proposal in Thesis Writing Course, and then find the

possible sources underlying the errors. In order to gain the data of students’ errors

based on Dulay, Burt, and Krashen’s (1998) surface structure taxonomy theory,

the researcher analyzed twenty five Research Proposals of Thesis Writing Course

produced by the seventh semester students of English Language Education Study

Program. This proposal consists of three chapters, and the researcher just focused

on Chapter I. This chapter consists of around 6-10 pages.

After analyzing the students’ writing products, the researcher found the

errors made by students. The type of errors appear in this research are omission,

addition, misinformation, and misordering. Blends error was not found in the

research. However, the researcher found the other errors which cannot be


31

categorized in the surface structure taxonomy. The results of errors are presented

in Table 4.1.

Table 4.1 Types of Errors

No Type of Error Frequency (%) Examples

1 Omission 73 42.94 *Should getting...

*The writer put certain target, that it is

only for ...

*...but some teacher still...

*...new word that are...

* ...teacher no only teaches...

2 Addition 22 12.94 *...some problems deals...

*..to follow Santiagos’s journey to...

*...teaching students are are those ...

*...that a lot of things surrounds us are

...

3 Misinformation 45 26.47 *...Is by show...

* Their listening ability was little bit

poor, ...

* The study program whose aims to ...

* To help make the study...

4 Misordering 3 1.76 * Do the exercise written...

* ...with the formulation problems,...

5 Other findings 27 15.88 *...what students needs...

*..analyze the sentence latter on.

Total 170 100

Based on Table 4.1, there are 170 errors found in the research. Omission

error has the biggest frequency or percentage; it is 73 or 42.94 %. The frequency

of addition error is 22 or 12.94 %. The frequency of misinformation error is 45 or

26.47 %. Misordering error has 3 frequencies or 1.76 %. Beside the errors

mentioned before, the researcher also finds 27 frequencies or 15.88 % of other

findings.


32

B. Findings

Based on the research results, the researcher discussed the findings as

follow.

1. Types of Errors in the Research

In this part, the researcher will describe the data presented in the Table 4.1

to answer the first research question; what the errors are usually done by semester

seven students in writing their Chapter I of Research Proposal of Thesis Writing.

Based on the data presented, there are five errors types that occur in the students’

writing products. These errors are classified based on Dulay, Burt, and Krashen’s

(1998) surface structure taxonomy theory. Beside those five error types, the

researcher also found the other errors in the research. Those errors are categorized

as other findings because they cannot be included in the error classification based

on Dulay, Burt, and Krashen’s surface structure taxonomy theory. The researcher

will discuss the errors one by one in the following parts.

a. Omission

The error that is mostly done by students in this research is omission.

From the research, the researcher found 73 or 42.94 % errors of omission.

Omission error is the error resulted from the wrongly omitting the language

features which do not have contribution to the meaning of words or sentences.

Table 4. 2 presents the examples of omission error found in this research.


33

Table 4.2 Omission Error

Based on Table 4.2, the first and second sentences are the examples of the

omission of suffix –s in plural countable noun. Many students produced this error

in their writing. In the first example, teacher is a countable noun. It means that

when word some followed by noun teacher, there must be suffix –s in teacher. It

is because word some indicates plural. Acording to Azar (1992) a speaker often

uses some with a plural count noun. The same case also happens in the second

example. Word many is indicating plural. Azar (1992) stated that the word many

is usually used with countable nouns. So, in word passage should be added by

suffix –s. It is because passage is a countable noun. The sentences become:

1) Some teachers...

2) There are many reading passages in the...

The third example in Table 4.2 is error in omitting to be. In the example

above, the student is error to use to be is after subject. In English, an adverb is

always preceded by to be when the adverb is used after subject. The sentence

becomes: 3) ...so it is successfully done.

No Error

1

2

3

4

5

6

Some teacher ...

There are many reading passage in the ...

...so it successfully done.

The writer put certain target ...

The researcher believe that ...

Langan (2002) explain that...


34

There are also some errors dealing with subject-verb agreement. The forth

and fifth examples are the examples of errors dealing with subject-verb

agreement. In those two examples in Table 4.2, the time of the sentences that

students mean is in the present time. It is because the students say about the fact,

as Azar (1992) said that the simple present expresses general statements or facts.

It means that the sentences must be based on the simple present tense pattern. The

pattern is

Subject + Verb of simple form (es/s)

((I-You-We-They) + Verb of simple form)

((He-She-It) + Verb of simple form + es/s)

When the subject is singular, the verb used is Verb of simple form + es/s,

while for the plural subject the following verb must be Verb of simple form. In the

forth and fifth sentences, the subjects are singular; the writer and the researcher.

It means that the following Verb used must be added by es/s. So, the sentences

become:

4) The writer puts certain target....

5) The researcher believes that...

The error dealing with subject-verb agreement also happens in the simple

past tense sentence. It is seen in the sixth example in Table 4.2. It happens

because of the verb that the student used is not in the past form. Student does not

follow the simple past tense pattern; that is:

Subject + Verb II/ed + Object.


35

Based on that pattern, the example number six is containing error in using

verb, whether the context of the sentence is in the past or the present. Based on the

simple past tense form, the verb must be explained, and the sentence becomes:

6) Langan (2002) explained that...

While, based on simple present tense form, the verb must be explains

because the subject is singular, and the sentence becomes:

6) Langan (2002) explains that...

b. Addition

Addition is the error that happens when the presence of a form that does

not appear in a well-formed utterance. Based on Dulay, Burt, and Krashen, the

addition is divided into three: regularization, double-marking, and simple

addition. In this research, the researcher found 22 cases of errors or 12.94 %.

Table 4.3 presents the examples of addition errors found in this research.

Table 4.3 Addition Error

No Error

1

2

3

4

5

…readers are invited to follow Santiagos’s journey to

fulfill his wish.

Some companies surrounds us...

...map to helps learners ...

It will discuss about the...

...and deeply embeds into peoples’ minds.

The first example in Table 4.3 happens because of the error in adding -s

after apostrophe (’). It is included in the double marking addition. Based on Azar

(1992), the apostrophe (’) and –s are used with nouns to show possession. There


36

are different patterns to show possession for the plural nouns, singular nouns, and

irregular nouns. The patterns are:

Singular Possessive Noun : noun + apostrophe (’) + -s

Plural Possessive Noun : noun + -s + apostrophe (’)

Irregular Plural Possessive Noun : noun + apostrophe (’) + -s

Based on the patterns above, the first example should be:

1)…readers are invited to follow Santiagos’ journey to fulfill his wish.

It is because noun Santiagos is ended by –s letter, so it follows the pattern

of plural possessive noun. Another example of this case is: I know the students’

names.

The other examples of addition error are seen in the second, third, and

forth examples in Table 4.3. Those three examples are included in the simple

addition errors. The second example contains an error in adding suffix –s to verb

surround. This error also relates to subject verb agreement. When the subject is

plural, the verb does not need to be added by suffix –s. In this sentence the subject

is plural because it uses article some, whereas the article some often uses with a

plural count noun. The plural count noun in this sentence is companies. So, the

sentence must be:

2) Some companies surround us...

The third example contains an error in adding suffix –s to verb help. This

error relates to infinitive. As stated by Azar (1992) that infinitive is to + the

simple form of a verb. So, the second sentence must be:

3) ...map to help learners...


37

The forth example contains an error in adding preposition about after verb

discuss. This error relates to phrasal verb. In this sentence, the student wanted to

form a phrasal verb discuss about to indicate the discussion of something. It

becomes an error because about is a preposition. Discuss about in this sentence is

prepositional verb. It does not have meaning when discuss followed by about. To

form the phrasal verb, the verb discuss can be followed by particle the. So, the

sentence becomes:

4) It will discuss the...

Discuss the in this sentence means talking about.

Another example of addition error is seen in the fifth example. The fifth

example in Table 4.3 is included in the regularization addition error. It is a kind of

error where the addition of a word or a morpheme makes the word or sentence

does not have meaning. This error also relates to the discussion of possessive

noun; that is irregular plural possessive noun. Irregular plural possessive noun is a

plural noun that does not end in –s, for example: children, men, people, and

women. In this example, the student wrote peoples’ minds. Readers might be

knowing what the student means, but it is error in grammar. So, the sentence must

be:

5) ...and deeply embeds into people’s minds.

c. Misinformation

Misinformation is the error that happens when the sentence uses wrong

form of the morpheme or structure. There are three types of misinformation error;

regularization, archi-forms, and alternating forms. In this research, only two types


38

of misinformation error done by the students, they are regularization and

alternating forms. The researcher found 45 cases of errors or 26.47 %

misinformation errors in this research. Table 4.4 and 4.5 present the examples of

misinformation errors found in this research.

Table 4.4 Regularization of Misinformation Error

No Error

1

2

3

4

5

...is by show it...

By summarize the learner...

Their listening abilities was little bit poor, ...

...this study are going to ...

The material will be implement in the reading class.

The examples in Table 4.4 are the examples of regularization of the

misinformation error. Regularization error here is different from the previous one

(regularization of addition). The error here happens because of the using of wrong

form of the morpheme or structure, for example: Do they be happy? This sentence

has an error because it uses Do followed by a subject and to be. Do in

interrogative sentence must be followed by a subject then a verb. For example: Do

you feel happy? When the subject is followed by an adjective, the interrogative

sentence should use to be. For example: Are you happy?

The first example contains an error in using verb show after by. It relates to

the pattern of using by. Based on Azar (1992), by + a gerund is used to express

how something is done. In the first example, the student wanted to tell how

something is done, that is by showing it. While in the second example, the student

wanted to tell how something done is by summarizing.


39

So, the sentences must be:

1) ...is by showing it.

2) By summarizing the learner...

The third example contains an error dealing with the use of verb be

following the plural subject. Be was is used when the subject is singular, and be

were is used when the subject is plural. In the third example, the subject is Their

listening abilities. Ability can be used as countable or uncountable noun. In that

sentence, the students used abilities to show that the subject is plural. Verb be that

is used in the sentence should be were. So, the sentence becomes:

3) Their listening abilities were little bit poor,...

The forth example in Table 4.4 has the similar error to the previous

example. The different is in time. The sentence in the forth example uses simple

present progressive tense. The auxiliary verbs be use here are: is and are. Be is

uses when the subject is singular, and be are uses when the subject is plural. In the

forth example, the subject is this study, which means the singular subject, so the

sentence must be:

4) ...this study is going to...

The fifth example of regularization misinformation error is dealing with

passive form sentence. From the context of the sentence, the readers can guess

that the student wanted to say something in the passive form. But, the fifth

example in Table 4.4 is not included as a passive sentence. Based on Azar (1992)

the form of all passive verbs is:

Be + Past Participle


40

In the fifth example, the student uses simple form of verb after be. Based

on the explanation, the sentence should be:

5) The material will be implemented in the reading class.

Table 4.5 Alternating forms of Misinformation Error

No Error

1

2

3

4

5

...teacher no only teaches...

...the situation to study and learning...

...how they motivate the students, giving compliments for their

effort, and helping not torturing...

...education is conscious and planned...

To help make the study...

Those examples in Table 4.5 are included in the alternating forms of the

misinformation error. The error of the first example is dealing with negative

sentence of simple present tense. The pattern is:

Subject + does/do + Verb (simple form) + Object

From the pattern above, the first example is containing error because it does not

use does or do, and the verb teaches is not a simple form of verb. The sentence

should be:

1) ...teacher does not only teach...

The second example is dealing with the parallel verbs. Parallel verbs mean

the use of two or more verbs in a sentence. The verbs are usually connected by

and. In this case, the verbs must be in the same form. For example: Jim makes his

bed and cleans up his room every morning. The verbs makes and cleans are in the

same form. Those verbs are called as parallel verbs. Based on the explanation


41

above, the sentence of the second example contains an alternating form error

because the verbs are not parallel. The first verb is study and the second verb is

learning. The sentence should use the same form of verbs. It becomes:

2) ...the situation to study and learn...

The third example has the same error with the previous example; that is

parallel verbs. In that sentence, the student used simple form of verb and verb-ing.

The sentence should use simple form verbs because the subject is not followed by

the auxiliary verb be. It becomes:

3) ...how they motivate the students, give compliments for their effort, and

help not torturing...

or, if the student still wants to use verb-ing, the subject must be added by auxiliary

verb be (are or is). It becomes:

3) ...how they are motivating the students, giving compliments for their

effort, and helping not torturing...

The forth sentence is almost the same as the two previous examples. The

different is because the error deals with parallel construction. This sentence does

not use two verbs, but it uses adjective (conscious) and verb (planned). It should

use the same word class; for example an adjective and an adjective or a verb and

a verb.

The fifth sentence is containing error in using verb. There are two verbs

appear in that sentence. Those two verbs have the similar meaning in the sentence.

In order to correct the error, the student can choose one verb to be used in the

sentence. So, the sentences can be:


42

To make the study... or To help the study…

d. Misordering

Misordering is an error that is characterized by the incorrect placement of

a morpheme or group of morphemes. In the research, the researcher only found

three errors of misordering or 1.76 %. They are presented in Table 4.6.

Table 4.6. Misordering Error

No Error

1

2

3

Do the exercise written...

...with the formulation problems,...

It also is applied...

The first example in Table 4.6 has an error in placing the adjective written

and noun exercise. Those two words form an adjective phrase. In adjective phrase,

a noun is preceded by an adjective. So, the sentence should be

1) Do the written exercise...

The second example has an error in placing noun formulation. It should be

placed after the noun problems. So, the sentence becomes:

2) ...with the problems formulation...

The third example has an error in placing to be is. To be in this sentence

must be placed after the subject, so the sentence becomes:

3) It is also applied...

f. Other Findings

Beside the errors found based on the Dulay, Burt, and Krashen’s error

classification, the researcher also found other errors in this research. The other


43

errors here are varied and they cannot be categorized in the Dulay, Burt, and

Krashen’s surface structure error taxonomy. Here are the examples of the other

finding errors in this research presented in Table 4.7.

Table 4.7 Other Findings

No Error

1

2

And the book which is used in school sometimes does

not give enough what students needs.

...to analyze the sentence latter on.

The first example is error in punctuation; that is missing apostrophe (’).

This sentence contains the plural possessive noun. Based on the previous

discussion of possessive noun; plural possessive noun needs apostrophe (’) after

noun + -s. It is because this sentence has meaning the needs of the students. So,

the sentence becomes:

1) And the book which is used in school sometimes does not give enough

what students’ needs.

The second example has an error in spelling the word latter. The readers

will know the meaning of this sentence that is analyzing the sentence in the next

time. So, the word latter here should be later. The sentence becomes:

2) ...to analyze the sentence later on.

The errors discussed in this chapter are just the samples. All errors are

listed in Appendix 1.


44

2. Source of Errors

After identifying and classifying the errors made by students in writing

their Chapter I of Thesis Writing Research Proposal, the researcher will discuss

the second research question to find the possible sources underlying the errors. In

this part, the researcher analyzed the errors from the writing products of the

students’ Chapter I of Thesis Writing Research Proposal. The researcher identifies

the possible sources of errors based on the types of errors. The errors that students

made can be explained by seeing the process and the students’ products (in this

research are students’ writing products in Chapter I of Thesis Writing Research

Proposal).

a. Interlingual

The first is the error which is resulted from interlingual process.

Interlingual errors are the errors resulted from the influences of mother tongue.

The students produce target languages which follow the structure or construction

of mother tongue. Corder (1983), as cited by Ellis & Barkhuizen (2005), gave the

example of this process:

Mariana no coming today.

That is the example of negative sentence produced by Spanish students

who learnt English. In this example, the students are using negation no to indicate

that Mariana did not come. This construction is following their mother language

(L1). In this case, the students produce English utterances using no + Verb, which

is included in the alternating form of misinformation error.


45

In this research, the researcher also found the error resulted from this

process. It can be seen in the sentences:

1) ...teacher no only teaches...

2) Do the exercise written...

The participants of this research are the seventh semester students of

English Education Study Program of Sanata Dharma University academic year

2007/2008, who are Indonesian. Almost all of them use Bahasa Indonesia as their

L1. In Bahasa Indonesia, the sentences are:

1) ...guru tidak hanya mengajar...

2) Mengerjakan latihan tertulis...

For the first example, tidak is no in English. It becomes error because in

English, the pattern of no + Verb cannot be formed. If the students want to

produce negative sentence, they have to add do/does for simple present sentence

or did for simple past sentence before no. Then, for the second example, the

researcher has discussed in the discussion of misordering error that is in adjective

phrase, a noun is preceded by an adjective. So, the sentences become:

1) ...teacher does not only teach...

2) Do the written exercise...

b. Intralingual

The second is the error which is resulted from intralingual process. Brown

(2000) stated that this process is a major factor of error in second language

learning. Intralingual is a process of error that reflects the operation of learning

strategies that are universal (Ellis & Barkhuizen, 2005). As Brown (2000) said


46

that in this process, the language learners have begun to acquire parts of the new

system, and did the generalization within the target language. As learners progress

in the second language, what they learned in their previous experience begin to

include structures within the target language itself.

The intralingual error itself is categorized into some types; they are false

analogy, misanalysis, incomplete rule application, exploiting redundancy,

overlooking co-occurrence restrictions, and system-simplification. Not all types of

intralingual errors process occur in this research. Only five types of intralingual

errors process occur in this research, they are: false analogy, misanalysis,

incomplete rule application, exploiting redundancy, and overlooking co-

occurrence.

1) False Analogy

It is an error that is caused by over-generalization process. Brown (2000)

called this process as negative intralingual transfer. He ilustrated the examples of

this process as: “Does John can sing?” and “He goed.” Those two examples

categorized as the over-generalization errors because in the first example, the

learners use does which is followed by modal can, and the sentence means that the

learners wanted to know whether John can sing or not. In English structure, there

is no pattern for: Does/do + Subject + Modal + simple Verb?

If the learners want to ask someone’s ability, the pattern is: Auxiliary + Subject +

simple verb? (Azar: 1992)

So, the sentence becomes: Can John sing?


47

For the second example, the learners did make an error in the using of past

form of verbs. The learners used goed as the past form of verb go. In English, go

is an irregular verb, and the past form for go is went. So, the sentence should be:

He went.

The processes of false analogy or over-generalization errors also occur in

this research. The examples are:

1) Some problems deals with...

2) Some companies surrounds us...

3) Mind map is tools which...

4) ...will be more wide...

5) ...students found an ambiguous sentences...

The first and second examples have errors in using verb of simple present

tense for the plural subject. The researcher has explained in the previous part that

the pattern of simple present tense is

Subject + simple form verb (+es/s) + Object

The simple form verb used when the subject is plural, while the simple

form verb + es/s used when the subject is singular. In those two sentences, the

subjects are plural, so the verbs should be without –es/s. The sentences should be:

1) Some problems deal with...

2) Some companies surround us...

The third example has an error because of the using of plural noun following

to be is. To be is used when the following noun is singular, while if the learners

want to use plural noun, the to be is are. To be is and are also used based on the


48

subject. If the subject singular, to is used, and for the plural subject, to be are

used. In the third example, the subject is singular (“mind map” without suffix –s,

is singular, it is countable noun), so, to be is must be followed by singular noun.

The sentence becomes

3) Mind map is a tool which...

The forth example has an error because it uses double comparatives. Azar

(1992) said that for most one-syllable adjectives, -er and –est are added. While,

for most two-syllable adjectives, more and most are used. In this sentence, the

adjective is one-syllable, it means that more in that sentence must be omitted. The

sentence becomes

4) ...will be wider...

The fifth example has an error in using particle an followed by plural noun.

Particle an is indicating singular noun. If the following noun is plural, it is better

to omit the particle an. The sentence should be

5)...students found ambiguous sentences... or

5) ...students found an ambiguous sentence...

2) Misanalysis

Ellis & Barkhuizen (2005) states that misanalysis is the process of error in

assuming the word formation. For example is the learners wrongly assume that the

singular possessive pronoun –s is always forming plural. The learners also

wrongly assume the subject without –s is always forming singular. The examples

of the errors found in this research are as follow:


49

1) Literary works, such as prose, poems, drama, and novel is not only the...

2) Language and society is...

3) The attractive reading material and activity is...

Those three examples above are the examples of students wrongly assume in

using to be is following the plural subjects. Those errors resulted from the

students’ misanalysis in determining the subject. In those three sentences, the

subjects are plural even though they do not use suffix –s. The subjects in those

sentences use conjunction and which means more than one. Azar (1992) in her

explanation on “connecting ideas with and conjunction”, she stated that and

connects more than one items (p.222). Those sentences should be:

1) Literary works, such as prose, poems, drama, and novel, are not only

the...

2) Language and society are...

3) The attractive reading material and activity are...

The process of students wrongly assume that the singular possessive

pronoun –s is always forming plural was not found in this research.

3) Incomplete Rule Application

It is the intralingual process that happens because of the failure in utilizing

word order. It is also called under-generalization (Ellis & Barkhuizen:2005). The

process of this error mostly happens in misordering and blends errors. The

examples of the errors found in this research are as follow:

1) Do the exercise written...


50

2) ...with the formulation problems,...

3) It also is applied...

4) To help make the study...

The researcher has explained the errors of those three sentences in the

previous part of discussion.

4) Exploiting Redundancy

It is an intralingual process that is omitting grammatical features that do not

contribute to the meaning of an utterance (Ellis & Barkhuizen, p.66). The

examples of this error are as follow.

1) Should getting...

2) The writer put certain target,...

3) ...tends to disable the...

4) ..beginner reader whose native language are Indonesian.

5) ...would not find it difficult to ...

Those errors happen in omission error. The first sentence has an error

because of the omitting be after modal should. If the students want to omit be,

then the verb must be in the simple form. The sentence becomes

1) Should be getting... or

1) Should get...

The second sentence has an error because of the omitting suffix –s for the

verb in simple present tense sentence which is using singular subject. It should be

2) The writer put certain target,...


51

The third sentence has an error because of the omitting be before adjective.

Disable is adjective, when it appears with to, be must be added within to and

disable.


3) ...tends to be disable the...

The forth sentence has an error because of the omitting suffix –s in plural

subject which is followed by to be are. As the example has explained before in the

previous part, the different of using to be are and is. In this sentence, the subject is

singular. It means that the following to be should be is. While, if the students want

to use are, the subject must be in the plural form, that is beginner readers.


4) ...beginner reader whose native language is Indonesian. Or

4) ...beginner readers whose native language are Indonesian.

The fifth sentence has an error because of the omitting –s in possessive

adjective. Difficult in this sentence is an adjective Based on Azar (1992), the

possessive its is used only with a noun following it (p.79). The sentence should be

5) ...would not find its difficulty to ...

5) Overlooking Co-occurrence Restrictions

It is the intralingual error process which happens because of the failing in

recognizing two words that have similar meaning, but sometimes it cannot be used

in the same context (Ellis & Barkhuizen, 2005). In this research, the researcher

only finds two examples, they are:


52

1) The study program whose aims to ...

2) In the English Education Study Program Sanata Dharma University,

whose aims to...

Those examples have the same errors, which are the using of whose as the

subject of adjective clause. The word whose here should be replaced by which or

that. Whose, which, and that have the same meaning, but they are different in the

using. Whose is to show possession (Azar: 1992). It combined with noun to form

an adjective clause. For example: The man whose car was stolen called the police.

In this research, those two sentences did not show the possession. The students

should use which or that because of those sentences formed adjective clauses. As

Azar (1992) said that which and that are used as the subject of an adjective clause.

She added that, which refers to things, and that refers to either people or things. In

those sentences, the subjects are things, so, the sentences become

1) The study program which/that aims to ...

2) In the English Education Study Program Sanata Dharma University,

which/that aims to...

c. Context of Learning

Brown (2000) stated the third source is the error that resulted from the

context of learning process. Context here is referring to the place where the

learners learn something or the language concept, or the materials or textbook

they used to learn something or language concept. Ellis & Barkhuizen (2005)

called this process as natural or induced error. Brown also added that the students


53

often make errors because of misleading explanation from the teacher, faulty

presentation of a structure or word in a textbook, or even because of a pattern that

was rotely memorized in a drill but improperly contextualized.

In this research, the researcher does not find the error which is caused

by this process. Based on the theory of Context of Learning, it needs such an

observation towards the students in learning language, whether in class or outside

the class. The researcher in this research does not do that because this research

only focuses on analyzing the documents to get the research findings.


54

CHAPTER V

CONCLUSIONS AND RECOMMENDATION

This chapter presents the conclusions and suggestions. The conclusions

are derived from the research findings and discussion which are based on the

research questions. The suggestions are addressed for the lecturers, students, and

further researchers.

A. Conclusions

There are two conclusions derived from research findings and discussions

which are based on the research questions. The first is answering the first research

question that is the errors done by semester seven students of English Language

Education Study Program of Sanata Dharma University in writing their Chapter I

of Thesis Writing Research Proposal. After doing the research, the researcher

found that there are four error types appear in the students’ writing products. They

are omission, addition, misinformation, and misordering. The researcher uses

twenty five documents of Chapter I of Research Proposal produced by students in

Thesis Writing Course. From the research, there are 170 errors found based on the

theory of surface structure taxonomy. The omission errors are 73 errors or 42.94

%. The addition errors are 22 errors or 12.94 %. The misinformation errors are 45

errors or 26.47 %. The misordering errors are 3 errors or 1.76 %. Besides, the

researcher also found other errors which


55

could not be identified in those five types of error. The percentage of the other

errors finding is 15.88 % or 27 errors.

The second is to answer the second research question that is the

possible sources underlying the errors made by students. As the research does not

use interview or questionnaire to gain the data, the researcher identified the

students’ writing products which were having errors. By using Ellis’ theory of

possible source of errors, in this research there are two possible sources of errors

appear. The first is errors which are resulted from interlingual process. Based on

the discussion and criteria of interlingual process, misinformation and misordering

errors are defined as the errors resulted from this process. The second is

intralingual process. Based on the discussion of intralingual errors, all the types of

surface structure taxonomy errors are defined as the errors resulted from this

process.

In this research, the researcher also found the other error findings. It is

mostly related to the words spelling and punctuation.

B. Recommendation

Based on the findings, there are some recommendation addressed for

the lecturers, students, and further researchers.

1. Lecturers

The errors included in the surface structure errors are seemed very

simple and not complicated. However, from the findings, there are still many

students do those errors and it can be dangerous if those errors still appear in the


56

semester seven students who are prepared to be teachers and they do the PPL in

that semester. Lecturers can ask the students to always recheck their writing

products before they submit it. Lecturers not only give comments on the content,

but it is also important for them to give comments on the students’ writing

product, such as sentence formations, structures, spellings, and punctuations.

2. Students

The students should give more attention toward their writing products,

not only in the content, but also in the grammars, structures, and any other things

related to the sentence formation. It is also important to always consult to

dictionary in order to make sure that the word classes they use are correct or not.

The students can ask their friends to help in checking. They can do peer checking

with their friends. Beside it can minimize the errors, the students can learn more

not only from their own products, but also from others.

3. Further Researchers

As there are other findings in this research, the further researchers can

do the research specifically toward the errors in punctuation, spelling, dictions, or

vocabulary used in the academic writing. They can also do the research in the

using of preposition by students in the academic writing. The possible sources of

errors in this research are investigated based on the process of interlingual and

intralingual. In this research, the researcher does not research whether the

psychological aspects, for example is motivation, influence the students in


57

producing errors. So, further researchers can conduct the research to investigate

the influence of psychological aspects, for example motivation, towards students’

errors in writing their academic writing. It will be very useful for the lecturers and

students to minimize the errors.


58

REFERENCES

Ary, D., Jacobs, L. C., & Razavieh, A. (1990). Introduction to research in education (4th ed.). Orlando: Holt.

Ary, D., Jacobs, L. C., & Razavieh, A. (2002). Introduction to research in

education (6th ed.). Wadsworth: Thomson Learning. Ary, D., Jacobs, L. C., & Sorensen, C. (2006). Introduction to research in

education (8th ed.). Wadsworth: Cengage Learning. Azar, B. S. (1992). Fundamentals of English grammar (2nd ed.). New Jersey:

Englewood Cliffs. Bogdan, R. C. & Biklen, S. K. (2003). Qualitative research for education: an introduction to theory and methods (4th ed.). New York: Pearson Education Group.p 57 Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New

York: Longman. Cook, P. & Stevenson, S. (2010). Automatically identifying the source words of lexical blends in English. Computational Linguistics, 36(1), 129-149. Retrieved November 21st, 2011, from http://www.aclweb.org/anthology/J/J10/J10-1005.pdf Dulay, H., Burt, M., & Krashen, S. (1982). Language two. New York: Oxford

University Press. Ellis, R. (1997). Oxford introduction to language study: second language

acquisition. New York: Oxford University Press. Ellis, R. (2003). Second language acquisition. Oxford: Oxford University Press.

Ellis, R & Barkhuizen, G. (2005). Analysing learner language. New York: Oxford University Press.

Merriam, S. B. (2009). Qualitative research: a guide to design an implementation.

San Fransisco: Jossey-Bass. Pambudi, A. (2006). A study grammatical errors in the 2001/2002 PBI students’

English compositions. An Undergraduate Thesis. Yogyakarta: Sanata Dharma University.


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Prasetyo, A. H., Herawati, H., Prihatin, P. N., Budiraharjo, M., & Aji, G. P. (Eds.). (2007). Panduan Akademik (5th. Ed). Yogyakarta: Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.

Richards, J. C. (1973). Error analysis: perspective on second language

acquisition. London: Longman.


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APPENDICES


61

Appendix 1. List of Errors

No Errors Ommision Addition Misinformation Misordering Blends Others 1 2 3 4 5 6 7 8 9 10 11 12 13

Should getting In pay attention Students comprehension ...Is by show Should be the teacher expectation ....the using of video to maximize students’ listening ability, the aim is, of course, ... The writer put certain target, that it is only for .... Their listening abilities was little bit poor, ..but some teacher still... ...like give long explanation... Do the exercise written... ..students decide not to join the learning activitiy. They left the classroom and teacher. ..some problems deals with...

Omission be Ommision “s” in subject verb agreement Ommision “s” Omission “subject and be”

Simple addition Simple addition

Regularization Regularization Alternating forms Regularization

Misordering

Pronoun/ Punctuation Punctuation Verb of present tense


62

No Errors Ommision Addition Misinformation Misordering Blends Others 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

The most important thing is there are not stop contact ... Someday the target research will get familiar with any kind of learning activity, even though the writer only introduced one approach. Ninja, like Bushido and ... ..translator arouse as a new profession. ...in this case a novel. The firs part serves... ...to follow Santiagos’s journey to... ..new word that are... ..beginner reader whose native language are Indonesian. ...since the tteachers... ...all them oare related ... ...which delas with... ..Micro Teaching studenst... While in order to be ... ...to be an

Omission “be” Omission “s” Omission “be” Omission “s” Omission “s”

Simple addition Double marking

Regularization

Verb of present tense Verb present agreement Spelling error Spelling error Spelling error Spelling error Spelling error Punctuation Spelling


63

No Errors Ommision Addition Misinformation Misordering Blends Others 29 30 31 32 33 34 35 36 37 38 39

eefective teacher... ..teaching students are are those ... In the English Education Study Program Sanata Dharma University, whose aims to... ...the factors that made them commit those subject ... ...would not find it difficult to ... ...since they are in the lower semester... The study program whose aims to ... ...that a lot of things surrounds us are ... Some companies surrounds us... ...In their company. ...education is conscious and planned... ...situation to study and learning

Omission “s” Omission “es” of plural form

Double marking Simple addition Simple addition

Regularization Regularization Regularization Regularization Alternating form (inconsistent paralel construction) Alternating form (inconsistent

error


64


process... ...there are many problems appears in ... ...tends to disable the... It cannot be reach without... Some technique to ... Learning problem which is related to conventional, uninteresting, and boring method and technique expects teacher to ... One of some technique to ... There are many passive student... ...of success in gaining some effort. ...is why mind mapping become the ... Nowdays, English become international... Reading comprehension dealing with... ...so it successfully done. In this study, the designer saw that the

Omission “be” Omission “s” of plural Omission “s” of plural Omission “s” of plural Omission “s” of plural Omission “s” Omission “s” Omission “be” Omission “be”

Simple addition

paralel construction) Regularization Regularization (inconsistent

Punctuation Verb present agreement Verb present agreement


65


condition of reading learning process in the class is not effective. ...to road map to helps learners ... ...mind mapping help the learner... ...the learner understand and remember the important... ...this study are going to ... The researcher expect that ... ...useful to practicing their ... ...themselves to successfully achieve... The material will be implement in the reading class. Mind map is tools which... By summarize the learner... Their age was in the range of 15 until 18. ...of English language teaching and able to apply... ...academic year of 2007 ,

Omission “s” Omission “s” Omission “s” Omission “be” Omission “be”

Simple addition Simple addition

tense) Regularization (to be) Regularization Regularization (passive) Regularization Regularization

Verb present agreement Verb present agreement Verb present agreement punctuation


66


who... This business starting to rise... ...and deeply embeds into peoples’ minds. ...for example poverty, low education, disaster and the other examples. ..many purposes with one objective, profit. ...donate their money for poverty, education, disaster and so on. ...in PSA announcement say the truth... ...some public facilitation such as... Some scientific said that... ...began to describe, analyze the linguistic means and evaluate... ...that brings it’s characteristic to... ...the researcher conduct the analysis...

Omission “be” Omission “s” Omission “s” of plural form Omission “s”

Regulari Zation

Regularization Regularization

Punctuation Punctuation Punctuation Subject verb agreement Punctuation Subject verb agreement


67

No Errors Ommision Addition Misinformation Misordering Blends Others 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 93

...PSA which focus on the... ..limited on some PSA which brings message... ..analyze the sentence latter on. ...the researcher analyze the... ...in PSA by analyze the... The researcher believe that those goals... ...using some theory from... This research discuss... ...discuss about the... ...some lexical term... ...will be more wide... ...it ca apply... ...text style use in the... ...is the one which contain... Those PSA which identify is those that... Printed media mean...

Omission “s” Omission “s” Omission “s” Omission “s” of plural form Omission “s” Omission “s” of plural form Omission “s” Omission “s”

Simple addition Simple addition Double‐marking

Regularization Regularization Regularization (to be)

Subject verb agreement Spelling Subject verb agreement Subject verb agreement Subject verb agreement Spelling Subject verb present agreement Subject verb present


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...there were many research conducter... ...students found an ambiguous sentences... ...of ambiguous sentences occurs in... Many of students is less... The aspects includes... Language and society is... ...many years ago, students in Indonesia learn English... ...are related with... The attractive reading material and activity is... English which is learn by... ...reading material s enable... ...consists of three grades, that is, ... Gardner’s theory of multiple Intelligences explain... What the designed set of materials looks like? ...to do their

Omission “s” plural Omission “s” Omision “does” Omission

Simple addition Simple addition Simple addition Double marking

Regularization (to be) Regularization (to be) Regularization (to be) Regularization (preposition) Regularization (to be) Regularization (passive) Regularization (to be)

Spelling Subject verb present agreement


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...to do their personal reflection. ...four skill of language. UNAS only emphasize on... This study provide... In this study, writing refer... After one year the learn in... ...so they students can... ...teacher view the role... ...teaching will to a large... ...the students is considered... ...such as their needs, interest and motivation. The researcher conduct a study... ...concerning about those problem... ...the students’ perceptions towards... ...to improving...

Omission “s” plural form Omission “s” of plural form Omission “s” Omission “s” Omission “s” Omission “s” Omission “be” Omission “s” Omission “s” of plural form

Simple addition

Regularization (to be) Regularization (to infinitive)

Subject verb present agreement Subject verb present agreement Subject verb present agreement Spelling Spelling Punctuation Subject verb present agreement


70


...he teach... ...teacher deliver the... ...teacher no only teaches... ...how they motivate the students, giving compliments for their effort, and helping not torturing... ...has taught briefly or in a nut shell, ...reading, listening, writing, and the most important part which is speaking skill. ...usually the teacher talks much in front of the students without involve them... ...family that lack of knowlegde... ...with the formulated problems,... ...materials which appropriate... ...reading, listening,

Omission “s” Omission “s” Omission “does” Omission “s” Omission “be” Omission “be”

Simple addition

Alternating form (no+verb) Alternating form (paralel construction)

Misordering

Subject verb present agreement Subject verb present agreement Spelling Subject verb present agreement punctuation


71

No Errors Ommision Addition Misinformation Misordering Blends Others 135 136 137 138 139 140 141 142 143 144 145 146

writing and speaking as ... ...four competences of English which is based on... ...a set of materials that cover... ...those four language competence... ...process in order the reach... ...international language which very important... It will discuss about the learner ... ...there are four skill should be... ...there are many reading passage in... ...given some question related... Langan (2002) explain that... ...what students needs... ...reading material which

Omission “s” Omission “s” of plural form Omission “be” Omission “s” of plural form Omission “s” of plural form Omission “s” of plural form Omission “s” or “ed” Omission

Simple addition

Regularization (to be) Regularization (particle and preposition) Regularization

Subject verb present agreement Subject verb present agreement punctuation


72


more interesting... Cushenberg (1985) explain that... ...design means create a... ...particular learner It also is applied... ...teaching lower semester class really influence their achievement... ...to give the contribution the lectures... ...professional teacher who are able... ...,its is expected... ...Curriculum and Materials Development, Language Learning Assessment and Instructional Design. Literary works, such as prose, poems, drama, and novel is not only the... Moreover, the education is gain from... Novel as one of the literary

“be” Omission “s” or ”ed” Omission “s” Omission “to” Omission “s” Omission “s”

Simple addition

Regularization (double verb) Regularization to be Regularization to be Regularization present continous tense

Misordering

Punctuation Subject verb present agreement punctuation Subject verb


73


work, mostly tell... ...the one who create culture... ...a novel also present... Firdaus, the main character of this novel always becomes... ...is interesting to discuss since... ...some important terms which is used... ... pronounciat Ion, grammar/ structure and vocabulary. To help make the study... ...still found it difficult in ... ...learning English not merely... ...better way to make it more interesting... ...learning activity and learning grammar still becomes bored ... ...the list of the terms which is used...

Omission “s” Omission “s” Omission to be “is” Omission to be “is” Omission to be “is”

Simple addition

Regularization passive Regularization to be Misinformation Regularization to be

present agreement Subject verb present agreement Subject verb present agreement Punctuation (;) after “this novel” punctuation


74

Appendix 2. Chapter I of Students’ Research Proposals


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