AN ERROR ANALYSIS OF STUDENTS' SIMPLE SENTENCE(A Case Study at Eighth Grade of State Junior High School 1 Ciputat)

A "Skripsi"Presented to the Tarbiya and Teachers Training Faculty

In Partial Fulfillment of the RequirementsFor the Degree of Strata-I (S I)

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Written by:

Abdul Dayan102014023721

ENGLISH DEPARTMENTTARBIYAH AND TEACHERS TRAINING FACULTY

STATE ISLAMIC UNIVERSITYJAKARTA

1428 H/2007 M

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Training

certifies that the 'Skripsi' (Scientific Paper) entitled "An Error Analysis of Students'

Simple Sentence", written by Abdul Dayan, student's registration number:

102014023721, was examined by the committee on October, 02 , 2007, and was

declared to have passed and, therefore, fulfilled one requirements for the academic

title of S.Pd. (Bachelor of Arts) in English Language Education at the Department of

English Education.

Jakarta, December 31, 2007

EXAMINATION COMMITTEE

CHAIRMAN

SECRETARY

EXAMINER

: Drs. Nasrun Mahmud, M.Pd.NIP. 150041070

: Nida Husna, M.Pd.NIP. 150326910

: 1. Drs. Nasrun Mahmud, M.Pd.NIP. 150041070

)

)

)

2. Dr. M. Farkhan, M,PdNIP. 150299480

Acknowledge by:

( /)

TABLE OF CONTENT

ACKNOWLEDGEMENT i

TABLE OF CONTENT iii

Chapter I : INTRODUCTION

A. Background of Study 1

B. Statement of the Problem 3

C. Purpose of The Study 3

D. Method of The Study 3

E. Organization of The Paper 3

Chapter II : THEORITICAL FRAMEWORK

A. ERROR ANALYSIS

1. The Definition of Error 5

2. Categories of Error 7

3. s..ourcc of Error 9

B. WRITING

1. Definition of Writing 13

2. Types of Writing 13

3. Simple Sentence Writing 15

4. The Role of Writing in Learning Language 19

Chapter III : RESEARCH METHODOLOGY AND RESEARCH FINDING

A. RESEARCH METHODOLOGY

1. The Objective of Research 21

2. Method of Research 21

3. Research Object 22

4. Research Instrument 22

5. Research Data 22

6. Technique of Data Analysis 22

B. RESEARCH FINDING

I.Data Description 23

2.Data Analysis 24

Chapter IV : CONCLUSION AND SUGGESTION

A. Conclusion 32

B. Suggestion 33

BIBLIOGRAPHY .34

APPENDIX 36

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful, all praise be to Allah

the Lord of the worlds, who has given mercy and blessing until the writer can

accomplish his "skripsi". Peace and Salutation be upon to the Prophet Muhammad

SAW, and his household, companions and his faith forever.

This "skripsi" is presented to English Education Department, Faculty of

Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta

as a partial fulfillment of the requirements for the degree of Strata -I (S-I).

On this occasion, the writer would like to give his great appreciation, honor

and gratitude to Drs. Zaenal Arifin Toy, M.Sc., as his advisor, for his valuable help,

guidance, corrections, suggestions for the completion of this "skripsi".

The writer would like to express his greatest appreciation to his beloved

parents, for their pray, irreplaceable encouragement, and also for his sister and

brother.

His sincere gratitude also goes to:

I. Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiya and

Teachers Training

2. Drs. Nasrun Mahmud, M.Pd., as the Head of English Education Department.

3. Nida Husna, M.Pd. , as the Secretary of English Education Department, and

all the staff of English Education Department.

4. All inspiring lecturers of English Education Department who had taught the

writer dming his study at UIN Syarif Hidayatullah Jakarta.

5. The headmaster ofSMPN I Ciputat, who had given the writer a great chance

to carry out the research at SMPN 1 Ciputat.

6. The English teacher of the Eight grade of SMPN 1 Ciputat, who had helped

the writer in collecting the data.

7. The writer also would like to give his greatest thanks to his best friends who

always give the writer support and time, shared their ideas with them in

finishing this "skripsi". I love you all my friends.

Mayall, the almighty bless them, Amin.

Jakarta, August 2007

The writer

CHAPTER I

INTRODUCTION

A. Background of Study

Learning English in junior high school includes many skills which have to be

mastered by the students, such as listening, speaking, reading, and writing. One of the

lan!,ruage skills is writing. It is the most difficult skill to be learned by the students

because it needs thinking and usually thinking is complicated. it is said by Robert M.

Gorrel and Charlton Laird that "writing requires thinking, and thinking is always

complicated and hard. Writing is complicated also because the writer needs to do

everything at once, and the student of writing needs to study everything at once. A

writer produces words, sentences, paragraphs, and extended compositions all the

same time; words must be spelled, sentences punctuated, and paragraphs unified."t

Therefore, sometimes, students feel lazy to learn it and teachers do not want to teach

it, because they also think it is difficult skill. Generally, the students are demanded to

understand and to memorize the formulas of structure or grammar, but they cannot

apply them in writing and this becomes one ofthe problems. Some students may have

high score in grammar but they cannot use it in writing. In fact, writing is also

important in the process of language learning. Through writing, the students learn

how to think and use their imaginations, ideas, opinions and whatever they want

without interfering with others.

[ Robert M. Gorrel and Charlton Laird, Modern English Handbook, (New Jersey, Englewood CliffsN.J, 1962), page 1.

Writing is a skill which needs many practice to improve. And to improve the

writing skill needs many skills have to be mastered to improve a writing skill, Robert

Lado said in his book, Language Teaching :.

In writing. there are three skills that must be mastered. The first skill areainvolves acquiring a writing system which may be alphabetic (as in Europeanlanguage) or on alphabetic (as in Japanese language). The second skill arearequires selecting the appropriate grammar and vocabnlary to fOlm acceptablesentences and then arranging them in paragraph. Third, writing involves thinkingabout the purpose of the text to be composed and about its possible effect on theintended reader. One important aspect of this last feature is the choice of suitablestyle. Because of these characteristics, writing is not an unnatural ability likespeaking. But has to be acquired through years of training or schooling.2

Based on the statement above, the writer thinks that writing is not easy,

because "writing is a process of synthesis. As you write, you use words and

information to express your viewpoint in a coherent whole. An essay. But writing

draws on intuitions as well as reasoning, on sensation and emotion as well as fact and

memory.,,3

When junior high school students learn to write, they learn to write words in

right spelling, phrases, clauses, sentences until a simple paragraph. In writing simple

sentence, they are often influenced by their native language. Therefore, they produce

an English sentence which is translated into English word by word. For example,

"keluarga saya baik-baik saja, " they will write, "My family is fine fine only. " "Ayah

saya membaca koran setiap hari", they will write, "My father is reads a newspaper

every morning. These sentences are example of the errors done by the students.

2 Robert Lado, Language Teaching. (New York, Mac Graw Hill Inc. 1964). page 23.3 H. Ramsew Fowler, The Little. Brawn Handbook, (Memphis State University,1980),page 3.

Therefore, an error analysis has an important role to reveal what error the

students do most in writing and what causes of this error and how the students can

leam for their elTors by themselves. Those are the reasons why the writer is interested

in analyzing students' writing. Therefore, the writer would like to do the research

Imder the title "An Error Analysis in Students' Simple Sentence Writing".

B. The Statement of Problem

There are some problems which writer wants to analyze:

1. What type of error do tlle students do in writing a simple sentence?

2. What cause of error do the students make in writing a simple sentence?

C. Purpose of the Study

The purpose of this research, generally, is:

1. to know which type of error which always students make in writing simple

sentence

2. to Imow the causes of error of students simple sentence writing

n. Method of the Study

In this research, the writer uses a qualitative. Each question has a major point,

such as; sentence pattern, singular-plural, word form, word choice, verb tense, word

order, spelling and punctuation. The writer analyzes the en"or done by the students

from those items.

E. Organization of Paper

In doing this research, the writer organizes this paper becomes 4 chapters:

Chapter One : Introduction consists of Background of Study, Statement of the

Problem, Purpose of The Study, Method of The St11dy, and Organization of The

Paper.

Chapter Two : Theoretical Framework consists of Error (The definition of error,

Categories of error, and sources of error) and Writing Sentence (Definition of

Writing, Types of Writing, Simple Sentence Writing, and The Role of Writing in

Learning Language)

Chaptel· Three : Research Methodology and Research Finding consists of The

Objective of Research, Method of Research, Research Object, Research Instrument,

Research Data, Technique of Data Analysis, Data Description, and Data

Interpretation

Chapter Four: Conclusion and Suggestion

CHAPTER II

THEORETICAL FRAMEWORK

A. Error

1. Definition of Error

Learning the foreign language is a process which involves M error. Many

factors can affect the error. One of them may because of each language have different

pattem. English is different from Indonesian language in its structure, phonology, and

lexical meaning. Therefore, learning English is different from learning Indonesian

language, that is why, the students who learn English may produce many errors in

writing English grammatically.

When junior high school students leam English, they usually make an error. It

may be caused by fatigue, excitement and lack of automaticity. But, sometimes they

make a mistake. It may be caused by lack of knowledge and they have not mastered

the L2 rule4, As the writer said above, there are error and mistake. Therefore the

writer will differ between error and mistake according to some experts' point of view.

Jeremy I-Iarmer said that the errors are part of the leamer inter language that is

the version of the language which a learner has at anyone stage of development and

which is continually reshaped as he/she aims toward full mastery5

H.D Brown defines error as noticeable deviation from the adults h'Tammar of a

native speaker, reflecting the inter language competence of the learner. The key tern)

" Rod EJlis, 17w Study o[Second Language Acquisition, (Oxford University Press, 1995), p.515 Jeremy Hanner, The Practice ofEnglish Language Teaching, (Pearson Education Limited, 2001),page 34

in this definition is inter language. As someone learns a foreign language, the error

she makes indicate her level of proficiency.6 Meanwhile Dullay said that "EI1'orS are

the flawed sidc of learner speech or writing. They are those parts of convcrsation or

composition that deviate from some selected norm of mature language perfOlmance.7

To differ between an error and a mistake, the writer will also give the different

between an error and a mistake said by Corder (1967)

"An enol' (in this technical sense) takes place when the deviation arises as aresult of lack of knowledge. It represents a lack of competence. A mistake occurswhen learners fail to perform their competence. That is, it is the result ofprocessing problems that prevent learners from accessing their knowledge oftarget language rule and cause them to fall back on some alternative, non-standardrule that they find easier to access. Mistakes, then, are performance phenomenaand are, of course, regular features of native speaker speech, reflecting processingfailures that arises as a result of competing plans, memory limitations, and lack of

.. 8automaticity.

Stephen Pit Corder give the similar differences between error and mistake towhat Corder said:

a mistake is a random perfOlmance slip caused by fatigue, excitement, etc.Mistake can be readily self- con'ected, whereas an error is systematic deviationmade by learners who have not mastered the rule of L2. ElTOr CarInot be self­corrected because it is a product reflective of the learners' current stage of L2development or underlying competence. En'ors are not something to be prevented,but enol'S are signs that learners are actively engaged in hypothesis testing whichwould be the result in the acquisition oftarget rules.9

From those explanations, writer gives the distinction between enol' and

mistake in the table below.

6 William Ackner, Error & Corrective Feedback: Updated theory & Classroom Practice, EnglishTeaching Forum XXXIII, (October 2000).7 Heidi DuBay et ai, Language Two, (New York: Oxford University Press1983),p. 138.B Rod Ellis, The Study ofSecond Language Acquisition, op. cit., p.519 Diane Larsen Freeman et ai, An Introduction to Second Language Acquisition Research, (New York: Longman, 199 I), p. 60-61.

Table] : The distinction between error and mistake

Error MistakeReflecting processing failures, a result Represent a lack of competence, a resultof competing plans, memory limitations of lack of knowledge, leamers haven'tand lack of automaticity mastered the rule of L2Caused by fatigue, excitement, can be Cannot be self-correctedreadily self-corrected

2. Categories of Error

To explain the categories of enw, the writer takes from the source said by

Dullay. He said that there are 4 categories of error

a. Error Based on Linguistic Category

This linguistic category is classified according to either or both of the

language component or the palticular linguistic constituent the error effect. Lallguage

component includes phonology, syntax and morphology, semantics and lexicon, and

discourse.

Constituents include the elements that comprise each language components.

For instance, in syntax the errors Call be in the main or subordinate clause, of which

constituent is affected, e.g. the noun phrase, the auxiliary, etc.

b. Error Based on Surface Strategy Taxonomy

This kind oferror is divided into four kinds,

I. Omission

Omission enor is characterized by the absence of an item that must appear in

a well formed utterance. For eXaIllple, "Mary president new compally."

2. Addition

The character of the error is known by the presence of an item, which must

not appear in a well formed utterance. For example, "He doesn't knows my

name.~'

3. Malformation

This error is characterized by the use of wrong form of the morpheme or

structure. For example, "1 see a teeth"

4. Disordering

The inCOl1"ect placement of morpheme or group of morpheme in an utterance

is the character of this error. For example, "I don't know what is that."

c. Error Based on Comparative Taxonomy

The classification is made on the comparisons between the structure of L2

en"ors and certain other type ofconstruction.

1. Developmental Error

Developmental error is error similar to those made by children learning target

language as their first language. For example, "Mary eat the pineapple."

2. InteriinguaI Error

Interlingual error is an enor similar in structure to semantically equivalent

phrase or sentence in the leamer's native language.

3. Ambiguous Error

Error that reflects the learner's native language structure is called ambiguous

error. This error could be classified equally as developmental or interlingual error.

For example, "I no go to school."

4. Other elTor

Other error is that caused by the learners' native language since the learners

used it on their second language formation For example, "She do hungry."

d. EITor Based on Communicative Effect Taxonomy

I. Global Error

Global error hinders communication, it prevents the learners from

comprehending some aspects of message. For example, "We amused that movie

very much."

2. Local Error

Local errol' itself doesn't interfere with understanding at an utterance, usually

because there is only a minor violation of one segment of a sentence. "I angry"

will be local error since the meaning is apparent. 10

3. SOUl'CC of Enol'

Many causes of error are suggested by some experts. Pit Corder identified

three major sources of enol'

to http://www.stmileamingnow.com/sccond~)20Ianguagl}%20acquisition.htm

a. Transfer Errors

The beginning stages of leaming a second language are characterized by a

predominance of interference of learner's native language. In these early stages,

before the system of the second language is familiar, the native lanf:,'uage is the only

linguistic system in previous experience upon which the learner can draw.

b. Analogical Error

Although when the learners have discovered a correct rule of the target

language, they may still continue to make errors, because they haven't yet discovered

the precise set of categories to which the rule applies. E1Tors, which result from this

strategy, are called analogical errors.

c. Teaching-Induced Errors

Errors in second language learning may appear to be induced by the teaching

process itself. In this term, the method and the material that used by the teachers can

lead the learners to make faulty hypotheses about the language.

Meanwhile, Hubbard et.a!. Mentioned that causes of error are mother tongue

interference, overgeneralization and errors encouraged by teaching material and

method. ll

Brown said that sources of error consist of inter lingual transfer, intra lingual

transfer, context oflearning and communication strategies.

II Peter Hubbard, Hywel Jones, Barbara Thontorn, Rod Wheeler, A Training Course/or TEFL, (NewYork: Oxford University Press,1983),p.140-143

a. Inter Lingual Error

Inter lingual error means errors attributed to the native language (Ll) there are

inter lingual errors when the learners first get language habits (pattern, system, or

rules) which interfere or prevent the learners from acquiring the pattem and mles of

the second language manifest some degree of different form and some degree of

similarity with the equivalent item in learning the first language.

For example in Indonesian language (Ll) granlmar, there is no different fonn

of a verb even though the activity has been done in the past or has been done several

times. "Saya sudah makan kue tadi. " Or "Saya sudah makan kue beberapa kali. "

Meanwhile in English (L2) grammar the verb form is classified according to the

tense: present, past, and past participle. The usage of the fonn of the verb is

influenced by the time of the activity. If the activity has been done in the past, the

fonn of past tense verb is used. "1 ate cookies yesterday. " If the activity has been

done several times, the past participle verb is used. "1 have eaten cookies several

limes. " This difference can be source of error when the learner applies the Ll rule in

the L2.

b. Intra Lingual Error

Intra lingual errors are errors due to the misunderstanding of the language

being learned (L2) independent of the native language. The elTors are proceeded by

the learner which reflects not the structure of the mother tongue, but generalization

based on partial exposure to the target language. 12 The learner tries to derive the mles

behind the data to which he or she has been exposed, and may develop hypotheses

that corresponds neither to the mother tongue nor the target language.

In English, different subject of a sentence requires different verb. Third

singular person (he, she, it) must be in harmony with a verb with the addition of -s/es

inflection. E.g. "Joanne goes to school by train everyday." For the learners who

unaware to this rule, they will equalize the usage of a verb as it is needed by the first

singular or plural person. (I and we), second singular or plural person (you) and third

plural person (thcy) whereas the verb does not need the addition of -s/es inflection.

E.g. " Joanne and John go to school by train evetyday. "

c. Context of Learning

This third major of learning is considered overlapping both types of transfer.

Context refers to the classroom situation that is built by both teacher and material.

This situation can urge the learners to make faulty hypotheses about the language.

The teacher's explanation also pushes the learners to make errors because sometimes

the teacher provides incorrect information by way of misleading definition, word, or

grammatical generalization. However, according to Stephen Pit Corder, the

idiosyncratic dialect applies well through social context. For example, a Japanese

immigrant who lived in Mexican-American has produced a learner language was an

interesting blend of Mexican-American English and the standard English colored by

his Japanese accent.

12 http://abisamra03.tripod.com/nada/languageacq-eIToranalysis.html#theo

d. Communication Strategies

According to Brown ,"Iearners obviously use production strategy in order to

enhance getting their messages across. But at the same time, these techniques can

themselves become a source of error." For example an ESL learner said,"Let us work

for the well done ofour country. " The sentence above had wrong approximation of

word Welfare.

B. Writing

1. The Definition of Writing

To give the definition of writing in this paper, the writer gives the definition

said by James C Raymond. He said in his book "Writing is Unnatural Act" :

Writing is more than a medium of communication. It is a way ofremembering and a way of thinking as well. Writing is a way of finding outwhat we know and what we need to leam. Spoken words disappear as soon asthey are spoken; but writing freezes our thought, makes them visible andpelmanent so we can examine and test their quality. Writing is also a way oflearning. None of us can write much of interest without first thinking, probing,observing, asking questions, experimenting, and reading. 13

2. The Types of Writing

Writing can be divided into narrative, descriptive, and expository. Each type

varies according to its purpose. The narrative paragraph tells a story. The descriptive

paragraph provides accurate detail and appeals to the senses. The expository

paragraph explains how to do something or informs the reader about something.

13 James C Raymond, Writing is Unnatural Act, (New York, Harper and Row Publisher, 1980),page 2.

a. The NaITative Paragraph

The paragraph is developed by telling the story or relating ail incident. It

concisely answers the question what happened?J4 Narrative paI'agraph are most

effective when they follow chronological order. Notice the following model has used

chronological order to tell his story.

When we were testing underwater breathing devises, we found thataccidents showed us where improvements were needed. We were working ondefenses against broken pipes one day with Dumas seventy-five feet down,breathing from the pipe. I was in the boat, watching the pipe, when I saw itrupture. Dumas was trapped in pressure three times greater than the pressure atthe surface. I grabbed the pipe before it sank and reeled it in fraIltically, ill withsuspense. I could feel heavy tugs fTOm below. Then Dumas appeared, red facedand choking, his eyes bulging. But he was alive. He had closed his glottis intime and had then climbed the pipe hand over hand. We work on gear until itoperated more reliably.

Adapted from The Silent World by Captain J.Y Cousteau

b. The Descriptive PaI'agraph

One of the kinds of paragraph is descriptive. It is usually used to describe a

place, people, object and a situation. Descriptive paragraph gives a picture in words

that appeal directly to the senses. A descliptive paI'agraph is normally full of vivid

verbs and precise adjective. It depends on detail, not action, to hold the reader's

interest. In the following model the writer uses an accurate detail to describe the

sights aIld sounds of a city.15

14 John E. Warriner, English Grammar and Composition, (New York; Harcout Brace Javanovich) 3"ed.P.32615 Ibid.,p.327

In their hotel room the men could hear roosters crowing every morning. Atnight jackals yelped right in the hearth of the city. In this land of fiery cmry, ofaplain or fancy dose for breakfast, where the sweet lemon was sweeter than anorange, and oranges tended to be flavorless, the yotmg Americans fotmd they hada lot of readjusting to do. Pedestrians and cows as gentle as kittens strolled in outof the rush of bikes, rickshaws, auto-rickshaws, trucks, autos, and chemical­bmning buses spewing their showers of burning coals behind them. In the heat ofthe day men dragged their bedlike charpoys out onto the sidewalks and stretchedout to nap with expectation that the breeze from passing vehicles would keepthem trifle cooler. Bears danced for the entertainment or the crowds, flute-playingfakirs charmed cobras, and, incredibly, in the open place in front of the Red Fort,building long ago by the Mogul emperors, a holy man actually levitated in broaddaylight.

From Behind Japanese Lines by Richard Dunlop

c. The Expository Paragraph

The expository paragraph gives the reader information or explains something.

We will find expository paragraph in newspaper, in tcxtbooks, and wherever we look

for information and explanation. This model gives information about bore tides. Ii>

Among unusual creations of tide, perhaps the best known are the bores. Theworld possesses half a dozen or more famous ones. A bore is created when a greatpart of tile flood tide enters a river as a single wave, or at most two or threewaves, with a steep and high front. The conditions that produce bores are several:there must be a considerable range of tide, combined with sand bars or otherobstructions in the mouth of the river, so that the tide is hindered and held back,until it finally gathers itself together and rushes through. The Amazon isremarkable for the distance its bore travels upstream-some 200 miles- with theresult that the bores of as many as 5 flood tides may actually be moving up theriver at one time.

From The Sea Around Us by Rachel L. Carson3. Simple Sentence Writing

As the writer mentioned above, there are many types of writing. Writing

consists of paragraph or some paragraphs and paragraph consists of some sentences.

16 Ibid.,p.328

To make a good writing or paragraph, basically, we have to be able to make a

sentence. It is because sentences build a good paragraph.

a. Definition of Sentence

In this paper, the writer will give some definitions about sentence which is

said by the expert in order to give us more information about it.

Sentence is defined as a group of words expressing a complete thought or a

group of words that begins with a capital letter and ends with a period. I?

Hornby stated in his dictionmy "Oxford Advanced Learner's Dictionmy of

Current English", Sentence is the largest grammatical unit consisting of phrases and

or clauses used to express a statement, question, command, etc.

Traditional grmnmar defined sentence in two ways. First is by meaning, it is

the term, sentence is a complete thought. And the second is by function. In this term,

sentence consists of a subject or a predicate. According to Marcella Frank, sentence is

a full predication containing a subject plus a predicate with a finite verb. 18

b. Types of Sentence

Based on the definitions above, sentence classified into 4 kinds. The writer

gives a brief explanation about them

I. Simple Sentence

Simple sentence is a sentence which has only one full predication in the fOlm

ofan independent clause. For eXaIl1ple, The man stole the jewelry.

17 Mas'ud Mada, Dictate English Syntax Part I, 1995, page 3IS Marcella Frank, Modern English; A Practical Reference Guide (New Jersey: Prentice hall: 1972).page 220

2. Compound Sentence

Compound sentence is a sentence which has two or more predications in the

form of independent clauses. For example, The man stole the jewelry and he hid it in

his home.

3. Complex Sentence

Complex sentence is a sentence which has one or more full predications. One

of these is an independent clause (main clause) and one or more of these are

dependent clauses (subordinate clauses). For example, The man who stole the jeweby

hid it in his home.

4. Compound-Complex Sentence

Compound-complex sentence is a sentence which has two or more

independent clauses and one or more dependent clauses. For example, The man stole

thejeweily and he hid it in his home until he could safely get oul oflhe town.

c. Simple Sentence

A simple sentence contains one subject and one verb. The subject (sometimes

called the object) comes before the verb. The verb comes after the subject to describe

what the subject is doing or has done. But beside that, simple sentence has many

variations, such as

1. Simple sentence is not defined by its subject and verb. It is defined by being an

independent clause with no dependent clauses.

2. Simple sentence can have more than one subject. This is called a compound

subject, not to be confused with a compound sentence. An example would be: Mary

and George went shopping. This is a simple sentence with two subjects: Mary and

George.

3. Simple sentence can have more than one verb. This is called a compound verb. An

example would be: George jumped and skipped all the way home.

4. The verb of a sentence does not always come after the subject. An example would

be: Into the desert rode the soldiers on a jeep. The subject is soldiers and the verb

is rode. Rode does not come after the subject.

Beside that, a simple sentence is a sentence structure that contains one

independent clause and no dependent clauses, examples

1. The singer bowed.

This simple sentence has one independent clause which contains one subject,

singer, and one predicate, bowed.

2. The baby cried.

This simple sentence has one independent clause which contains one subject,

baby, and one predicate, cried.

3. The girl ran into her bedroom.

This simple sentence has one independent clause which contains one subject,

girl, and one predicate, ran into her bedroom.

4. In the backyard. the dog barked and howled at the cat.

This simple sentence has one independent clause which contains one subject,

dog, and one predicate, barked and howled at the cat. This predicate has two

verbs, known as a compound verb: barked and howled. This compound verb

should not be confi.lsed with a compolmd sentence. In the backyard and at the cat

are prepositional phrases.

d. The Role of Writing in Learning Language

Writing, as compared to speaking, can be seen as a more standardized system

which must be acquired through special instruction. Mastery of this standard system

is important prerequisite of cultural and educational participation and the

maintenance of one's right and duties. The fact that writing is more standardized than

speaking allows for a higher degree sanctions when people deviate from that

standard. 19

In first-language education, learning to write involves leaming specialized

version of language already known to students. This specialized language differs

from spoken language, both in form and in use, but builds upon linguistic resources

that students already posses. The ultimate goal of learning to write is, for most, the

value of being able to write effectively increases as students' progress through

compulsory education on to higher education. At the university level in plllticular,

writing is seen not just as standardized system of communication but also as essential

tool for lellllling. At least in the English-spealcing world, one of the main fll11ctions of

writing at higher lcvels of education is to expand one's own knowledge through

reflection rather than simply to communicate inf0l1l1ation.

While the specific goals of writing instruction may vary from culture to

culture, it is clear that writing is llll important Plllt of the curriculum in schools from

19 Sara Cushing Weighlc, Assesing Writing, (Cambridge: Cambridge University Press, 2002),pA-5.

the earliest grade onward, and that most children in countries that have a formal

education system will learn to write, at least at the basic level, in that setting. In this

sense, we can say that the first language writing instruction is relatively standardized

within a particular culture.

CHAPTER III

RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology

In this chapter, the writer describes about the objective of the research,

method of the research, research object, research instrument, place and time of the

research, research data, and technique ofdata analysis.

I. 1 he objective of the research

The objectives ofthe research are as follows:

a. to know what type of enor the students make most m writing a simple

sentence

b. to know the causes of the elTors the students make most in writing a simple

sentence

2. Method of the research

The writer will use descriptive analytic method, where he will give the

students a true false question containing many items, such as; sentence pattern,

singular-plural, word form, word choice, verb tense, word order, spelling and

pllllct1mtion. The writer will analyze the students' errors from that question shcet.

Having analyzed the errors, the writer will describe the error in a table form as a

recapitulation ofenws the students made.

3. Research object

The object of this research is the students of eighth grade of state junior high

school (SMP Negeri) I Ciputat of2006 - 2007 academic year.

4. Research instrument

The instruments used in this research are :

Tme false question sheet about the sentence. It asks the students to decide

whether the sentence is trUl) or false.

5. Research data

The writer wiII collect the data from :

a. Students: The writer gives a true false question to the students about a

simple sentence. Each question has a major point, such as; sentenee

pattern, singular-plural, word form, word ehoice, verb tense, word order,

spelling and punctuation. The writer analyzes the error done by the

students from those items.

b. Teacher: The writer does an interview to the teacher to know his teaching

method about his or her problem in teaching simple sentence.

6. Technique of data analysis

For the research, the writer uses descriptive ,malytic technique. The writer

analyzes each student's answer from the question sheet to find out the errors they

made and classifies them to know the kind of errors the student do most. To analyze

the data, the writer uses distribution frequency relative which is described in the table

percentage. In the table percentage the writer uses formula

p= FxIOO%N

P = Percentage

F = frequency of error occurred

N = Number of sample which is observe2o

B. Research Findings

1. Data Description

As stated in the preceding chapter that this paper discussed about the en'ors

done by thc eighth year students of State Junior high School (SMPN) I Ciputat in

writing a simple sentence, and the writer focuses on several items to check. Those

are; sentence pattem, singular plural, word form, word choice, verb tense, word order,

spelling, and punctuation. This test consist of 24 items which are broken down into

sentence pattern (3 items), singular plural (3 items), word form (3 items), word choice

(3 items), verb tense (3 items), word order (3 items), spelling (3 items), and

punctuation (3 items). The following table is the classification of Ole items into area

tested.

20 Drs. Anas Sudijono, Penganla,. Sialislik Pendidikan, (Jakarta: PT. R'\ia Grapindo Persada, 2004), p.40-41.

Table 2

Area Tested

No Area Tested Item

l. Sentence Pattern Number], 2, 3

2. Singular - Plural Number 4, 5, 6f--3. Word Form Number 7,8,9

4. Word Choice Nwnber ]0, 1], 12

5. Verb Tense Number 13, ]4, ]5

6. Word Order Number ]6, ]7, ]8--\7. Spelling Number 19,20,21

\8. Punctuation Number 22, 23, 24

2. Data Analysis

]n this part, the data was analyzed. The result of the data is described as

follows.

a. Sentence Pattern

Table 3

Percentage of Error on Sentence Pattern

Area of Error Item Number Frequency of Percentage of

Error En'or

Sentence Pattcrn ] 49 6],25 %

2 ]4 ]7,5 %

3 21 26,25 %

Total 35%

In Sentence Pattern items, there are 49 students or 61,25 % who made elTor in

item number 1, 14 students or 17,5 5% who made elTor in item number 2, and 21

students or 26,25 % who made error in number 3. So, the percentage of error in

Sentence Pattern is 35 %.

b. Singular Plural

Table 4

Percentage of Error on Singular Plural

Area of Error Item Number Frequency of l'ercentage of

Error ErrOl'

Singular Plural 4 44 55%

5 42 52,5 %

6 41 51,25 %

Total 52,9%

In Singular Plural items, there are 44 students or 55 % who made error in item

number 4, 42 students or 52,5 % who made error in item number 5, and 41 students

or 51,25 % who made error in item number 6. So, the percentage of error in Singular

Plural items is 52,9 %.

c. Word Form

Table 5

Percentage ofError on Word Form

Area of Enol' Item Numbel' Frequency of Percentage of

Error Error

Word Form 7 49 61.25 %--

8 30 37,5 %

9 45 56,25 %

Total 51,6 %

In Word Form items, there are 49 students or 61,25 % who made error in item

number 7, 30 students or 37,5 % who made error in item number 8, and 45 students

or 56,25 % who made error in item number 9. so, the percentage of error in Word

Form items is 51,6 %.

d. Word Choice

Table 6

Percentage of Error on Word Choice

Area of Error Item Number Frequency of Percentage of

EITor Error

Word Choice 10 44 55%

11 37 46,26 %

12 37 46,25 %

Total 49.1 %

In Word Choice items, there are 44 students or 55 % who made error in item

number 10, 37 students or 46,25 % who made error in item number II, and 37

students or 46,25 % who made error in item number 12. So, the percentage of error in

Word Choice items is 49,1 %.

e. Verb Tense

Table 7

Percentage of Error on Verb Tense

Area of Error Item Number Frequeney of Percentage of

EI"rorError

----Verb Tense 13 48 60%

-]4 47 58,75 %

]5 34 42,5 %

Total 53,75 %

In Verb Tense items, there are 48 students or 60 % who made error in item

number 13, 47 students or 58,75 % who made error in item number 14, and 34

students or 42,5 % who made error in item number 15. So, the percentage of error in

Verb Tense items is 53,75 %.

f. Word Order

Table 8

Percentage of Error on Word Order

Area of Error Item Number Frequency of Percentage of

Error ErrOl-

Word Order 16 54 67,5 %f----

17 13 16,25 %

18 25 31,25 %

Total 38,3 %

In Word Order items, there are 54 students or 67,5 % who made error in

number 16, 13 students or 16,25 % who made error in number 17, and 25 students or

31,25 % who made error in number 18. So, the percentage of error in Word Order

items is 38,3 %.

g. Spelling

Table 9

Percentage of Error on Spelling

Area of Error Item Number Frequency of Perceutage of

Error Error

Spelling 19 29 36,25 %

20 30 37,5 %

21 49 61,25 %---

Total 45%

In Spelling items, there are 29 students or 36,25 % who made error in item

number 19, 30 students or 37,5 % who made elTor in item number 20, and 49 students

or 61,25 % who made error in item number 21. So, the percentage of error on

Spelling items is 45 %.

h. Punctuation

Table 10

Percentage of Error on Punctuation

Area of EI'ror Item Number Frequency of Percentage of

EITor Error

Punctuation 22 3 3,75 %

23 5 6,25 %

24 42 52,5 %

Total 20,8%

In Punctuation items, there are 3 students or 3,75 % who made error in item

number 22, 5 students or 6,25 % who made error in item number 23, and 42 students

or 52,5 % who made error in item number 24. So, the percentage of error on

Punctuation items is 20,8 %.

3. Data Inteqlretatioll

After classifying the items into area tested, and explaining the frequency and

the percentage of elTOr on each item. The following table describes the sequence of

error based on the highest percentage.

Table II

The Sequence of Error

Based on the Highest Percentage of Error

--En-or Area Percentage of Erl'orNo

-I Verb Tense 53,75 %

2 Singular Plural 52,9 %

3 Word Form 51,6 %

4 Word Choice 49,1 %

5 Spelling 45%

6 Word Order 38,3 %

7 Sentence Pattern 35 %

8 Punctuation 20,8 %

Total 43%

From the table above, it is shown that the total percentage of error in writing

simple sentence is 43 %. The highest percentage of error is made in Verb Tense

items, there are 53,75 % error in these items. The second percentage is made in

Singular Plural items, there are 52,9 % error in these items. The third percentage is

made in Word Form, there are 51,6 % in these items.

Table 12

The Types and Causes of Error

Question No Answer key Type of Error Cause of Error

1 F Omission Intra Lingual Error

2 F Developmental error Intra Lingual Error

3 T - -4 F Omission Intra Lingual Error

f---5 F Addition Intra Lingual Error

6 T - -

7 F Malformation Intra Lingual Error

8 T - -9 F MalfOimation Intra Lingual Error

--

10 F Malformation Intra Lingual Error--

II T - -12 F Malformation Intra Lingual ElTor

13 F Developmental ElTOr Inter Lingual Error

14 F Developmental Error Inter Lingual Error-

15 T - ---

16 F Disordering Inter Lingual Error

17 T--

- -18 F Disordering Inter Lingual Error

19 T - ---

20 F Malformation Inter Lingual Error

21 F Malformation Inter Lingual Error

22 F Omission Inter Lingual ElTor

23 T - -c--- ----- --

24 F Ambiguous ElTor Inter Lingual Error

CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

From the research done by the writer, he can conclude that,

1. The error the students do the most is in Verb Tense. It is about 53,75 % of the

students

2. In writing simple sentence, students usually make an error in some area, such

as, Verb Tense, Singular Plural Noun, Word Form, Word Choice, Spelling,

Word Order, Sentence Pattern, and Punctuation.

3. The errors the students do is caused by many factors, such as :

a. Students cannot understand the difference between native language (Ll) with

target language (L2)

b. Students do an overgeneralization to the English grammar rule. For example,

in English different subject of a sentence requires different verb. Third

singular person (she, he, it) must be in harmony with the addition of sles

inflection. For the students who unaware to this rule, they will equalize the

rule.

c. en'ors can also be caused by teachers. The method and the material that used

by the teachers can lead the learners to make an error.

d. learners obviously use production strategy in order to enhance getting their

messages across, these techniques can become a source oferror

B. Suggestions

To prevent the students ii'om making an error in writing simple sentence, the

writer suggests :

1. Try to make writing a daily experience. It does not have to be a formal theme

assignment to have value.

2. Make the students so expectant of some writing during a class hour that they

will form the habit of being prepared with pen and paper.

3. I-lave most writing done in the class.

4. While this writing is going on, walk around the class to inspect the work as it

progresses

5. Encourage students to work with partner for mutual help.

6. As often possible, have students read any discuss their writing in their small

group.

BIBLIOGRAPHY

Ackner, William, Error & Corrective Feedback; Updated Theory and Classroom

Practice, English Teaching Forum, XXXVIII, October 2000

Cooley, Thomas, The Norton Guide to Writing, London: WW. Norton Company,

1992.

Dullay, Heidi, et ai, Language Two, New York: Oxford University Press, 1983.

Ellis, Rod, The Study of Second Language Acquisition, Oxford University Press,

1995.

Fowler, H. Romsey, The Little, Brown Handbook, Memphis State University, 1980.

Frank, Marcella, Modern English A Practical Reference Guide, New Jersey

Prentice Hall, 1972.

Freeman, Diane Larsen, et ai, An Introduction to Second Language Teaching,

Pearson Education Limited, 2001.

http://www.abisamra03.tripod.com/nada/languageacq.erroranalysis.html

http://www.starlearningnow.comJsecond%20Ianguage%20acquisition.html

Gon'el, Robert M and Laird, Charlton, Modem English Handbook, New Jersey,

Englewood Cliff~, 1962.

Harmer, Jeremy, The Practice of English Language Teaching, Pearson Education

Limited, 2001.

Haycraft, Jolm, Introduction to English Language Teaching, Harlow Longman

Group Limited, 1978.

Hubbard, Petter, et ai, A Training Course for TEFL, New York: Oxford University

Press, 1983.

Lado, Robert, Language Teaching, New York: Mc. Graw Hill, Inc. 1964.

Mada, Mas'ud, Dictate English Syntax Part 1, 1995.

Raymond, James C, Writing is Unnatural Act, New York: Harper & Row Publishcr,

1980.

Sudijono, Anas, Drs, Pengantar Statistik Pendidikan, Jakarta : PT. raja Grapindo

Persada, 2004.

Warriner, John E, English Grammar and Composition, New York: Harcout Brache

Javanovich, 3'd Edition.

Weighle, Sara Crushing, Assesing Writing, Cambridge: Cambridge University Press,

2002.

AppendiY: 1

Name

Class

Study the following sentences and decide, true or false, by crossing T for true and F

forfalsel

1. T-F

2. T-F

3. T-F

4. T-F

5. T-F

6. T-F

7. T-F

8. T-F

9. T-F

10. T-F

1I.T-F

12. T-F

13. T-F

14.T-F

: My father read a newspaper every morning.

: My father don't read a newspaper every morning.

: Does your father read a newspaper every morning?

: There are some student in front ofthe classroom.

: Mr. Jono has three childs.

: Ali buys two pens

: I see a beauty picture in the exhibition.

: Tamara is the tallest girl among her friends.

: I need fifth dollars to pay the book fee.

: My teacher gives me some advise.

: The TV show is watched by many viewers.

: My teacher effects me to join the trip.

: I go to school yesterday.

: My mother is going to the market last week.

15. T-F

16. T - F

17. T-F

18. T- F

19. T-F

20. T-F

21. T-F

22. T-F

23. T-F

24. T - F

: I attend the class today.

: I have seen five times that film.

: Tamara is very beautiful girl.

: It is enough hot to swim this afternoon.

: An accident occwTed on Ciputat Street yesterday.

: I want some aples.

: I have a new cassete ofPeterpan.

: What did he say.

: What are you doing?

: Don't do it?

Appe11dix2

SEJARAH SINGKAT

SMPNEGERII CIPUTAT

1. LATAR BELAKANG

Pada tahun 1974 di wilayah kecamatan Ciputat belum ada SMP Negeri, yang

ada hanya sekolah swasta, dengan memperhatikan hal tersebut maka oleh pemikir­

pemikir yang berwawasan maju dipandang perIu mcndirikan sekolah SMP Negeri

di wilayah kecamatan Ciputat. Bersamaan dengan sangat mendesaknya kebutuhan

pendidikan tingkat SLTP di Kelurahan Ciretmdeu, Pemerintah Kelurahan

Cireundeu ada tanah dan dana untuk membangunnya.

2. PENDlRI SEKOLAH

1. Fisik/Bangllnan

Pendirian fisik/bangunan dilakukan aleh pemerintah Kelurahan Cireundeu

Kec. Ciputat Kab. Tangerang

Yang diprakarsai olch :

1. H. Murdi Atl11aja (l11antan lurah)

2. H. Zaini Muhdar (almarhum)

3. Kurnain (mantan ketlla LKMD/almal'hul11)

4. Abd. Mutholib (mantan lurah/almarhum)

5. H. Mardjuki

II. Teknis Edllkatif

1. Drs. H. Munadjat Indria

2. Sidup Kurnain

3. Supardi, HM

4. H. Mujitaba Muhdar

5. H. Hamim Muhdar

6. H.M. Nasir Syah

Awal atau cikal bakal SMP Persiapan, dimulai sejak 2 Januari 1974 di bawah

bimbingan SMP 48 Jakarta dengan menempati bangw1an Madrasah Nurul Falak

sebanyak 21okal. Pada tahun 1975 menempati bangunan baru yang dibangun dengan

swadaya dan swadana Desa Cireundeu. Sekolah iniplli1 beberapa kali mengalami

perubahan nan1a sekolah yaitu pada tahun 1975 - 1979 menjadi SMP 48 Filial

Jakarta, tahun 1979 menjadi SMP Negeri Cileduk dan ditalmn ini pula ditunggalkan

nanlanya menjadi SMP Negeri Cireundeu, tahun 1999 barulal1 namanya menjadi

SMP Negeri 1 Ciputat sampai saat ini.

Tanggal 5 Juli 2004 berdasarkan SK PLP Dirjen Dikdasmen Depdiknas No.

1147 A/C3/SK/2004 SMP Negeri 1 Ciputat mendapat predikat SEKOLAH

STANDAR NASIONAL (SSN). Menm-ut Kepala Sekolah dengan predikat SSN ini

cukup memacu semangat, baik siswa maupun para guru untuk berusaha dan akan

terus berusaha mewujudkan sekolah sesuai dengan fungsinya sebagai Pusat

Pengembangan Logika, Etika dan Estetika melalui Peningkatan Sarana dan Prasarana

seperti Rehabilitasi Gedlli1g dan Pembentukan Moving Class, menciptakan

lingkungan Belajar yang kondusif bagi terwujudnya Proses Pembcllum'an yang lebih

bermakna serta peningkatan kinerja guru melalui berbagai pelatihan seperti CTL dan

KBK.

3. SMP NEGERI 1 CIPUTAT MENUJU SEKOLAH STANDAR NASIONAL

(SSN)

1. Renovasi fisik bangw1an tua (mulai tahlli1 ajm'an 200112002; tems

berlangsung hingga renovasi selesai). Pada tahun-tahlli1 ajaran mendatang

diharapkan memiliki 30 ruang kelas dan sarana lain yang lengkap.

II. Melengkapi fasilitas lUang belajar (pesawat televisi, VCD player, OHP dan

Laptop + Lcd)

III. Peningkatan profesionalisme guru dengan, melanjutkan studi eli perguruan

tinggi (S.1 Dan S.2), pelatihan-pelatihan (CTL, PTBK, MGMP, Pelatihan

SSN), seminar dan workshop dan lain-lain

Appendix 3

1. Nama Sekolah2. Alamat: Jalan

Desai KecamatanKab/KotaNo. Telp/HPE-Mail

3. NSS/NSMINDS4. Jenjang Akreditasi5. Tahun didirikan6. Talmn beroperasi7. Kepemilikan Tanah (swasta)8. Status Tanall9. Luas Tanah10. Status Bangunan

a. Surat Ijin Bangunanb. Luas Seluruh Bangunan

DATASEKOLAH

SMP Negeri I CiputatCireundeu Raya No.2Cireundeu I Ciputat

; Tangerang(021) 7401084smpnl cpt@yall0o.co.id20128031001A19741974PemerintahHibah4.000 m2

; Pemerintah: No .: 3.045 m2

Table IKondisi Siswa

Tahun Pelajaran Jumlah Rasio Siswa yang diterima clan pendaftar-"---'-' --~~- -01/02 1355 486/680

02103 1347 424/842

03104 1257 384/784

04/05 1261 480/696

05106 1252 400/693

Tllbel2Kondisi Guru

Ijazah Tertinggl

-Jumlah

Guru Tetap (GT) Guru Tidak Tetap (GTT)

S3/S2 2 0

SI 29 14---

D3 12 3

D2/Dl/SLTA 2 1

Jumlah 45 18---

Tabel3Sarana dan Prasarana

Ruang .Tumlah Luas

TeoriIKelas 20 737,5

Labolatorium I 112-

Perpustakaan I 33

Keterampilan - ---

Kep. Sek I 24

Tata Usaha 1 48

Guru I 56

B.P I 30

Kantin 2 30

Musholla I 114