DEPARTMENT OF ENGLISH EDUCATION FACULTY OF … IRMA SURYANI-FITK.pdfDEPARTMENT OF ENGLISH EDUCATION...

AN ANALYSIS OF THE STUDENTS’ ERROR IN

LEARNING PLURAL FORMS OF NOUNS

(A Case Study at the First Year Students of MTs Nurul Huda Bogor)

A “Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training

in partial fulfillment of the requirements

for the degree of S.Pd. (Bachelor of Arts) in English Language Education

By:

ADE IRMA SURYANI

NIM: 107014000693

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY

JAKARTA

2011

AN ANALYSIS OF THE STUDENTS' ERROR IN LEARNING

PLURAL FORMS OF NOUNS

(A Case Study at the First Year Students of MTs Nurul Huda Bogor)

A "Skripsi"

Presented to the Faculty of Tarbiya and Teachers Training

In Partial Fulfillment of the Requirements

for the Degree of S.pd (Bachelor of Arts) in English Language Education

By:

Ade Irma Survani107014000693

Approved by the Advisor:

Drs. AM. Zaenuri. M.pdNIP: 19530304 197903 I 003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

.SYARIF HIDAYATULLAH' STATE ISLAMIC UNIVERSITY

JAKARTA

20ll

ENDORSEMENT SHEET

The "Skripsi" (Scientific Paper) entitled "An Analysis of the Students' Error in

I-earning Plural Forms of Nouns at the First Year Students of MTs Nurul Huda

Bogor" written by Ade Irma Suryani, students' registration number:

1017014000693, was examined by the committee on Thursday, December l5th

2011, and was declared to have passed and, therefore, fulfilled one of the

requirements for academic title of 'S.Pd' in English language education at the

department of English education.

Jakarta, 1 5 December, 2011Examination Committee:

Date

CHAIRMAN

Drs. Svauki. M.PdNIP. 19641212199103 | 002

SECRETARY

Neneng Sunengsih. M.PdNrP. l s0 293 232

EXAMINER I

Dr. H. M Farkhan. M.Pd.NIP. r9571005 198703 I 003

EXAMINER II

Drs. Nasrun Mahmud. M.PdNIP. 1s0 041070

Dean of Facult

Wrl"

,u;ro,\w

,r/:@if Tarbiya and Teacher's TrainingA - n i F - /

Acknowledge by:

NIP. 19591020198603 2 001

DEPARTEMEN AGAMAUIN JAKARTAFITKJL Ir H. Juanda No 95 Ciputat 15412 tndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-089Tgl. Terbit : 1 Maret 2010No. Revisi. . 01Hal 1 t 1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama

Tempat/Tgl.Lahir

N IM

Jurusan / Prodi

Judul Skripsi

AN ANALYSIS Of THE STUDENTS' ERROR IN LEARNING

PLURAL FOPJVIS OF NOUNS

(A Case Study at the First Year Students of MTs. Nurul Huda, Bogor)

Dosen Penzbimbing :Drs. A.N,l. Zaenuri. M.pd.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dansaya bertanggung jawab secara akademis atas apa yang saya tulis.

Jakarta, I 9 Desemb er 201 1

Ade Irma Suryani

Bogor, 8 Mei i988

I 070 I 4000693

Pendidikan Bahasa Inggris

Ade Irma\SuryaniNIM. 107014000693

i

ABSTRACT

IRMA SURYANI.ADE, 2011, An Analysis of the Students’ Error in Learning

Plural Forms of Nouns at the First year students of MTs Nurul Huda

Bogor, Skripsi, English Education Department, the Faculty of Tarbiya

and Teachers Training, Syarif Hidayatullah State Islamic University

Jakarta.

Advisor: Drs.AM.Zaenuri, M.Pd

Key word: Error analysis, and plural forms of nouns

The objective of this study is to find out the errors made by the first year students

of MTs Nurul Huda Bogor in English plural. Sample of the research is 30 students of

the first year. The method of this research is used descriptive analysis method by

analyzing student’s error through the data have been collected from the test about

plural forms of nouns. According to the test result of simple statistical calculation

it is obtained the average for regular forms is only 31.60%, while the average for

irregular forms is 71.01%. It means that most students made most error in learning

irregular forms of noun. It can be seen from the percentage of irregular forms

which is higher than regular forms. Based on the finding of this research, it can be

concluded that the students of the first year of MTs Nurul Huda made most error

in learning irregular forms noun. It is because there are not certain rules to change

singular forms to be irregular plural forms of noun. The English teacher should

more give exercises and practice to the students in order the student more familiar

with irregular plural.

ii

ABSTRACT

IRMA SURYANI.ADE, 2011, An Analysis of the Students’ Error in Learning

Plural Forms of Nouns at the First year students of MTs Nurul Huda

Bogor , Skripsi, English Education Department, the Faculty of Tarbiya

and Teachers Training, Syarif Hidayatullah State Islamic University

Jakarta.

Advisor: Drs.AM.Zaenuri, M.Pd

Kata kunci: Error analysis, and plural forms of nouns

Tujuan dari penilitian ini adalah untuk mendapatkan kesalahan yang dibuat

oleh siswa kelas tujuh di MTs Nurul Huda dalam mempelajari bentuk-bentuk kata

benda jamak. Siswa yang termasuk dalam penelitian ini berjumlah 30 orang dari

kelas tujuh. Penilitian ini menggunakan metode deskriptif analisis yaitu dengan

menganalisa kesalahan siswa malalui data-data yang diperoleh dari test tentang

bentuk-bentuk jamak. Berdasarkan hasil statistic, didapatkan rata-rata untuk

bentuk kata benda yang beraturan yaitu 31.60%, sedangkan untuk kata benda

yang tidak beraturan yaitu 71.01%. Ini berarti kebanyakan siswa membuat

kesalahan dalam mempelajari bentuk-bentuk kata benda yang tidak beraturan. Ini

dapat dilihat dari jumlah rata-rata dari bentuk kata benda yang tidak bertauran

lebih besar dari kata benda yang beraturan. Berdasarkan dari hasil penelitian ini

dapat disimpulkan bahwa siswa kelas tujuh MTs Nurul Huda membuat kesalahan

dalam mempelajari bentuk-bentuk jamak dalam kata benda yang tidak beraturan.

Ini disebabkan karena tidak ada aturan yang pasti dalam mengubah kata benda

tunggal menjadi kata benda jamak yang tidak beraturan. Guru bahasa inggris

harus lebih banyak memberikan latihan kepada siswa tentang bentuk-bentuk

jamak terutama dalam bentuk jamak tidak braturan agar para siswa lebih akrab

dan mengenal bentuk jamak tidak beraturan.

iv

iii

ACKNOWLEDGMENT

In the name of Allah, the Beneficent the Merciful

All praise be to Allah, who bestowed upon the writer in completing this

“Skripsi”. Peace and blessing be upon to our prophet Muhammad SAW, his

household, his companions, and his faithful followers.

The writer would like to say her great honor and deepest gratitude to her

beloved parents: Arsyadi, S.Ag and Ida who always give their love, support,

motivation, and advice to finish her study.

The writer also wants to say a lot of thanks to Drs. AM. Zaenuri, M.Pd as

the writer advisor for his time, guidance, kindness, contributions, and patience in

correcting and helping her to finish this paper.

The writer also realizes that she would never finish writing this paper

without the help of some people around her. Therefore, she would like to give

special gratitude to:

1. All lectures of English Department who have dedicated themselves for

education and taught the writer during her study in State Islamic University

Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd, the head of English Department

3. Nurlena Rifa’I, Ph.D, the Dean of Faculty of Tarbiya and Teacher’s Training

4. Syamsudin, SAg, The Headmaster of MTs Nurul Huda Bogor who permitted

the writer to do research.

5. All friends in English Department especially classmates of PBI class A for

academic year 2007, who have endeavored together in improving English

skill. May Allah bless them, Amin.

May this “Skripsi” can be useful for the writer in particular, and for the

readers in general. The writer realizes that this “Skripsi” is far from being perfect.

Therefore, the writer would like to accept suggestion for valuable improvement in

another research.

Jakarta, 21 November 2011

iv

TABLE OF CONTENTS

Page

ABSTRACT ........................................................................................................... i

ACKNOWLEDGE . ............................................................................................... iii

TABLE OF CONTENT ........................................................................................ iv

LIST OF APPENDICES ....................................................................................... vi

CHAPTER I: INTRODUCTION

A. Background of the study ......................................................... 1

B. Limitation of the problem ...................................................... 4

C. Formulation of the problem .................................................... 5

D. Objective of the study ............................................................. 5

CHAPTER II: THEORITICAL FRAMEWORK

A. Error…... ......................................................................................... 6

1. Definition of Error .............................................................. 7

2. Types of Error ..................................................................... 8

3. Causes of Error ................................................................... 9

4. Classification of Errors ............................................................ 11

5. Error Analysis………… ............................................................ 12

6. Procedures of Errors Analysis .................................................... 14

7. Differences between error and mistake .............................. 15

B. Noun ......................................................................................... 17

1. Definitions of noun…………………. ............................... 17

2. Kinds of noun…………………. ........................................ 17

3. Forms of noun……………….. .......................................... 19

C. Plural ........................................................................................ 22

1. Definitions of Plural Forms………. ................................... 22

2. Types of Plural Forms…………… .................................... 23

v

a. Regular Plural………………....................................... 24

b. Irregular Plural……………….. ................................... 24

CHAPTER III: THE IMPLEMENTATION OF THE RESEARCH

A. Research Methodology.......................................................... 28

1. Objective of study..……………… .................................... 28

2. Place and time of the research……….. .............................. 28

3. Technique of sample taking ……… .................................. 28

4. Method of the research…………….. ................................. 28

5. Instrument of the research………….. ................................ 29

6. Technique of data collection………. ................................. 29

7. Technique of data analysis………….. ............................... 29

B. Research Findings ................................................................. 30

1. Data description……… ..................................................... 30

2. Data analysis………………………. ................................. 40

3. Data interpretation…………………….. ............................ 47

CHAPTER IV: CONCLUSION AND SUGGESTION

A. Conclusion…………………………………………. .............. 50

B. Suggestion…………………………………………… ............ 51

BIBLIOGRAPHY……………………………………………………….. ............ 52

APPENDICES…………………………………………………………… ........... 54

LIST OF TABLES

Table 3.1 Plural Forms Noun Area and Each Item ........................................... 29

Table 3.2 Students’ Score of the Test Result .................................................... 30

Table 3.3 The Students’ Response Distribution on Each Item of the Test ....... 32

Table 3.4 The 1stIdentification of the Students’ Errors ..................................... 33

Table 3.5 The 2nd

Identification of the Students’ Errors .................................... 34

Table 3.6 The 3rd

Identification of the Students’ Errors .................................... 35

Table 3.7 The 4th

Identification of the Students’ Errors ..................................... 35

Table 3.8 The 5thIdentification of the Students’ Errors .............................................. 36

Table 3.9 The 6th

Identification of the Students’ Errors ..................................... 36


Table 3.11 The 8

thIdentification of the Students’ Errors ..................................... 37


Table 3.13 The 10th

Identification of the Students’ Errors ................................... 38

Table 3.14 Table of Number of Classification of Errors Explanation ................ 39

Table 3.15 Table of Number of Causes of Errors Explanation ........................... 40

Table 3.16 The Frequency and Percentage of the Students’ Errors in Regular

Plural .......................................................................................................... 41

Table 3.17 The Frequency and Percentage of the Students’ Errors in Irregular

Plural Forms ...................................................................................... 43

Table 3.18 The Sequence of Plural Forms Area Based on Their High Percentage

of Errors ............................................................................................ 46

vii

LIST OF APPENDICES

LIST 1 Instrument of Research

LIST 2 Key Answer

LIST 3 Surat Pengajuan Judul

LIST 4 Surat Bimbingan Skripsi

LIST 5 Surat Permohonan Izin Observasi

LIST 6 Surat Keterangan Telah Melakukan Penelitian

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a means of communication used by people to communicate

either through spoken or written. It has a big role for every individual in making a

good relationship with others. Through language people can express their

opinions, ideas and feelings to each other.

As H. Brown Douglas stated: “language is a system of arbitrary

conventionalized vocal, written or gesture symbol that enable members of a given

community to communicate intelligibly with others”. 1It shows that language is a

tool of communication which can be expressed not only through verbal or oral

communication but also through non-verbal communication; written form and

gesture (body language).

“English is as a global language or an international language”. 2As an

international language, English has significant role in various fields, such as in

communication, economy, education, technology, politics, and so on.

1 H. Brown Douglas, Principles of Language Learning and Teaching, (Englewood Cliffs:

Addison Wesley Longman, Inc, 2000), p. 5.

2 Adrian Holliday, The Struggle to Teach English as an International Language, (New

York: Oxford University Press, 2005), p. 8.

2

2

In this globalization era, everyone is demanded to prepare a great resource

for his/her life particularly in science and technology. To complete the global

requirement the people are hoped to have an adequate knowledge and good skills.

Indonesian government itself considers that mastering English is one way to

absorb the sciences and technology in order to create the great human resources.

The great human is important for Indonesian development and existence toward

other nations. Therefore, English is one of the important subject taught at school.

Based on “the national education minister decree No. 22 of 2006 concerning

the contents of the standard “states that the English language is introduced at the

primary school level as the local content tailored to the conditions of the area

itself. Whereas at junior high school up to senior high school English is

compulsory subject that must be learnt by students at school”.3 In learning

English, the students are expected to master English orally and in written

In addition, English language is the medium of instruction in teaching

particular subject in certain schools. As in the international school and the school

based on international standard.

By learning English, the students are expected to acquire some abilities,

those are: the ability to listen, to speak, to read, and to write English correctly.

And also to make Indonesian learners gain success in finding the right career in

the future and get the knowledge that will be useful in their real life.

In learning English, there are four basic skills that should be mastered by the

students: listening, speaking, reading, and writing. Besides the four language

skills, the students have capability in language components such as grammar,

pronunciation, and vocabulary.

Grammar is an important element to be learnt in learning a language. It

plays an important role in improving our skill in English. It is a very basic

knowledge and an important tool for students to master English. Through

3 Departemen Pendidikan Nasional. Peraturan Menteri Pendidikan Nasional no 22 Tahun

2006 tentang Standar Isi untuk Satuan Pendidkan Dasar dan Menengah.

3

3

learning of grammar the students will know system of language so they will be

able to combine and build words into meaningful sentence.

As Penny Ur stated in her book A Course in Language Teaching Practice

and Theory, “Grammar can be defined as words put together to make correct

sentences”.4 It does not only affect how the units of words are combined in order

to make correct sentence but also affects their meaning.

It can be concluded from the statements above, it is no doubt that by

mastering grammar, the students will have a way to be able to speak, to read, and

to write English correctly. Finally the students can create a good communication

and interaction in English language actively both oral and written English between

each other.

In English grammar, the students learnt about parts of speech that consist of

noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection.

One of parts of speech that will be discussed is noun. A noun is a kind of

part of speech that describes a person, place, or thing. In learning about noun, the

students are introduced with plural form; it means that we have to talk about

number. Number is the name of the system contrasting singular and plural.

According to Laidlaw “A noun that names one person, place or thing is a

singular noun. A noun that names more than one person, place or thing is a

plural noun”.5

A plural form of nouns has been taught since junior high school. However

many students still do not understand and cannot apply singular and plural rules in

English. They have difficulties to form plural in English. For example, the general

rule for writing the plural in English nouns is to add –s to the singular form (boy-

boys). However, this rule is only used for regular plural. For word like woman,

4 Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge

University Press, 1996), p. 75. 5 Laidlaw, Laidlaw English, (Illinois: Laidlaw Brothers Publisher, 1987), p. 60.

4

4

foot, children, etc. These are irregular plural. The rule is complicated. The

consequence is the students will make so many errors in their learning.

Making error during learning English is a natural process. It is normal

because learning the second language is a process which involves the making of

mistake, even errors. However it cannot be neglected. The teacher should be

aware of this issue and do something to avoid their students to make the same

error. The error they made should be regarded as necessary part of learning

language. One of the strategies to prevent the students from making the same error

is by analyzing the learners‟ error itself.

Based on the background above, the writer interested in analysis the

students‟ error in learning plural forms of nouns under the title “An Analysis of

the Students’ Error in Learning Plural Forms of Nouns at the First year

students of MTs Nurul Huda Bogor”

B. Limitation of Problem

To make this research easy to understand the writer limits the discussion

on the errors made by the first year students of MTs Nurul Huda Bogor on English

plural. The students „acquisition in English plural will be obtained from the result

of test that given by the writer.

C. Formulation of Problem

Based on the background of study describe above, the writer is interested

in analyzing the error that made by the students in learning plural forms of nouns.

Therefore the writer would like to formulate the problem as follows: “What types

of error are commonly students made?

D. The objective of the study

The objective of this study is the writers want to find out the errors made by the

first year students of MTs Nurul Huda Bogor and to know the reason why the students

make errors in learning plural forms of nouns.

5

CHAPTER II

THEORITICAL FRAMEWORK

A. Error

When the students learnt English, they can make a lot of errors. It seems impossible

if the learners or students have never been made some errors in their language learning

process, because do some errors is natural.

1. Definition of error

Learning the second language is a process which involves the making of

mistakes, even errors as in this new system of language a learner will directly connect

with such a new vocabulary, a new grammatical pattern and a foreign pronunciation

which differ from the learner‟s native language. According to Jeremy harmer, errors are

part of the learner inter language that is a version of the language which a learner has at

any one stage of development and which is continually reshaped as he/she aims toward

full mastery.1

According to Brown, “an error is a noticeable deviation from the adult grammar

of a native speaker, reflecting the inter language competence of the learner.

Dullay defines error as “the flawed side of learner speech or writing. They are

those parts of conversation or composition that deviate from some selected norm of

1 Jeremy Harmer, The Practice of English Language Teaching, (New York: Pearson

Education Limited, 2001), p. 34.

6

mature language performance”2. Meanwhile, douglas brown defines “a noticeable

deviation from the adult grammar of a native speaker, reflecting the inter language

competence of the learner”.3

Error is usually compared with mistake, but there is distinction between them.

Stephen Pit Corder distinguishes error from mistake: a mistake is random performance

slip caused by fatigue, excitement, etc. mistake can be readily self- corrected, whereas an

error is systematic deviation made by learners who have not yet mastered the rule of L2.

Error cannot be self –corrected because it is a product reflective of the learner‟s current

stage of LT 2 development or underlying competence. Errors are not something to be

prevented, but errors are sign that learners are actively engaged in hypothesis testing

which would be the result in the acquisition of target language rules.

2. Types of Error

To know more about error, the writer tries to write the types of error from some

sources. According to Corder, errors fall into four main categories. Omission, addition,

selection, and misordering.

a. Omission

Certain linguistic forms may be omitted by the learner because of

their complexity in production. Omission also occurs in morphology.

Learner often leave out the third person singular morpheme –s , the

plural marker-s and the past tense inflection-ed.

b. Addition

Learners not only omit element which they regard as redundant but

they also add redundant element.

For example: two fishs

c. Selection

Learner commit errors in pronunciation, morphology, syntax and

vocabulary due to the selection of the wrong phoneme , morpheme,

structure or vocabulary item.

2 Heidi Dullay et.al.,Langauge Two, (New York: Oxford University Press, 1982), p.138.

3 H Douglas Brown, Principle of Language and Teaching, (New York: Addison Wesley

Longman.Inc,2000), p. 217.

7

d. Misordering

Misordering can occur in morphological level misordering of bound

morpheme in English is perhaps less frequent, given their limited

number.

There are some other types of error; Errors of competence are the result of the

application of rules by the L2 learner which do not (yet) correspond to the L2 norm;

Errors of performance are the result of mistakes in language use and manifest themselves

as repeats, false, starts, corrections or slips of the tongue.

Error of performance occurs frequently in the speech of both native speakers and

L2 learners. They are especially likely to occur when the speaker suffers from stress,

indecision or fatigue. Corder has suggested the following operational criterion for

differentiating between these two types of error: L2 learners can recognize and correct

errors of performance, but not errors of competence.

However, identification of errors of competence will only be possible if we

establish a difference between actual and intended L2 utterances.

Noam Chomsky made a distinction between competence and performance.

Competence knows what is grammatically correct; performance is what actually occur in

practice. He regarded performance as a faulty representation of competence, caused by

psychological restrictions, such as memory lapses and limitations, distractions, changes of

direction half-way through a sentence, hesitation and so on.

3. Cause of Error

The final step in the analysis of erroneous learner production is that of

determining the sources of error. By trying to identify sources we can begin to arrive at an

understanding how the learner‟s cognitive and affective self relates to the linguistic

system and to formulate an integrated understanding of the process of second language

acquisition.

Errors-overt manifestation of learner‟s system-arise from several possible general

sources: inter lingual errors of interference from the native language, inter lingual errors

within the target language, sociolinguistic context of communication, psycholinguistic or

cognitive strategies, and countless affective variables.

8

Pit Corder (Hubbard, 1933) claims that there are three major causes of error,

which he labels “transfer errors”. “Analogical errors”, and “teaching-induced errors”.

While Hubbard proposed a slightly different names;

a. Mother tongue interference

Although young children appear to be learn a foreign language quite

easily and effectively but mostly older learner experience considerable difficulty.

The sound system (phonology) and the grammar of the first language impose

themselves on the new language and this lead to a foreign pronunciation, faulty

grammatical patterns and occasionally, to the wrong choice of vocabulary.

b. Overgeneralization

The mentalist theory claims that errors are inevitable because they reflect

various stages in the language development of the learner. It claims that the

learner processes new language data in his mind and produced rules for its

production based on the evidence. Where the data are inadequate, or the evidence

only partial, such rules may produce incorrect pattern.

c. Context of Learning

A third major source of error, through is overlaps both types of transfer,

is the context of learning.

“Context” refers to the classroom with the teacher and the material in the

case of school learning or the social situation. In the classroom context, the

teacher or the textbook can lead the learner to make faulty hypothesis about the

language what Richards called „false concept” and what Stenson termed “induced

errors”. Students often make errors because of a misleading explanation from the

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

because of a pattern, that was rote memorized in a drill but not properly

contextualized.

9

As mentioned previously, brown claims that there are four sources of error in

learning language.

a. Inter lingual error

Inter lingual error means errors attributed to the native

language (LI). There are inter lingual errors when the learner first

get language habits (pattern, system, or rules) which interfere or

prevent the learners from acquiring the pattern and rules of the

second language manifest some degree of different form and some

degree of similarity with the equivalent item in learning the first

language.

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 errors proceeded by the learner which reflects not

the structure of the mother tongue, but generalization based on

partial exposure to the target language.

c. Context of learning

Context refers to the classroom situation that is built by

both teacher and material. This situation can urge the learner to

make faulty hypotheses about the language. The teacher‟s

explanation also pushes the learners to make errors because

sometimes the teacher provides the incorrect information by way

of a 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 that was an interesting blend of Mexican-American

English and the standard English colored by his Japanese accent.

10

d. Communication strategies

According to Brown, “learners obviously use production

strategy in order to enhance getting their message 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 of our country.” The sentence above had wrong

approximation of the word welfare.

4. Classification of Errors

Azar in her book explains that there are thirteen kinds of errors that the

students frequently make in their writing, as follows:

a. Singular- Plural

The sentence “He have been here for six months” should be replaced by “He

has been here for six months”.

b. Word Form

The sentence “I saw a beauty picture” should be replaced by “I saw a beautiful

picture”.

c. Word Choice

The sentence “She got on the taxi” should be replaced by “She got into the taxi.

d. Verb Tense

The sentence “He is here since June” should be replaced by “He has been here

since June”.

e. Add a Word

The sentence “I want __ go to the zoo” should be replaced by “I want to go to

the zoo”.

f. Word Order

The sentence “I saw five times that movie” should be replaced by “I saw that

movie five times”.

11

g. Incomplete Sentence

The sentence “I went to bed. Because I was tired” should be replaced by “I

went to bed because I was tired”.

h. Spelling

The sentence “An accident occurred” should be replaced by “An accident

occurred”.

i. Punctuation

The sentence “What did he say.” should be replaced by “What did he say?”

j. Capitalization

The sentence “I am studying english” should be replaced by “I am studying

English”.

k. Article

The sentence “I had accident” should be replaced by “I had an accident”.

l. Meaning not clear

The sentence “He borrowed some smoke. ( ? ? ? )”.

m. Run-on sentence

The sentence “My roommate was sleeping, we didn‟t want to wake her up”

should be replaced by “My roommate was sleeping. We didn‟t want to wake

her up”. 4

5. Error Analysis

It is impossible that learners never make some errors in language learning

process. According to Peter Hubbard et.al., “ the behaviorists regarded language learning

as the acquisition of skills, comparable to the process of learning to do something

practical, like driving a car. The complex skill was broken down into a series of habits,

which are drilled until they became automatic and unthinking. The habits were taught is a

series of small steps, so as to avoid errors. In other words, to achieve the English

acquisition, the students must get through some errors first, and they automatically they

can learn from their own errors.

4 Bety Schrampfer Azar, Understanding and Using English Grammar, 2

nd Edition, (New

Jersey: Prentice Hall, 1992), p. A29.

12

The teacher will also need to know which part of the subject matter that most

students do some errors and most students do not. Finding out the learners‟ error then

analyzing it is called error analysis.

There are many definitions of error analysis. Oxford Concise Dictionary defined

error analysis is “the analysis for practical but also potentially for scientific ends, of errors

made by students learning another language. 5

Error analysis is the process based on analysis of learners‟ error in their process

of second language learning. Sharma also wrote in an article in English Teaching Forum

that , “ error analysis is defined as a process based on analysis of learners‟ error with one

clear objective, evolving a suitable and effective teaching learning strategy and remedial

measures necessary in certain clearly marked out areas of the foreign language. 6

According to Crystal, “error analysis in language teaching and learning, the study

of the unacceptable forms produced by someone learning in a language, especially is

meant to determine errors which are made by learners which are considered as indicators

learners‟ problems in learning a second language. 7

Longman Dictionary of language teaching and applied linguistics defines error

analysis as the study and analysis of the error made by the second language learners. 8

The fact that learners do make errors and that these errors can be observed,

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

to a surge of study of learners‟ errors, called error analysis. Error analysis become

distinguished from contrastive analysis by its examination of errors attributable to all

possible sources, not just those which result from negative transfer of the native language.

Error analysis easily superseded contrastive analysis, as we discovered that only some of

the errors a learner makes are attributed to the mother tongue, that learners do not actually

make all the errors that contrastive analysis predicted they should, and that learners from

5 Mathews, P.H, Oxford Concise Dictionary of Linguistic, (New York: Oxford University

Press,1997), p. 117. 6 Heidi Dullay, et.al., Language Two, (New York: Oxford University Press,1982), p. 146-

189 7 Nuril Huda, Language Learning and Teaching: Issues and Trends, (Malang: IKIP

Malang Publisher,19990, p. 6. 8 JC Richard, et.al., Longman Dictionary of Language Teaching and Applied Linguistic,

(London: Longman,1992), p. 127.

13

disparate language backgrounds tend to make similar errors in learning one target

language.9

Corder stated,” error analysis confirms or disproves the predictions of the theory

lying behind bilingual comparison10

. In this sense error analysis is an experimental

technique for validating the theory of transfer. But error analysis goes beyond this; it aims

at telling us something about the psycholinguistic processes of language learning. We

hope to able to draw certain conclusion about the strategies adopted by the learner in the

process of learning. In this sense, error analysis is part of the methodology of the

psycholinguistic investigation of language learning.

6. Procedures of Errors Analysis

In the language teaching, either a native language or a second language

teaching, study about the students‟ errors is very important. Theo Van Els and

friends states that there are some procedures in errors analysis, namely;

a. Identification of errors

b. Description of errors

c. Explanation of errors

d. Evaluation of errors

e. Preventing/correction of errors11

The first step in the process of analysis is identification of errors. In this

step, teachers recognize the students‟ errors from the task given. The second step

is the description of errors begun when identification stages have taken place. The

description of the students‟ errors involves classification of sort of errors made by

the students.

The third step is explanation of errors that can be regarded as a linguistic

problem. This step attempts to account for how the errors can happen and why the

9 Muhamad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Jakarta Press,2006), p.

149 10

S.P.Corder, Error Analysis and inter-langauge,(Oxford: Oxford University Press,

1981), p. 35 11 Theo Van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign

Languages, (London: A Division of Hodder & Stoughton, 1983), p. 47.

14

errors occur. The fourth step is the evaluation of errors in which the teachers will

give the task to the students.

Finally, the last step is the process of analysis is correction of errors where

the teachers check the result from the task done by the students. Then, they correct

the errors that the students made.

Example:

Table 2.1

The Examples of the Procedures of Errors Analysis

Identification

of Errors

Classification

of Errors

Description

Explanation Correction Causes of

Errors

I not go to

school every

Sunday

Omit a word „not‟ should

be preceded

by „do‟

I do not go

to school

every

Sunday

Inter-lingual

Transfer

I am want to

buy that

gorgeous stuff

Add a word „am‟ should

be omitted

I want to

buy that

gorgeous

stuff

Context of

Learning

7. Differences between error and mistake

In order to analyze learner language in an appropriate perspective, it is crucial

to make distinction between mistake and error. Technically, error and mistake are

different, but most of people still misunderstand about the definition of both. To clarify it,

Peter Hubbard et al said that Error caused by lake of knowledge about the target language

(English) or by incorrect hypothesis about it, while mistake caused by temporary lapses

or memory, confusion, slips of the tongue and so on.

Jeremy Harmer in his book Principle of Language and Teaching distinguished

between error and mistake as follow: “A mistake refers to performance error that is either

a random guess or a slip of tongue, in that it is a failure to utilize a known system

15

correctly. Everybody can make a mistake, whether in native language or second language

situation. Mistakes cannot be taken as reflections of the learner‟s developing system,

because they are only the result of the learner‟s performance.

While errors are a noticeable deviation from the adult grammar of a native

speaker and it reflects the competence of the learner. They are occurred consistently. The

errors cannot be self corrected, because they reflect the learner‟s competence. From the

error that learners commit, it can give valuable needed by the teachers. Therefore error

plays an important role in study of second language acquisition. It becomes the researcher

object, curriculum guide, and used for indicator of learner stage.

In his book on mistake and correlation, Julian Edge suggest that we can divide

mistake into two broad categories: “ slips (that is mistake which students can correct

themselves and which therefore need explanation), and attempts ( that is when a student

tries to say something but does not yet know the correct way of saying it).

Most teachers are perfectly well able to give an account of the typical errors

made by the students who pass through their hands. They often build up a useful list of

so-called common error.

B. Noun

Noun is regarded as the important part in a sentence. In addition, it may

function as the chief or head word in many structure of modification.

In English language, “nouns typically inflect for number (singular or

plural) and case (plain or genitive)”.12

The singular nouns are words which

indicate we are speaking of one or single thing. While plural nouns are words

which indicate we are speaking of more than one certain number of things.

12

Rodney Huddleston and Geoffrey K. Pullum, A Student’s Introduction to English

Grammar, (New York: Cambridge University Press, 2005), p. 82.

16

1. Definition of Noun

“Nouns are commonly defined as words that refer to a person, place,

thing, or idea”. 13

In other words, “a noun generally indicates a person, place or

thing”.14

“Noun is a word denoting substance, plan, animal, person or

something which is considered as a substance”. 15

“Nouns are words that allow us to name and label the persons,

entities, objects, places, and concepts that make up our world”.16

According to AS Hornby in Oxford Advanced Learner‟s Dictionary of

Current English, “noun is word which can function as the subject or object a verb,

or the object of preposition”.17

Other meaning of noun is “the name of a living or lifeless thing: Mary,

John, horse, cow, dog; hat, house, tree; London, Chicago; virtue”. 18

From all the meanings above, we can summarize that noun is a word

that one part of speech used to describe things, person, etc, and has certain

function in the sentence structure.

2. Kinds of Noun

According to Marcella Frank in her book, Modern English: a Practical

Reference Guide, nouns can be classified into four kinds of noun:19

13

Evelyn P. Altenberg and Robert M. Vago, English Grammar, (New York: Cambridge

University Press, 2010), p. 3. 14

Elly Van Gelderen, An Introduction to the Grammar of English, (Amsterdam: John

Benjamins Publishing Company, 2002), p. 12. 15

Akh. Kardimi, Basic Grammar for Your Better TOEFL, (Yogyakarta: Pustaka

Widytama, 2005), p. 1 (Translated). 16

Marcel Danes., Basic American Grammar and Usage, (New York: Barron‟s

Educational Series, Inc, 2006), p. 22. 17

A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English, (Oxford:

Oxford University Press, 1987), p. 574. 18

George O. Curme, English Grammar, (New York: Barnes and Noble Inc, 1966), p. 11. 19

Marcella Frank, Modern English: A Practical Reference….., p. 6-7.

17

1. Proper Nouns

A proper noun begins with a capital letter in writing. It includes (a)

personal names (Mr. John Smith); (b) names of geographic units such as

countries, cities, rivers, etc. (Holland, Paris); (c) names of nationalities

and religions (a Dutchman, Christianity); (d) names of holidays (Easter,

Thanksgiving Day); (e) names of time units ( Saturday, June); (f) words

used for personification –a thing or abstraction treated as a person

(Nature, Liberty)

2. Concrete or Abstract Nouns

A concrete noun is a word for a physical object that can be perceived by

the senses (we can see, touch, and smell the object), for example flower,

girls, etc. An abstract noun is a word for a concept; it is an idea that

exists in our minds only (beauty, justice, and mankind)

3. Countable and uncountable nouns

A countable noun can usually be made plural by the addition of –s

(One girl-two girls). Uncountable noun is not used in the plural.

A countable noun (or count noun) is a noun with both a singular and a

plural form, and it names anything (or anyone) that you can count.

Countable nouns are the opposite of non-countable nouns and collective

nouns. A non-countable noun is a noun which does not have a plural

form, and which refers to something that could (or would) not usually

count. A non-countable noun always takes a singular verb in a sentence.

Non-countable nouns are similar to collective nouns, and are the

opposite of countable nouns.

18

4. Collective Noun

A collective noun is a word for a group of people, animals, or

objects considered as a single unit (audience, committee, class, enemy,

faculty, team, government, public, etc)

Collective nouns are countable nouns; they may be used in the

plural.

According to A.J Thomson and A.V Martinet in A Practical English

Grammar, there are four kinds of noun in English.20

1. Common nouns: dog, man, table

2. Proper nouns: France, Madrid, Mr Smith, Tom

3. Abstract nouns: beauty, charity, courage, fear, joy

4. Collective nouns: crowd, flock, group, swarm, team.

To sum up, kinds of nouns consist of proper noun which is begun with a

capital letter, concrete noun describes physical object, countable noun and

uncountable noun explain noun can count and noun cannot count, and the use of

collective noun usually for animal, people, living and lifeless .

3. Forms of Nouns

According to Marcella Frank in her book, Modern English: a Practical Reference

Guide, forms of nouns can be divided into:21

1) Inflectional Forms

Inflectional forms of nouns may indicate:

Gender. Special endings mark nouns as masculine, feminine

or neuter, not necessarily according to actual sex

20

A.J Thomson and A.V Martinet, A Practical English Grammar, (London: Oxford

University Press, 1987), p. 25. 21

Marcella Frank, Modern English………,p. 12-17.

19

Case. Special endings mark nouns according to their function

in the sentence subject, object of the verb, etc.

Number. Special endings mark singular or plural nouns.

2) Plural Inflectional Forms

The general rule for writing the plural of English nouns is to

add s to the singular form (boy-boys, apple-apples).However this

rule is complicated because of the many exceptions below.

a. After a sibilant sound spelled as s, z, ch, sh,x,es is added

(classes, churches, dishes).

b. After y preceded by consonant, the y is changed to i and es is

added (lady-ladies, country-countries). If final y is preceded

by a vowel, no change is made (attorney-attorneys, valley-

valleys).

c. In one- syllable words, final f or fe becomes ves in the plural

(wife-wives, thief-thieves)

d. After final o, es is added, especially in some common words

(heroes, negroes, potatoes, echoes)

e. Irregular plurals based on older English may take the form of :

An internal change (man-men, foot-feet, mouse-mice)

An en ending (child-children, ox-oxen)

f. The plural has the same form as the singular (sheep-sheep,

deer-deer)

g. The singular has the same form as the plural (series-series,

means-means)

h. Many foreign words retain their foreign plurals in English

Singular us ending becomes plural I ending (stimulus-

stimuli, radius-radii)

Singular a ending becomes plural ae ending ( larva-larvae,

vertebra-vertebrae)

Singular um ending becomes plural a ending

(memorandum, memoranda, stratum- strata

Singular is ending becomes plural es ending (crisis-crises,

parenthesis-parentheses)

Singular on ending becomes plural a ending (criterion-

criteria, phenomenon-phenomena)

Singular ex or ix ending becomes plural ices ending

(vortex-vortices, matrix-matrices)

Singular eau ending becomes eaux ending (bureau-bureaux,

plateau-plateaux)

20

i. No plural is used for non-countable words such as

information, advice, clothing, furniture.

j. Some words ending in s are singular non-countable nouns,

especially names of diseases and fields of study (news,

measles, and economics). However, when words that name

fields of study are used for practical matters, such words are

often considered plural- his business ethics are very

questionable; the acoustics in this room are not good.

k. Some words ending in s are used chiefly as plurals (ashes,

brains. Goods, riches). In this group are words for items that

have two parts (scissors, spectacles, and trousers).

3) Possessive Inflectional Forms

A singular noun is changed to possessive form by the

addition of „s (one boy‟s mother). A plural noun becomes

possessive by the addition of „alone to the final s (two boys‟

mothers). If an irregular plural noun does not already end in s, then

„s is added for the possessive (the children‟s mother). Proper nouns

ending in s may take either „or‟s (Dickens‟ novels or, less

commonly, Dickens‟s novels). With a group of words functioning

as a unit,„s is placed after the last word in the group ( the Queen of

England‟s throne; his mother-in law‟s interference; everyone else‟s

opinions)

4) Derivational Forms

Only nouns, verbs, adjectives, and adverbs have derivational

forms. These form may express some degree of lexical meaning, or

they may be little more than part of speech indicators. Derivational

forms consist chiefly of special ending that may:

a. Change one part of speech to another. This kind of ending is

attached to a word that already exist (engage+

ment=engagement), perhaps with some change in the original

word (destroy+tion= destruction). Sometimes the original word

has several derivational endings, the last one of which

determines the part of speech (nation+al+ize+ation=

nationalization, a noun)

21

b. Distinguish one part of speech from another, without being

added to an already existing word (distance-noun, distant-

adjective)

To summarize, forms of nouns involve inflectional indicate as gender, case

and number, plural inflectional in general rule is to add s to singular, possessive

inflectional is functioning as a unit, „s is placed after the last word in the group and

derivational form belongs only noun, verb, adjective, and adverb.

C. Plural form

1. Definition of Plural Form

In English, “nouns typically inflect for number (singular or plural) and

case (plain or genitive). Singular is referring to one person, thing and so on.

Plural is referring to more than one”.22

.

In the first instance, it applies to noun inflection: noun typically have

contrasting singular and plural forms. “A noun that names one person, place, or

things is a singular noun. A noun that names more than one person, place, or thing

is a plural noun”.23

Furthermore, “plural is consisting of, containing, or pertaining to more

than one”.24

According to Oxford advanced learner‟s dictionary, “plural is (form of

word) used with reference to more than one”. 25

While grammatically, “plural is

the form of a noun that typically denotes more than one person, thing, or instance.

Contrast with singular”.26

From the definitions about plural above, it can be concluded that plural do

not described as a single thing or plural has more than one of the person, place, or

thing in the real world.

22

Marcel Danesi, Basic American Grammar……., p. 31. 23

Laidlaw, Laidlaw English……., p. 60. 24

http://dictionary.reference.com/browse/plural 25

A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English, (Oxford:

Oxford University Press, 1987), p. 643. 26

http://grammar.about.com/od/pq/g/pluralterm.htm

http://grammar.about.com/od/mo/g/nounterm.htm

http://grammar.about.com/od/rs/g/singularterm.htm

http://dictionary.reference.com/browse/plural


22

2. Types of Plural Form

The plural of nouns is made in two ways: regular and irregular. Usually we

pluralize a noun by adding an “s” to it, as in books; these nouns are called regular.

There are a handful of nouns that are pluralized in other ways; these nouns are

called irregular. 27

Regular plural is plural form arranged by adding “s” in general and has a

certain formula; meanwhile irregular plural has not the exact rule and make the

students remember about it.

According to Marcella Frank there are many ways of forming the plural of

nouns:28

a. Regular Plural as follows:

1) The majority of nouns form their plural by adding s to the

singular. table- tables

Book-books

Flower- flowers

2) Nouns ending with the hissing sounds of s, x, sh, or ch form the

plural by adding –es.

Box-boxes

Church-churches

Marsh-marshes

3) Nouns ending in –y preceded by a consonant change y into i

before adding –es.

Country-countries

Sky-skies

Berry-berries

4) Nouns ending in –o preceded by a consonant generally add –es

to form the plural.

Hero-heroes

Potato-potatoes

Tomato-tomatoes

5) Nouns ending in –fe or –f, it generally changes the –fe or –f to –

ves. There are as follows:

Beef calf elf life

27

Evelyn P. Altenberg and Robert M. Vago, English Grammar….., p. 9. 28 Marcella Frank, Modern English: A Practical Reference….., p. 13-14.

23

Knife leaf sheaf shelf

Loaf self wolf

Thief wife half

b. Irregular Plural as follows:

1) Some nouns have the same form in the singular and the plural.

Fish fish

Deer deer

Sheep sheep

2) Some nouns have the same form in the plural and the singular

Series series

3) Irregular –(e)n plurals

Ox oxen

Cow kine

Eye eyen

Shoe shoon

House housen

Brother brethren

Child children

4) Umlaut plurals

Foot feet

Goose geese

Louse lice

Man men

Mouse mice

Tooth teeth

Woman women

5) Irregular plurals from Latin and Greek

“Numerous nouns adopted from foreign languages,

especially Latin and Greek, retain the foreign inflection for

plural”. 29

a) Nouns inl –a with plural –ae

alumna-alumnae

formula, formulae

b) Nouns in –ex or –ix with plural –ices

29

Sidney Greenbaum and Randolph Quirk, A Student’s Grammar of the English

Language, (London: Pearson Education Limited, 1990), p. 96-97.

24

index- indices

matrix- matrices

vertex-vertices

c) Nouns in –is with plural –es

axis-axes

crisis-crises

testis-testes

d) Nouns in –on with plural –a

criterion-criteria

phenomenon- phenomena

automaton-automata

e) Nouns in –um with plural – a

agendum-agenda

datum, data

memorandum-memoranda

f) Nouns in –us with plural –i or –era or –ora

alumnus- alumni

radius-radi

genus-genera

g) Nouns in – us with plural – a

Genus- genera

Corpus-corpora

h) Nouns in –eau with plural –eaux

bureau-bureaux

plateau-plateaux

i) Nouns in –o wit plural –i

Tempo-tempi

Libretto-libretti

Virtuoso-virtuosi

6) Irregular plurals from other languages

a) Some nouns of French origin add –x:

Beau beaux

Bureau bureaus or bureau

Chateau chateaux

b) Nouns of Slavic origin add –a or-i according to native rules,

or just –s :

Kniazhestvo kniazhestva/kniazhestvos

Kobzar kobzari/kobzars

Oblast oblasti/ oblasts

c) Nouns of Hebrew origin add –im or –ot (generally m/f)

according to native rules, or just-s :

Cherub cherubim/cherubs

25

Matzoh matzot/matzos

Seraph seraphim/seraphs

d) Many nouns of Japanese origin have no plural form and do

not change:

Benshi benshi

Otaku otaku

Samurai samurai

e) In New Zealand English, nouns of Maori origin can either

take an –s or have no separate plural form. Words more

connected to Maori culture and used in that context tend to

retain the same form, while names of flora and fauna may

or may not take an-s , depending on context. Omission is

regarded by many as more correct:

Kiwi kiwi/kiwis

Kowhai kowhai/kowhais

Maori maori ( occasionally Maoris)

Marae marae

Tui tuis/tui

Waka waka

f) In Canada and Alaska, some words borrowed from

Inuktitut retain traditional plurals (see also plurals of names

of people below):

Inuk inuit

Inukshuk inukshuit

g) Nouns from languages that have donated few words to

English, and that are spoken by relatively few English

speakers, generally form plurals as if they were native

English words :

Canoe canoes

Igloo igloos

Kangaroo kangaroos

Kayak kayaks

Kindergarten kindergartens

Pizza pizzas

Sauna saunas

26

7) Words better known in the plural

Original

singular

Original plural/

common

singular

Common plural

Agendum Agenda Agendas

Alga Algae Algae

Bacterium Bacteria Bacteria

Biscotto Biscotti Biscotti

Candelabrum Candelabra Candelabras

Datum Data data (mass noun)

Graffito Graffiti graffiti (mass

noun)

Insigne Insignia Insignias

Opus Opera Operas

Panino Panini paninis (currently

gaining use)

Paparazzo Paparazzi Paparazzi

Spaghetto Spaghetti Spaghetti

27

CHAPTER III

THE IMPLEMENTATION OF THE RESEARCH

A. Research Methodology

1. Objective of the Research

The objective of this research is intended to know students‟ error and to

know the reason why the students make errors in learning plural forms of nouns at

MTs Nurul Huda Bogor.

2. Place and Time

The research was held at MTs Nurul Huda Bogor, which is located

on Jl.Sumurwangi Desa Kayumanis Kec Tanah Sareal Bogor, focusing on first

year students. She conducted this research 29 September up 8 October 2011.

3. Technique of Sample Taking

The respondent of this research is the first year students of MTs

Nurul Huda Bogor. It consists of one class with the amount 30 students. So, the

total respondent that the writer took is 30 students.

4. Method of The Research

The writer used the descriptive analysis method and used the procedures

of errors analysis itself. The method was intended to analyze problems occurred. So, it

28

involved accumulating, analyzing, and classifying data, also interpreting data. On the

final step, the writer had to conclude the result of research

5. Instrument of The Research

To get the data, the writer gave a test to the first year students of MTs

Nurul Huda Bogor. The test a teacher made was used to know how well the

students have already understood in learning plural forms of nouns.

6. Technique of Data Collecting

The technique of data collecting is one of the important parts in the

research. In this research, writer used technique as book literature and test

instrument. The writer conducted a test to know students‟ error in learning plural

forms of nouns. The test was given in the end of teaching learning process. It

consists of 30 items.

7. Technique of Data Analysis

In this part, the writer analyzes the data which have been collected.

First, the data are given the score. After scoring, the data are analyzed. The

techniques of data analysis used by the writer in this research are descriptive

analysis technique because the writer describes some students‟ errors. Here is the

formula:1

P: Percentage

F: Frequency of error occurred

N: Number of Cases

After getting the frequency and percentage of error, the

writer analyzed the average score by using formula:

1 Anas Sudijono, Pengantar Statistik Pendidikan, ( Jakarta: PT Raja Grafindo Persada,

2004), p. 43 (Translated)

P= F X 100 %

N

29

p : Percentage

F : Frequency of Error

N : Number of Students

n : Number of item test

B. Research findings

1. Data Description

As the writer stated in preceding chapter, this “Skripsi” discussed about

error made by the first year students of MTs Nurul Huda Bogor in learning plural

forms of nouns. To get the data, the writer has given the test about plural forms

noun to the 30 students of the first year. The test consists of 30 items, which are

covered 17 items of regular forms and 13 items of irregular forms. The following

tables are the classification of plural forms area into each item and the students‟

score of the test result.

Table 3.1

Plural Forms Noun Area and Each Item

No Plural forms noun area Number of items

1 Regular forms 5,9,13,23,4,6,7,19,14,17,21,1,11,12,

8,16,18

2 Irregular forms 2,3,20,10,15, 22,24,25,26, 27,28,29,30

P = FX100%

NXn

30

Table 3.2

Students’ Score of the Test Result

No Sample Score

1 Student 1 53

2 Student 2 76

3 Student 3 36

4 Student 4 76

5 Student 5 66

6 Student 6 83

7 Student 7 50

8 Student 8 53

9 Student 9 40

10 Student 10 63

11 Student 11 46

12 Student 12 63

13 Student 13 90

14 Student 14 63

15 Student 15 63

16 Student 16 40

31

17 Student 17 56

18 Student 18 56

19 Student 19 43

20 Student 20 73

21 Student 21 33

22 Student 22 43

23 Student 23 36

24 Student 24 60

25 Student 25 43

26 Student 26 66

27 Student 27 63

28 Student 28 53

29 Student 29 60

30 Student 30 66

Total 1712

Average score 57

Highest score 90

Lowest score 33

32

Table 3.3

The Students’ Response Distribution on Each Item of the

Test

No Number of items Right Wrong

1 Number 1 23 7

2 Number 2 10 20

3 Number 3 11 19

4 Number 4 23 7

5 Number 5 25 5

6 Number 6 19 11

;7 Number 7 17 13

8 Number 8 19 11

9 Number 9 26 4

10 Number 10 10 20

11 Number 11 20 10

12 Number 12 19 11

13 Number 13 25 5

14 Number 14 16 14

15 Number 15 5 25

33

16 Number 16 20 10

17 Number 17 19 11

18 Number 18 19 11

19 Number 19 17 13

20 Number 20 13 17

21 Number 21 20 10

22 Number 22 10 20

23 Number 23 25 5

24 Number 24 8 22

25 Number 25 8 22

26 Number 26 5 25

27 Number 27 4 26

28 Number 28 4 26

29 Number 29 4 26

30 Number 30 11 19

Table 3.4

The 1stIdentification of the Students’ Errors

Test

Numbers

Identification

of Errors

Classification

of Errors

Description

Explanations Corrections Causes

of

Errors

5

many opinion Omit a word The word

„opinion‟

should be

replaced by

Many

opinions

Inter-

lingual

Transfer

34

„opinions‟.

9 many

floweres

Add a word The word

„floweres‟

should be

replaced by

„flower‟.

many

flowers

Context

of

Learning

13 two birdes Add a word The word

„birdes‟

should be

replaced by

„birds‟

two birds Context

of

Learning

23 two dolles Add a word The word

„dolles‟

should be

replaced by

„dolls‟

two dolls Context

of

Learning

Table 3.5

The 2nd

Identification of the Students’ Errors

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


of

Errors

4 five classs. Omit a word The word

„classs‟

should be

replaced by

„classes‟.

five classes Inter-

lingual

transfer

6 two stitchs.

.

Omit a word The word

„stitchs‟

should be

replaced by

„stitches‟

two stitches

Inter-

lingual

transfer

7

three flashs.


„flashs‟

should be

replaced by

„flashes‟

three flashes Inter-

lingual

Transfer

19

a lot of taxs

.


„taxs‟ should

be replaced by

‘a taxes‟

a lot of

taxes

Inter-

lingual

Transfer

35

Table 3.6

The 3rd


Test

Numbers Identification

of Errors

Classification

of Errors

Description

Explanations Corrections Causes of

Errors

14 several

possibilityes

Word choice The word

„possibilityes

‟ should be

replaced by

„possibilities‟

.

several

possibilities

Intra-

lingual

Transfer

17 many

dormitoryes.


„dormitoryes‟

should be

replaced by

„dormitories‟.

many

dormitories

Intra-

lingual

Transfer

21

many

butterflyes


„butterflyes‟

should be

replaced by

„butterflies‟

many

butterflies

Intra-

lingual

Transfer

Table 3.7

The 4th


Test

Number

s

Identificatio

n of Errors

Classificatio

n of Errors

Description

Explanation

s

Correction

s

Causes

of

Errors

1. two mangos Omit a word The word

„mangos‟

should be

replaced by

„mangoes‟.

two mangos Inter-

lingual

Transfe

r

11. few tomatos Omit a word The word

„tomato‟

should be

replaced by

„tomatoes‟.

few

tomatoes

Inter-

lingual

Transfe

r

36

12

two heros

Omit a word „heros‟

should be

replaced by

„heroes‟.

two heroes

Inter-

lingual

Transfe

r

Table 3.8

The 5th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

8 three

bookshelfes


„bookshelfes‟

should be

replaced by

„bookshelves

three

bookshelves

Intra-

lingual

Transfer

16 some wolfes Word choice The word

„wolfes‟

should be

replaced by

„wolves‟.

some wolves Intra-

lingual

Transfer

18

three wifes Word choice „wifes‟

should be

replaced by

„wives‟.

three wives Intra-

lingual

Transfer

Table 3.9

The 6th


Test

Number

Identification

of Errors

Classification

of Errors

Description

Explanation Correction Causes of

Errors

2 two fishs

Add a word The word

„fishs‟

should be

replaced by

„fish‟.

two fish

Context of

Learning

3 three deers

Add a word The word

„deers‟

should be

replaced by

„deer‟.

Three deer Context of

Learning

20 two sheeps

Add a word The word

„sheeps‟

should be

Two sheep Context of

Learning

37

replaced by

„sheep‟.

Table 3.10

The 7th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

10 three childs

Word order The word

„childs‟

should be

replaced by

„children‟.

three

children

Inter-

lingual

Transfer

Table 3.11

The 8th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

15 two seriess

Add a word The word

„seriess‟

should be

replaced by

„series‟.

two series

Context of

Learning

Table 3.12

The 9th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

30

Two foots Word order The word

„foots‟ should

be replaced

by „feet‟.

Two feet Inter-

lingual

Transfer

38

Table 3.13

The 10th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


of

Errors

25 some

stimuluss

Word order The word

„stimuluss‟

should be

replaced by

„stimuli‟.

some stimuli Inter-

lingual

Transfer

22 many

memorandu

ms

Word order The word‟

memorandum‟

should be

replaced by

„memoranda‟

many

memoranda

Inter-

lingual

Transfer

24 many

criterions

Word order The word

„criterions‟

should be

replaced by

„criteria‟

. many

criterions

Inter-

lingual

Transfer

26

some larvas Word choice The word

„larvas‟ should

be replaced by

„larvae‟

. some larvae Intra-

lingual

Transfer

27 some crisis

Word choice „crisis‟ should

be replaced by

„crises‟.

. some crises

Intra-

lingual

Transfer

28

several

vortexs

Word order „vortexs‟

should be

replaced by

„vorteices‟

several

vorteices

Inter-

lingual

Transfer

29 many

plateaus

Word order „‟plateaus

should be

replaced by

„plateaux‟

many plateau Inter-

lingual

Transfer

39

B. The Data Analysis

In this part the data was analyzed. The frequency and percentage of the

students‟ errors in learning plural forms of nouns. The table below the errors

explanation, as follows:

Table 3.14

Table of Number of Classification of Errors Explanation

No. Types

of Errors

Number of

Errors

Percentage of

Errors

1. Word choice 8 26.66%

2. Add a word 6 20%

3. Omit a word 8 26.66%

4 Word order 8 26.66%

Total 100%

From the table 3.14 above, there are 8 errors committed in word choice

with 26.66% because the students put inappropriate words to be used in sentences.

There are 6 errors committed in add a word with the percentage 20% because the

students add inappropriate words in plural form. Also, there are 8 errors

committed in omit a word errors with 26.66% because the students omit words

items that should not happen in sentences on the test. At last, there are 8 errors

committed in word order with the percentage 26.66% because the students less of

knowledge. Here is the explanation regarding causes of errors described in the

table below:

40

Table 3.15

Table of Number of Causes of Errors Explanation

No. Causes

of Errors

Number of

Causes of

Errors

Percentage of

Causes of

Errors

1. Inter-lingual

Transfer

15 50%

2. Intra-lingual

Transfer

8 26.66%

3. Context of

Learning

7 23.33%

Total 100%

Based on the table 3.15 above, there are 15 errors caused by inter-lingual

transfer with 50% because the students might be influenced by their mother

tongue influences in terms of patterns, systems, or rules. There are 8 errors caused

by intra-lingual transfer with 26.66% because the students strive to derive the

rules behind the data to which has been exposed by the students, and develop

hypotheses related neither to their mother tongue nor to their target language.

Also, there are 7 errors caused by context of learning with 23.33% because the

teachers or the textbooks may lead the students to create faulty hypotheses about

the language. Students might make errors because of a misleading explanation

from the teachers, textbooks, or patterns memorized rottenly. Here is the

explanation about frequency and percentage of the students‟ errors:

41

Table 3.16

The Frequency and Percentage of the Students’ Errors in Regular Plural

No Regular forms Number item Frequency of

Error

Percentage

of Error

1 The majority of

plural noun

5

9

13

23

5

4

5

5

26.31%

21.05%

26.31%

26.31%

Total 4 19 100%

Average 15.83

2 Nouns ending with

the hissing sounds of

s,x,z, sh, or ch

4

6

7

19

7

11

13

13

15.90%

25%

29.54%

29.54%

Total 4 44 100%

Average 36.66

3 Nouns ending in –y 14 14 40%

42

17

21

11

10

31.42%

28.57%

Total 3 35 100%

Average 38.88

4 Nouns ending in –o 1

11

12

7

10

11

25%

35.71%

39.28%

Total 3 28 100%

Average 31.11

5 Nouns ending in –f

or –fe

8

16

18

11

10

11

34.37%

31.25%

34.37%

Total 3 32 100%

Average 35.55

It shows the first type of regular plural noun is the majority of plural

noun with the average 15, 83. In item number 5, there are 5 students or 26, 31%

who choose the wrong answer. Item 9, there are 4 students or 21, 05%, who

choose the wrong answer. Number 13 and 23, there are 5 students or 26, 31%,

who choose the wrong answer. These errors happen because the students are still

confused in changing singular to plural noun in English pattern.

43

The second type of regular form is Nouns ending with the hissing sounds

of s,x,z, sh, or ch with the average 36, 66. In this type, the items have varied

frequencies. Number 7 and number 19 are the same frequency, with the

percentage is 29, 54% or 13 students choose the wrong answer. While the

frequency of difficulty in number 4 is 7 students or 15, 90%. In item number 6,

there are 11 students who choose the wrong answer or 25%. These errors occur

because the students did not understand well about the rule of regular plural.

The third type of regular form is Nouns ending in –y with the average 38,

88. In this type, at number 14, there are 14 students choose the wrong answer or

40%. Number 17, there are 11 students or 31, 42% and number 21, there are 10

students or 28, 57% who choose the wrong answer. Students are confused in

changing “y” to “ies”, their comprehension in making plural only add “s”. It is

because uncomprehending the rules.

The fourth type is Nouns ending in –o with the average 31, 11. In item

number 1, there are 7 students or 25% who choose the wrong answer. In item

number 11, there are 10 students or 35, 71% who choose the wrong answer. And

item number 12, there are 11students or 39, 28% who choose the wrong answer.

The students have not understood well the rules.

The last type is Nouns ending in –f or –fe with the average 35, 55. In this

type, 11 students or 34, 37 % who choose the wrong answer in item number 8 and

18. Number 16, there are 10 students or 31, 25% get the difficulty in answering

this number. The students made errors because they do not understand the formula

until do not attention more about the changing “f or fe” becomes “ves”

Table 3.17

The Frequency and Percentage of the Students’ Errors in Irregular Plural

Forms

No Irregular form Number item Frequency of Percentage

44

Error of Error

1 Nouns with

identical plural and

singular

2

3

20

20

19

17

35.71%

33.92%

30.35%

Total 3 56 100%

Average 62.22

2 Irregular –e(n)

plural

10

20

100%

Total

1 20 100%

Average 66.66

3 Noun with identical

singular and plural

15 25 100%

Total 1 25 100%

Average 83.33

4 Umlaut plural 30 19 100%

Total 1 19 100%

Average 63.33

5 Irregular plurals

from Latin and

25

22

22

20

13.17%

11.97%

45

Greek 24

26

27

28

29

22

25

26

26

26

13.17%

14.97%

15.56%

15.56%

15.56%

Total 7 167 100%

Average 79.52

It can be concluded, the first type of irregular form is Noun with identical plural

and singular with the average 62, 22. In item number 2, there are 20 students or

35, 71% who choose the wrong answer. In item number 3, there are 19 students or

33, 92% who choose the wrong answer. The students who choose the wrong

answer are in item number 20, there are 17 students or 30, 35%. Based on

students‟ understanding to make plural form is just add s, but not all plural form

adding by “s” in the end of the word because irregular plural has own structure.

The second type of irregular form is Irregular –e (n) plural with the

average 66, 66. In this type, there is only one number item that is number 10

which of its percentage is 100% or 20 students who choose the wrong answer. It is

caused the students have not memorized it. In understanding irregular plural, the

students have to memorize it because there is not certain formula.

The third type of regular form is Noun with identical singular and plural

with the average 83, 33. There are 25 students or 100% who choose the wrong

answer in item number 15. Most of students made errors in this type because they

are confused and have lack of knowledge about it.

46

The fourth type of regular form is Umlaut plural with the average 63, 33.

There are 100 % or 19 students who choose the wrong answer in item number 30.

These errors occur because they do not observe the rules.

Finally, Irregular plurals from Latin and Greek with the average 79, 52

In this type, there are 7 questions; item number 27, 28 and 29, there are 26

students or 15, 56 %. Number 24 and number 25, there are 22 students or.13,

17%. There are 20 students or 11, 97% who choose the wrong answer in number

22. At number 26 there are 25 students who choose the wrong answer. These

errors occur because the students are still confused in understanding irregular

plural. Understanding irregular plural is more complicated than regular plural.

C. Data interpretation

After classifying the items into area tested and explaining the

frequency and percentage of error on each items, the following table

describes the sequence of percentage of error on regular plural and

irregular plural areas and their category of error.

Table 3.18

The Sequence of Plural Forms Area

Based on Their High Percentage of Errors

No Plural forms area Percentage of error

1 Regular forms

a. The majority of plural nouns

b. Nouns ending with sounds of ss,x, sh, or ch

c. Nouns ending in –y

d. Nouns ending in –o

e. Nouns ending in –f or –fe

15,83%

36,66%

38,88%

31,11%

35,55%

47

Total 158,03%

Average 31,60%

2 Irregular forms

a. Noun with identical plural and singular

b. Noun with identical singular and plural

c. Irregular –(e) n plural

d. Umlaut plurals

e. Irregular plurals from Latin and Greek

62,22%

66,66%

83,33%

63,33%

79,52%

Total 355,06%

Average 71,01%

The whole total 513,09

The whole average 102,61%

Based on the table above, it can be seen that on the regular forms, the

highest percentage of errors is on type of nouns ending in –y with the average 38,

88%. The second level is ending with sounds of ss,x, sh, or ch with the average

36, 66% . The third level is nouns ending in –f or –fe with the average 35, 55%.

The fourth level is noun ending in –o with the average 31, 11%. And the lowest

percentage is on type the majority of plural nouns with the average 15, 83%. It

is because regular plural forms have the exact rule and more easy to understand

48

For the irregular forms, a noun with identical singular plural and is the

highest percentage with the average (83, 33%). The second level is irregular

plurals from Latin and Greek (79, 52%). The third level is irregular – (e) n

plurals (66, 66%). The fourth level is Umlaut plurals (63, 33%). And the lowest

level is noun with identical and plural singular (62, 22%).

From the interpretation data above, it can be summarized; many students

made errors most in irregular forms than in regular forms with the average of

percentage 71, 01% while in regular forms 31, 60%.

Here can be summarized that the factors of student‟s error in learning

irregular forms are there is no definite formula in forming irregular plural. So the

way to know and master irregular plural forms is just by memorizing the words

and does more the exercises. Meanwhile the causes of student‟s error in learning

regular form are they do not understand well about the rules that they learnt and

make them confused to use it; they do not concentrate with teacher‟s explaining.

Their comprehension in learning plural form in Indonesia comprehends also can

cause error in learning plural form in English rules. Both of them has own and

different concept. Therefore the students must be able to distinguish between

Indonesian structure and English structures in order avoid them from mistaken in

changing singular into plural forms in English. The students also have to enrich

their knowledge about plural by learning more and understanding well the rules.

49

49

CHAPTER IV

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the analysis and the interpretation of data in the previous chapter,

the writer would like to conclude the whole total of percentage of error is 513, 09

with the average is 102, 61. Most of students made errors on the type of irregular

forms, because the rule of irregular is more complicated. It errors occur when the

students forgot the rules and cause them make error in testing irregular plural. It

can also be seen on the average percentage for an irregular form is 71, 01%. Most

of the students chose the wrong answer in this type, while the average percentage

for regular is only 31, 60%. As the writer has said in the interpretation of data, the

cause of student’s errors in irregular forms because there is no the exact rule to

change singular forms become irregular plural, the students have to memorize the

word and practice more. Meanwhile the factors of student’s errors in regular

plural because they did not understand and forgot the rules and make them

confused to change the word from singular into plural forms. The student also

presumed that in forming plural, only add-s at the end of the word, but actually

there are some exceptions. Errors also are caused by student’s comprehension

which is still influenced by Indonesian pattern and translate the words literally.

To reduce these errors the students have to learn and master more about the rule,

50

50

do more plural forms exercises in English plural and practice more in learning

plural form.

B. Suggestions

In order to reduce the errors in learning plural forms of noun, the writer

would like to present some suggestions for both English teachers and English

learners:

1. The rule for making plural forms of noun in English is different from

Indonesian. Therefore, it is important for students to know and

understand the rules through practice more

2. It can be seen from the conclusion, that irregular forms are more

complicated than regular plural. So, the students have to pay more

attention in learning through drills.

3. The students need to do more plural forms exercises. It is intended in

order that the students can use English plural and understand well.

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Menengah

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)





Appendix I

RESEARCH INSTRUMENT

Name:

Class:

Rewrite the sentence! Change the word in the brackets into plural forms!

1. I have two (mango) in refrigerator.

2. There are two (fish) in aquarium

3. He has three (deer)

4. This school is consisting of five (class)

5. They give many (opinion)

6. I have two (stitch)

7. There are three (flash)

8. There are four (bookshelf) in the classroom

9. In vase there are many (flower)

10. My mother has three (child)

11. My sister buys some (tomato)

12. In Indonesia there are many (hero)

13. On the tree there are two (bird)

14. Police gets several (possibility) to find her daughter

15. The story consist of two (series)

16. I see some (wolf) in the zoo

17. Next to campus there are many (dormitory)

18. He has five (wife)

19. There are a lot of (tax) in pool

20. I have five (sheep)

21. In the garden there are several (butterfly)

22. He sends many (memorandum)

23. He gives me two (doll)

24. I have many (criterion) for looking married partner

25. The teacher gives some (stimulus) to make students actively.

26. In the river there are some (larva)

27. We face some (crisis) in this globalization era

28. There are several (vortex)

29. There are many (plateau)

30. I have two (foot)

Appendix II

ANSWER KEY

1. Mangoes

2. Fish

3. Deer

4. Classes

5. Opinions

6. Stitches

7. Flashes

8. Bookshelves

9. Flowers

10. Children

11. Tomatoes

12. Heroes

13. Birds

14. Possibilities

15. Series

16. Wolves

17. Dormitories

18. Wives

19. Taxes

20. Sheep

21. Butterflies

22. Memoranda

23. Dolls

24. Criteria

25. Stimuli

26. Larvae

27. Crises

28. Vortices

29. Plateaux

30. Feet

Ciputat, 11 Mei 2011

No :Ist imewaLamp :1 (sa tu )be rkasHal : Pensaiuan Judul Skripsi

NamaNIMFakultasJurusan/semester

Ade Irma Suryani107014000693Ilmu Tarbiyah dan KeguruanPendidikan Bahasa Inggris / VIII A

Kepada Yth.Ketua Jurusan Pendidikan Bahasa InggrisFakultas Ilmu Tarbiyah dan KeguruanUIN Syarif Hidayatull ah J akartaDi

Tempat

Ass alamua' alaikum lVr, Wb

Mengingat akan berakhirnya masa study saya di tingkat strata satu (S1), makasaya yang bertanda tangan dibawah ini:

Bermaksud mengajukan judul skripsi sebagai salah satu syarat menyelesaikanprogram strata satu (S-1) UIN Syarif Hidayatullah Jakarta, adapun judul yangsaya ajukan adalah:

..AN ANALYSIS ON THE DIFFICULTIES FACEHBY THE

STUDENTS IN LEARNING PLURAL FORMS NOUNg

(A Case Study at the First year students of MTs Al-Mukhlisin Ciseeng)

Bersama ini saya lampirkan satu berkas proposal skripsi yang terdiri dari:

L Outline Skripsi2. Abstract Skripsi, dan3. Daftar Pustaka sementara

Demikian surat pengajuan ini saya sampaikan. Atas segala pertimbangan danperhatiannya saya ucapkan banyak terima kasih.

Wassalamu'aluikum Wr. Wb.

Pemohon./ \ '/ tt , t

l7h'-Ade Irma Survani

NIM 107014000693

| ̂ * ( u,b,^b\ .

W. &U.|au,a,' tV$-

NIP tsO 041 070

, z l n ^ . l

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 1 5412 tndonesia

# * i l &

&#fis xFORM (FR)

No. Dokumen : FITK-FR-AKD-081Tgl. Terbit : 1 Maret 2010No. Revis i : : 01Hal 1t1

SURAT BIMBINGAN SKRIPSI

Nomor : Un.O 1/F. I/KM.O 1.3/F36.120 1 ILamp. : -Hal : Bimbingan Shripsi

Kepada Yth.Drs. AM Zaenuri. M.PdPembirnbing SkripsiFakultas Ilmu Tarbiyah dan KeguruanUIN Syarif HidayatullahJakarta.

Ass al a ntu' al aikum wr.wb.

Dengan ini diharapkan kesediaan Saudara untuk(materi/teknis) penulisan skripsi mahasiswa:

Jakarta, 2SMei 2011

rnenjadi pembirnbing IlIl

Nama

NIM

Jurusan

Semester

Judul Skripsi''AN ANALYSIS ON TFIE DIFFICULTIES FACED BY THE STUDENTS IN

LEARNING PLURAL FORMS OT'NOUNSJ'( A Case Study at the First Year Students of MTs Al-Mukhlisin Ciseeng )

Judul tersebut telah disehrjui oleh Jurusan yang bersangkutan pada tanggal l9 Mei 2011,abstraksi/ozrtline terla;rtpir. Saudara dapat melakukan perubahan redaksional pada judultersebttt. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungiJurusan terlebili dahulu.

Bimbingan skripsi ini diharapkan selesai dalarn waktr: 6 (enam) bulan, darr dapatcliperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sarna Saudara, karni ucapkan terima kasih.

I4/as s al a mu' al ai kurn w r. w b.

idikan Bahasa lnggris

103

Ade Irma Suryani

1 070 I 4000693

Pendidikan Bahasa Inggris

VIII ( Delapan )

Te mbusan;l Dekan FITK2. Mahasiswa ybs,

a.n. DekanKaju

, , . : ', ' * $

I 002

KEMENTERIAN AGAMAGu@fu UIN JAKARTAix i}m j FlrKI -ryY * .l Jl. lr. H. Juanda No gS Ciputat 15412 tndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082Tgl. Terbit : 1 Maret 2010No. Revisi: : 01

Hal 1t1

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. 1/KM.01 .31.. . . . . . .1201 1Lamp. : Outline/Proposal,l*il .',Psr.nnahanapJeinPene,titian

Nama

NIM

Jurusan

Semester

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

Jakarta, 29 September 2011

Kepada Yth.

Kepala Sekefah [ATs Nlusul bludadiTempat

Assal am u' al aiku m w r.wb.

Dengan hormat kami sampaikan bahwa,

:Ade l rma Suryani

:107014000693

: Pendidikan Bahasa Inggris

: lX (Sembilan)

Tahun Akademik :201012011

Judul Skripsi : AN ANALYSIS ON THE DIFFICULTIES FACED BY THE

STUDENTS IN LEARNING PLURAL FORMS OF NOUNS

(Case study at the First Year students of MTs Nurul Huda)

adalah benar mahasiswa/i Fakultas l lmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan penelit ian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelit ian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al aiku m wr.wb.

a.n. DeKaihr didikan Bahasa Inggris

T J

Drs.NIP.v

auki. M.Pd4r2r2199103 r 002

YAYASAN PENDIDIKAN ISLAM NURUL HUDA (YAPINDA)MADRASAH TSANAWIYAH NURUL HUDA

TERAKREDITASISK. Kanwil Departemen Agama Propinsi Jawa Barat

No. B/KW. 10.4 lWl s / | 7 / 0A6 / /2000 NSM : 212.320.3 | .7 |

Jl. Sumurwangi Kelurahan Kayumanis Kecamatan Tanah Sareal Kota Bogor telp.(0251) 7537203

SURAT KETERANGAN

Dengan ini

NamaNIMSemesterFakultas/Jurusan

menerangkan bahwa:

Ade Irma Suryanir07014000693IX (Sembilan)Ilmu Tarbiyah dan Keguruan (FITK) / Pendidikan Bahasa Inggris

Adalah benar telah melakukan penelitian di MTs Nurul Huda pada tanggal 29 September sampai

dengan 8 Oktober 201 1

Demikian surat keterangan ini dibuat dengan sesungguhnya dan sebenar-benamya untuk dapat

digunakan sebagaimana mestinya.

9 Oktober 2011

s Nurul Huda

S.Ag

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