i
COVER
An Error Analysis on Students’ Ability in Identifying and
Writing Independent Clause and Dependent Clause in an
Argumentative Essay
(An Error Analysis at the Seventh Semester of Department of English Education
of Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State
Islamic University in the Academic Year 2014/2015)
By
Utari Prabawati
109014000078
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
ii
APPROVAL
An Arror Analysis on Students’ Ability in Identifying and Writing
Independent Clause and Dependent Clause in an Argumentative
Essay
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fullfillment
of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English
Language Education
By:
Utari Prabawati
109014000078
Approved by the Advisor
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
iii
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers‟ Training
certifies that the “skripsi” (Scientific Paper) entitled “An Error Analysis on
Students’ Ability in Identifying and Writing Independent Clause and Dependent
Clause in an Argumentative Essay” (An Error Analysis Study in the Seventh
Semester of Department of English Education of Faculty Tarbiyah and Teachers‟
Training of Syarif Hidayatullah State Islamic Universitiy Jakarta in the Academic Year
2014/2015) written by Utari Prabawati, NIM 109014000078 was examined by the
Committee on February 24th, 2015. The “skripsi” has been accepted and declared to
have fulfilled one of the requirements for the Degree of “S.Pd” (Bachelor of Arts) in
English Language Education at the English Department.
Jakarta, February 24th, 2015
KEMENTERIAN AGAMA
UIN JAKARTA
FITK
FORM (FR)
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
No. Dokumen
Tgl. Terbit
No. Revisi:
Hal
:
:
:
:
iv
FITK-FR-AKD-089
1 Maret 2010
01
1/1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama
: Utari Prabawati
Tempat, Tanggal Lahir
: Bogor, 15 Juni 1990
NIM
: 109014000078
Jurusan/Prodi
: Pendidikan Bahasa Inggris
Judul Skripsi
: An Error Analysis on Students‟ Ability in
Identifying and Writing Independent Clause
and Dependent Clause in an Argumentative
Essay in the Seventh Semester of Department
of English Education of Faculty of Tarbiyah
and
Teachers‟
Training
of
Syarif
Hidayatullah State Islamic University
Jakarta Academic Year 2014/2015
Dosen Pembimbing
: 1. Drs. Syauki, M.Pd
2. Desi Nahartini, M.Ed
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggungjawab secara akademis atas apa yang saya tulis. Pernyataan ini
dibuat sebagai salah satu syarat Ujian Munaqosah.
Jakarta, 26 Januari 2015
Mahasiswa Ybs.
v
ABSTRACT
Utari Prabawati, 2015. An Error Analysis on Students’ Ability in Identifying
and Writing Independent Clause and Dependent Clause in an Argumentative
Essay; An Error Analysis Study in the Seventh Semester of Department of English
Education of Faculty Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State
Islamic Universitiy Jakarta in the Academic Year 2014/2015. Skripsi. Department of
English Education, Faculty Tarbiyah and Teachers‟ Training, Syarif Hidayatullah
State Islamic Universitiy Jakarta.
Keywords
: Errors, identifying, writing, independent clause, dependent clause,
argumentative essay.
This study is describing the students‟ errors in identifying and writing
independent clause and dependent clause in an argumentative essay at the seventh
semester of Department of English Education of Faculty Tarbiyah and Teachers‟
Training of Syarif Hidayatullah State Islamic University Jakarta. The purpose of this
is study is to find out the types of errors the students commonly made on their
argumentative essay and causes of their errors in writing an argumentative essay.
The research method used in this study was mixed method design. The
exploratory sequential design was used as research design to analyze the data
qualitatively and quantitatively. Qualitative data acts as the main source in
combining data (observation, test, and interview) to get more information about the
types of errors and the real cause of errors while quantitative data acts as a bridge to
calculate the frequency of errors and the total number of errors. This study was
conducted from September to November 2014. The population of the study was all
of students in the seventh semester of Department of English Education; There are
VII A, VII B, and VII C. 43 students are used as the sample. Simple random
sampling is used to get the sample. The data of the study were derived from
classroom observation, test, and interview.
The data was then analyzed by using the data analysis procedures by Miles &
Huberman: data reduction, data display, and conclusion drawing/verifying. The
result of the test shows that there are 398 errors. 42.21% misformation errors,
35.42% omission errors, 16.83% addition errors, 3.02% dangling errors, 2.26%
misordering errors, and the last is 0.25% double clause connectors errors. The result
of interview is to know the causes‟ students did error. To sum up, all the errors are
caused by intralingual transfer in which the students understood the background
knowledge of grammatical structure, they were also able to identify independent
clause and dependent clause. However, they were not skillful in applying the
grammatical structure and the concept of independent clause and dependent clause
into an argumentative essay.
vi
ABSTRAK
Utari Prabawati, 2015. An Error Analysis on Students’ Ability in Identifying
and Writing Independent Clause and Dependent Clause in an Argumentative
Essay; An Error Analysis Study in the Seventh Semester of Department of English
Education of Faculty Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State
Islamic Universitiy Jakarta in the Academic Year 2014/2015. Skripsi. Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan keguruan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta.
Penelitian ini menggambarkan kesalahan-kesalahan siswa dalam mengenal
dan menulis independent clause dan dependent clause dalam sebuah karangan
argumentatif pada semester tujuh di Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Tujuan dari penelitian ini adalah untuk menemukan tipe-tipe kesalahan yang sering
kali siswa lakukan dalam karangan argumentatif mereka dan penyebab-penyebab
dari kesalahan mereka dalam karangan argumentatif.
Motode penelitian yang digunakan dalam penelitian ini yaitu mixed method
design. The exploratory sequential design digunakan sebagai model peneilitian
untuk menganilisa data secara kualitatif dan kuantitatif. Data kualitatif bertindak
sebagai sumber utama dalam menggabungkan data (observasi, test, dan wawancara)
untuk mendapatkan informasi lebih mendalam mengenai jenis-jenis kesalahan dan
sebab-sebab kesalahan sementara data kuantitatif bertindak sebagai jembatan untuk
menghitung kesalahan yang sering muncul dan jumlah seluruh kesalahan. Penelitian
ini dilaksanakan sejak bulan September hingga bulan Nopember 2014. Populasi
penelitian ini yaitu seluruh mahasiswa semester tujuh di Pendidikan Bahasa Inggris,
terdapat kelas VII A, VII B, and VII C. 43 mahasiswa digunakan sebagai sampel
penelitian. Sampling acak digunakan untuk mendapatkan sampel. Data penelitian
berasal dari pengamatan kelas, tes, dan wawancara.
Data dianalisa dengan menggunakan langkah-langkah yang dikembangkan
oleh Miles dan Huberman yaitu reduksi data, model data, dan penarikan/verifikasi
kesimpulan. Hasil dari tes menunjukkan bahwa terdapat 398 kesalahan. 42,21%
kesalahan pada misformation, 35,42% kesalahan pada omission, 16,83% kesalahan
pada addition, 3,02% kesalahan pada dangling, 2, 26% kesalahan pada misordering,
dan terakhir yaitu 0.25% kesalahan pada double clause connectors. Hasil wawancara
yaitu untuk mengetahui penyebab-penyebab mahasiswa melakukan kesalahan. Dapat
disimpulkan bahwa semua penyebab kesalahan dikarenakan intralingual transfer
yang artinya mahasiswa mengerti pengetahuan dasar mengenai susunan gramatika,
mereka juga dapat mengenal independent clause dan dependent clause akan tetapi
mereka tidak mahir dalam mengaplikasikan susunan gramatika tersebut dan konsep
independent clause dan dependent clause kedalam sebuah karangan argumentatif.
Kata kunci
: Kesalahan, mengenal, menulis, independent clause, dependent
clause, karangan argumentatif.
vii
ACKNOWLEDGEMENT
‫بِس ِْم ه‬
‫َّح ْي‬
ِ ‫ّللاِ الرَّحْ َم ِن الر‬
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, the Almighty who bestowed upon the writer in
completing this “skripsi”. Peace and blessing be upon our prophet Muhammad, his
tribes, his companions, and his faithful followers. After struggling and passing many
obstacles, the writer could finally finish her “skripsi” as the requirement for her to
finish her study in Syarif Hidayatullah State Islamic University.
The writer would like to express her great and deepest gratitude to her
beloved parents: H. Eddy Wahyudi and Hendrawati, S.Pd, her lovely brothers:
Yudha Pratama and M. Kahfi Prayoga, her lovely sister, Christa Pratiwi, her beloved
grandmothers: Barkah, Pipih Nafsiah, and E. Mintarsih, and her beloved sister-inlaw: Nurmawati, who always give their prayer, love, support, motivation, advice,
contribution, and everything that they have given to the writer to finish her study.
The writer also would like to thanks to Drs. Syauki, M.Pd and Desi Nahartini,
M.Ed, as the writer‟s advisor who provided precious time, knowledge, guidance,
patience, wisdom, encouragement, attention, ideas, and given the writer many
corrections for her writing to be the best. Their help, kindness, and support can not
be measured. Their helps and kindnesses never be forgotten in the writer “skripsi”
making process.
In writing this “skripsi”, the writer also gets so much guidance, contribution,
suggestion, support, views, and ideas from people around her. Therefore, she would
like to express deepest gratitude to:
1. Dra. Nurlena Rifa‟i, M.A., Ph.D, as the Dean of Faculty of Tarbiyah and
Teachers‟ Training.
2. Drs. Syauki, M.Pd, as the Head of Department of English Education and as
the writer‟s advisor.
3. Zaharil Anasy, M.Hum, as the secretary of Department of English Education.
4. Siti Nurul Azkiyah, Ph.D, as the lecturer of Academic Writing of Department
of English Education, who helped the writer to do the research.
5. All lecturers in Department of English Education who give their knowledge,
support, motivation, advice, and kindness.
6. All friends in English Department, especially Bees class, Amalia Putri, S.Pd,
Amalina Shomami, S.Pd, Novera Helsanita, S.Pd, Ratna Sari, S.Pd, Wiwin
viii
Winingsih, S.Pd, Ahmad Subhan, S.Pd, Ismi Putri Rahmah, S.Pd, Tazkiya
Hamdah, and so forth, for lending her many books and also for love,
suggestion, contribution, support, and kindness, especially when the writer
felt hopeless in doing this “skripsi”.
7. Her beloved friends: Ferdi Ramdhan, Dirwan S.KH, Septiyani Aziz, S.Pd,
Yodi Syahbana, Selvi Firda Yulianti, Rusdi Abdullah, Bimo Wahyu
Ramadhani, Peti Pratiwi, Cynthia Octaprianti, and Zamakhsyari Ahmad, who
support and give great motivation for the writer.
8. All beloved friends Himabo (Himpunan Mahasiswa Bogor) Syarif
Hidayatullah State Islamic University Jakarta: Anisa Nur Afifah, S.Pd, Nurul
Hikmah, S.Pd, Nur Amalia, S.Pd, Sadam Zaenudin, S.Kom.I, Yustia
Umamah, S.Pd, Arief Hidayat, Ilham Mabruri, and so forth for love, support,
and motivation.
9. The writer also wants to thanks to all people who cannot be mentioned one by
one, for all their support and contribution.
May Allah, the Almighty bless them, ameen. The last, the writer always
realizes that she has many weaknesses and imperfection in writing this “skripsi”.
Hopefully, this “skripsi” could give a little contribution for further researcher.
Jakarta, 26 Januari 2015
Utari Prabawati
ix
TABLE OF CONTENTS
COVER ........................................................................................................................ i
APPROVAL ............................................................................................................... ii
ENDORSEMENT SHEET ....................................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ......................................................... iv
ABSTRACT ................................................................................................................ v
ABSTRAK ................................................................................................................. vi
ACKNOWLEDGEMENT ....................................................................................... vii
TABLE OF CONTENTS.......................................................................................... ix
LIST OF TABLES ................................................................................................... xii
LIST OF APPENDICES ........................................................................................ xiii
CHAPTER I INTRODUCTION............................................................................... 1
A. Background of the Study .................................................................................... 1
B. Identification of the Problem .............................................................................. 4
C. Limitation of the Problem................................................................................... 5
D. Formulation of the Problem ................................................................................ 5
E. Objective of the Study ........................................................................................ 5
F. Significance of the Study .................................................................................... 5
CHAPTER II THEORETICAL FRAMEWORK ................................................. 6
A. Definition of Error Analysis ............................................................................... 6
B. Errors and Mistakes ............................................................................................ 7
C. Types of Errors ................................................................................................... 8
1.
Linguistic Category ....................................................................................... 9
2.
Surface Category ......................................................................................... 12
a)
Omission [Ø]............................................................................................ 12
x
b) Addition ................................................................................................... 13
c)
Misformation ........................................................................................... 13
d) Misordering .............................................................................................. 13
3.
Comparative Taxonomy .............................................................................. 14
a)
Developmental Errors .............................................................................. 14
b) Interlingual Errors .................................................................................... 14
c)
4.
Ambiguous Errors .................................................................................... 14
Communicative Effect Taxonomy .............................................................. 15
a)
Global Errors............................................................................................ 15
b) Local Errors ............................................................................................. 15
D. Source of Errors ................................................................................................ 16
1.
Interlingual Transfer .................................................................................... 16
2.
Intralingual Transfer .................................................................................... 17
E. The Use of Independent Clause and Dependent Clause in English Grammar . 17
1.
An Independent clause ................................................................................ 17
2.
A Dependent Clause .................................................................................... 18
Noun Clause............................................................................................. 19
a)
b) Adjective Clause ...................................................................................... 21
c)
Adverb Clause.......................................................................................... 22
(1)
Adverb Clause to Prhase Reduction ...................................................... 23
F. Independent Clause and Dependent Clause in Argumentative Essay .............. 25
G. Previous Related Studies .................................................................................. 27
CHAPTER III RESEARCH METHODOLOGY ................................................. 30
A. Time and Place ................................................................................................. 30
B. Population and Sample ..................................................................................... 30
C. Research Method and Design ........................................................................... 31
D. Technique of Data Collection ........................................................................... 31
1.
Classroom Observation ............................................................................... 31
2.
The Test ....................................................................................................... 32
3.
Interview ...................................................................................................... 32
xi
E. Technique of Data Analysis ............................................................................. 33
1.
Data Reduction ............................................................................................ 33
2.
Data Display ................................................................................................ 33
3.
Conclusion Drawing/Verifying ................................................................... 34
CHAPTER IV RESEARCH FINDINGS ............................................................... 35
A. Data Description ............................................................................................... 35
B. Data Analysis .................................................................................................... 36
1.
Identifying the Errors .................................................................................. 36
2.
Describing the Errors ................................................................................... 37
3.
Classifying Errors and Calculating the Percentage of Type of Errors ........ 76
C. Data Interpretation ............................................................................................ 85
CHAPTER V CONCLUSION AND SUGGESTION ........................................... 88
A. Conclusion ........................................................................................................ 88
B. Suggestion ........................................................................................................ 90
BIBLIOGRAPHY .................................................................................................... 91
APPENDICES .......................................................................................................... 93
xii
LIST OF TABLES
Table 2. 1
The Area of Grammatical Error .............................................................. 9
Table 2. 2
Examples of Independent Clause .......................................................... 18
Table 2. 3
Examples of Dependent Clause ............................................................ 19
Table 2. 4
Examples of Noun Clause that Function as a Subject or
Predicate................................................................................................ 20
Table 2. 5
Examples of Noun Clause that Introduced by That .............................. 20
Table 2. 6
Examples of Noun Clause Beginning with If or Whether .................... 20
Table 2. 7
The Word Introducing Adverb Clauses ................................................ 23
Table 2. 8
Examples of Eliptical Phrases ............................................................... 24
Table 2. 9
Examples of Dangling Phrases ............................................................. 25
Table 2. 10 Example of Argumentative Essay......................................................... 26
Table 4. 1
Question Number 1 ............................................................................... 37
Table 4. 2
Question Number 2 ............................................................................... 38
Table 4. 3
The Area of Grammatical Error ............................................................ 39
Table 4. 4
The Numbers of Errors Based on the Type of Errors and the
Percentage of Each Type of Errors ....................................................... 76
Tabel 4. 5
The Distribution and the Percentage of Misformation Errors .............. 77
Tabel 4. 6
The Distribution and the Percentage of Omission Errors ..................... 79
Tabel 4. 7
The Distribution and the Percentage of Addition Errors ...................... 80
Tabel 4. 8
The Distribution and the Percentage of Dangling Errors ..................... 81
Tabel 4. 9
The Distribution and the Percentage of Misordering Errors ................. 82
Tabel 4. 10 The Distribution and the Percentage of Double Clause
Connectors Errors ................................................................................. 82
Tabel 4. 11 The Categories of Causes of Error ........................................................ 84
xiii
LIST OF APPENDICES
Appendix 1 The Students‟ Answer Sheet ................................................................. 93
Appendix 2 The Result of Students‟ Ability in Identifying Independent
Clause and Dependent Clause............................................................. 102
Appendix 3 The Result of Interview ..................................................................... 106
CHAPTER I
INTRODUCTION
A.
Background of the Study
Students who learn English are expected to master two skills: language skill
and language component. In language skills, they learn listening, reading, speaking,
and writing, while in language components, they learn grammar, vocabulary, syntax,
phonology, semantics, and so forth.
Grammar as a language component is important to be taught. It is because
before the teachers introduce a new language, the teachers should have analyzed the
form that they are going to teach, for example how the verb is formed, how certain
nouns become plural, and also the grammatical pattern that they are going to teach it
in.1 In learning grammatical English, students learn a lot of rules in English language
such as tenses, prepositions, punctuations, modals, part of speech, kinds of sentences
including kinds of clauses (independent clause and dependent clause). Therefore,
kinds of clauses (independent clause and dependent clause) will be the major topic in
this paper.
Before talking about kinds of clauses (independent clause and dependent
clause), the writer will first talk about types of sentences. There are four kinds of
sentences: Simple Sentence, Compound Sentence, Complex Sentence, and
compound-complex sentence. Simple Sentence is a single independent clause;
Compound sentence is two or more simple sentence join together by a comma and a
coordinating conjunction; Complex Sentence is sentence that has a main
(independent) clause and at least one sub clause (dependent clause).2 The last is
compound-complex sentence. Compound-complex sentence is a combination of two
or more independent clauses and one or more dependent clauses.3
1
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1991),
p. 59.
2
Patricia K. Werner, et al., Interaction 2: Grammar, (New York: McGraw Hill, 2002), 4th
edition, p. 175.
3
Alice Oshima and Ann Hogue, Writing Academic English, (New York: Addison Wesley
Longman, 1999), 3rd edition, p. 162.
1
2
Independent clause is a complete sentence. It containts a subject and a verb
that expresses a complete tought. While dependent clause is not a complete idea. It
depends on the main clause.4 Learning the differences between independent clause
and dependent clauses is important in understanding how to construct sentences and
to avoid fragments. When dependent clause is not attached to an independent clause,
it is fragment (incomplete idea). The problem will occur if students do not
understand enough the difference between independent clause and dependent clause.
The first problem, the writer found out some of her friends while she was at seventh
semester that her friends used double clause connectors (subordinating conjunction
and coordinating conjunction) in one sentence in argumentative essay. It‟s absolutely
incorrect because in English grammar there is no subordinator and coordinator in one
sentence. The sentence will incorrect if the sentence there is no independent clause in
it. The sentence should consists of independent clause and dependent clause in one
sentence. Example:
“Although Dona is a rich woman, but she is not arrogant” (incorrect)
DC
DC
although is subordinating conjunction
but is coordinating conjunction
“Although Dona is a rich woman, she is not arrogant.” (correct)
DC
IC
“When I went to Giant supermarket, so I bought some vegetables
DC
and meats.” (incorrect)
when is subordinating conjunction
4
Ibid., p. 153.
DC
3
so is coordinating conjunction
“When I went to Giant supermarket, I bought some vegetables
DC
IC
and meats.” (correct)
The first line of those sentences is incorrect because there is no independent
clause [IC] of those sentences. Meanwhile in the second line is correct because the
sentence consists of independent clause and dependent clause.
The second problem, the writer and some of her friends made errors when
they were at seventh semester. They usually translated the sentence from Indonesian
language into English language. Example:
1. Incorrect: He has already eaten breakfast this morning at 7 o‟clock.
(addition of pronoun for this and noun for morning)
Correct: He has already eaten breakfast at 7 o‟clock.
2. Incorrect: Where Sinta lives? (omission of auxiliary verb)
Correct: Where does Sinta lives?
3. Incorrect: I am interesting in his idea. (misuse of verb)
Correct: I am interested in his idea.
Because of those reasons, learning English is not easy because English itself
is a foreign language in Indonesia. Learning a foreign language isn‟t like native
language learning. In learning a foreign or a second language there would be trial and
error.5 When students learn a foreign language, they will learn the different rules of
both those two languages. In English language there are 12 verb tenses, meanwhile in
Indonesian language, there is no sequence in it sentences. Accordingly, making an
error is a natural and unavoidable part of process of learning English. If the teacher
did not correct the students when their students made error, their students will be
stuck at a plateau, never to go any further or it can be called as the fossilization.6
5
H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson
Education, Inc., 2007), 5th edition, p. 257.
6
Retrieved
on
April
25,
2014,
at
1.30
PM,
http://www.timothyjpmason.com/WebPages/LangTeach/Licence/CM/OldLectures/L7_Interlanguage.
htm#Interlanguage.
4
There are some factors contributing to students‟ errors, such as interlingual
transfer (errors caused by using language pattern of first language into a second
language or the interference of the learner‟s mother tongue) and intralingual transfer
(it reflects learner‟s competence at a particular stage and the outcome from partial
learning of the target language).7 These factors referred to as the source of errors or
causes of errors.
Error lies in language performance, and it usually happens on students‟
speaking or students‟ writing, because speaking and writing are productive skills
which are susceptible of error. As Dulay, Burt, and Krashen noted that errors itself
are the flawed side of student speech and writing. Errors are parts of conversation or
composition that diverges from some selected norm of mature language
performance.8 Based on the error made by the writer and some of her friends while
they were at seventh semester and some problems that has been described above, the
writer will conduct an error analysis to investigate students‟ ability in identifying and
writing independent clause and dependent clause in an argumentative essay at
seventh semester of Department of English Education of Faculty Tarbiyah and
Teachers Training of Syarif Hidayatullah State Islamic University Jakarta.
B.
Identification of the Problem
According to background of the study above, the writer identifies some
problems:
1. Students use double clause connectors in a sentence.
2. Students usually translate the sentence from Indonesian language into
English language.
3. Students make errors in writing independent clause and dependent clause
in their argumentative essay.
7
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin
University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 263.
8
Heidi Dulay, et al., Language Two, (New York: Oxford University Press, 1982), p. 138.
5
C.
Limitation of the Problem
Based on the identification of the problems above, the writer limits the
problem only on students‟ errors in writing independent clause and dependent clause
in argumentative essay.
D.
Formulation of the Problem
The formulation of problem involves these research questions:
1.
What types of error the students commonly made on their argumentative essay?
2.
What are the causes of the students‟ error on their argumentative essay?
E.
Objective of the Study
The objective of this study is to find out the types of error which the students
commonly made on their argumentative essay and causes of their errors in writing an
argumentative essay.
F.
Significance of the Study
This study would be beneficial especially to the writer who will conduct this
research to find out the answer of the research questions. The study would also
provide valuable input for lecturers about their students‟ ability in identifying and
writing independent clause and dependent clause in an argumentative essay. It would
also be beneficial to the other readers who are interested in doing further researches
related to the error analysis on students‟ ability in identifying and writing
independent clause and dependent clause in an argumentative essay.
CHAPTER II
THEORETICAL FRAMEWORK
A.
Definition of Error Analysis
Error analysis is an ancient study that continuously done and developed by
some researchers. As Corder noted that learners‟ errors are significant; it is because
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.1 In
learning a language, there would be trial and error process because error is a natural
process when learners learn a second language or a foreign language.
Error analysis deals with learners‟ performance in terms of the cognitive
process. Learners usually make errors in recognizing or coding the input they receive
from the target language. The principal focus of error analysis is on the evidence of
the underlying process of second language acquisition.2
Error which happen on learners‟ competence can be observed, analyzed, even
can be classified to reveal the system operating within the learner. In these sense, as
Brown stated on his book that error analysis is the fact that shows learners make
errors, and the error itself can be observed, analyzed, and also can be classified to
reveal something of the system operating within the learner,caused a surge of study
of learners‟ error, called error analysis.3
Error analysis is not a new development. The analysis of learner errors had
long been a part of pedagogy. Some researchers had done the study of error analysis
on the past; one of them was Lee. Lee (1957) had done the research on analysis of
some 2,000 errors in the written of work of Czechoslovakian learners‟, the result
shows some errors which were „hurriedly grouped into categories‟ such as wrong
punctuation, misuse, or omission of articles, misspellings, non-English constructions,
1
H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson
Education, Inc., 2007), 5th edition, p. 257.
2
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin
University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 263.
3
H. Douglas Brown, op. cit., p. 259.
6
7
and wrong use of tenses. Lee also argued that such an analysis lies on teachers‟
position in deciding how teaching time should be spent.4
There are three different ways in learners‟ error that suggested by Corder. He
divided into three sides; teachers, researchers, and learners. First, for teachers, the
learners‟ errors could tell them how far towards the goal the learner has progressed
and, consequently, what remains for him to learn. Next, for researchers, the errors
provide evidence of how language is learnt or acquired and what strategies or
procedures the learner is employing in his discovery of language. The last, for
learners, committing errors is a way the learner has of testing his hypotheses about
the nature of language he is learning (Corder; 1981).5
It can be concluded that the case which happen on learner such as an error, it
can be analyzed and observed. An error itself not only lies on learners‟ side, but also
on teachers to know the goal the learner has progressed or no, and the last on
researchers to do more research about error and to know that language is learnt or
acquired.
B.
Errors and Mistakes
Talking about error it can be separated with a mistake. In order to analyze
students‟ language in appropriate perspective, it is vital to make the disparity
between mistakes and errors. According to Dictionary of Language Teaching and
Applied Linguistics (1992):
Students make a mistake when writing or speaking because of lake of
attention, fatigue, carelessness, or some other aspects of performance.
Mistakes can be self-corrected when attention is called. Whereas, an error is
the use of language regards it as showing faulty or incomplete learning. It
means that error occur because the learner does not know is correct, and thus
it cannot be self-corrected.6
It can be concluded that students who make a mistake they can be self-corrected but,
students who make an error they do not know what they should corrected.
4
Allan G. Bluman, Elementary Statistics: A Step by Step Approach, (New York: McGraw
Hill, 2004), 5th edition, p. 48.
5
Meng Zhang, Error Analysis and Interlanguage, Zhengzhou Teachers College in
Zhengzhou City, Henan Province, China, smashraf2, on April 29, 2013, p. 86.
6
Vacide Erdogan, loc. cit.
8
There are two ways to distinguish between error and mistake.7 The first one is
to check the consistency of learner‟s performance. If learner sometimes uses the
crrect form and sometimes the wrong one, it can be categorized into a mistake.
However, if learner always uses incorrect, it is called an error. The second one is to
ask learner to try to correct his own deviant utterance. Where he is unable to, the
deviations are errors; while he is successful, he is mistakes.
According to Brown that mistakes are what researchers have referred to as
performance errors. In this sense, the learner knows the system but fails to use it;
while errors are the result of one‟s systematic competence, it means that the learner‟s
system is incorrect.8 A mistake refers to a performance error, not only learners who
learn a second or a foreign language, but also native speakers themselves sometimes
make a mistake. Kinds of mistake which is usually done in native speaker production
in
a
second
language
speech
are
hesitation,
slip
of
tongue,
random
9
ungrammaticalities, and other performance lapses. An error denotes a portion of
learners‟ competence in target language.
The conclusion of explanation above is a mistake reveals performance error,
and mistake usually can be self-corrected. Meanwhile an error denotes competence
error or incomplete learning, and error usually cannot be self-corrected. In her study,
to distinguish between error and mistake the writer used time management. To know
whether the students did error or mistake the writer added the time to students to
check their essay writing. If the students were able to correct, it categorized into a
mistake, however if students were not able to correct their essay writing, it
categorized into an error.
C.
Types of Errors
Most common errors occur in speaking and writing, because both of them are
productive skills which are susceptible of error. Dulay, Burt, and Krashen have
reviewed the literature to represent the most useful and commonly used bases for the
descriptive classification. According to Dulay, Burt, and Krashen, error types based
7
Vacide Erdogan, loc. cit.
H. Douglas Brown, op. cit., p. 258.
9
Ibid., p. 257.
8
9
on category classified into four categories: linguistic category, surface category,
comparative taxonomy, and communicative effect taxonomy.10
1.
Linguistic Category
Linguistic category taxonomy classified error either or both the language
component or the linguistic constituent. Language component involve
phonology (pronunciation), syntax and morphology (grammar), semantic and
lexicon (meaning and vocabulary), and discourse (style) while linguistic
constituent involve the elements that comprise each language component. As
example in syntax, error can lies on main clause or subordinate clause which
constituent is affected, examples the noun phrase, the auxiliary, the verb
phrase, the preposition, the adverb, the adjectives, and so forth. In this study,
the writer focuses on syntax and morphology (grammatical area) and
semantic and lexicon (meaning and vocabulary). All of these were
summarized into the area of grammatical error describe into the table below:
Table 2. 1
The Area of Grammatical Error
Linguistic Category and Error Type
Example of Learner Error
A. Morphology
1. Indefinite article incorrect
~ a used for an before vowels
a eagle
~ an used for a
an fish
2. Possessive case incorrect
~ Omission of 's
The woman ('s) feet
3. The third person singular verb incorrect
~ Failure to attach -s
The cat help(s) man
~ Wrong attachment of -s
The orange falls downs
4. Simple past tense incorrect
~ Regular past tense. Omission of -ed
10
She visit(ed) Borobudur
Heidi Dulay, et al., Language Two, (New York: Oxford University Press, 1982), p. 146.
10
temple
~ Adding -ed to past already formed
He calleded
~ Irregular past tense. Regularization by
adding- ed
He putted the cookie there
5. Past participle incorrect
~ Omission of -ed
He was call(ed)
6. Comparative adjective/adverb incorrect
~ Use of more + er
He got up more higher
B. Syntax
1. Noun Phrase
a. Determines
~ Omission of the article
He no go in (the) hole
~ Use of possessive with the article
He put it in the his room
b. Nominalization
~ Simple verb used instead of -ing
By to cook (cooking) it
~ Preposition by omitted
The dove helped (by) him
putting leaf on the water
c. Number
~ Substitution of singular for plural
She got some leaf (leaves)
~ Substitution of plural for singular
She stabs him in the feet
(foot)
d. Use of pronouns
~ Omission of the subject pronoun
(He) pinch the man
~ Omission of the “dummy” pronoun it
Is (it) nice to mock person?
~ Omission of the object pronoun
I don‟t know (it) in English
~ Alternating use of pronouns by number as
So she can eat it (referring to
well as gender
~ Subject pronoun used as a redundant element
manggo)
My brother he goes to
Palestine
~ Use of me as subject
Me (I) forget it
11
e. Use of prepositions
~ Omission
She came (to) the Fay's party
~ Misuse
She fell down from (for into)
the water
2. Verb Phrase
a. Omission of verb
~ Omission of main verb
She (drives) a car every
morning
~ Omission of to be
He (is) in the kitchen
b. Use of progressive tense
~ Omission of be
She (is) going
~ Replacement of –ing by the simple verb form
The bird was shake(ing) his
head
~ Misuse of verb
She is drives(ing) right now
~ Misuse of the progressive for the simple past
Then the man shooting (shot)
with the gun
3. Verb-and-verb construction
~ Embedding of a noun-and-verb construction
in another noun-and-verb construction
~ Omission of to in identical subject
construction
~ Omission of to in the verb-and-verb
construction
I go to play (I go and I play)
I go (to) work
I see a bird (to get) got the
leaf
~ Attachment of the past marker to the
dependent verb
He was going to fell (fall)
4. Word order
~ Repetition of the object
The snake (object) he was
gonna shoot it (He was gonna
shoot the bird)
~ Erroneous preposition
I go by plane to Singapore (I
12
go to Singapore by plane)
~ Adjectival modifies placed after noun
She put it inside her house a
little round (She put it inside
a little round her house)
5. Some transformation
a. Negative transformations
~ Formation of no or not without auxiliary do
He (do) not play anymore
~ Multiple negation
She doesn‟t know nothing
(She knows nothing)
b. Question transformation
~ Omission of auxiliary
How (can) he go there?
c. There transformation
~ Omission of there
Is (there) one bird?
d. Subordinate clause transformation
~ Use of for for so that
For (so that) the ant could get
out
2.
Surface Category
Surface category highlight the ways surface structures are converted.
Students sometimes omit necessary items or add unnecessary ones; they may
misform items or misorder items. Furthermore, omission, addition,
misformation, and misordering would be described in paragraph below:
a) Omission [Ø]
Omission is ungrammatical. Students usually omit some required
element in grammatical. Example, A strange thing happen [ed] to me
yesterday. Indicates that one item is omitted, which is „ed‟. The word
„ed‟ is grammatical verb form that plays an important role in constructing
a proper sentence. And the word „ed‟ in that sentence functions as verb
13
inflection. Noun or verb inflection such as the –s in birds, the –ed in
happened, the –ing in laughing, etc).
Other example is The audiences are sitting [on] the chair. The second
sentence is also omitted, which is „on‟. The word „on‟ is functions as
prepositions. Without the word „on‟, the second sentence can‟t be a
proper sentence.
b)
Addition
In this kind of error, Dulay, Burt, and Krashen suggest there are two
subtypes. First, regularization, which involves overlooking exceptions
and spreading rules to domains where they do not apply, as in womans
for women, buyed for bought, etc. Second, double marking, it means that
students use two tense markers in a sentence, as in she didn‟t went back,
he doesn‟t knows me, and so forth.11 Another example, in morphology,
The books is here. In syntax, The London, The Jakarta.
c) Misformation
Misformation means selection or misuse. Misformation errors are
marked by the use of the wrong form of the morpheme or structure.12
Example, in morphology, My friends is oldest than me. In syntax, I want
that she comes here.
d) Misordering
Misordering or word order, as Dulay, Burt, and Krashen states, is the
result of learners rely implement word-for-word translation of native
language surface structure when producing written or spoken utterances in
the target language.13 It is also characterized by incorrect placement of
morpheme or group of morphemes. As example, in pronunciation,
fignisicant for significant, prulal for plural. In morphology, get upping for
11
Carl James, Errors in Language Learning and Use, (New York: Addison Wesley Longman
Inc., 1998), p. 107.
12
Heidi Dulay, op. cit., p. 158.
13
Carl James, op. cit., p. 110.
14
getting up. In syntax, he is a dear to me friend for he is a dear friend to
me. In lexicon, key car for car key.
3.
Comparative Taxonomy
The types of errors in comparative taxonomy are classified based on
comparisons between the structure of second language and other types of
constructions.14 There are three types of errors in this category: developmental
errors, interlingual errors, and ambiguous errors.
a) Developmental Errors
These errors are errors that made by children learning the target
language as their first language. In this type of errors, the L2 and L1 are
compared. Example: Dog eat it. The omission of the article and the past
tense can be classified as developmental because it also found in the
speech of children learning English as their first language.
b) Interlingual Errors
Interlingual can be interpreted as transfer. The learner‟s native
language somehow automatically interferes with the learning of the L2 or
automatically transfers to the learner‟s developing L2 system.15
Interlingual errors are lies in structure to a semantically equivalent phrase
or sentence in the learner‟s native language. Example: Dog eat it. The
researcher would translate the grammatical form The dog ate it, then
compare both sentences to see if the learner‟s L1 structure is discernible in
the L2 sentence.
c) Ambiguous Errors
Ambiguous errors reflect the learner‟s native language structure, and
at the same time, they are found in speech of children acquiring a first
language. Therefore ambiguous errors could be classified as well as
developmental or interlingual errors.
14
15
Heidi Dulay, op. cit., p. 163.
Heidi Dulay, op. cit., p. 171.
15
4.
Communicative Effect Taxonomy
Communicative effect focuses on the perspective of error effect on the
listener and reader. Communicative effect distinguishes between errors
and mistake that cause miscommunication. Errors that affect the entirety
organization of the sentence hinder successful communication, if only a
single element of the sentence do not hinder communication. There are
two types of errors in this category: Global Errors and Local Errors.
a) Global Errors
Global errors hinder communication. It prevents the message from
being comprehend. Example: I like bus but my father said so not that we
must be late for school.
b) Local Errors
Local errors do not prevent the message from being understood
because there is a single element of a sentence that the hearer can get the
meaning. Example: If I hear from her, I would (will) let you know.
For this study, the writer will only use two categories, linguistic
category and surface category, because this study focuses on the writing
skill. The writer used linguistic category because she used two language
components of linguistic category are syntax and morphology (grammar),
semantics and lexicon (meaning and vocabulary) which is these language
components emphasize on writing skill. Surface category used in this
study because the writer also focuses on the aspect of errors. There are
four types of error in this category are omission, addition, misformation,
and misoredering. From linguistic category (syntax, morphology,
semantic, and lexicon) the writer can classify the types of errors (omission,
addition, misformation, and misoredering) which is in surface category.
Both linguistic category and surface category are interrelated.
While comparative taxonomy do not used in this study because the
purpose of this study do not compare the structure of second language
errors and other types of constructions. Communicative effect taxonomy
16
also does not used in this study because it focuses on the perspective of
error effect on the listener and reader, while the purpose of this study
emphasize on writing skill.
D.
Source of Errors
Study a foreign language or a second language naturally there will be trial and
error approach. Most common error happens in speaking and writing. The source of
errors can be caused by interlingual transfer and intralingual transfer (in other word,
L1 and L2) interference.16
1.
Interlingual Transfer
Interlingual transfer is a significant source of error for all learners. It is
caused by behaviouristic approach of language transfer. It is habitual of
learners when they learn a foreign or a second language; they use language
patterns of first language into a second language or the interference of the
learner‟s mother tongue. Interlingual error appears at different levels like
transfer of phonological, morphological, grammatical and lexica-semantic
elements of native language into target language.17
Vacide Erdogan (2005) reported a study about error analysis which had
been done at Turkish learners.18 The teacher of Mersin University Faculty of
Education had done the study about students‟ error at phonological level and
morphological level. At phonological level the result shows that Turkish‟
learners mispronounce some sounds like „th‟ of „thank you‟ as „t‟ of „tea‟; or
„th‟ of „they‟ as „d‟ of „dean‟. And sometimes they place a vowel between two
consonants at the beginning of a word, example, „station‟ become „sitation‟.
Another error that happen in Turkish‟ learners are on morphological level.
They tend to omit the plural suffix at the end of the word, example, „three
chair‟, „five students is coming‟, and so forth.
16
Vacide Erdogan, op. cit., p. 265.
17
Ibid.
Ibid.
18
17
2.
Intralingual Transfer
Intralingual transfer is a major factor in second language learning.
Intralingual error is the outcome from partial learning of the target language
rather than language transfer.19 It means that students know the background
knowledge, the structure or grammatical of target language, but they do not
know the overall. In other word, intralingual errors occur as a result of
students‟ attempt to build up the concepts and hypotheses about the target
language from students‟ limited experience.
As Vacide Erdogan had done the study of error analysis at Turkish
learners, the error not only occurs in interlingual transfer but also in
intralingual transfer. In this case, students attempt to use two tense markers at
the same time in one sentence since they have not mastered the language yet.
For example, „He made me to smile‟, I want learning Arabic, „He is comes
here‟, and so forth.
E.
The Use of Independent Clause and Dependent Clause in
English Grammar
Before understanding the different kinds of clauses, it is important to
understand what a clause is. A clause is a group of words containing a subject and a
verb. On the other hand, if a group of related words does not contain a subject with
an attached verb, it is simply a phrase.20 There are two kinds of clauses: Independent
and Dependent.
1.
An Independent clause
An Independent clause (or main clause) is a complete sentence. It can
stand alone as a sentence by itself. An independent clause contains the main
subject and verb of sentence, often a complement to express a complete
thought.21
19
Ibid., p. 266.
Betty Schrampfer Azar, English Grammar: Understanding and Using, 3rd edition, (New
York: Longman, 1999), p. 239.
21
Alice Oshima and Ann Hogue, Writing Academic English, (New York: Addison Wesley
Longman, 1999), 3rd edition, p. 153.
20
18
Table 2. 2
Examples of Independent Clause
Subject
Part
A
Verb
Complement
He
ran
I
was
late to work
Various elements
contributed
to the success
Where
does
Fay live?
What
happened
with you?
B
Notice that while the first sentence only contains two words, it is still a
complete sentence because it contains one subject (He) and one verb or
predicate (ran) that is also a complete idea. For part A is a statement and part
B is a question.
2.
A Dependent Clause
A Dependent clause begins with a subordinator such as when, before, even
though, as soon as, whether, if, since, while, if, that, because, although, and so
forth.22 A dependent clause also has a subject and verb, but alone, it is not
complete sentence: it depends on the main clause.23
22
Marcel Danesi, Basic American Grammar and Usage: An ESL/EFL Handbook, (New
York: Barron‟s Educational Series, Inc., 2006), p. 247.
23
Patricia K. Werner, et al., Interaction 2: Grammar, (New York: McGraw Hill, 2002), 4th
edition, p. 180.
19
Table 2. 3
Examples of Dependent Clause
Dependent clause
Complete sentence
Main clause
Almost
200
(sentence fragment)
people because the city was Because the city was
were evacuated
struck by a powerful struck
earthquake
by
a
powerful
earthquake, almost 200
people were evacuated.
We were very afraid of when we were children
When we were children,
cockroach
we were very afraid of
cockroach
I know
where Shofie lives
I know where Shofie
lives
Notice that dependent clause can‟t stand alone; it must be connected to
independent clause to make a complete sentence. When independent clause is
not attached to an independent clause, it is a fragment (incomplete idea).
A dependent clause also has another elements, it is named a dependent
word. In the preceding dependent clause, dependent words appear in bold type.
There are three main types of dependent clause: noun, adjective, and
adverb.
a) Noun Clause
A noun clause is any dependent clause that can function as a subject
or predicate (object).24
24
Marcel Danesi, loc. cit.
20
Table 2. 4
Examples of Noun Clause that Function as a Subject or Predicate
As subject
As predicate
Where Fay lives is very large.
I do not know where Fay Live.
What he said was interesting.
I heard what he said.
A noun clause can also be introduced by that (known as a
complementizer):
Table 2. 5
Examples of Noun Clause that Introduced by That
As subject
As predicate
That Joe loves Bali is obvious.
It is obvious that Joe loves Bali.
That the world is round is a fact
It is a fact that world is round.
Noun clause beginning with if or whether (indirect Yes/No
questions):
Table 2. 6
Examples of Noun Clause Beginning with If or Whether
Noun Clause
Yes/No question
Main Clause
(indirect Yes/No question)
Did he see you?
Do you know
If/whether he saw you (or not)?
Are they hungry?
I don‟t know
If/whether they‟re hungry (or not).
21
b)
Adjective Clause
Adjective clause (also called a relative clause) is a dependent clause
that modifies a noun. It describes, identifies, or gives further information
about a noun.25 An adjective clause consists of a subject and a predicate
that modifies a preceding noun or pronoun (its antecedent). Adjective
clause introduced with relative pronouns such who, whom, which, or
that.26 The introductory word who or that refers to a person, which or that
to a thing, when to a time, where to a place, why to a reason.
Adjective clause pronouns used as the subject, example:
“I thanked the woman who helped me.”
Notice that I thanked the woman is an independent clause; who helped
me is an adjective clause. The adjective clause modifies the noun
woman.
Adjective clause pronouns used as the object of a verb, example:
“The man who(m) I saw was Mr. Ferdy”
or
“The man that I saw was Mr. Ferdy”
Notice that Who is usually used instead of whom, especially in speaking.
Whom is generally used only in very formal English.
Reduced Adjective Clause. Adjective clause can be reduced to an
adjective phrase. An adjective phrase modifies a noun. An adjective
phrase does not have a subject and a verb. There are two ways to reduce
an adjective clause:
(1) If the adjective clause has form of be, the subject relative pronoun and
the form of be were omitted.
Adjective clause : Do you know the woman who is standing by the
window?
25
Betty Schrampfer Azar, op. cit., p. 267.
Milada Broukal and Ingrid Wisniewska, Grammar: Form and Function, (New York:
McGraw-Hill, 2005), p. 140.
26
22
Adjective phrase : Do you know the woman standing by the
window?
Clause
: The words that are underlined in red have errors.
Phrase
: The words underlined in red have errors.
(2) If there is no form of be in the adjective clause, the subject pronoun is
omitted and change the verb to the present participle (-ing form).
Clause
: Anyone who wants to send a message can use these
computers to do so.
Phrase
: Anyone wanting to send a message can use these
computers to do so.
Clause
: The Inuit have about 70 words that describe different
kinds of snow.
Phrase
: The Inuit have about 70 words describing different kinds
of snow.
c) Adverb Clause
An adverb clause is dependent clause that functions as an adverb.27 An
adverbial clause consist of a subject and predicate introduced by a
subordinating conjunction like when, although, because, if, and so forth.
Such a clause may be used in initial position, final position, and
occasionally in mid-position with the main verb of the sentence.
“Because he was sleepy, he went to bed.”
“He went to bed because he was sleepy.”
Notice that Because he was sleepy is an adverb clause. Because an adverb
clause precedes an independent clause, as in (a), a comma is used to
separate the clauses. Because the adverb clause follows, as in (b), usually
no comma is used.
27
Marcel Danesi, op. cit., p. 250.
23
Table 2. 7
The Word Introducing Adverb Clauses28
after, before, when, while, as, as soon as,
since, until, by the time, once, as long as,
Time
whenever, every time that.
Cause and effect
because, now that, since.
even though, although, though, while,
Contrast
whereas.
if, unless, only if, whether or not, even if,
Condition
in case, in the event that.
(1)
Adverb Clause to Prhase Reduction
An adverb clause also can be reduced as well as adjective
clause. An adverb clause does not have a subject or a verb. It consists
of a present or past participle and an adverb clause time marker. The
present participle replaces verbs in the active voice, and the past
participle replaces verb in the passive voice.29
Adverb clause : The Internet was for the use for university and
government scientists when it was originally
invented.
Adverb phrases : When originally invented, the Internet was for
the use for university and government scientists.
The modifying adverb phrase can come before or after the main
clause. A comma is used after the adverb phrase when it comes at the
beginning of sentence.
28
29
Marcel Danesi, loc. cit.
Milada Broukal and Ingrid Wisniewska, op. cit., p. 184.
24
“Since starting this class, she has made a lot of friends.”
“She has made a lot of friends since starting this class.”
An adverb clause can be changed into an adverb phrase when the
subject of the main clause and the adverb clause are the same.
“Before I came to the United States, I took some English classes.”
“Before coming to the United States, I took some English classes.”
“While I walked, I ran into my best friend.”
“While walking, I ran into my best friend.”
Notice that sometimes while can be omitted if it start the sentence and still
keep the meaning “at the same time.”
“Walking, I ran into my best friend.”
Upon or on is sometimes used in place of when in an adverb phrase.
The meaning is the same.
“When we entered the house, we took off our shoes.”
“Upon entering the house, we took off our shoes.”
“On entering the house, we took off our shoes.”
(a) Eliptical Phrases
Adverb clause with the verb be can be reduced if the subjects in
the main and adverb clause are the same.30 To do this, omit both the
subject and the verb be.
Table 2. 8
Examples of Eliptical Phrases
Clause
Phrase
Notes
When they were finished (When) finished with When and while can
with the research, they left the research, they left be
omitted
in
30
Patricia K. Werner and John P. Nelson, Mosaic 2: Grammar, 4th edition, (New York:
McGraw-Hill Companies, 2002), p. 365.
25
the village.
the village.
Although she was tired Although
and hungry, she kept hungry,
traveling.
traveling.
elliptical phrases.
tired and Although and if are
she
kept never omitted in
these phrases.
(b) Dangling Phrases
Phrases must have the same logical subject as the independent
clause. Phrases that do not are ungrammatical named dangling
phrases. To correct a dangling phrase, either expand the phrases into a
full clause or change the independent clause, it has the same logical
subject as the phrase.
Table 2. 9
Examples of Dangling Phrases
Dangling Phrase
Implied Meaning
Corrected Sentence
Having lived for 100 years, The dangling phrase Because she had lived for
the doctors were amazed at implies
my grandmother.
that
doctors had lived for were
100 years.
After
finishing
the 100 years, the doctors
amazed
at
my
grandmother.
the The dangling phrase After
finishing
the
operation, the patient was would imply that the operation, the doctor gave
given a sedative.
patient finished the the patient a sedative.
operation.
F.
Independent Clause and Dependent Clause in Argumentative
Essay
Most of the papers that students write in college are essays or special forms of
essays such as reports or research papers. An essay is a piece of writing consists of
several paragraph long instead of just one or two paragraphs.31 Essays take a variety
31
Alice Oshima and Ann Hogue, op. cit., p. 100.
26
of forms such as argumentative, narrative, descriptive, and expository32; an
argumentative essay will be the major focus in this study. Afterwards, what is
argumentative essay? An argumentative essay is a genre of writing that requires the
student to investigate a topic, involving collect, generate, and evaluate evidence; and
establish a position on the topic in brief.33 As the name of argumentative itself, an
argumentative essay is an essay in which the writer agree or disagree with an issue, it
can be pros and cons of the issue, and the goal of an argumentative essay is to try to
persuade the readers to agree with the writer‟s opinion about a controversial topic.
Below is the example of argumentative essay which consist of independent clause
and dependent clause in complex sentence in it. Independent clause marked with
blue, while dependent clause marked with red.
Table 2. 10
Example of Argumentative Essay
Teenagers Have Jobs While They Are Still Students
Many teens work while they are studying. Some of them really need the money
they earn to compensate for their school expenses whereas others use the money they
earn as pocket money. Working is a great experience for teens; having a job is an
important opportunity to learn about responsibility, cooperation, and the value of
money.
To start with, working gives teenagers lots of situations in which they must act
responsibility in order to keep their jobs. For example, one has to wake up early if
work starts at 8.00 AM, no matter how late he/she stayed up the night before.
Otherwise the worker will be warned or may eventually be fired. The real possibility
of being fired may force students to behave responsibly.
A second reason why having jobs has positive effects on teenagers is that it
teaches them how to cooperate and the importance of cooperation. In a work setting
32
H. Ramsey Fowler, The Title Handbook, (New York: Longman, 2011), p. 2.
Retrieved
on
March
10th,
2013,
at
11.46
https://owl.english.purdue.edu/owl/resource/685/05/
33
AM
27
employees often have to depend on each other. When a single employee loafs,
others will have to compensate for his/her workload in addition to their own tasks.
Students will learn from their working experience the importance of cooperation and
why every individual should effectively carry out his/her own work.
Another point is that these working possibilities enable the students to
understand the value of money and that “Money does not grow on trees”. After the
student sees how hard he/she has to work to earn money, he/she will also be more
reasonable while spending it. Thus, working helps lead to responsible spending.
In conclusion, when one has a job as a student, he/she will benefit
significantly from the experience. This way, students will be more responsible when
they graduate. Furthermore, they will be more cooperative and better able to work as
part of a team. Finally, since they‟ll be cautious about spending their money, they
will be less likely to get into trouble due to excessive spending. All in all, having
jobs as students is a terrific idea and I think every student should have a working
experience before graduating and starting their professional careers.34
G.
Previous Related Studies
Some researchers have conducted the studies of error analysis and the study
of identifying independent clause and dependent clause in the previous time. The
writer used some of those relevant previous studies in order to support her study and
it also used for positioning and comparing with her study to avoid plagiarism from
some aspects such as the problem, variable, methodology, and so forth. There are
three relevant studies which outlined by the writer.
First one, a previous study by Fahru Rijal (2010), he reported study of The
Students‟ Ability in Identifying Independent Clause and Dependent Clause in a
34
Retrieved on August 28th, 2014, at 8.10 PM, http://www.antiessays.com/free-
essays/In-Some-Countries-Teenagers-Have-Jobs-307777.html
28
Sentence in fifth semester of English Education Program of the Faculty of Teacher
Training and Education Science of Ibn Khaldun University Bogor. The population of
the study was 90 students consisting of three classes of semester V 2009/2010 of
English Education Program, and total of the samples were 21 students which taken
only one class that is V-B.
Moreover, the researcher used three instruments on his study: written test,
observation, and interview. The test consists of multiple choices and essay test. Then,
the result shows that error happen in identifying independent clause and dependent
clause, but most of students are in able category in identifying independent clause
and dependent clause in a sentence. It can be shown that 85% students are in able
category, 14,5% students are in unable category. It can be concluded that less error
appear in fifth semester of English Education Program of the Faculty of Teacher
Training and Education Science of Ibn Khaldun University Bogor.
Another research had been done by Bena Florita (2010), she reported a study
of An Error Analysis on the Translation of English Noun Phrases into Indonesian in
fifith semester students of English Department of Teacher Training and Education
Faculty of Sebelas Maret University of Surakarta. The sample of her study was 30
students. The researcher used only one intrusment that is an essay test. After
counting of errors, the result can be shown that 355 errors (39.44 %) made by the
students. There are four types of errors made by the students in translating English
noun phrases into Indonesian. They are omission errors (175 or 49.30% of the total
number of errors), misformation errors (144 or 40.56% of the total of errors),
misordering errors (27 or 7.61% of the total number of errors), and addition errors (9
or 2.53% of the total number of errors). From all types of error, omission errors have
the highest number of errors.
The last previous study was An Error Analysis on Students‟ Using Passive
Voice of Future Tense in the second year of Islamic High School Sirojul Munir
Bekasi that had been done by Nur Rif‟atul Izzah (2013). The sample of her study was
30 students. The researcher used three instruments in her study: test, observation, and
interview. The researcher gave written test, it consist of 30 questions. 10 questions
were changing the active sentences into passive sentences in passive voice of future
29
tense, 10 questions were changing the positive of active sentences into passive in
negative sentences, and the last 10 questions were changing the interrogative of
active sentence into passive one. The result showed that 60.72% for usage of passive
voice in future tense and 39.27% for usage of passive voice in future perfect tense.
The classifying of error were omission error, misformation error, and addition error.
The highest frequency of error is in omission error (77.30%), the next is
misformation error (26.43%), and the lowest frequency of error is addition error
(26.17%).
Based on the finding of those previous studies, it can be concluded that many
students still do errors whether in speaking skill or writing skill. Furthermore, those
previous studies have some similar and different aspects with the writer‟s study. The
similar aspect was from the study of error analysis in written test (writing skill),
while the purpose, sample, research metholody of the study are different aspects that
distinguish the studies.
CHAPTER III
RESEARCH METHODOLOGY
A.
Time and Place
This research was conducted at Department of English Education of Faculty
Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State Islamic University
Jakarta in the academic year 2014/2015 which is located on Jl. Ir. H. Juanda No. 95
Ciputat, South Tangerang. It was carried out on Wednesday, September 3rd, Tuesday,
September 16th, and Tuesday, November 4th, 2014.
B.
Population and Sample
The population of this research was all of students in the seventh semester of
Department of English Education of Faculty Tarbiyah and Teachers‟ Training of
Syarif Hidayatullah State Islamic University Jakarta. The sampling techniques that
the writer used was simple random sampling. It was used to represent the population
in which every member of the population has equal opportunities of being selected.1
There are three classes: VII-A, VII-B, and VII-C. Each class has different total
number of students, in class A consist of 24 students, class B consist of 33 students,
and class C consist of 28 students, and the all of students were 85 students and the
writer took 50% (43 students) of the population as a sample that is chosen randomly.
The writer used a fishbowl technique as a method in simple random sampling.2 The
stages are as follows:
a. Making the list of individuals.
b. Writing down each student number on a small piece of paper.
c. Enrolling the papers.
d. Putting the rolled paper into a container.
e. Shaking the container well.
1
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in
Education, 3rd edition, (New York: McGraw-Hill, 2003), p. 99.
2
Alimuddin Tuwu, Pengantar Metode Penenlitian, (Jakarta: Universitas Indonesia Press,
1993), p. 164.
30
31
C.
Research Method and Design
The research method used in this study was mixed method design. Mixed
method design is a procedure of research for collecting, analyzing, and mixing both
quantitative and qualitative methods in a series of studies to understand a research
problem.3 Mixed method design is used when one type of research is not enough to
answer the research questions; more data is needed to explain or elaborate on the
data. In this study, the writer used the exploratory sequential design as her research
design in which the purpose of this research design involves the procedure of first
collecting qualitative data to explore a phenomenon then collecting quantitative data
to explain relationship found in qualitative data.4 Qualitative data acts as the main
source in combining data (observation, test, and interview) to know the types of
errors and the causes of errors while quantitative data acts as a bridge to calculate the
frequency of errors and the total number of errors obtained from the test.
D.
Technique of Data Collection
Technique of data collection obtained from classroom observation, written
test, and interview. The writer would explain each techniques of data collection.
1.
Classroom Observation
The first step that the writer has done in this research was observation.
The writer used systematic observation.5 In systematic observation the setting
of observation is limited, and the writer did visual image while doing
classroom observation. The instrument that the writer used was mobile phone
to take a picture. It was used to get much data about phenomenon that would
be investigated. The writer as the researcher acts as non-participant observer
in which the writer did not try to become a participant in the context. The
3
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (New York: Pearson Education, 2012), 4 th edition, p. 535.
4
Ibid., p. 543.
5
Emzir, Metodologi Penelitian Kualitatif: Analisis Data, (Jakarta: Raja Grafindo Persada,
2010), p. 39.
32
writer was only watching rather than taking part.6 The observation including:
checked the location of classroom, asked permission to the lecturer at the
class, observed the teaching and learning process, and observed the
characteristic of each class. The writer did classroom observation while she
was giving the test to the participants.
2.
The Test
The test was the second step that the writer used in this research. The
writer divided the test into two parts: part A and part B. On the part A of the
test, the students were asked to find out two complex sentences then identify
which one independent clause and dependent clause (including the types of
dependent clause: noun clause, adjective clause, and adverb clause) in the
argumentative essay. On the part B of the test, the students were asked to
write an argumentative essay using some topics that have been provided.
3.
Interview
Interview was the third step that the writer used in this research. In this
step, the writer only took some students who did the highest number of errors.
The writer used semi-structured interviews to support the data which was
obtained from classroom observation and the test. The writer used this type of
interview because the questions can be prepared ahead of time, encourages
two-way communication, encourage interviewees to relate experiences and
perspectives that are relevant to the participants‟ problems of interest.7 The
writer also took a record while doing interview. The interview consists of two
main topics; first one, students‟ comprehension of independent clause and
dependent clause and the last one, students‟ cause in doing error in their essay
writng.
6
Sari Wahyuni, Qualitative Research Method: Theory and Practice, (Jakarta: Salemba
Empat, 2012), p. 23.
7
Ibid., p. 53.
33
E.
Technique of Data Analysis
After the data were collected, the next step was analyzing the data. The writer
used Miles & Huberman Model in technique of data analysis.8 According to Miles &
Huberman, there are three stages they are: Data Reduction, Data Display, and
Conclusion Drawing/Verifying, these three stages is forming a cyclic process of
interactive.
1.
Data Reduction
Data reduction including summarizes activities. The writer summarizes
the data gained by observation, test, and interview. By observation, the writer
summarizes the teaching and learning process supports with photos and
summarizes the students activities while doing the test. By the test, the writer
summarizes the result of the test. By interview, the writer summarizes the
students‟ cause in doing error in their essay writing from recording into a
paper. The writer wasn‟t summarize the whole things, but she was only
summarized which is important to be presented.
2.
Data Display
After reducing the data, the next stage was presenting the data or data
display. The writer used narrative text as the data display. The data obtained
from observation, test, and interview. On obrservation, the writer explained the
result of observation in which the writer observed the characteristic of each
class while teaching and learning processes. On the test, the writer explained
the result of the test in which the test divided into two parts: part A and part B.
On the part A, the students as participants were asked to identify independent
clause (IC) and dependent clause (DC) included the types of dependent clause:
noun clause, adjective clause, and adverb clause. The purpose of this test is the
writer would like to know their ability in identifying independent clause and
dependent clause in an essay. On the part B of the test, the students were asked
to write argumentative essay. The purpose of this test is the writer would like
to know whether their ability in identify IC and DC can be applied into their
8
Emzir, op. cit., p. 129.
34
essay writing. In this case the writer used taxonomy bloom theory in which
identify useful to know their understanding toward IC and DC, while writing
essay useful to know whether their ability in identifying IC and DC can be
applied into their essay writing. Thereafter, the result of the test is categorized
based on the types of errors then calculated the total number of errors in the
last stage. The last is interview. On interview, the writer explained the causes
of students did errors.
3.
Conclusion Drawing/Verifying
The last stage in technique of data analysis was conclusion
drawing/verifying. After summarizing the data which obtained from
observation, test, and interview, therefore the data can be concluded.
Conclusion contains of the result of identifying the errors, describing errors,
classifying the errors and calculating the percentage of every type of errors,
and the categories of causes of error. The errors divided into category based on
types of error itself. And the writer used formula is as below9:
Frequency of error
Errors percentage (%) =
x 100%
Total number of errors
9
43.
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2008), p.
CHAPTER IV
RESEARCH FINDINGS
A.
Data Description
In this chapter, the writer would like to present description of data, analysis of
data, and interpretation of data. The first one is description of data. The data were
collected from observation, test, and interview. The writer did classroom observation
and gave the test carried out on Wednesday, September 3rd and Tuesday, September
16th, 2014. The test were collected from the sample by means of identifying
independent clause and dependent clause and writing independent clause and
dependent clause in an argumentative essay which amount to 43 students (50% from
the population). After did observation and gave the test, the writer did interview.
Interview had been done on Tuesday, November 4th, 2014. In this step, the writer
only took some students who did the highest number of errors.
Observation had been done at the same time with the test. The writer saw that
each class has different characters in teaching and learning processes. When the
writer came to class C, she saw some of the students were talking to their friends,
some students read novel, and there are also students who did other activities rather
than listened to the explanation of their lecturer; but when the writer asked them to
do the test, the writer felt surprised because the students wanted to do the test. The
students did the test seriously. Next is class B. The students in this class were more
silent and more serious. All of them were listening to the explanation of their
lecturer. When the writer asked them to do the test, the writer saw that the students
did the test seriously. The last is class A. This class was different. The students did
the test out of class. They did it at the place they wanted to do (at dorm, at library, at
mosque and so forth). The writer only gave the time to collect their answer sheets.
Therefore, the writer could not describe the character of this class.
After the writer observed the classroom, she asked the students to do the test.
The test is divided into two parts: part A and part B. On the part A of the test, the
students were asked to identify independent clause, dependent clause, and types of
dependent clause. Most of them were unable in identifying the types of dependent
91
36
clause. On the part B of the test, the students were asked to write an argumentative
essay. Most of them did errors such as misformation errors, omission errors, addition
errors, misordering errors, dangling errors, and used double coordinator conjunction
in a sentence. The last one was interview. Interview was done to get more data indepth. The writer did interview to students who did much errors. Most of them were
lack of grammatical understanding and lack of independent clause and dependent
clause understanding.
Then, the writer will analyze the test and the interview. As stated in technique
of data analysis on chapter III, the procedure that the writer used after collecting the
data are identifying the errors, describing errors, classifying the errors and
calculating the percentage of every type of errors into the tables. All of these will be
analyzed in the data analysis.
B.
Data Analysis
After describing the data, the writer would like to analyze the data. The
procedure that the writer used to analyze the data are identifying the errors,
describing errors, classifying the errors and calculating the percentage of every type
of errors into the tables.
1.
Identifying the Errors
After collecting the data by giving the test, the writer identified all errors
in the students‟ answer sheets. Before identifying the errors made by the
students, the writer distinguished errors from mistakes on the students‟ answer
sheets. The writer used the term discussed by Erdogan as a framework to
analyze the data.1 The writer gave 60 minutes to the students to do the test, but
she gave another 10 minutes to the students to check whether students‟ answers
were correct or incorrect before taking the students‟ answer sheets. The result
showed that some students made errors. There were some students who were
not able to correct their first answers. However, some students were able to
correct their first answer sheet, which means that they have made mistakes.
1
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin
University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 263.
37
On the part A of the test, most of the students were able to identify
independent clause and dependent clause including the types of dependent
clause (noun clause, adjective clause, and adverb clause) but some of them
were unable to identify it. Most of the errors lie in identifying the types of
dependent clause; they were unable to identify which one a noun clause, an
adjective clause, or an adverb clause. Meanwhile, on the part B, according to
the types of error that have been explained on chapter II, there are four
categories of errors those are linguistic category, surface category, comparative
taxonomy, and communicative effect taxonomy. However, as has been
mentioned in Chapter II, the writer only used two categories: linguistic
category and surface category. The result of this research showed that most of
the errors happen on surface category (misformation errors and omission
errors).
2.
Describing the Errors
In this step, the writer would describe the students‟ errors in detail. The
writer divided the test into two parts; part A and part B. On the part A of the
test, the writer classified the errors into two categories: ability and disability,
the result showed that most of the students were able to identify independent
clause and dependent clause including the types of dependent clause (noun
clause, adjective clause, and adverb clause), but some of them were failed to
identify it. In this part also there are two questions: question number one and
number two. All of this was summarized into the table below:
Table 4. 1
Question Number 1
Independent
Clause
Able
Unable
Dependent
Clause
Able
Unable
Types of Dependent
Clause
Able
Unable
Total
42
1
40
3
22
21
Percentage
98%
2%
93%
7%
51%
49%
38
In question number 1, there were 42 or 98% students who were able to
identify independent clause, 40 or 93% students who were able to identify
dependent clause and 22 or 51% students who were able to identify types of
dependent clause. While, there were only 1 or 2% student who were unable to
identify independent clause, 3 or 7% students who were unable to identify
dependent clause and 21 or 49% students who were unable to identify types of
dependent clause. The most common disability happened in identified the types
of dependent clause. Many students erroneous in identified which one noun
clause, adjective clause, or adverb clause.
Table 4. 2
Question Number 2
Independent
Clause
Able Unable
Dependent
Clause
Able Unable
Types of Dependent
Clause
Able
Unable
Total
43
0
37
6
19
24
Percentage
100%
0%
86%
14%
44%
56%
In question number 2, there were enhancement in identifying independent
clause, all of students were able to identify independent clause, but in identify
dependent clause students who were able to identify were 37 or 86% students, 6
or 14% students were unable. Moreover, for identifying the types of dependent
clause there were 19 or 44% students who were able to identify it and 24 or 56%
students who were unable to identify it. It can be concluded that students were
still erroneous in understanding the types of dependent clause and much of them
could not identify which one noun clause, adjective clause, or adverb clause.
Next is part B. On the part B of the test, the writer classified students‟ errors
into the area of grammatical error based on linguistic category and surface
category. All of these were outlined in the table below:
39
Table 4. 3
The Area of Grammatical Error
Errors
Number
Students’
Number
Error Types
Student Errors
Correction
Omission of verb → The third Teacher usually give the students Teacher usually gives the students
person singular verb incorrect → homework to know …
homework to know…
Failure to attach –s
Some transformations:
Error
number
1.
Student
number
(26)
…the teacher give too much …the teacher
exercises on it.
exercise in it.
gives
too
much
 Omission of verb. → The
third person singular verb
incorrect → Failure to attach
–s
 Addition of noun → adding
–s
 Misuse of preposition → „on‟
used for „in‟
Omission of to be → Simple ..they will afraid to come to the ..they will be afraid to come to the
future tense incorrect
class.
class.
Omission of apostrophe „s
Those kinds of feeling will Those kinds of feeling will decrease
decrease students motivation to students‟ motivation to come to the
come to the class.
class.
40
Misuse of word
Students for enlive worlds spend Students for entire worlds spend
most of their learning time at most of their learning time at school.
school.
Misuse of capital letter → first . elementary school students for . Elementary school students for
word in a sentence
example…
example…
Error
number
2.
Error
number
Student
number
(45)
Student
number
. home is the best place…
. Home is the best place…
. forcing or urging them to do…
. Forcing or urging them to do…
Some transformations:
Parents who are being responsible
over their children could take over
 Misuse of preposition
teacher‟s role by educating their
 Omission of infinitive to → children how to behave and spend
the time, they can lead them how
parallel structure
to read, write, draw, or even
watch the movie…
Parents who are being responsible
with their children could take over
teacher‟s role by educating their
children how to behave and to spend
the time, they can lead them how to
read, to write, to draw, or even to
watch the movie…
Miuse of adjective → parallel forcing or urging them to do the
structure
homework will just get them
worried, fired of learning, and
stress.
Forcing or urging them to do the
homework will just get them
anxious, tired of learning, and
stressful.
Some transformations:
 Misuse of capital letter →
. there are positive and negative . There are positive and negative
side….
sides….
41
3.
(57)
first word in a sentence.
 Misuse of word → singular
used for plural
Omission of verb → Parallel Students will study more about Students will study more about that
structure → simple future tense that subject in their home and subject in their home and will
incorrect → omit will
increase their understanding.
increase their understanding.
Some transformations:
With giving homework they will By giving homework to students
more remember and find the would make them remember and
 Misuse of preposition → with solution when find the difficulties. would make them find the solution
used for by
when they found the difficulties.
 Omission of subject
Some transformations:
Homework will helpful the
student.
Because,
giving
 Misuse of punctuation → homework will repeat the student
„dot‟ for „comma‟ before in study and remember that
subordinator „because‟
subject.
Homework will be helpful to the
student, because giving homework
will repeat the student in study and
remember that subject.
 Omission of to be
 Omission of preposition to
Error
number
4.
Student
number
(53)
Some transformations:
Student and homework seem
unseparable
whether
in
 Omission of article the
elementary school, junior high
 Omission of noun → singular
school, senior high schools, even
noun incorrect → omit –s
The students and the homework
seem inseparable whether in
elementary school, junior high
school, and senior high schools, even
42
 Misuse of prefix „un‟ for „in‟
in college or university.
Some transformations:
Homework also give
opportunity to monitor..
 Omission of verb → The
third person singular verb
incorrect → failure to attach
–s
in college or university.
parents Homework also gives parents the
opportunity to monitor..
 Omission of article
Some transformations:
On the other hands, some think On the other hand, some students
that homework exhaust the think that homework can be
 Addition of noun → adding – students, because students have exhausting for them, because they
s in singular noun
already spent most of their times have already spent most of their
 Omission of subject
in school.
times in school.
 Omission of auxiliary verb
 Misuse of verb → verb used
for adjective
Word order → erroneous subject We can say that it is okay to give We can say that giving homework is
homework to children as long as it okay or good for students as long as
does not burden the students.
it does not burden them.
Error
number
5.
Student
number
(79)
Omission of adverb → omit one Now days, the pattern of life…
word -a-
Error
Student
Some transformations:
Nowadays, the pattern of life…
Sometimes all kind of competition Sometimes all kinds of competition
43
number
6.
number
(85)
 Omission of noun → The
third person singular noun
incorrect → failure to attach
–s
 Addition of to be
 Misuse of word
 Misuse of preposition
 Omission of article
Omission of noun → The third
person singular noun incorrect
→ failure to attach –s
is bad because people just think are bad because people just think that
that competition is just look at competition just focuses on the
result.
result.
Some transformations:
It means that our best that _ we It means that our best that is we have
have _ will _ make other people a will to make other people think
think better to us.
better about us.
 Omission of to be
 Omission of article
 Omission of infinitive to
 Misuse of preposition
Some transformations:
Error
number
7.
Student
number
(62)
But actually there are positive But actually there are positive
aspect in competition if we learn aspects in competition if we learn it.
it.
Homework is helpful for students
to strengthen their understanding
 Omission of verb → Simple about the lesson that already
past participle incorrect
taught by a teacher.
 Misuse of article
Homework is helpful for students to
strengthen their understanding about
the lesson that has been already
taught by the teacher.
Misuse of preposition → at used Usually after explaining the
for in
material and
giving some
exercises at the classroom, teacher
will give the students homework.
Teacher will give homework to the
students after explaining the material
and giving some exercises the in the
classroom.
44
Some transformations:
Most of teachers will give the
students homework in order to
make the students understand the
material better after doing the
homework.
Most of the teachers will give the
students homework in order to make
the students understand the material
better after doing the homework.
The first reason why homework is
helpful is homework can make the
Misuse of verb → Simple students understand the material
past participle incorrect
given at the classroom better
Omission of to be
because the students already did
Misuse of preposition
some exercises.
Dangling
The first reason why homework is
helpful is homework can make the
students understand the material be
given in the classroom better because
the students have already done some
exercises.
 Omission of article
 Dangling
Some transformations:




Some transformations:
Moreover, homework can make
students become more diligent
 Dangling
because they will study to check
 Omission of infinitive to →
and do their homework.
Parallel structure incorrect
Moreover, homework can make
students become more diligent
because it will make students able to
check and to do their homework.
As you know there are so many
students wasting their time.
As you know, there are so many
students wasting their time.
In fact during in the class there
are some students who gossiping,
talking, daydreaming, students do
not focus on the lesson.
In fact, during the class there are
some students who are gossiping,
talking, and daydreaming. Students
do not focus on the lesson.
Omission
„comma‟
Error
number
8.
Student
number
(76)
of
punctuation
Some transformations:
 Omission of punctuation
„comma‟
 Addition of preposition
 Misuse of punctuation →
comma used for dot
45
Addition of relative pronoun
There are some students who There are some students who spend
spend their time for playing or their time for playing or browsing
browsing than who studying.
than studying.
Some transformations:
When teacher gave a task there When the teacher gave a task, there
are some students obeying the were some students obeying the
 Addition of article
teacher and some students not teacher and some students do not.
 Misuse of verb → Simple
obeying the teacher.
past incorrect
 Omission of punctuation
„comma‟
Some transformations:
When a student in the class When the students were in class, they
students’ didn‟t focus on the didn‟t focus on the lesson.
 Misuse of article → a for the lesson.
 Omission of to be
 Omission of punctuation
„comma‟
 Misuse of apostrophe
Some transformations:
Students need homework because Homework is needed for students
it helpful for students.
because it is helpful for them.
 Dangling
 Omission of to be
Error
number
9.
Student
number
(39)
Some transformations:
 Addition of to be → Simple
present tense incorrect
 Omission of verb → Simple
Teacher is usually give some Teacher
usually
gives
some
homework to their students.
homework to his/her students.
46
present tense incorrect →
failure to attach –s
 Misuse
of
possessive
pronoun
Some transformations:
Teacher
preparing
materials
before teach them and they want
 Misuse of verb → Simple to know how far students‟
present tense incorrect
comprehending.
 Omission of article
 Misuse of pronoun
 Misuse of verb
Some transformations:
Teacher gives some feedback
because the students are also need
 Dangling
it.
 Addition of to be
Addition of verb
Homework really did help some
students to acquire a skill.
Some transformations:
Error
number
10.
Student
number
(60)
Teacher prepares the materials
before teaching the students and
he/she wants to know how far the
students comprehension is.
Teacher gives some feedback
because teacher knows that the
students also need it.
Homework really helps
students to acquire a skill.
some
Conversely, when an activity feels Conversely, when an activity feels
like drudgery. the quality of like a drudgery, the quality of
 Misuse of punctuation → dot learning tends to suffer.
learning tends to suffer.
for comma
 Omission of article
Some transformations:
Smoking is an act when someone Smoking is an act in which it is
consumes cigarette by put it consumed by someone with put the
 Dangling
between his/her lips then burn it cigarette between his/her lips then
 Misuse of relative pronoun
ups.
burns it.
 Addition of word
47
Some transformations:
Error
number
11.
Student
number
(8)
Cigarette smoking may gives Cigarette smoking may gives them
them the pleasure that don‟t they the pleasure that they don‟t get from
 Word order → erroneous get by other things.
other things.
verb
 Misuse of preposition
Some transformations:
Nowadays, so many competitions Nowadays, so many competitions are
is conducted at some schools even conducted at some schools even at
 Misuse of to be
universities.
universities.
 Omission of preposition
Some transformations:
There are so many reason why the There are so many reasons why the
students want to do the students want to participate the
 Omission of noun → The competitions.
competitions.
third person singular noun
incorrect → failure to attach
–s
 Misuse of verb
Some transformations:
 Addition of infinitive to
 Misuse of word
Some transformations:
 Addition of to be
 Misuse of verb
Their teacher to do this because Their teacher does this because they
they want to see their students is want to see their students‟ progress.
developed.
The competition is good for
students. It would be improve
students‟ knowledge by doing
competition.
The competition is good for students.
It
would
improve
students‟
knowledge
by
participating
competition.
48
Error
number
12.
Error
number
13.
Student
number
(18)
Student
number
(81)
Some transformations:
Actually, most of the smokers
knew that smoking is not good to
 Dangling
do, but they cannot stop that
 Misuse of object → that for
because it becomes their habit.
smoking
Actually, most of the smokers knew
that smoking is not good to do, but
they cannot stop smoking because
they are already addicted to smoke.
Some transformations:
It is true that a year ago, the
government had made it available for
the smokers.
It is true that a years ago, the
government had made it available
 Addition of noun → adding – for a smokers.
s after article a
 Misuse of article
Some transformations:
Not only the adult, teenagers also
start to smoke.
 Omission
of
correlative
conjunction but
 Word order
Addition of noun → The second This things happens in teenagers.
person plural noun incorrect →
adding –s
Some transformations:
Not only the adult, but also teenagers
start to smoke.
This thing happens in teenagers.
Some student felt as if they have Some students feel as if they have no
no time to rest.
time to rest.
 Omission of noun → omit –s
in plural noun
 Misuse of verb → Simple
present tense incorrect
Some transformations:
They have to do their homework They have to do their homework
because
teacher
sometime because they will get punishment
 Dangling
provides punishment for whom from their teacher if they do not do
 Misuse of relative pronoun
49
Some transformations:
Error
number
14.
Student
number
(36)
are absent doing the homework.
the homework.
However, not all teacher give
students a homework.
However, not all teachers give
students homework.
 Omission of noun → omit –s
in plural noun
 Addition of article
Some transformations:
We can imagine that students
spend most of their time to
 Addition of verb → adding learning.
–ing
 Misuse of infinitive to
Some transformations:
The homework isn‟t contextual
and gain a new information for
 Omission of verb
students.
 Addition of article
Some transformations:
. the homework becomes harmful
because it make students having
 Misuse of capital letter → no time to rest, wasting time, and
first word in a sentence
doesn‟t engage student to acquire
 Omission of verb → Simple
present tense incorrect → new information.
We can imagine that students spend
most of their time to learn.
The homework isn‟t contextual and
doesn‟t give new information for
students.
. The homework becomes harmful
because it makes students having no
time to rest, wasting time, and
doesn‟t engage student to acquire
new information.
omit –s
Misuse of capital letter → first . the homework itself is each . The homework itself is each subject
word in a sentence
subject given at school..
given at school..
50
Some transformations:
Error
number
15.
Student
number
(69)
. however, some teacher give their . However, some teachers give their
students a homework without students homework without noticing
 Misuse of capital letter → noticing the purpose.
the purpose.
first word in a sentence
 Omission of noun → omit –s
in plural noun
 Addition of article
Some transformations:
Nowadays, smoking is likely Nowadays, smoking likely becomes
become a habit and lifestyle.
a habit and a lifestyle.
 Addition of to be
 Omission of verb → Simple
present tense incorrect →
omit –s
 Omission of article →
parallel structure
Some transformations:
People often thinks that smoking People often think that smoking
makes him/her looks cool.
makes them look cool.
 Addition of verb → Simple
present tense incorrect →
adding –s
 Misuse of pronoun
Some transformations:
 Addition of to be
 Omission of verb → Simple
present tense incorrect →
omit –s
Moreover, smoking is definitely Moreover, smoking definitely brings
bring many negatives things many negative things instead of
instead of positives.
positives.
51
 Addition of noun → adding –
s
Omission
of
punctuation If we want to stay healthy we If we want to stay healthy, we have
„comma‟
have to avoid smoking.
to avoid smoking.
Omission of verb → Simple past The students will get stress or The students will get stressed or they
tense incorrect → omit –ed
they will be sick.
will be sick.
Error
number
16.
Student
number
(14)
Misuse
of
adjective
→ The, students will be lazy and The, students will be lazy and lazier.
Comparative adjective incorrect more lazy.
→ use of more in one syllable
Misuse of capital letter → first . most of students will be careless . Most of students will be careless of
word in a sentence
of it.
it.
Omission
„comma‟
of
punctuation Then they will have good Then, they will have good
comprehension about the material. comprehension about the material.
Some transformations:
Error
number
17.
Student
number
(6)
In the school, students get many In the school, students get much
knowledge about everything that knowledge about everything that
 Misuse of pronoun → many they has not got yet.
they have not got yet.
for much
 Misuse of verb → Simple
past tense incorrect
Misuse of verb
So, there is a way to keep their So, there is a way to keep their
interest in study.
interest in studying.
52
Dangling
Omission
„comma‟
Usually, in the class teachers just
give them the brief explanation
about the materials because the
limitation of time.
of
punctuation By using homework they can get By using homework, they can get
more information about the task.
more information about the task.
Some transformations:
Error
number
18.
Student
number
(52)
Usually, in the class teachers just
give them the brief explanation about
the materials because of the
limitation of time.
Some people think like cigarettes Some people think that cigarettes
helps them relax for a while, it help them relax for a while, it also
also help relieve stress.
helps to relieve stress.
 Misuse of word
 Addition of verb → Simple
present tense incorrect →
adding –s
 Omission of verb → Simple
present tense incorrect →
omit –s
 Omission of infinitive to
Misuse of adjective → adjective Moreover it will cause some
used for noun
diseases, such as heart attack,
kidney disease, damage your brain
cells, until the most dangerous is
died.
Some transformations:
Moreover it will cause some
diseases, such as heart attack, kidney
disease, damage your brain cells,
until the most dangerous is death.
The smoke is not only danger for The smoke is not only dangerous for
smokers, it also for the people smokers, it is also dangerous for the
 Misuse of noun → noun used who are not smoke.
people who do not smoke.
for adjective
53
 Omission of to be
 Omission of word
 Misuse of auxiliary verb
Some transformations:
 Addition of to be
Most of rural communities are Most of rural communities depend
depend on selling of tobacco to on selling of tobacco to companies
companies who produce cigarette. that produce cigarette.
 Misuse of relative pronoun
Some transformations:
Error
number
19.
Stdent
number
(19)
They usually held competition They usually held competition with
with purpose for search people purpose for searching people who
 Omission of verb → omit – which own good compentency.
own good competency.
ing
 Misuse of relative pronoun
→ which for who
 Misuse
of
noun
→
compentency for competency
Misuse of capital letter
Competency in this is competency Competency here is not only
Not only academic but also kinds academic but also kinds of passion
of passion competency.
competency.
Omission of noun → omit –s in There are some reason why There are some reasons
plural noun
competition is good.
competition is good.
why
Omission of auxiliary verb → If competition was held, it makes If competition was held, it would
Conditional sentence incorrect people to search better way or to make people to search better way or
54
→ „would‟
Some transformations:
be winner.
to be winner.
I think this is cause by people I think this is caused by people
around life our which less support around us who have less support
 Omission of verb → omit – whatever they do.
whatever they do.
ed
 Misuse of pronoun
 Addition of noun
 Misuse of relative pronoun
Some transformations:
One of alternative to raising self One of alternatives to raise self
confident is helding competition.
confidence is holding competition.
 Omission of noun → The
third person singular noun
incorrect → omit –s
 Addition of verb → Infinitive
to incorrect → adding –ing
 Misuse of adjective →
adjective used for noun
 Misuse of verb
 Misuse of noun
 Competition can be a chalange  Competition can be a challenge
people for to be soul of winner
people for to be soul of winner
 Misuse of adverb

Finnaly,
they
effort
to
be
better

Finally, they try to be better in
 Misuse of noun → noun used
in every competition.
every competition.
for verb
 The conclution, competition is  The conclusion, competition is
 Misuse of noun
very good.
very good.
Addition of to be → Simple  Competition is very good  Competition is very good because
because competition can be
competition can motivate people
present tense incorrect
motivate people to be better.
to be better.
 Competition can be raising self  Competition can raise self
55
confidence.
Word order → erroneous adverb
and erroneous noun
Some transformations:
Error
number
20.
Student
number
(10)
They usually can face challenge
good.
They is very need to create New
Innovators which is ready in
 Misuse of to be → to be used world.
for adverb
 Misuse of capital letter
 Misuse of relative pronoun
→ which for who
 Omission of article
Some transformations:
One of the most common problem
today that are killing people.
 Omission of noun → singular
noun incorrect → omit –s
 Addition of relative pronoun
Some transformations:
Some people began showing off
or some people wanted to enjoy it.
 Misuse of verb → verb –ing
used for infinitive to
 Misuse of verb → simple
present tense incorrect →
confidence.
They can
challenge.
usually
face
good
They really need to create new
innovators who are ready in the
world.
One of the most common problems
today are killing people.
Some people begin to show off or
some people want to enjoy it.
56
wanted used for want
Some transformations:
When someone smokes a cigarette When people smoke a cigarette, they
they are not only hurting do not only hurt themselves, but also
themselves, but also other around other people around them.
punctuation
them.
Error
number
21.
Student
number
(42)
 Dangling
 Omission of
„comma‟
 Misuse of to be → to be used
for auxiliary verb
 Adition of verb → adding –
ing
 Omission of subject
Some transformations:
Smoking does many horrible
thing to the human body.
 Omission of noun → omit –s
 Misuse of word
Some transformations:
There are many respond from the
students, some of them feeling
 Omission of noun → omit –s happy but the others feel hate.
 Addition of verb → Simple
progressive tense incorrect
→ Adding –ing
 Misuse of word
Some transformations:
Most of the student are happy
when the study at school.
 Omission of noun → omit –s
 Omission of subject
Misuse of verb → Simple past When they go home, they felt
tense incorrect
tired.
Smoking causes many
things to the human body.
horrible
There are many responds from the
students, some of them feel happy
but the others feel sad.
Most of the students are happy when
they study at school.
When they went home, they felt
tired.
57
Some transformations:
Second advantages is student will The second advantage is student will
memorize their past lesson by do memorize their past lesson by doing
the homework.
the homework.
 Omission of article
 Addition of noun → plural
noun incorrect → adding –s
 Misuse
of
verb
→
nominalization → simple
verb used instead of –ing
Misuse
of
verb
→ They can repeat the lesson, then They can repeat the lesson, then by
nominalization → simple verb by repeat it, they will memorize it. repeating it, they will memorize it.
used instead of –ing
Misuse of apostrophe
The homework will
student‟s
who
has
responsibility or not.
show The homework will show students
good which
students
have
good
responsibility and which are not.
Misuse of verb → Simple past Students and teacher will got Students and teacher will get
tense incorrect
advantages of the homework advantages of the homework during
during the learning process.
the learning process.
Error
number
22.
Student
number
(56)
Omission of to be
interrogative sentence
in
Addition of to be in
present tense
simple So that, teens are still need So that, teens still need guidance
guidance from their parents.
from their parents.
Some transformations:
an Why up to seventeen?
Why is up to seventeen?
If parent let teens make their own If parents let teens make their own
decisions before they maturation, decisions before they are mature,
58
Error
number
23.
Error
number
Student
number
(22)
Student
number
(50)
it is same with parent let teens
 Dangling
 Omission of noun → omit –s take wrong decisions.
in plural noun
 Misuse of noun → noun used
for adjective
Some transformations:
Parent gives guidance just to give
understanding about the effect of
 Omission of subject → omit their decisions.
–s on the subject
 Addition of verb → adding –
s
Some transformations:
As the writer experiencing, having
a homework from the teacher…
 Misuse of preposition
 Omission of apostrophe
 Misuse of verb
 Addition of article
Some transformations:
It is only about the trick of the
teacher to make the homework
 Omission of to be
that given to students are effective
 Misuse of to be
and not make a difficulty for the
 Omission of auxiliary verb
students.
 Misuse of article → a used
for the
Misuse of verb → verb used for They cannot accept and try to
noun
defeat in other way like fight.
parents will let teens take wrong
decisions.
 First, it motivate competitors
to work hard.
 First, it motivates competitors to
work hard.
Omission of verb → omit –s
Parents give guidance just to give
understanding about the effect of
their decisions.
Like the writer’s experience, having
homework from the teacher…
It is only about the trick of the
teacher to make the homework that is
given to students to be effective and
do not make the difficulty for the
students.
They cannot accept and try to defeat
in other way like fighting.
59
 As the competition run,
someone‟s best is like being
activated.
 As
the
competition
runs,
someone‟s best is like being
activated.
When someone has competitors, it
means that he have someone to
defeat or he can be defeated by his
competitor.
When someone has competitors,
he/she has competitor to defeat or
he/she can be defeated by his
competitor.
Misuse of verb → simple past It happened because competition
tense incorrect
is not only about finding the
winner but also giving a reward
and recognition for public.
It happens because competition is not
only about finding the winner but
also giving a reward and recognition
for public.
Some transformations:
In conclusion, even though there are
many
negative
impacts
of
competition, it does not mean it must
be stopped because there are many
more benefits that we can get from
competition.
24.
Some transformations:
 Dangling
 Misuse of verb
 Misuse of capital letter
 Omission of noun → omit –s
Error
number
25.
Student
number
(59)
Misuse of capital letter
In conclusion, Even though there
are many negative impacts of
competition, it does not mean it
must be stopped because There
are many more benefit that we can
get from Competition.
Then, Talking about their passion, Then, talking about their passion,
sometimes it is different from sometimes it is different from what
what the parents want they should the parents want they should to be.
to be.
60
Some transformations:
 Omission of verb → omit –s
 Word order → erroneous
adverb
Misuse of possessive pronoun
Some transformations:
 Omission of verb → omit –s
 Addition of to be
This case make them easily to get This case easily makes them to get
debate.
debate.
 They often get decision by
their own self.
 Their interest in exploring
their self, especially in
education.
 They often get decision by their
own selves.
 Their interest in exploring
themselves,
especially
in
education.
Here, the writer is propose some Here, the writer proposes some
arguments that the parents should arguments that the parents should let
let their children to make a their children to make a decision..
decision..
Some transformations:
The parents have to give them
chance to make a decision by their
 Addition of infinitive to → own way, not to let them go
parallel structure incorrect
without our protect but to make
 Misuse
of
possessive
them can draw their life.
pronoun
The parents have to give them
chance to make a decision by their
own way, not let them go without
parents’ protection but make them
can live a life of their own.
Some transformations:
Not all parents has a same Not all parents have the same
background with their children, background with their children; even
even their children got the wisher their children get the wisher one.
one.




Misuse of verb
Misuse of article
Misuse of punctuation
Misuse of verb
61
Some transformations:
 Misuse of to be
 Omission of object
Some transformations:
Error
number
26.
Student
number
(34)
 Misuse of preposition
 Omission of verb
 Addition of verb
 Misuse of noun
Omission of verb → Simple
present tense incorrect → omit –
s
Misuse of article
Error
number
27.
Student
number
(41)
Some transformations:




Because children‟s life are not Because children‟s life is not like
parents‟ , they loved to line their parents‟ life, they loved to line their
life.
life.
Almost off all the teachers give Almost of all the teachers give
homework in order to
the homework in order to make the
students will learn again in their students learn again in their houses.
homework.
 Homework insist the students
to study independently.
 The teacher give homework…
 Homework insists the students to
study independently.
 The teacher gives homework…
They argue that they have been They argue that they have been tired
tired studying in the school.
studying at the school.
By giving homework, teacher can
see student which is responsible
Misuse of relative pronoun even the teacher do not control the
→ which for who
student.
Omission of relative pronoun
Misuse of auxiliary verb →
do for is
Omission of infinite to
By giving homework, teacher can
see student who is responsible even
when the teacher is not there to
control the student.
62
Error
number
28.
Student
number
(4)
 Omission
„comma‟
of
 Omission
„dot‟
of
punctuation For example menthol in cigarette
is harmful _ Many smokers think
menthol cigarette is less harmful
punctuation but there is no evidence.
Some transformations:
For example, menthol in cigarette is
harmful. Many smokers think
menthol cigarette is less harmful but
there is no evidence.
They are only waste their money They only waste their money for
for some thing which is something which is unimportant.
unimportant.
 Addition of to be
 Misuse of pronoun
Omission of noun→ omit –s in Competition is one of good way Competition is one of good ways to
plural noun
to use in language classroom.
use in language classroom.
Some transformation:
Error
number
29.
Student
number
(1)
We may often find that students We may often find that students
seems so hard and not interested seem unable and not interested in
 Addition of verb → adding – in learning foreign language.
learning foreign language.
s
 Misuse of adjective
Misuse of verb in the past form
Since the teacher make learning as
competition, each student will
think that they have to win the
competition.
Since the teacher made learning as
competition, each student has
thought that they have to win the
competition.
Some transformations:
With competition, the teacher also
With competition, the teacher also
63
Error
number
30.
Student
number
(74)
be able to compare student‟s
 Addition of to be
 Addition of verb → adding – ability to assess them and to
ing
evaluate their studying.
able to compare student‟s ability to
assess them and to evaluate their
study.
Misuse of verb → noun used for
verb
This competition is not only able
to make student more interested
in learning the language, but also
to make teacher knowing their
ability
in
speaking
and
pronunciation.
This competition is not only able
make student more interested
learning the language, but also
make teacher knows their ability
speaking and pronunciation.
Some transformations:
Some of peoples cigarette Some people cigarette smoking
smoking which can be health in which can be health in body.
body.
 Addition of preposition
 Addition of noun → adding –
s
Some transformations:
For used to smoke, must be seeing
place.
 Misuse of object
 Omission of subject
 Addition of to be
 Addition of verb → adding –
ing
Some transformations:
Don‟t smoking in area
much
people.
 Misuse of verb
to
in
to
in
For smokers, they must see the place
to smoke.
Don‟t smoke in area with many
people.
64
 Misuse of pronoun → much
used for many
Some transformations:
 Addition of to be
 Misuse word
 Omission of verb → omit –s
Some transformations:
Error
number
31.
Student
number
(29)
Smoking can be infected for
someone who see and inhale
cigarette smoker.
Smoking can affect someone who
sees and inhales cigarette smokers.
There is some child had have used There are some children who are
to smoking in public area.
already smoking in public area.
 Misuse of to be
 Misuse of noun → singular
used for plural
 Misuse of verb
Some transformations:
Why way of government prevent
for does smoking?
 Misuse of adverb
 Word order
Some transformations:
The most important is not try to
smoke and not offer someone for
 Misuse of verb
active smoker.
 Misuse of preposition
Omission of verb → omit –s
 Almost every school in
Indonesia use the conventional
teaching activity.
 That kind of activity require
two steps of teaching.
 …but also after class get the
end in order to make student
How does the government prevent
people from smoking?
The most important is not trying to
smoke and not offer someone to be
active smoker.
 Almost every school in Indonesia
uses the conventional teaching
activity.
 That kind of activity requires two
steps of teaching.
 …but also after class get the end
in order to make student makes
65
Some transformations:




Omission of noun → omit –s
Misuse of verb
Omission of verb → omit –s
Omission of to be
Some transformations:
 Misuse of to be
 Omission of article
Some transformations:
make their exercise at home.
The exercise is one of method to
measure the ability of student and
making sure the student master
the material that have already
given by the teacher.
their exercise at home.
The exercise is one of methods to
measure the ability of student and to
make sure the student masters the
material that have already been given
by the teacher.
..they is not in class.
..they are not in the class.
It will make the student lack of
creativity because of their time to
 Addition of verb → Infinitive having a pleasure time to study by
to incorrect → adding –ing
self also decreased.
 Misuse of verb
 Misuse
of
possessive
pronoun
Some transformations:
Student do not have a willing to
study because they feel doing
 Misuse of auxiliary verb
homework was enough.
 Misuse of adjective →
adjective used for noun
 Misuse of to be
Some transformations:
It is enough to give the exercise at
class and not to important to give
 Misuse of preposition
the student homework.
 Omission of article
It will make the student lack of
creativity because of their time to
have a pleasure time to study
themselves also decrease.
Student does not have a willingness
to study because they feel doing
homework is enough.
It is enough to give the exercise in
the class and it is not important to
give the student homework.
66
 Omission of subject
 Omission of to be
 Addition of infinitive to
Misuse of relative pronoun → Competition is a situation where Competition is a situation in which
where used for which
some people feel that they want to some people feel that they want to be
be better than others.
better than others.
Some transformations:
Error
number
32.
Student
number
(44)
A situation of competition can be
happened when there is someone
 Addition of to be
who feel that they can do better
 Addition of verb → adding –
than their competitors.
ed in present form
 Omission of noun → omit –s
Some transformations:
Competition can be good when
the purpose of the competition is a
 Misuse of subordinating good things.
conjunction → when used for
if
 Addition of noun → adding –
s
Some transformations:
There are some competition that
has not clear purpose.
 Omission of noun → omit –s
 Misuse of verb
Misuse of to be
The essential of the competitions
are to develop competitor‟s
abilities not to knock-down the
A situation of competition can
happen when there is someone who
feels that they can do better than
their competitors.
Competition can be good if the
purpose of the competition is a good
thing.
There are some competitions does
not have clear purpose.
The essential of the competitions is
to develop competitor‟s abilities not
to knock-down the other competitors.
67
other competitors.
Some transformations:
The competitors should realized The competitors should realize that
that the competition should make the competition should make their
 Addition of verb → adding – their abilities improved.
abilities improve.
ed
 Misuse of verb → past form
used for present form
Some transformations:
When the competitors do not only When the competitors do not only
focus on winning the competition, focus on winning the competition,
 Omission of subject
but the process of competition, the they are focus on process of
 Using
double
clause
competition can be a media which competition; the competition can be
connectors
(subordinating
improve
someone‟s a media which can improve
conjunction and coordinating can
capability.
someone‟s capability.
conjunction)
 Misuse of punctuation
Some transformations:
Error
number
33.
Student
number
(46)
 Misuse of verb
 Misuse of preposition
Some transformations:





Homework is an
which is do in home.
assignment Homework is an assignment which is
done at home.
There are two reasons why the
teacher or lecturer give homework
Omission of verb → omit –s assignment to her/his students:
Misuse of verb → verb used
such as time constrain in school,
for noun
to train students be a responsible.
Addition of punctuation
Misuse of article
Word order → erroneous
noun
There are two reasons why the
teacher or lecturer gives homework
assignment to her/his students such
as constraints of time in school and
also to train students to be
responsible.
68
Some transformations:
 Omission of noun → omit –s
 Omission of to be
Some transformations:
 Misuse of verb
 Misuse of noun → noun used
for verb
Omission of verb → omit –s in
present form
Error
number
34.
Student
number
(49)
There are some subject that must There are some subjects that must be
learnt by students.
learnt by students.
So that teacher only have time for So that teacher only has time for
explaining
the
material, explaining the material, discussing,
discussion, etc.
etc.
 Teacher choose to give her/his
student homework
 Teacher give homework to
students in order to train their
ability and responsibility
 Teacher know how her/his
students do or not the
homework
Some transformations:
It becauses they can only
understand the materials by doing
 Omission of to be
some assignments beside the
 Addition of verb → adding –
explanation from teacher.
s
Misuse of capital letter
Omission
of
 Teacher chooses to give her/his
student homework
 Teacher gives homework to
students in order to train their
ability and responsibility
 Teacher knows how his/her
students do or not the homework
It is because they can only
understand the materials by doing
some assignments beside the
explanation from teacher.
Here, There other benefits of Here, there other benefits
homework for students;
homework for students;
punctuation By
doing
the
homework
of
_ By doing the homework, students
69
„comma‟
Some transformations:
Error
number
35.
Student
number
(35)
students will think more how to will think more how to solve some
solve some exercises given by the exercises given by the teacher.
teacher.
The teachers should give some
homework for the students
 Misuse of verb
because they has several benefits
 Omission of preposition →
for their parents and their selves.
parallel structure
 Misuse
of
possessive
pronoun
Some transformations:
As a student, there are many
things that _ have to do.
 Omission of subject
 Misuse of auxiliary verb
Omission
of
correlative Not only studying in the school,
conjunction but
they also have to do the same
thing every where and every time
they are.
The teachers should give some
homework for the students because
they have several benefits for their
parents and for themselves.
As a student, there are many things
that he/she has to do.
Not only studying in the school, but
also doing the same thing every
where and every time they are.
Omission of to be
All of them are not easy to _ All of them are not easy to be
implemented by the students.
implemented by the students.
Some transformations:
That is why much of teacher make That is why many teachers make a
a sollution by give them a solution by giving them homework.
homework.
 Misuse of pronoun
 Misuse of noun
 Misuse of verb → simple
70
verb used instead of –ing
 Addition of article
Addition of noun → adding –s
Some transformations:
 Omission of to be
 Omission of article
Some transformations:
How about an elementary school How about an elementary school
students?
student?
Homework itself can called as _ Homework itself can be called as a
harmful thing.
harmful thing.
Students, actually in elementary Students, actually in
school are loved to play.
school love to play.
 Addition of to be
 Misuse of verb → verb used
for noun
Some transformations:
So they will feels boring if _ too
much to do the same things.
 Addition of noun → adding –
s
 Misuse of adjective
 Omission of subject
 Misuse of pronoun
Some transformations:
They already studying in the
school, so in their mind set, its
 Misuse of verb
time to play when they are out of
 Omission of to be
the school.
 Misuse of to be
Some transformations:
they will be lazy if they have to
do homework or studying at
 Misuse capital letter → first
elementary
So they will feel bored if they do too
many same things.
They have already studied in the
school, so in their mind set, it was
time to play when they were out of
the school.
They will be lazy if they have to do
71
word in a sentence
 Misuse of verb
Some transformations:
Error
number
Student
number
home.
homework or to study at home.
All of them are makes them All of them make students bored.
boring.
 Addition of to be
 Addition of verb → adding –
s
 Misuse of subject
 Misuse of adjective
Some transformations:
Actually to makes students to
study hard it can happen with
 Addition of verb → adding – teacher creativity when teaching,
s
not just through a homework.
 Omission of apostrophe
 Misuse of subordinating
conjunction
 Addition of article
Some transformations:
So students are did not feels
boring with all of the material
 Misuse of auxiliary verb
when they are studying.
 Addition of noun → adding
–s
 Misuse of adjective
 omission of noun → omit –s
 Misuse of verb
 Omission of adverb → omit  Nowaday, dissemination of
–s
cigarette‟s distribution has
been raised around the world.
 Omission of noun → omit –s
Actually to make students to study
hard can happen with creative
teacher‟s creativity in his/her
teaching, not just through homework.
So students do not feel bored with all
of the materials when they study.
 Nowadays, dissemination of
cigarette‟s distribution has been
raised around the world.
72
36.
Error
number
37.
Error
number
(5)
Student
number
(47)
Student
number
 Omission of verb → omit –s
 Production of cigarette is one  Production of cigarette is one of
of the largest production in
the largest productions in
Indonesia…
Indonesia…
 But in fact, cigarette‟s smoke  But in fact, cigarette‟s smoke
start to destroy their organ.
starts to destroy their organ.
Some transformations:
Nowadays most of the parents Nowadays, most of the parents seem
seem to force their teens to decide to force their teens to decide things
 Omission of punctuation things based on their parents based on their parents’ desire.
„comma‟
desire.
 Omission of apostrophe
Some transformations:
When they choose a school,
sometimes without asking parents
 Omission of punctuation force teens to school in the school
„comma‟
they think is the most favourite
 Omission of subject → it
school even though they don‟t
 Misuse of subject
want to.
When they choose a school,
sometimes without asking, parents
force teens to school in the school
they think it is the most favourite
school even though their teens don‟t
want to.
Some transformations:
As children start their life as
teenagers, they see things with a
different point from their children
life.
as children start their life as
teenagers_ they see things with a
 Misuse of capital letter → different point as their children
first word in a sentence
lives.
 Omission of punctuation
„comma‟
 Misuse of preposition
 Misuse of verb
Omission of to be
Some students may unhappy with
tasks that should be done when
Some students may be unhappy with
tasks that should be done when they
73
38.
(58)
they go home.
Some transformations:
Error
number
39.
Student
number
(80)
Whereas, homework existance
can help them to increase their
 Misuse of noun
knowledge and _ improve their
 Omission of noun → omit –s
abilities and skills.
 Omission of infinitive to →
parallel structure incorrect
Addition of verb
The students do study when they
are at home.
go home.
Whereas, homework existences can
help them to increase their
knowledge and to improve their
abilities and skills.
The students study when they are at
home.
Omission of infinitive to → They also are able to memorize They also are able to memorize and
parallel structure incorrect
and _ remind what they have to remind what they have learned.
learned.
Some transformations:
Error
number
40.
Student
number
(33)
 Misuse of word
 Misuse of adjective
Misuse of preposition
Misuse of possessive pronoun
Life is like a competition. We Life is like a competition. We
compete to each other to still live. compete with each other to keep
alive.
The students that are interested to
get the gift and reward try to do
their best to be able to answer the
teacher‟s questions.
The students that are interested in
getting the gift and reward try to do
their best to be able to answer the
teacher‟s questions.
If they see the positive side of If they see the positive side of
competition, they will improve competition, they will improve
their selves to be better.
themselves to be better.
74
Some transformations:
 Omission of noun → omit –s
 Misuse of preposition
Misuse of verb
Error
number
41.
Error
number
42.
Student
number
(64)
Student
number
(70)
Some transformations:
Some transformations:
Some transformations:
Student
number
They will get something if they They will get something if they do
did something.
something.
Competition also can
students more healthy.
make Competition can also make students
healthier.
 Word order → erroneous
modal verb
 Misuse of adjective →
Comparative
adjective
incorrect
Some transformations:
It was not mine or even ours, the It was not mine or even our fault.
vault.
 Misuse of noun
 Addition of article
Omission of noun → omit –s
It has two side, bad and good.
It has two sides, bad and good.
 Addition of article
 Omission of verb → omit –s
Error
number
Competition is one of the way to Competition is one of the ways to
make students get motivation on make students get motivation in
doing something.
doing something.
 Misuse of determiner
 Omission of relative pronoun
When a child with a very
competitive mindset, he or she
will end up as a person who
always want to be the best…
When a child with very competitive
mindset, he or she will end up as a
person who always wants to be the
best…
Teachers are asked to be media to Teachers are asked to be media to
transfer those knowledge come transfer that knowledge which come
75
43.
(2)
 Misuse of preposition
from books into students.
from books to students.
Omission
of
correlative Not only lecturing in the class, the
conjunction but also
teachers are asked to lead students
to be active in the classroom
activities.
Not only lecturing in the class, but
also the teachers are asked to lead
students to be active in the classroom
activities.
 Omission of verb → omit –s
 Omission of noun → omit –s
 Omission of preposition →
omit –s
 Of course, those all depends on
how teacher gives instructions
clearly.
 Besides, homework is helpful to
make students do more exercises.
 Of course, those all depend on
how teacher give instructions
clearly.
 Beside, homework is helpful to
make students do more
exercises.
Information: The red colour shows students errors, while the blue colour shows the writer correction.
3.
Classifying Errors and Calculating the Percentage of Type of Errors
Two steps have been described on the paragraph above, furthermore the
writer would describe the last step that is classifying errors and calculating on
the percentage of every type of errors. The writer used formula as stated in
chapter III. The result shows that there are 398 errors. The errors happen on
surface category (misformation, omission, addition, and misordering). The
writer added two types of error – dangling and double clause connectors which is out of the types of surface category. The writer addded dangling errors
and double clause connectors errors because she found many students did
errors on those two types of error. Below is the table of the numbers of errors
based on the type of errors and the percentage of each type of errors:
Table 4. 4
The Numbers of Errors Based on the Type of Errors and the Percentage of
Each Type of Errors
No
Type of Errors
Frequency of Errors
Errors Percentage (%)
(168 / 398 x 100)
1.
Misformation
168
42.21
(141 / 398 x 100)
2.
Omission
141
35.42
(67 / 398 x 100)
3.
Addition
67
16.83
(12 / 398 x 100)
4.
Dangling
12
3.02
5.
Misordering
9
91
(9 / 398 x 100)
77
2.26
6.
Double clause
connectors
Total Number of Errors
(1 / 398 x 100)
1
0.25
398
100
Based on the result, it shows that misformation errors have the highest
percentage (42.21%). Then it is followed by omission errors (35.42%), addition
errors (16.83%), dangling errors (3.02%), misordering errors (2.26%), and the
last is double clause connectors errors (0.25%).
Furthermore, the writer would describe the distribution and the
percentage of each category based on the rank (the highest number of errors) in
detail. All of these were presented as follow:
Tabel 4. 5
The Distribution and the Percentage of Misformation Errors
No
1.
2.
3.
4.
5.
6.
Type of Misformation Errors
Misuse of verb
Misuse of preposition
Misuse of capital letter
Misuse of noun
Misuse of to be
Misuse of adjective
Frequency of
Errors Percentage
Errors
(%)
43
17
13
12
10
10
(43 / 168 x 42.21)
10.80
(17 / 168 x 42.21)
4.27
(13 / 168 x 42.21)
3.26
(12 / 168 x 42.21)
3.01
(10 / 168 x 42.21)
2.51
(10 / 168 x 42.21)
78
2.51
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Misuse of word
9
Misuse of relative pronoun
Misuse of pronoun
8
Misuse of article
7
Misuse of possessive pronoun
Misuse of auxiliary verb
Misuse of punctuation
Misuse of subject
Misuse of adverb
of
7
6
5
2
Misuse of apostrophe
Misuse
8
2
2
subordinating
conjunction
Misuse of object
Misuse of prefix
Misuse of infinitive to
Misuse of determiner
2
2
1
1
1
(9 / 168 x 42.21)
2.26
(8 / 168 x 42.21)
2.00
(8 / 168 x 42.21)
2.00
(7 / 168 x 42.21)
1.75
(7 / 168 x 42.21)
1.75
(6 / 168 x 42.21)
1.50
(5 / 168 x 42.21)
1.25
(2 / 168 x 42.21)
0.50
(2 / 168 x 42.21)
0.50
(2 / 168 x 42.21)
0.50
(2 / 168 x 42.21)
0.50
(2 / 168 x 42.21)
0.50
(1 / 168 x 42.21)
0.25
(1 / 168 x 42.21)
0.25
(1 / 168 x 42.21)
79
0.25
Total Number of Errors
168
42.21
The data expresses that misuse of verb has the highest frequency of
errors. The number of verb misformation is 43 or 10.80% of the total errors.
Furthermore, the writer would describe the distribution and the percentage of
omission errors which becomes the second of the highest number of errors. The
data is presented as follow:
Tabel 4.6
The Distribution and the Percentage of Omission Errors
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
Type of Omission Errors
Omission of verb
Omission of noun
Omission of to be
Omission of punctuation
Omission of article
Omission of subject
Omission of infinitive to
Omission of apostrophe
Omission of preposition
Frequency of
Errors Percentage
Errors
(%)
33
26
17
14
13
11
7
4
4
(33 / 141 x 35.42)
8.28
(26 / 141 x 35.42)
6.53
(17 / 141 x 35.42)
4.27
(14 / 141 x 35.42)
3.51
(13 / 141 x 35.42)
3.26
(11 / 141 x 35.42)
2.76
(7 / 141 x 35.42)
1.75
(4 / 141 x 35.42)
1.00
(4 / 141 x 35.42)
80
0.99
10.
11.
12.
13.
14.
15.
Omission of correlative
conjunction
Omission of auxiliary verb
Omission
of
relative
pronoun
Omission of adverb
Omission of word
Omission of object
Total Number of Errors
3
3
2
2
1
1
141
(3 / 141 x 35.42)
0.75
(3 / 141 x 35.42)
0.75
(2 / 141 x 35.42)
0.50
(2 / 141 x 35.42)
0.50
(1 / 141 x 35.42)
0.25
(1 / 141 x 35.42)
0.25
35.42
The result expresses that omission of verb has the highest frequency of
errors. The number of omitted verb is 33 or 8.28% of the total errors.
The third of the highest number of errors is addition errors. The
presentation is as below:
Tabel 4. 7
The Distribution and the Percentage of Addition Errors
No
1.
2.
3.
Type of Addition Errors
Addition of verb
Addition of to be
Addition of noun
Frequency of Errors
19
18
12
Errors Percentage
(%)
(19 / 67 x 16.83)
4.77
(18 / 67 x 16.83)
4.52
(12 / 67 x 16.83)
3.01
81
4.
5.
6.
7.
8.
9.
Addition of article
9
Addition of infinitive to
Addition of preposition
Addition
of
relative
pronoun
Addition of word
Addition of punctuation
Total Number of Errors
3
2
2
1
1
67
(9 / 67 x 16.83)
2.26
(3 / 67 x 16.83)
0.75
(2 / 67 x 16.83)
0.50
(2 / 67 x 16.83)
0.50
(1 / 67 x 16.83)
0.25
(1 / 67 x 16.83)
0.25
16.83
Based on the data above, it is clear that addition of verb has the highest
frequency of errors. The number of adding verb is 19 or 4.77% of the total
errors.
Next is dangling errors. In this type of error until the last type of error,
there are no more types of error. For dangling errors, most of students made
error with different subject between the main clause and sub clause. It can be
presented as follows:
Tabel 4. 8
The Distribution and the Percentage of Dangling Errors
No
Type of Dangling Errors
Frequency of
Errors
Dangling
1.
Errors Percentage (%)
(12 / 12 x 3.015)
12
3.02
Total Number of Error
12
3.02
82
The last is the least of number of errors; misordering errors and double
clause connectors. For misordering errors, most of students wrong in order of
word. The distribution and the percentage of those types of error will be
presented into the tables below:
Tabel 4. 9
The Distribution and the Percentage of Misordering Errors
No
Type of Misordering Errors
Frequency of
Errors
Misordering
1.
9
Total Number of Error
9
Errors
Percentage (%)
(9 / 9 x 2.261)
2.26
2.26
Tabel 4. 10
The Distribution and the Percentage of Double Clause Connectors Errors
Type of Double Clause
Connectors Errors
Double clause connectors
No
1.
Frequency of
Errors
Total Number of Error
1
1
Errors
Percentage (%)
(1 / 1 x 0.251)
0.25
0.25
It can be concluded that most of students did errors in the verb form
(misuse of verb, omission of verb, and addition of verb) and those errors
become a question for the writer to find out further about the factors that made
them did errors.
After described, categorized, and calculated the data, the writer found out
that most of students did errors in the verb form. The highest number of errors
was misformation errors, omission erros and addition errors.
First is misformation of errors. Most of students did error like misuse of
verb, one of many students‟ errors is “when they go home, they felt tired”1 in
1
The example was taken by student number 42
83
this sentence, student used simple past tense incorrect, it should be “when they
went home, they felt tired”.
Next is omission error. In omission errors most of students did error like
omitted –s suffix after the verb, e.g. “teacher usually give the students
homework”2 in this sentence students omitted –s, it should be “teacher gives
the students homework” because this sentence is simple present tense, after
subject which is singular (he, she, it), –s suffix should be put after the verb.
The last is addition errors. In this type of errors almost the same with
omission errors. Most of students added –s suffix, e.g. “it becauses they can
only understand the materials by doing some assignments beside the
explanation from teacher”3 in this sentence, student added –s suffix in
subordinating conjunction, it should be “it is because they can only understand
the materials by doing some assignments beside the explanation from teacher”.
All of this make the writer interested in knowing the causes of students
made errors. After given the test, the writer did interview to some students who
did the highest of errors. Based on interview, the writer can interpret the data
that students clearly have done errors although some of them did mistakes
because they can correct their writing. When the writer did interview to some
students who did much errors, she tried to ask students to correct their errors,
some of them can correct their errors but others can not correct it. The result
showed that almost all students who become correspondents knew the
definition of independent clause and dependent clause clearly, but they could
not answer when they were asked to mention types of dependent clause.
The students who become correspondent, much of them were from class
B. It made the writer interesting to know the cause of them did errors because it
looked different when the writer did observation in that class. The writer did
interview start form class VII B, then class VII C, the last is class VII A. As
stated on chapter III and according to Sari Wahyuni, the writer used semi-
2
3
The example was taken by student number 26
The example was taken by student number 49
84
structured interviews in order to get more data in-depth.4 The result of
interview which become the causes of students did errors classified into five
categories such as lack of grammar understanding, lack of concentration, lack
of vocabulary knowledge, lack of topic knowledge, and lack of independent
clause and dependent clause understanding. All of these were summarized into
the table below:
Tabel 4. 11
The Categories of Causes of Error
The Categories of Causes of Error
Lack of grammar understanding
Students who Did Error
Student number 19, student number
8,
student
number
56,
student
number 39.
Lack of concentration
Student number 22, student number
46, student number 49, student
number 14, student number 74,
student number 62.
Lack of vocabulary knowledge
Student number 53, student number
10.
Lack of topic knowledge
Student number 34, student number
36.
Lack of independent clause and dependent Student number 44, student number
clause understanding
26, student number 80, student
number 81, student number 57.
The writer concluded that most of students did error because the writer
has asked them to correct the error sentence but most of them were unable to
correct it, but one of them was able to correct it. All of these errors caused by
intralingual transfer. Much of them knew the background knowledge of
4
Sari Wahyuni, Qualitative Research Method: Theory and Practice, (Jakarta: Salemba
Empat, 2012), p. 54.
85
grammatical structure but they did not know the overall of grammatical
structure and also they were not skillfull in applying the concept of
independent clause and dependent clause, as example “students, actually in
elementary school are loved to play”5, in this case the students used two tense
markers at the same time in one sentence since they have not mastered the
language yet. Other example is “Because, they can ask to their friend or family
if they feel shy in class”6. In this case, the student used two subordinating
conjunctions in a sentence; there is no independent clause in that sentence. The
punctuation also is incorrect; the punctuation comma should be put between
independent clause and dependent clause.
C.
Data Interpretation
The writer has analyzed the data from data description and data analysis; the
last is data interpretation that will be the conclusion of all the data. Based on the
result of observation, test, and interview that the writer had been done at seventh
semester of Department of English Education of Faculty Tarbiyah and Teachers
Training of Syarif Hidayatullah State Islamic University Jakarta, the writer can
interpret the data that the students made errors. Much of them were lack of
grammatical understanding and lack of independent clause and dependent clause
understanding. It can be seen in the area of grammatical error that students done; the
highest number of error lies on verb form (misuse of verb, omission of verb, and
addition of verb). Those errors derived from surface category that consist of
omission, addition, misformation, and misordering, and the writer added two types of
errors such as dangling and double clause connectors which is this types was out of
the surface category. The result showed that the highest number of errors lies on
misformation, omission, and addition.
In misformation errors, the total number of errors was 168 or 42.21%. The
kinds of error were misuse of verb, preposition, capital letter, noun, to be, adjective,
word, relative pronoun, pronoun, article, possessive pronoun, auxiliary verb,
punctuation, subject, apostrophe, adverb, subordinator conjunction, object, prefix,
5
6
The example was taken by student number 35.
The example was taken by student number 57.
86
infinitive to, and the last misuse of determiner. Misuse of verb was the highest
number of errors with total number 43 or 10.80%.
For omission errors, the total number of errors was 141 or 35.42%. The kinds
of error were omission of verb, noun, to be, punctuation, article, subject, infinitive to,
apostrophe, preposition, correlative conjunction, auxiliary verb, relative pronoun,
adverb, word, and omission of object. The highest number of errors in this type was
omission of verb with total number 33 or 8.28%.
The third highest number of error was addition errors with the total number
was 67 or 16.83%. The kinds of error were addition of verb, to be, noun, article,
infinitive to, preposition, relative pronoun, punctuation, and addition of word. The
highest number of error was addition of verb with total number 19 or 4.77%.
The last type of errors was dangling with total number 12 or 3.02%. In this
type of errors, much of students used different subject between the first clause and
the second clause. Next is misordering or word order with total number 9 or 2.26%.
For this type of errors, most of students erroneous word in subject, verb, noun, and
also adverb. Finally used double clause connectors with total number 1 or 0.25%. In
this type of errors, some students used double clause connectors in a sentence. All
clauses consists of dependent clause without independent clause in it.
Based on the result of interview, the writer could know the causes students
did error. The interview result showed that all of these errors caused by intralingual
transfer. Intralingual transfer means that students knew the background knowledge of
grammatical structure but they did not know the overall of grammatical structure. In
other word, intralingual errors occur as a result of students‟ attempt to build up
concepts and hypotheses about target language from their limited experience.7 This is
because some students have mentioned it in the interview process, such as students
number 9 said “Perhaps, I do an error in grammatical, because I don‟t understand
enough in grammar.” This students also couldn‟t correct the sentence which is
incorrect. Next is student number 8 said “I don‟t understand enough in grammar and
also I do it without preparation.” Other students is student number 10 said “Many
7
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin
University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 266.
87
causes that make me do error, first one is I cannot comprehend the topic, I feel lack
of vocabulary knowledge and grammatical.” Furthermore, student number 56 said
that “I didn‟t focus when I did it, because I need a good mood when I wrote. I feel
also lack in grammatical.” There are also student number 26 said that “I felt surprised
when you asked me to do the test, I forget with the material of independent clause
and dependent clause, but I try to recall it again.” The last students said that “I feel
lack of grammatical, and also I do not concentrate to do it.” (student number 81).
Those are some students who said that they feel lack of grammatical knowledge, lack
of vocabulary knowledge, and lack of independent clause and dependent clause
knowledge. To sum up, they understood the grammatical structure, they were also
able to identify independent clause and dependent clause however they were not
skillful in applying the grammatical structure and the concept of independent clause
and dependent clause into an argumentative essay.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
Based on the description of data, the analysis of data, and the interpretation of
data in the previous chapter, the writer would like to make a conclusion. The
objective of this study is to find out the types of error which the students commonly
made on their argumentative essay and causes of their errors in writing an
argumentative essay. Furthermore, the formulation of problem for this study consists
of two questions: what kind of error which commonly happened on students‟ writing
and what causes students make an error.
The writer uses three instruments in her study: observation, test, and
interview. The writer uses written test on her study. The test is divided into two parts:
part A and part B. On the part A of the test, students were asked to identify
independent clause, dependent clause, and the types of dependent clause, while on
the part B of the test, students were asked to write an argumentative essay.
In this research the writer used a mixed method design as a method of her
study and chose the exploratory sequential design mentioned by John W. Creswell as
her research design. Therefore, the writer analyzed the data qualitatively and
quantitatively. Qualitative data is used to observe and to interview the participants in
order to know the types of errors and the causes of errors in students‟ ability in
identifying and writing independent clause and dependent clause in an argumentative
essay; while, quantitative data is used to calculate the frequency of errors and the
total number of errors obtained from the test.
Based on the analysis and data interpretation from the previous chapter, the
writer would like to conclude the result of Error Analysis on Students‟ Ability in
Identifying and Writing Independent Clause and Dependent Clause in an
Argumentative Essay which has been done at the seventh semester of Department of
English Education of Faculty Tarbiyah and Teachers‟ Training of Syarif
Hidayatullah State Islamic University Jakarta as follows:
91
89
On the part A of the test, the writer classifies the errors into two categories:
ability and disability. In this part also there are two questions: question number one
and number two. In question number 1, there were 98% students who were able to
identify independent clause, 93% students who were able to identify dependent
clause and 51% students who were able to identify types of dependent clause. While,
there were only 2% student who were unable to identify independent clause, 7%
students who were unable to identify dependent clause and 49% students who were
unable to identify types of dependent clause. In question number 2, there were
enhancement in identifying independent clause, all of students were able to identify
independent clause, but in identifying dependent clause students who were able to
identify were 86% students, 14% students were unable. Moreover, for identifying the
types of dependent clause there were 44% students who were able to identify it and
56% students who were unable to identify it. The conclusion is students were still
erroneous in understanding the types of dependent clause and many of them could
not identify which one noun clause, adjective clause, or adverb clause.
On the part B of the test, the result shows that there are 398 errors. 42.21%
misformation errors, 35.42% omission errors, 16.83% addition errors, 3.02%
dangling errors, 2.26% misordering errors, and the last is 0.25% double clause
connectors errors.
Based on the result of interview, the writer could know the causes students
did error. The interview result showed that all of these errors are caused by
intralingual transfer. Intralingual transfer means that students understood the
background knowledge of grammatical structure but they were not skillful in
applying the grammatical structure into an argumentative essay. In other word,
intralingual errors occur as a result of students‟ attempt to build up concepts and
hypotheses about target language from their limited experience.
All of these can be concluded that almost all students were able to identify
independent clause and dependent clause (except types of dependent clause).
However, most of them were not skillful in applying the concept of independent
clause and dependent clause into their argumentative essay.
90
B.
Suggestion
After the conclusion has been made, the writer would like to make
suggestions for the students to prevent them from making further errors. There are at
least two suggestions that the writer has based on the conclusion in the previous
section.
The first one, especially for students, they have to pay attention to the
lecturers‟ explanation during the teaching and learning process without conducting
other activities in the classroom. Before they come to class, they should read the
material first. If their homes are far from campus, they should go early. Then, they
have to ask to the lecturer when they did not understand the material. If they do not
ask, they will never know the answer of their questions which is in their mind.
The second one, for the lecturers, they should ask the students after
explaining the materials. Afterward, they should try to avoid using English in
explaining grammar notions or try to use different methods or strategies to teach the
materials in order to make the students easy to understand the materials.
Those are some suggestions that the writer made for the students and the
lecturers. The writer hopes those suggestions will be useful for the students or the
lecturers to avoid making further errors.
BIBLIOGRAPHY
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Basics. New York: Cambridge University Press. 1st Edition, 2010.
Azar, Betty Schrampfer. English Grammar: Understanding and Using. Third
Edition. New York: Longman. 3rd Edition, 1999.
Bluman, Allan G. Elementary Statistics: A Step by Step Approach. New York:
McGraw Hill. 5th Edition, 2004.
Broukal, Milada and Wisniewska, Ingrid. Grammar: Form and Function. New York:
McGraw Hill, 2005.
Brown, H. Douglas. Principles of Language Learning and Teaching. New York:
Pearson Education, Inc. 5th Edition, 2007.
Danesi, Marcel. Basic American Grammar and Usage: An ESL/EFL Handbook. New
York: Barron‟s Educational Series, Inc. 1st Edition, 2006.
Dulay, Heidi, et al., Language Two. New York: Oxford University Press, 1982.
Emzir. Metodologi Penelitian Kualitatif: Analisis Data. Jakarta: Rajawali Pers. 1st
Editin, 2011.
Erdogan, Vacide. Contribution of Error Analysis to Foreign Language Teaching.
Mersin University Faculty of Education, Vol. 1, Issue 2, December 2005.
Fraenkel, Jack R., and Wallen, Norman E. How to Design and Evaluate Research in
Education. New York: McGraw-Hill Companies. 5th Edition, 2003.
Frank, Marcella. Modern English: Exercises for Non-Native Speakers. New York:
Prentice-Hall, Inc., 1972.
Fowler, H. Ramsey. The Title Handbook. New York: Longman, 2011.
Gunawan, Imam. Metode Penelitian Kualitatif. Jakarta: Bumi Aksara. Cet. I, 2013.
Harmer, Jeremy. The Practice of English Language Teaching. New York: Addison
Wesley Longman, 1991.
James, Carl. Errors in Language Learning and Use. New York: Addison Wesley
Longman Inc. 1st Edition, 1998.
91
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McMillan, James H., and Schumacher, Sally. Research in Education: EvidenceBased Inquiry. New York: Pearson Education, Inc. 6th Edition, 2006.
Muhadjir, Noeng. Metodologi Penelitian Kualitatif. Yogyakarta: Bayu Indra Grafika,
Cet. III, 1996.
Oshima, Alice and Hogue, Ann. Introduction to Academic Writing. New York:
Pearson Education. 3rd Edition, 2007.
Oshima, Alice and Hogue, Ann. Writing Academic English. New York: Pearson
Education. 3rd Edition, 2006.
Sarosa, Samiaji. Penelitian Kualitatif: Dasar-Dasar. Jakarta: Indeks, Cet. I, 2012.
Sukardi. Metodologi Penelitian Pendidikan: Kompetensi dan Praktiknya. Jakarta:
Bumi Aksara. Cet. IV, 2008.
Tuwu, Alimuddin. Pengantar Metode Penelitian. Jakarta: Universitas Indonesia
Press, 1993.
Wahyuni, Sari. Qualitative Research Method: Theory and Practice. Jakarta: Salemba
Empat, 2012.
Werner, Patricia K., and Nelson, John P. Mosaic 2: Grammar. New York: McGraw
Hill Companies. 4th Edition, 2002.
Werner, Patricia K., et al. Interaction 2: Grammar. Forth Edition. New York:
McGraw Hill. 4th Edition, 2002.
Zang, Meng. Error Analysis and Interlanguage. Henan Province, China, smashraf2,
2013.
http://www.timothyjpmason.com/WebPages/LangTeach/Licence/CM/OldLectures/L
7_Interlanguage.htm#Interlanguage.
http://www.fitk-uinjkt.ac.id/profil/sejarah-fakultas.html
https://owl.english.purdue.edu/owl/resource/685/05/
http://www.antiessays.com/free-essays/In-Some-Countries-Teenagers-Have-Jobs307777.html
93
APPENDICES
Appendix 1 The Students’ Answer Sheet
94
95
96
97
98
99
100
101
102
Appendix 2 The Result of Students’ Ability in Identifying Independent Clause
and Dependent Clause
Question Number 1
No
Students’
Number
Identify IC
Identify DC
Identify Types of
DC
1.
(26)
Able
Able
Unable
2.
(45)
Able
Able
Unable
3.
(57)
Able
Able
Unable
4.
(53)
Able
Able
Unable
5.
(79)
Able
Able
Able
6.
(85)
Able
Able
Able
7.
(62)
Able
Able
Able
8.
(76)
Able
Able
Able
9.
(39)
Able
Able
Able
10.
(60)
Able
Able
Unable
11.
(8)
Able
Able
Unable
12.
(18)
Able
Able
Unable
13.
(81)
Able
Able
Able
14.
(36)
Able
Able
Unable
15.
(69)
Able
Able
Able
16.
(14)
Able
Able
Unable
17.
(6)
Able
Able
Able
18.
(52)
Able
Able
Unable
19.
(19)
Able
Able
Able
20.
(10)
Able
Able
Able
103
21.
(42)
Able
Able
Able
22.
(56)
Able
Able
Able
23.
(22)
Able
Able
Unable
24.
(50)
Able
Able
Able
25.
(59)
Able
Able
Unable
26.
(34)
Able
Able
Able
27.
(41)
Able
Able
Able
28.
(4)
Able
Able
Able
29.
(1)
Able
Able
Able
30.
(74)
Able
Able
Unable
31.
(29)
Able
Unable
Unable
32.
(44)
Unable
Unable
Unable
33.
(46)
Able
Unable
Unable
34.
(49)
Able
Able
Unable
35.
(35)
Able
Able
Unable
36.
(5)
Able
Able
Unable
37.
(47)
Able
Able
Able
38.
(58)
Able
Able
Able
39.
(80)
Able
Able
Unable
40.
(33)
Able
Able
Able
41.
(64)
Able
Able
Able
42.
(70)
Able
Able
Unable
43.
(2)
Able
Able
Able
104
Question Number 2
No
Students’
Number
Identify IC
Identify DC
Identify Types of
DC
1.
(26)
Able
Able
Unable
2.
(45)
Able
Able
Unable
3.
(57)
Able
Able
Unable
4.
(53)
Able
Able
Able
5.
(79)
Able
Able
Unable
6.
(85)
Able
Able
Able
7.
(62)
Able
Able
Able
8.
(76)
Able
Able
Able
9.
(39)
Able
Unable
Unable
10.
(60)
Able
Unable
Unable
11.
(8)
Able
Able
Unable
12.
(18)
Able
Able
Unable
13.
(81)
Able
Able
Unable
14.
(36)
Able
Able
Able
15.
(69)
Able
Able
Unable
15.
(14)
Able
Able
Able
17.
(6)
Able
Able
Unable
18.
(52)
Able
Able
Able
19.
(19)
Able
Able
Able
20.
(10)
Able
Unable
Unable
21.
(42)
Able
Able
Able
22.
(56)
Able
Able
Unable
105
23.
(22)
Able
Able
Unable
24.
(50)
Able
Able
Able
25.
(59)
Able
Able
Unable
26.
(34)
Able
Able
Able
27.
(41)
Able
Able
Able
28.
(4)
Able
Able
Able
29.
(1)
Able
Able
Able
30.
(74)
Able
Able
Unable
31.
(29)
Able
Able
Unable
32.
(44)
Able
Unable
Unable
33.
(46)
Able
Able
Unable
34.
(49)
Able
Unable
Unable
35.
(35)
Able
Able
Unable
36.
(5)
Able
Able
Able
37.
(47)
Able
Able
Able
38.
(58)
Able
Able
Unable
39.
(80)
Able
Able
Able
40.
(33)
Able
Able
Able
41.
(64)
Able
Unable
Unable
42.
(70)
Able
Able
Unable
43.
(2)
Able
Able
Able
106
Appendix 3 The Result of Interview
Interviewee 1 : Student number 22 / VII C
Q
: What is independent clause?
A
: Independent clause is the sentence that can stand alone; there is no
ambiguity in that sentence.
Q
: What is dependent clause?
A
: Dependent clause is the sentence which needs another sentence to support
and to make clear in order to avoid ambiguity.
Q
: How many types of dependent clause?
A
: I forget.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I do it in a hurry and also I feel hungry.
Q
: Do you comprehend with the material of independent clause and dependent
clause? How many percent that you feel comprehend it?
A
: I feel comprehend enough with independent clause and depend clause. It is
approximately 50%.
Q
: How is about lecturer explanation?
A
: The lecturer explanation was so clear.
Q
: It has cleared enough for you?
A
: Yes, it has.
Interviewee 2 : Student number 19 / VII B
Q
: What is independent clause?
A
: Independent clause is the sentence that consists of subject and predicate.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that cannot stand alone by itself.
Q
: How many types of dependent clause?
107
A
: I don‟t know.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I do an error in grammatical, because I don‟t understand enough in
grammar.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend with the material of independent clause and dependent clause.
*showing a sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant
A
: It is incorrect because it is there is no independent clause in this sentence.
Interviewee 3 : Student number 34 / VII B
Q
: What is independent clause?
A
: Independent clause is the clause that can stand alone consists of subject and
predicate.
Q
: What is dependent clause?
A
: Dependent clause is the clause that cannot stand alone, need another clause
to make it complete.
Q
: How many types of dependent clause?
A
: Adverbial clause, adjective clause.
Q
: What cause that make you did error in your essay writing?
A
: I cannot comprehend the topic, lack of the fact in argumentative essay that
I‟ve wrote, and the last because of the weather which is hot so I do it in a
hurry.
Q
: Do you comprehend with the material of independent clause and dependent
clause? How many percent that you feel comprehend it?
A
: I don‟t understand enough with the material of independent clause and
dependent clause. It is approximately 50%.
108
*showing a sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant
A
: It is incorrect. The error lies on cigarette smoking. It should do not put the
word of cigarette.
Q
: According to you, where is the sentence that refers to independent clause?
A
: Cigarette smoking is bad for people with low economy.
Interviewee 4 : Student number 46 / VII B
Q
: What is independent clause?
A
: Independent clause is the clause that can stand alone consist of at least
subject and verb.
Q
: What is dependent clause?
A
: Dependent clause is the clause that cannot stand alone, it needs independent
clause.
Q
: How many types of dependent clause?
A
: Adverb clause, adjective clause.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I feel so sleepy, also I feel hungry and I was not feeling well.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend with the material of IC and DC but I still need to learn more
about it.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was so clear.
*showing a sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
109
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
:
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Interviewee 5 : Student number 49 / VII B
Q
: What is independent clause?
A
: Independent clause is the clause that can stand alone, although the clause
there is no conjunction, it is still meaningful.
Q
: What is dependent clause?
A
: Dependent clause is the clause that cannot stand alone, if it is no conjunction
the clause become meaningless.
Q
: How many types of dependent clause?
A
: I forget.
Q
: What cause that make you did error in your essay writing?
A
: I do it in a hurry because I‟ve another activity that I have to do.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend with the material of independent clause and dependent clause.
I do remember the conjunction between independent clause and dependent
clause.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was so clear.
*showing her sentence that her sentence is error (dangling/different subject)
Q
: Here is your writing, according to you; is this sentence correct or incorrect?
The sentence : It is helpful, especially for their parents because they do not
worry about their children‟ activity when they work at office.
A
: I think my writing is correct, because “they” refers to parents and “it” refers
to homework.
110
Q
: According to you, where is the sentence which is independent clause?
A
: It is helpful, especially for their parents.
Interviewee 6 : Student number 44 / VII B
Q
: What is independent clause?
A
: Independent clause is the sentence which is not depends on another
sentence.
Q
: What is dependent clause?
A
: Dependent clause is the supporting sentence from independent clause.
Q
: How many types of dependent clause?
A
: I forget.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I do it without preparation, I feel so tired and I do not focus
because I feel hungry.
Q
: Do you comprehend with the material of independent clause and dependent
clause? How many percent that you feel comprehend it?
A
: I comprehend with the material of independent clause and dependent clause.
It is approximately 65%.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was so clear, but I cannot apply it into the sentence.
It is because I do not ask to the lecturer when I did not understand.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
:
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
111
A
: They are only waste their money for something.
Interviewee 7 : Student number 36 / VII B
Q
: What is independent clause?
A
: Independent clause is the sentence that can stand alone, without another
object its sentence can be understood.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that needs another object, without adding
an object the sentence becomes fragment.
Q
: How many types of dependent clause?
A
: Noun clause, adjective clause, adverbial clause.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I do not appropriate to make the reader understand with my
writing.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend with the material of independent clause and dependent clause
but I cannot apply it into the sentence.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was so clear.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
: It is incorrect. (The correspondent confuse to answer)
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
112
A
: Because they are only waste their money for something which is
unimportant.
Interviewee 8 : Student number 14 / VII C
Q
: What is independent clause?
A
: Independent clause is the sentence that can stand alone without another
sentence.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that needs another sentence.
Q
: How many types of dependent clause?
A
: Adjective clause, adverbial clause, prepositional clause.
Q
: What cause that make you did error in your essay writing?
A
: I do it in a hurry, and also I do it without preparation.
Q
: Do you comprehend with the material of independent clause and dependent
clause? How many percent that you feel comprehend it?
A
: I understand with the material of independent clause and dependent clause.
It is approximately 60%.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was so clear.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
: It is incorrect. The error lies on cigarette smoking, it should not put
“cigarette” in this sentence.
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
113
A
: Because they are only waste their money for something which is
unimportant.
Interviewee 9 : Student number 8 / VII C
Q
: What is independent clause?
A
: Independent clause is the clause that consists of subject and verb.
Q
: What is dependent clause?
A
: Dependent clause is the clause that cannot stand alone.
Q
: How many types of dependent clause?
A
: I forget.
Q
: What cause that make you did error in your essay writing?
A
: I don‟t understand enough in grammar and also I do it without preparation.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I understand with the material of independent clause and dependent clause
but now I forget with this material.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was so clear.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
: I think it sentence is correct.
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
A
: Because they are only waste their money for something which is
unimportant.
114
Interviewee 10 : Student number 10 / VII C
Q
: What is independent clause?
A
: Independent clause is the clause that can stand alone.
Q
: What is dependent clause?
A
: Dependent clause is the clause that needs independent clause. If it is only
dependent clause, it will be meaningless.
Q
: How many types of dependent clause?
A
: Noun clause, adverbial clause, and adjective clause.
Q
: What cause that make you did error in your essay writing?
A
: Many causes that make me do error, first one is I cannot comprehend the
topic, I feel lack of vocabulary knowledge and grammatical.
Q
: Do you comprehend with the material of independent clause and dependent
clause? How many percent that you feel comprehend it?
A
: If the sentence is only simple sentence, I feel understand enough, but if the
sentence is compound or complex, I feel little bit difficult because I cannot
identify which one independent clause and which one dependent clause. It is
approximately 70%.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was clear enough.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
: I think it is incorrect. The error lies on the word cigarette smoking.
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
A
: Because they are only waste their money for something which is
unimportant.
115
Interviewee 11: Student number 26 / VII C
Q
: What is independent clause?
A
: Independent clause is the sentence that has subject and verb.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that cannot stand alone. Its sentence needs
independent clause.
Q
: How many types of dependent clause?
A
: Noun clause, adverbial clause, adjective clause, prepositional clause.
Q
: What cause that make you did error in your essay writing?
A
: I felt surprised when you asked me to do the test, I forget with the material
of independent clause and dependent clause, but I try to recall it again.
Q
: Do you comprehend with the material of independent clause and dependent
clause? How many percent that you feel comprehend it?
A
: I comprehend with the material of independent clause and dependent clause,
I just forget and I need to recall it again.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was so clear.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
: I think it is incorrect. The error lies on the word cigarette smoking. It should
be smoking cigarette and also the verb “are”, it should be do not add to be
because the word “waste” is also verb, it becomes double verb.
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
A
: Because they are only waste their money for something which is
unimportant, and “which” here is part of adverbial clause.
116
Interviewee 12 : Student number 53 / VII B
Q
: What is independent clause?
A
: Independent clause is the sentence that consists of at least a subject and
predicate.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that needs another sentence to make it
clear.
Q
: How many types of dependent clause?
A
: Noun clause, verb clause, and adjective clause.
Q
: What cause that make you did error in your essay writing?
A
: The test is too much, I should write many paragraphs, and maybe I also do
not aware with my writing.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend with the material of independent clause and dependent clause
but sometimes I feel difficult if the text is consists of difficult vocabulary.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was clear.
*showing her sentence that her sentence is error (dangling/different subject)
Q
: Here is your writing, according to you; is this sentence correct or incorrect?
The sentence : It is okay to give homework to children as long as it does not
burden the students.
A
: I think is correct.
Interviewee 13 : Student number 56 / VII B
Q
: What is independent clause?
A
: Independent clause is the sentence that can stand alone.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that cannot stand alone. Its sentence needs
another clause.
117
Q
: How many types of dependent clause?
A
: Noun clause, adjective clause.
Q
: What cause that make you did error in your essay writing?
A
: I didn‟t focus when I did it, because I need a good mood when I wrote. I feel
also lack in grammatical.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend enough with the material of independent clause and dependent
clause, but I cannot apply it into the sentence.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was clear enough.
*showing her sentence that her sentence is error (dangling/different subject)
Q
: Here is your writing, according to you; is this sentence correct or incorrect?
The sentence : If parents let teens make their own decisions before they
maturation, it is same with parent let teens make wrong decisions.
A
: I think is incorrect. The error lies on dependent clause. Its sentence there is
no independent clause or maybe I should not put the coordinator “if”.
Interviewee 14 : Student number 74 / VII A
Q
: What is independent clause?
A
: Independent clause is a complete sentence. It has a subject, verb, object, and
adverb.
Q
: What is dependent clause?
A
: Dependent clause is not a complete sentence.
Q
: How many types of dependent clause?
A
: Adverbial clause, adjective clause, noun clause.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I felt so tired or learning so I cannot concentrate to do it.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
118
A
: I comprehend with the material of independent clause and dependent clause.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
: I think it is incorrect. The error lies on cigarette smoking, the word of
“cigarette” it should be omitted. The word “they” it should be changed
become “it”
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
A
: Because they are only waste their money for something which is
unimportant, and “because” here is part of prepositional clause while “which”
here is part of adjective clause.
Interviewee 15 : Student number 62 / VII A
Q
: What is independent clause?
A
: Independent clause is the clause that can stand alone and meaningful.
Q
: What is dependent clause?
A
: Dependent clause is the clause that need independent clause. If there is no
independent clause, it sentence will meaningless.
Q
: How many types of dependent clause?
A
: I forget.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I do not maximal to do it and also I did it when I was eating, so I
did not concentrate at that time.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend enough with the material of independent clause and dependent
clause.
119
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was clear.
*showing her sentence that her sentence is error (dangling/different subject)
Q
: Here is your writing, according to you; is this sentence correct or incorrect?
The sentence : Homework can make students become more diligent because they
will study to check and do their homework.
A
: I think is correct. No, I think is incorrect. The sentence should become
“homework can make students become more diligent because it will make
students be able to check and do their homework”.
Q
: According to you, where is the sentence which is independent clause?
A
: Homework can make students become more diligent.
Q
: Where is the sentence which is dependent clause?
A
: Because they will study to check and do their homework.
Interviewee 16 : Student number 80 / VII A
Q
: What is independent clause?
A
: Independent clause is the clause that can stand alone.
Q
: What is dependent clause?
A
: Dependent clause is the clause that needs another clause.
Q
: How many types of dependent clause?
A
: I forget.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I feel so tired of learning, and also I feel confuse so I cannot focus
to do it.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend with the material of independent clause and dependent clause,
but sometimes I feel confuse to identify which one independent clause and
which one dependent clause.
Q
: How is about the lecturer explanation?
120
A
: The lecturer explanation was clear.
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : Cigarette smoking is bad for people with low economy because
they are only waste their money for something which is
unimportant.
A
: I think it is incorrect. The error lies on cigarette smoking, it should be
smoking cigarette.
Q
: According to you, where is the sentence which is independent clause?
A
: Cigarette smoking is bad for people with low economy.
Q
: Where is the sentence which is dependent clause?
A
: Because they are only waste their money for something which is
unimportant, and “because” here is part of noun clause while “which” here is
part of adjective clause.
Interviewee 17 : Student number 81 / VII A
Q
: What is independent clause?
A
: Independent clause is the sentence that can stand alone.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that needs conjunction.
Q
: How many types of dependent clause?
A
: Noun clause, adjective clause, adverb clause.
Q
: What cause that make you did error in your essay writing?
A
: I feel lack of grammatical, and also I do not concentrate to do it.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I do not comprehend with the material of independent clause and dependent
clause.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was clear.
121
*showing the sentence that its sentence is error (dangling/different subject)
Q
: Here is a sentence, according to you; is this sentence correct or incorrect?
The sentence : All kinds of competition is bad because people just think that
competition is just look at result.
A
: I think it is correct.
Q
: According to you, where is the sentence which is independent clause?
A
: All kinds of competition is bad.
Q
: Where is the sentence which is dependent clause?
A
: Because people just think that competition is just look at result. “Because”
here refers to noun clause.
Interviewee 18 : Student number 39 / VII A
Q
: What is independent clause?
A
: Independent clause is the sentence that meaningful.
Q
: What is dependent clause?
A
: Dependent clause is the sentence that needs another sentence to know the
meaning itself.
Q
: How many types of dependent clause?
A
: Noun clause, adverb clause, and adjective clause.
Q
: What cause that make you did error in your essay writing?
A
: I didn‟t focus because I didn‟t rigorous. And also I feel lack of grammatical.
Q
: Do you comprehend with the material of independent clause and dependent
clause? How many percent that you feel comprehend it?
A
: I comprehend enough with the material of independent clause and dependent
clause. It is approximately 50%.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was clear.
*showing her sentence that her sentence is error (dangling/different subject)
Q
: Here is your writing, according to you; is this sentence correct or incorrect?
122
The sentence : Teacher give some feedback because the students are also need it.
A
: I think is incorrect. The error lies on the verb “give” it should be add –s.
Q
: According to you, where is the sentence which is independent clause?
A
: Teacher give some feedback.
Q
: Where is the sentence which is dependent clause?
A
: I feel confuse.
Interviewee 19 : Student number 57 / VII A
Q
: What is independent clause?
A
: Independent clause is a complete clause. It has a subject and verb
Q
: What is dependent clause?
A
: Dependent clause is the sentence that should put subordinate “FUNBOYS”.
Q
: How many types of dependent clause?
A
: I forget.
Q
: What cause that make you did error in your essay writing?
A
: Perhaps, I forget with the clauses and also I do not concentrate because I
have to do another assignment.
Q
: Do you comprehend with the material of independent clause and dependent
clause?
A
: I comprehend enough with the material of independent clause and dependent
clause.
Q
: How is about the lecturer explanation?
A
: The lecturer explanation was clear.
*showing her sentence that her sentence is error (dangling/different subject)
Q
: Here is your writing, according to you; is this sentence correct or incorrect?
The sentence : Giving homework is helpful for some students because students
will study more about that subject in their home and increase their
understanding.
A
: I think is incorrect. It should be “student will helpful by giving the
homework because it will increase their understanding”.