ERROR ANALYSIS OF MODAL AUXILIARY VERB

FOUND ON STUDENTS’ ESSAY

(A Study of the Third Semester Students of English Department at IAIN Batusangkar

Registered in 2018/2019 Academic Year)

THESIS

Submitted to English Teaching Department

of Tarbiyah and Teacher Training Faculty to Fulfill

One of the Requirements to Obtain Bachelor Degree

in English Teaching Department

NOVRIZAL

Reg. No: 13 104 063

ENGLISH TEACHING DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

BATUSANGKAR

2019

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ABSTRAK

NOVRIZAL, Reg. No. 13 104 063, judul skripsi “ANALYSIS OF

MODAL AUXILIARY VERB ERROR FOUND ON STUDENTS’ ESSAY (A

Study of the Third Semester Students of English Department at IAIN

Batusangkar Registered in 2018/2019 Academic Years)”. Jurusan Tadris Bahasa

Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN)

Batusangkar. Permasalahan dalam penelitian ini adalah belum diketahuinya jenis

kesalahan yang dilakukan oleh mahasiswa dalam membuat kalimat dengan

menggunakan modal auxiliary verb pada hasil tugas akhir mahasiswa semester

ketiga Jurusan Tadris Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan IAIN

Batusangkar Tahun Akademik 2018/2019 pada mata kuliah Genre Based Writing.

Penelitian ini bertujuan untuk mendeskripsikan kesalahan mahasiswa dalam

membuat kalimat menggunakan modal auxiliary verb.

Jenis penelitian ini adalah penelitian qualitatif dengan menggunakan desain

content analysis. Data penelitian ini adalah modal auxiliary verb yang ditemukan

dalam essay hasil ujian akhir mahasiswa semester tiga, tahun Akademik 2018/2019.

Sumber data penelitian ini adalah 71 essay hasil ujian akhir mata kuliah Genre

Based Learning, namun dari 71 dokumen hanya 31 dokumen yang ditemukan

kesalahan. Instrumen dalam penelitian ini adalah peneliti sendiri sekaligus sebagai

instrumen kunci. Data dalam penelitian ini dianalisis dengan menggunakan teory

Chelimsky (1989). Ada enam langkah dalam menganalisa data yaitu: deciding to

use content analysis, determaining what material should be included in content

analysis, selecting unit analysis, developing the coding categories, coding material,

and analyzing and interpreting the result.

Hasil penelitian menunjukkan bahwa ada tujuh kesalahan penggunaan

modal auxiliary verb yang ditemukan dalam essay yang dibuat mahasiswa yaitu

modal “can”, “could”, “will”, “would”, “should”, “must” dan “might”.

Kesalahan terbanyak adalah kalimat yang menggunakan modal “can” (32 item) dan

modal “will” (11 item) dan modal “must” (7 item) karena memang ketiga modal

tersebut yang paling banyak digunakan mahasiswa dalam dokumen tersebut.

Macam-macam kesalahan yang dibuat dalam menggunakan modal adalah

mahasiswa menggunakan verb 2 setelah modal, mahasiswa menggunakan verb –

ing setelah modal, mahasiswa menggunakan verb + s setelah modal, mahasiswa

menggunakan dua modal bersamaan, dan mahasiswa tidak menambahkan verb

setelah modal.

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TABLE OF CONTENTS

COVER ............................................................................................................... i

SURAT PERNYATAAN KEASLIAN ............................................................ ii

THESIS ADVISORS’ APPROVAL ............................................................... iii

THESIS EXAMINERS’ APPROVAL ........................................................... iv

ACKNOWLEDGEMENT ................................................................................ v

ABSTRAK ....................................................................................................... vii

TABLE OF CONTENTS ............................................................................... viii

LIST OF TABLES ........................................................................................... x

LIST OF APPENDICES ................................................................................. xi

CHAPTER I: INTRODUCTION .................................................................... 1

A. Background of the Problem .................................................. 1

B. Research Focuc and Question .............................................. 4

C. Definition of the Key Terms ................................................ 4

D. Purpose of the Research ....................................................... 5

E. Significance of the Research ................................................ 5

CHAPTER II: REVIEW OF RELATED LITERATURE ............................ 6

A. Review of Related Theories ................................................. 6

1. Writing ............................................................................. 6

a. Definition of Writing .................................................. 6

b. Purpose of Writing ...................................................... 7

c. Components of Good Writing ..................................... 8

d. Kinds of Writing ......................................................... 9

e. Writing Process ......................................................... 10

2. Essay .............................................................................. 14

a. Definition of Essay .................................................. 14

b. Part of Essay ............................................................ 15

3. Grammar ........................................................................ 17

a. Definition of Grammar ............................................ 17

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b. Part of Speech .......................................................... 18

4. Verb .............................................................................. 20

a. Definition of Verb .................................................... 20

b. Function of Verb ....................................................... 21

5. Modal auxiliaries ........................................................... 22

a. Definition of Auxiliary verb ..................................... 22

b. Kinds of Auxiliary Verb ........................................... 23

c. Sentence Patterns of Modal ...................................... 26

d. Possible Error in the Form of Modal ........................ 27

6. Errors ............................................................................. 27

a. Definition of Errors ................................................... 28

b. Types f Errors ........................................................... 29

B. Review of Relevant Studies ............................................... 30

CHAPTER III: RESEARCH METHODOLOGY ....................................... 33

A. Research Design ............................................................... 33

B. Data and Source of Data .................................................. 33

C. Technique of Data Collection .......................................... 34

1. Research Instrument ................................................. 34

2. Research procedure ................................................... 34

D. Technique of Data Analysis ............................................. 35

E. Checking Data Trustworthiness ....................................... 37

CHAPTER IV: RESEARCH FINDING AND DISCUSSION .................... 39

A. Research Findings ............................................................ 39

B. Discussion ........................................................................ 48

CHAPTER V: CONCLUSION AND SUGGESTION ................................. 49

A. Conclusion ....................................................................... 49

B. Suggestions ...................................................................... 49

BIBLIOGRAPHY ........................................................................................... 51

APPENDICES ................................................................................................. 54

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LIST OF TABLES

Table 2.1 : Parts of Speech ............................................................................. 20

Table 2.2 : Primary Auxiliary Verbs .............................................................. 26

Table 2.3 : Possible Errors in the Form of Modal .......................................... 29

Table 3.1 : Error Coding ................................................................................ 39

Table 4.1 : Samples of Error of Modal Auxiliary “can” ............................... 42

Table 4.2 : Samples of Error of Modal Auxiliary “could” ............................ 45

Table 4.3 : Samples of Error of Modal Auxiliary “will” ............................... 46

Table 4.4 : Sample of Error of Modal Auxiliary “would” ............................ 47

Table 4.5 : Sample of Error of Modal Auxiliary “should” ........................... 48

Table 4.6 : Samples of Error of Modal Auxiliary “must” ............................. 48

Table 4.7 : Sample of Error of Modal Auxiliary “might” ............................. 49

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LIST OF APPENDICES

Appendix 1 : Syllabus .................................................................................56

Appendix 2 : Students’ Essay......................................................................62

Appendix 3 : Errors Analysis in the Form of Modal Auxiliary Verbs .......75

Appendix 4 : Letter of Research Recommendation ....................................81

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CHAPTER I

INTRODUCTION

A. Background of the Problem

Writing is one of the four skills that is important to be mastered by students. In

writing, the writer can do interaction, give information and share the feeling for

one another. By writing, the writer can improve her/his intellectuality and

creativity in sharing ideas. Writing also allows the writer to bring together and

connect new or old ideas.

Meyer (2005: 2) states that writing is speaking to others on paper or on a

computer screen. By writing, people can express or share their ideas, give

information, and create communication well. Writing is party a talent, but it is

mostly a skill. Writing is also an action or process of discovering the writer ideas

and putting them on paper. Therefore, writing is a communication between the

writer and the reader on a paper or computer media.

Linse (2005: 98) states that writing is a combination of process and product.

The process refers to the act of gathering ideas and working with them until they

are presented in a manner that is polished and comprehensible to readers. Process

and product mean that the writer can be imagines, organizes, drafts, edits, reads,

and rereads their writing.

In addition, Javed (2013:130) says that writing is the one of the basic skills of

the English language. It is generally considered one of the most difficult that other

skills for foreign language students. Even native speakers feel difficulty in

showing a good command of writing.

However, writing is considered as a difficult skill. In writing, the writer tries

to express her or his idea in written expression that comes from her or his emotions,

thought, and desires. Therefore, it requires skill rather than knowledge. So, in good

writing, the writer must explain her or his idea as clear as possible to make the

readers understand. In fact, sometimes in writing process, the writer cannot write

clearly and cannot use correct grammar, and punctuation. Consequently, he or she

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gets difficulties in writing.

In English Teaching Department of IAIN Batusangkar, writing is one of

compulsory subjects. Hopefully, through this subject the students can improve

their writing skill. So, they have good ability in writing. In English Department,

writing is one of important subjects that the students should follow. Because, in

writing subject the students will learn how to be a good writer. It is because as the

teacher next time and to graduate in this college they should make a thesis as

requirement to finish his/her studies. Sometimes, writing is difficult to learn by the

students. When they write, they should have good knowledge, vocabulary, and

others. If they lack of knowledge, they will be difficult to write what they want to

write.

In academic writing, there are some aspects that should be considered by the

students to produce good quality of writing. According to Brown (2003:244), there

are several aspects in producing good quality of writing, they are organization,

logical development ideas, grammar, mechanics, style, and quality of expression.

One of the aspects of good quality of writing is grammar. Correct grammar

allows the writer effectively expresses his though, ideas with good organization.

Grammar is important component of writing. Grammar is needed to ovoid

misunderstanding of the reader. But, if the writer delivers some errors in writing,

it will make reader confuse. According to Wibowo (2011:12) if the language is not

grammatical, it is never been spoken because people not only be able to get ear of

meaning but also get communication about meaning.

Henry and Roseberry in Thing et al in Maulani (2018:5) define grammar error

as one in which there is violation of productive rule of language. It means that

grammatical error is structure of word that is not appropriate or unstructured.

Besides, grammatical errors can be happened such as: omission, addition,

misinformation, and misordering.

As the preliminary research at third semester students of English Department

of IAIN Batusangkar, the researcher found some errors in their essay. The data is

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their final examination. After checking the data, the researcher found some

problems in students’ essay, such as punctuation, paragraph organization, and also

grammatical errors. In this case, the researcher focused on grammatical errors. The

researcher found many errors of grammar, such as in using pronoun, verb-

agreement, modal auxiliary and others. Dealing with the result of the preliminary

research, the researcher focused on modal auxiliary verb, the researcher analyzed

error in form of modal auxiliary verb found on students’ essay.

Quirk and Greenboum in Nartey (2014:22) states Modal Auxiliary sometimes

called ‘helping verbs’, modal auxiliary verbs are ‘little’ words that precede the

main verb of a sentence, and are largely used (across registers) to express a

speaker's or writer's "opinion or attitude towards the proposition that the sentence

expresses or the situation that the proposition describes. For this reason, modal

auxiliary verbs may be involved in the expression of time, necessity, possibility,

permission and obligation as well as such grammatical phenomena as negation,

affirmation and questioning.

Modal auxiliary verb is important to show necessity, possibility, permission

and obligation. Modal auxiliary verb looks simple but students still make errors in

constructing it into a sentence. Here are examples of error sentences that are made

by students in the forms of modals: It is your live, you must can do it. My mom can

calls me 15 times in one day. I can felt my mother very care with me.

The first example is incorrect, because the student used double modal auxiliary

verb “must” and “can”. The student does not need to use “must’ and “can” at the

same time. The correct form is “It is your live, you can do it”. The second example

is incorrect because the student added “s” in the end of verb. Modals do not take a

final-s, even when the subject is he, she, or it. So, the correct one is “My mom can

call me 15 times in one day”. The third example is incorrect, because the student

used verb two after modal auxiliary. After modal auxiliary, the verb should be verb

one and also do not take final-s even when the subject is he, she, or it. So, the

correct sentence is “I can feel my mother very care with me”.

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Based on the examples above, there are some errors in forms of modal auxiliary

made by students. It means the students still have problems in using modal

auxiliary.

Based on the phenomenon above, the researcher is interested to conduct the

research about Error analysis of Modal Auxiliary Verb Found on Students’ Essay

(A Study of the Third Semester Students of English Department of IAIN

Batusangkar Registered in 2018/2019).

B. Research Focus and Question

Based on the background of the problem above, the researcher focused on

analyzing of modal auxiliary verb error found on students’ essay by the third

semester students of English department of IAIN Batusangkar registered in

2018/2019 academic year.

Based on the focus of the research above, the researcher stated the research

question to: what are grammatical errors in the form of modal auxiliary verb found

on students’ essay?

C. Definition of the Key Terms

To avoid misunderstanding in this research, the researcher divided the key

terms of this research as follow:

1. Essay is one way to express someone’s idea in writing that contains more than

one paragraph. Essay in this research are made by the Third Semester Students

of English Department of IAIN Batusangkar Registered in 2018/2019

Academic Years as their final examination.

2. Modal auxiliary verb is the word that help the other words to make function

of grammatical. In addition, help the word to have a meaning. Modal auxiliary

verbs in this research are made by the students on their essay in genre based

writing subject.

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D. Purposes of the Research

The purpose of this research is to describe errors in the form of modal

auxiliary verb found on students’ essay of the third semester students of English

Department at IAIN Batusangkar in 2018/2019 academic year.

E. Significance of the Research

The research is hoped to give contribution for:

1. Students

This research hopefully can give the information to the students about their

capabality in using modal auxiliary verb on their essay.

2. Lecturers

This research hopefully can give information to the lecturer about students’

capability in using modal auxiliary verb on their essay.

3. Researcher

This research hopefully will give the valuable experience to researcher, and also

as one of the requirements for the researcher to get academic degree (S1) at

IAIN Batusangkar.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theories

1. Writing

a. Definition of Writing

According to Nunan (2003:880), writing is the physical act of

committing words or ideas to some medium, whether it is hieroglyphics inked

onto parchment or an e-mail message typed into a computer. On the other hand,

writing is the mental work of inventing ideas, thinking about how to express

them, and organizing them into statements and paragraphs that will be clear to

a reader.

Linse (2005: 98) states that writing is a combination of process and

product. The process refers to the act of gathering ideas and working with them

until they are presented in a manner that is polished and comprehensible to

readers. Process and product mean that the writer can be imagines, organizes,

drafts, edits, reads, and rereads their writing. Meanwhile, Harmer (2004:33)

writing is frequently useful as preparation for some other activity, in particular

when students write sentences as a preamble to discussion activities.

Writing is way of expressing ideas and communication with others.

According to Meyer (2004: 2), writing is speaking to others on paper or a

computer screen. It means that the media used in writing are paper or computer.

Writing is also an action or a process in discovering and organizing the writers’

idea and putting them on paper, reshaping, and revising them.

Based on the explanation above, it can be concluded that writing is a

process of transferring ideas, thought, and feeling from the writer to the reader

through words. It is a complex cognitive activity because it needs some

considerations since the readers are not present at the same time and the writer

does not know the readers’ response toward his/her writing.

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b. Purpose of Writing

The purpose of writing is not only to give information and message to

the reader, but also is the way for writer to communicate with the readers. by

writing, the writers can express and share their ideas to the readers. For

example, someone write a book. It may wish to give information or knowledge

to the readers. So, before writers write something they should know what their

writing for.

According to Grenville (2001:10) There seem to be so many different

kinds of writing: novels, poems, short stories, scripts, letters, essays, reports,

reviews, instructions...all quite different. But they’re all writing. They all have

the basic aim of getting ideas from one brain into another. Any piece of writing

will be trying to do at least one of the following things:

1. Writing to entertain

Entertain does not mean always to make readers laughing. Think what

it’s like to be a reader—you can be entertained (emotionally gripped) by

something very serious, even sad, as well as by something funny. An

exciting plot can involve your emotions, too, by creating feelings of

suspense. Writing that involves emotions can also be reflective and

contemplative. Writing to entertain generally takes the form of so-called

‘imaginative writing’ or ‘creative writing’ (of course, all writing requires

some imagination and creativity). Examples of imaginative writing are

novels, stories, poems, song lyrics, plays and screenplays. Sometimes

imaginative writing disguises itself as a ‘true story’ for added effect.

2. Writing to inform

These kinds of writing can also be ‘entertaining’ in the sense that they’re

a good read. But entertaining the reader isn’t their main purpose—that’s just

a bonus. Examples of writing to inform are newspaper articles, scientific or

business reports, instructions or procedures, and essays for school and

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university. It means writing to inform tells the readers about something

important.

3. Writing to persuade

Writing for persuade convinces the readers to do or not to do something.

This includes advertisements, some newspaper and magazine articles, and

some types of essay. This type of writing might include your opinion, but

as part of a logical case backed up with evidence, rather than just as an

expression of your feelings. I mentioned above that imaginative writing

occasionally pretends to be a true story, but if you’re writing to inform or

persuade, you shouldn’t make things up.

In addition, Rozakis in Nurya (2013: 13), states that there are four

purposes in writing. There are: to explain: manuals, term papers, textbooks,

articles, news stories. To persuade: critical, reviews, resumes, job evaluations

speeches. To describe: poems, journals. To tell a story: autobiographies,

anecdotes, short stories, novels.

Based on the explanation above, the researcher can conclude that any

piece of wring will be trying to do at least one thing. The purposes of writing

are to explain or to inform, to entertain, and to persuade the readers.

c. Components of Good Writing

In writing, the writer needs to consider the components of writing. By

considering the components, the writer will write well. According to Brown

(1994: 342), writing has six categories as the basic for writing ability which

can be used to evaluate students writing. They are:

1. Content/Ideas

It consists of topic sentence and supporting ideas. Good content will give

good contribution to the writing itself.

2. Organization

It consists of topic sentence, controlling idea, and conclusion.

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3. Discourse

It consists of a topic, a topic sentence, supporting sentences, unity, and

coherence.

4. Syntax

It is related to the form used based on the types of paragraph.

5. Vocabulary/Word Choice

It is related to the words used suitable to kind of paragraph.

6. Mechanics

Mechanic consists of spelling, punctuation, citation of reference, neatness,

and appearance.

Based on the explanation above, it can be concluded that there are some

components that should the writer know and pay attention when his/ her write

something. There are contents/ideas, organization, discourse, syntax,

vocabulary/word choices, and mechanic.

d. Kinds of Writing

Brown (2004: 220) explains that writing can be divided into four kinds.

The first one is imitative. Imitative is to produce written language, in the

fundamental, basic tasks of writing letters, words, punctuation, and very brief

sentences. The second one is intensive. Intensive is producing appropriate

vocabulary within a context, collocations and idioms, and correct grammatical

features up to the length of a sentence. The third one is responsive. Responsive

is to perform at a limited discourse level, connecting sentences into a paragraph

and creating a logically connected sequence of two or three paragraph. The last

one is extensive. Extensive is imply successful management of all the processes

and strategies of writing for all purposes, up to the length of an essay, a term

paper, a major research project report, or even a thesis. So, there are several

kinds of written performance that capture the range of written production are

imitative, intensive, responsive, and extensive.

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Kane (2000: 6) categorizes four kinds of writing. The first one is

exposition. Exposition is constructed logically. It organizes around cause or

effect, true or false, less or more, positive or negative, general or particular,

assertion or denial. The second one is description. Description deals with

perceptions most commonly visual perceptions. Its central problem is to arrange

what we see into a significant pattern. The third one is narration. Narration is a

series of related events a story. Its problem is twofold: to arrange the events in

a sequence of time and to reveal their significance. The last one is persuasion.

Persuasion seeks to alter how readers think or believe. It is usually about

controversial topics and often appeals to reason in the form of argument,

offering evidence or logical proof.

In conclusion, there are several kinds of writing based on various effects

the writer may wish to have on his or her readers. They are exposition,

description, narration, and persuasion.

Based on the theories above, it can be concluded that there are many

kinds of writing. Kane categorizes based on the various effects the writer may

wish to have on his or her readers. They are imitative, intensive, responsive,

and extensive. In other side, Brown categorizes based on written performance

that capture the range of written production. They are exposition, description,

narration, and persuasion.

e. Writing Process

Oshima and Hogue (2007:15) state the process of writing has roughly

four steps. In the first step, create ides, in the second step, organize the ideas.

In the third step, write a rough draft. In the final step, polish your rough draft

by editing it and making revisions.

According to Harmer (2007:4) writing is a never one-step action.

Writing as one of productive skills needs a process. This process sues writer to

write in sequence stages. The writing process is the stages that a writer goes

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through in order to produce something (a written text) before to be a final draft.

There are four process of writing:

1. Planning

At this stage, writers must think about three main issues, those are the

purpose, the audience (the reader), and the content structure. The purpose of

writing will influence not only the type of text which writers wants to produce.

the language which writers use, but also the information which writers choose

to include. Secondly, the writer must think of the audience will influence not

only the shape of the writing (how it is laid out or how the paragraph is

structured). Thirdly, writers have to consider the content structure of the piece.

It means that the writers have to consider how best to sequence the fact, ideas,

or argument in their writing.

2. Drafting

The drafting stage is where the writer really begins writing. The most

important thing here is to get words onto paper. After you have finished in

planning, you can continue to the next step (drafting). The first draft on your

paragraph, the students have to use the ideas from planning as a guide as you

write, remember to:

a) Begin with a topic sentence that states the main ideas, include several

sentences that support the main idea.

b) Stick the topic does not include information that does not directly support

the main idea.

c) Arrange the sentences so that the other ideas make sense

d) Use signal words to help the reader understand how the ideas in your

paragraph connected.

3. Editing (revising)

It is almost impossible to write a perfect paragraph on the first draft. Perhaps

the order of information is not clear or the discourse marker is wrong. The way

to revise and improve the first draft is called editing. Writers edit their own or

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their peer’s work for grammar, spelling, punctuation, diction, sentence

structure, and accuracy of supportive textual material such as questions,

examples and the like in this case. The writer can consider some steps for

editing, those are follows:

a) Add new ideas to support the topic.

b) Cross out sentence that do not support the topic.

c) Change the order of the sentences.

4. Final Version

In this stage, writer has produced the final version from his/her writing

result to his/her teacher. The final step of the writing process is publishing. This

means different things depending on the piece you are working on.

Tyner (2016:5) also states there are some writing process that is similar

for most writers, both amateur and professional, that includes prewriting,

drafting, revising, and editing. While all writers don’t follow the process in

exactly the same way, and may combine and configure parts of the process

differently, there are enough similarities about how people write to conclude

that writing, at its best, is a process-oriented task that includes these steps:

1. Prewriting: anything the writer do to prepare to write his/her paper:

thinking about the topic, jotting down some ideas, considering the essay’s

organization, deciding the writing purpose.

In each “prewriting” section, the writer prepares to write the first draft

of his/her paper by selecting a topic to write on and giving some thought to

what the writer may want to include in his/her essay. In the prewriting

sections of the text, the writer will use a variety of prewriting strategies that

writer may find useful for different writing tasks.

2. Drafting: writing essay for the first time – getting ideas on paper - keeping

in mind the prewriting thoughts.

After complete prewriting work, writer is ready move on to the drafting

process, putting his/her experience into words. The first draft will be

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followed by a second revised draft and additional drafts if necessary.

Drafting is a part of the writing process for most writers.

Why do writers write drafts of an essay? Writing is a complex task, and

seldom can any writer create a final, polished essay in one writing. The

complexities of writing include choosing the best words to express your

thoughts, organizing thoughts in the most effective manner, including the

best details and examples to develop your thoughts, adding new ideas as

you write that you hadn’t previously considered, assessing the impact of

your writing on readers, and making sure that your paper is free of spelling,

punctuation, or grammar errors.

Even the most experienced writers can’t accomplish everything they

want in a single draft. The drafting process is the natural way that most

people improve a piece of writing. Writers create and revise drafts because

that is how they write best. We have learned that through years of analyzing

how writers write, including student writers.

3. Revising: making any changes in the draft that will improve it: adding some

detail, rewording some sentences.

The writer can read it over to see what his/her might improve. In each

unit, writer is given some specific guidelines for revising his/her drafts

based on the type of writing his/her is doing and the revision emphasis for

that unit. Revising essays in different units will help writer develops a

mental checklist for revising any writing his/her may do.

The purpose of revision is simple: to make the writing better. Improving

a draft seldom means a major overhaul of what you’ve written. Instead, it

might include adding a detail here or an example there to develop a thought,

rewording some sentences to make them clearer or smoother, dividing an

overly long paragraph into two, moving a particular sentence to a more

effective location, or strengthening the opening or conclusion of the paper

to make a greater impact on readers.

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In this first “Revision” section, writer works on improving your

sentence wording. This consideration is common to all writers, something

you will focus on throughout the course.

4. Editing: proofreading the paper for errors involving grammar, punctuation,

or spelling and making any needed corrections.

The writer may has noticed that during all of the writing and revising

instruction, not a word has been written about grammar, punctuation, or

spelling. The reason is that editing the essay – finding and correcting any

errors in grammar usage, punctuation, or spelling – is generally the final

step in the writing process.

Based on the theories above, the researcher can conclude that there are

some processes of writing. Even the experts mention different of processes

but the point is the same. The processes are pre-writing, drafting, revising

and editing.

2. Essay

a. Definition of Essay

Essay is one way to express someone’s idea in writing that contains

more than one paragraph. Oshima and Hague (1999:100) state that an essay is

a piece of writing several paragraphs long instead of just one or two paragraphs.

The topic of an essay is too complex to discuss in one paragraph. Therefore, we

must divide the topic into several paragraphs.

In Addison, Meyer (2005:38) states definition of essay as follow:

An essay is an organized discussion of a subject in a series paragraph.

A paragraph and essay actually share many traits. Essay explorers a

broader topic, which it introduces in a thesis statement and supports in

separate paragraph. The thesis statement helps determine and shape the

content of the entire essay. An essay is not simply a longer version of

paragraph. The content of an essay is more complex and needs more

development. However, the essay is similar to the paragraph in

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structure, for it contains three parts: introductory paragraph, body, and

concluding paragraph.

Mayers (2005:38) state that essay is an organized discussion of a subject

in a series of paragraphs. A paragraph and an essay actually share many traits.

In an essay is not simply a longer version of a paragraph. The content of the

essay in more complex and needs more development.

In short, an essay is complex. It has more than one paragraph consists

of introductory, body and concluding paragraph in single idea. The topic of an

essay is too complex to explain or disscuss in one paragraph.

b. Components of Essay

Oshima and Hogue (1999:101) state that there are three main

components of essay. The first component is introductory paragraph.

Introductory paragraph is consisted of two parts. They are general statement

and thesis statement. A few general statement about subject aim to attract

reader’s attention. While thesis statement aims to state the specific subdivisions

of the topic and/or the “plan” of writer’s paper. A thesis statement for an essay

is just like a topic sentence for paragraph. It names the specific topic and the

controlling ideas or major subdivisions of the topic.

The second component of essay is body paragraph. It consists of one or

more paragraphs. In body paragraph, there are topic sentence, supporting

sentence and concluding sentence. The last component of essay is concluding

paragraph. The conclusion in an essay, like the concluding sentence in

paragraph, is a summary or review of the main point discussed in the body.

Based on the explanation above, it can conclude that the components of essay

are introductory, body, and concluding paragraph.

In addition, Mayers (2005:38), Oshima and Hogue (2006:57), and

Boardman and Frydenberg (2002:87) agrees about an essay consists of three

16

main parts, namely introductory paragraph, body paragraph and concluding

paragraph. They are as follow:

1. Introductory Paragraph

Introductory paragraph is the first paragraph of the essay attracts the

readers’ interest make the primary claim of the essay in a thesis statement,

and may introduce the ideas of the body paragraph. Introductory paragraph

consists of two parts: First, a few general statements about subject to attract

readers’ attention. Second, thesis statement to state the main topic and the

specific subdivision of the topic and usually the last sentence in the

introductory paragraph.

2. Body of Paragraph

Body paragraph consists of one or more paragraphs. In bode paragraph

there are topic sentence, supporting sentence, and conclusion. There are

three important points to remember about the topic sentence such as; the

first, a topic sentence contains a subject, and a verb usually complement.

The second, a topic sentence contains both a topic and a controlling idea.

The third, a topic sentence gives only the main idea; therefore, it is the most

general statement in the paragraph.

3. Concluding Paragraph

Concluding paragraph is the last paragraph of the essay-ties all the

essay’s ideas together and includes are strong ending and usually restates

the thesis and summarizes the main idea. The concluding in an essay, like

the conclude sentence and paragraph or summary or review of the main

points discussed in the body. The concluding sentence as a signal in the end

of paragraph, there are some signals that usually used in ending paragraph,

such as: finally, in conclusion, in summary, therefore, thus, as a result,

indeed and in brief. It should never introduce new information about the

topic of the essay. It means that the concluding paragraph didn’t have

another explanation about the topic that have discuss.

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Based on the theories above, there are three parts of writing an essay.

They are, introductory, body, and concluding paragraph. Introductory

paragraph has two parts. They are general statement and thesis statement. Its

purpose is to capture the reader’s interest to provide background information,

to state the main idea of the essay in thesis statement next is body paragraph. In

body paragraph, each of paragraphs develops a subdivision of the topic. It

develops and supports the thesis by breaking it down into smaller ideas. The is

concluding paragraph. It states the summary of the main ideas, or a restatement

of the thesis and the final comment on the topic. In concluding paragraph, it

never introduces new information about the topic of the essay.

3. Grammar

a. Definition of grammar

In communicating, one needs appropriate structure of words to become

an understandable sentence. It is not only about what to say but how to say it.

It is influence by number of factors. Those factors can be caused by someone’s

mastery of vocabulary items, correctness of pronunciation, and understanding

the grammar. Brown (1978:362) states that grammar is the system of rules

governing the conventional arrangement and relationship of words in a

sentence. Furthermore, he explains that grammatical competence occupies a

prominent position as a major component of communicative competence.

Without the structure of organizational constraints impose of someone’s

communicative attempts, his/her language would simply be chaotic.

According to Harmer (2004:12), grammar of a language is the

description of the ways in which words can change their forms and can be

combined into sentences in that language. If grammar rules are too carelessly

violated, communication may suffer. Although creating a good grammar rule is

extremely difficult.

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Thornbury (1999:1) sates grammar is partly the study of what form (or

structures) are possible in a language. Traditionally grammar has been

concerned almost exclusively with analysis at the level of the sentence. Thus a

grammar is a description of the rules that govern how a language’s sentences

are formed.

Grammar is the state that science that teaches learner how to read, speak,

and write English well and properly (Suryadi in Wibowo, 2011:3). Grammar is

the study of science of rules for the combination of words into a sentence

(syntax) and the form and words (morphology).

According to Biber et al. (2005:2) most grammars have focused on

structure, describing the form, and sometimes meaning of grammatical

instructions out of context. Penny Ur in Emmaryana (2010:17) states that

grammar is sometimes defined as the way words are put together to make

correct sentences.

In conclusion, grammar is partly the study of form or structure and also

appropriate roles of combining the words become understandable sentence.

Without grammar, it would be hard to understand what people says or writes.

b. Part of Speech

According to Suswati and Yuliana (2009-1-2-3) state that part of speech

are the basic types of words that English has. Most grammar books say there

are eight parts of speech: nouns, verbs, adjectives, adverbs, pronouns,

conjunctions, prepositions, and interjections.

It important to be able to recognize and identify the different types of

words in English. So that grammar explanation can be understood and used

correctly. This is a summary of the eight of parts of speech.

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Table 2.1

Parts of Speech

Parts of

speech

Function or

“job”

Example words Example sentences

Verb Action or state (to) be, have, do,

like, work, sing,

can, must.

EnglishClube.com is a

website. I like

EnglishClube.com

Noun Thing or person Pen, dog, work,

music, town,

London, teacher,

john.

This is my dog. He

lives in my house. We

live in London.

Adjective Describes a

noun

a/an, the, 69,

some, good, big,

red, well,

interesting.

My dog is big. I like

big dog.

Adverb Describes a

verb, adjective

or adverb

Quickly,

silently, well,

badly, very,

really,

My dog eats quickly.

When he is very

hungry. He eats really

quickly.

Pronoun Replaces a noun I, you, he, she,

some

Tara is indian. She is

beautiful.

Preposition Links a noun to

another word

To, at, after, on,

but,

We went to school on

Monday.

Conjunction Joins clauses or

sentences or

words

And, but, when I like dogs and I like

cats. I like cats and

dogs. I like dogs but I

don’t like cats.

Interjection Short

exclamation,

sometimes

inserted into a

sentence

Oh!, ouch!, hi!,

well

Ouch! That hurts!

Hi! How are you?

Well, I don’t know.

Learning about the parts of speech is the first step in grammar study just

as learning the letters of the alphabet is the first step to being able to read and

write. From learning the parts of speech, we begin to understand the use or

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function of the words and how words are joined together to make meaningful

communication.

When we look up a word in a dictionary, we will find not only the

meaning of the word but also what parts of speech it is. This information is very

helpful in understanding the full meaning of the word and knowing how to use

it.

4. Verb

a. Definition of Verb

Suswati and Yuliana (2009:54) state the verb is king in English. The

shortest sentence contains a verb. You can make one-word sentence with a verb,

for example: “Stop!”. You cannot make one-word sentence with any another

type of word.

Verbs are sometimes described as “action verbs”. This is partly true.

Many verbs give the idea of action, of “doing” something. For example, words

like run, fight, do and work all convey action. But some words do not give the

idea of action; they give the idea of existence, of state. Or of “being”. For

example, verbs like be, exist, seem, and belong all convey state.

A verb always has a subject. (in the sentence “John speaks English”,

John is the subject and speaks is the verb). In simple terms, therefore, it can be

said that verbs are word that tell us what a subject does or is.

In addition, McDouall (2008:106) states verbs are commonly known as

‘doing words’. They refer to an action, an event, or a state of being. Here are

examples of verbs:

1) Examples of verbs referring to an action are: bring, read, and run.

2) Examples of verbs referring to an event are: decompose, glitter, and melt.

3) Examples of verbs referring to a state of being are: exist, stand, and recline.

In English, verbs can be divided into two groups, regular verbs and

irregular verbs. Regular verbs are simple to conjugate; to indicate the simple

21

past, for example, simply add the suffix –ed to the root of the word.

Unfortunately, irregular verbs do not follow such a neat pattern, and their

conjugated forms must be learned through memorization.

In short, verbs are very important. Verbs are described as action or

existence (for example: fight, run, seem, belong). you can make a one-word

sentence with verb. you cannot make sentence without using a verb.

b. Function of Verb

According to Suswati and Yuliana (2009:54) verbs usually describe:

1. Action (Ram plays football).

2. State (Anthony seems kind).

There is something very special about verbs in English. Most other

words (adjectives, adverbs, preposition etc) do not change in form (although

nouns can have singular and plural forms). But almost all verbs change in form.

For example, the verb to work has five forms: to work, work, works, worked,

working.

According to Berry (2012:28) verbs are an open word class. In terms of

grammar (rather than lexis) they are the most important word class because they

are the central element in clauses; each full clause must have a verb, and they

determine what other elements will be present.

Traditionally, verbs are said typically to denote actions. There are two

problems with this. First, nouns such as running, singing, fight or laughter also

denote or imply actions. Second, many verbs are not to do with actions. They

can also be to do with events, processes, states, relationships, and so on:

1) The building collapsed.

2) It snowed yesterday.

3) I want some chocolate.

4) I have three sisters

In other words, verbs do not just denote actions.

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According to (358) there are three major classes of verbs: lexical verbs

(also called full verbs, e.g. run, eat), primary verb (be, have, and do), and modal

verbs (e.g. can, will, might etc). These classes are distinguished by their roles

as main verbs and auxiliary verbs. Lexical verbs comprise an open class of

words that function anly as main verbs: the three primary verbs can function as

either main verbs or auxiliary verbs; and modal verbs can function only as

auxiliary verbs.

Based on explanation above, the researcher can conclude that verbs are

special in English because verbs can change in form. verb have three types, they

are lexical verb, primary verb, modal verb. Verbs usually describe action and

state.

5. Modal Auxiliaries

a. Definition of Auxiliaries

Manaf in Mukandan (2011:79) says Modal Auxiliary verbs have always

formed an important part of the grammar and semantics of most languages,

including English because they are not only auxiliaries in the prescriptive

grammarian sense but they also appear to contribute to the semantics of

communication. Gueron and Lecarme (2008) support the fact that grammar

devotes a lot of space to modality, and that modal sentences containing modal

verbs occupy a unique position within this grammatical space.

Modal auxiliary or called modal verbs may sound difficult but in fact

they are easy. They are invariable (no conjunction). And the main verb is

always the “bare ifinitive” (without “to”). Modal auxiliaries generally express

a speakers’ attitudes, or “mood”. For example, modal can express that a speaker

feels something necessary, advisable, permissible, possible, or probable; and in

addition, they can convey the strength of these attitudes. These are the modal

verb can, could, may, might, must, will, would, shall, should, ought, and need.

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They are different from the other three auxiliary verbs (do, be and have) in two

ways.

Firstly, they have special grammatical features (for instance, they have

no infinitive and the third person singular has no s). And secondly, most modal

verbs have not only a grammatical function, but also a “dictionary meaning”:

for instance, must can mean „be obliged to‟ (do, be and have do not really have

“meaning”) of this kind when they are used as auxiliary verbs).

Biber et al (2005:103) states that auxiliary verbs occur before main verb

and qualify the meaning of main the verb. English auxiliary verbs, as the name

implies, are simply called helping verbs or supporting verbs (Oxford Advanced

Learners of Current English 1995).

In addition, Alfiyani (2013:41) argues that a helping verb assists the

main verb in sentence. In interrogative sentence, the helping verb usually

separated with the main verb.

In conclusion, modal auxiliaries are words that helps main verb to help

meaning in the sentence. Modal auxiliaries occur before main verb and qualify

meaning of main verb. In interrogative sentence, the helping verb usually

separated with the main verb.

b. Kinds of Auxiliaries verb

According to Alagbe (2009:56) English auxiliary verbs are two kinds,

they are:

1. Primary Auxiliary Verbs

Alagbe (2009:58) states that each of grammarians identified ‘Be’,

‘Have’, and ‘Do’ as the English primary auxiliary verbs which function

both as auxiliary and lexical verbs. Ann is learning English and they had

two children. There are three primary auxiliary verbs: be, have, and do.

They have inflections like lexical verbs, but are normally unstressed. The

same verbs be, have, and do can also act as main verbs.

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Table 2.2

Primary Auxiliary Verbs

Base Present

tense

Past tense Ing-

participle

Ed-

participal

Be Is, am, are Was, were Being Been

Have Have, has Had Having Had

Do Do, does Did Doing Done

(a) The auxiliary be is used for progressive aspect or continuous: she was

thinking about you

(b) The auxiliary be is also used for passive voice: it was sent over there.

(c) The auxiliary do is used for negative statement and in question, this

is known as do insertion: did he sell it?, this does not make sense.

2. Modal Auxiliary verbs

According to Suswati and Yuliana (2009:56) state that modal auxiliary

verbs are used to modify the meaning of main verb in some way. A modal

helping verb expresses necessity or possibility, and changes the main verb

in sentence. These are the modal auxiliary verb: can, could, may, might,

will, would, shall, should, must, ought to.

In English, such verbs have largely replaced the subjunctive mood, and

three kinds of modality can be distinguished for them: (1) epistemic

modality, which expresses a judgment about the truth of a proposition

(whether it is possible, probable, or necessarily true): John may be in his

office. (2) Deontic modality, which involves the giving of directives (in

terms of such notions as permission and obligation): You must leave

immediately. (3) Dynamic modality, which describes such properties as

ability and volition to the subject of the sentence: I can come. Often the

same modal verb is used for more than one kind of modality: may for

possibility (It may rain tomorrow) and permission (You may smoke now);

25

must for necessity (The plane must have landed by now) an obligation (I

must go).

Azhar (2002:151) states modal auxiliaries generally express speakers’

attitudes. For example, modals can express that a speaker feels something

is necessary, advisable, permissible, possible, or probable; and, in addition,

can convey the strength of those attitudes.

According to Azhar (1989:68) states that the types of Modal Auxiliaries

can be divided into two kinds. First, modal auxiliaries with different

meaning such as: can, could, had better, may, might, must, ought to, shall,

should, will, and would. Second, modal auxiliaries with similar expression

such as: be able to, be going to be supposed to, be to, have to, have got to,

used to. Modal and semi modals can be grouped into three major categories

according to their main meaning (excluding used to, which relates to past

time).

(a) Permission/possibility/ability: can, could, may, might

(b) Obligation/ necessity: must, should, had better, have (got)to, need to,

ought to, be supposed to

(c) Volition/prediction: will, would, shall, be going to.

Berry (2012:106) states Modality is to do with the way statements are

qualified by speakers to show that they are not facts, either because there is

some personal element involved in their realization, or because they are

seen as lacking certainty. You must do it. It might rain.

Sentences without modality are presented as facts: I saw him yesterday.

It’s raining.

There are nine ‘central’ modals: can, could, may, might, will,

would, shall, should, must. They are easy to identify as they all possess

the following formal features:

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1) they have only one form; unlike verbs (and the primary auxiliaries)

there is no infinitive, past tense, third-person -s form, -ed or -ing

participle.

2) they are followed by the bare infinitive of verbs: I can see.

3) they form negatives directly with not: I may not come.

4) they invert to form questions: Can I come?

In these last two respects they are like the primary auxiliaries.

But unlike the primary auxiliaries they do not combine with one

another; only one modal is possible, as the first element in the verb

phrase.

c. Sentence Patterns of Modal

According to Oshima and Oaline in Sudirman (2007:9) sentence is a

group of word that contains at least object and one verb. A sentence expresses

a complete thought:

1. Positive Sentence

The pattern of modal auxiliary in the positive sentence is:

S + Modal Auxiliary + V ( infinitive without ‘to’ + o/c)

E,g: Rifah can speak English well

2. Negative Sentence

The pattern of modal auxiliary in the negative sentence is:

S + Modal Auxiliary + not + V (infinitive without ‘to + o/c)

E,g: Rifah cannot speak English

3. Introgative Sentence

The pattern of modal auxiliary in the negative sentence is:

Modal Auxiliary + S + V (infinitive without ‘to’ + o/c)

E,g: Can she speak English well?

Azhar (2002:151) says modal do not take a final –s, even when the

subject is she, he, or it. Modal are follow immediately by the simple form of

27

verb. For example: she can do it. The only exception is ou ght, which is

followed by an infinitive (to + the simple form of a verb). For example: he ought

to go to the meeting.

d. Possible Errors in the form of Modal

according to Azar (1989:68), possible errors in the forms of modal

auxiliary verbs are:

table 2.3

Possible Errors in the Form of Modal

No Incorrect Correct

1 She can to see it. She can see it.

2 She cans see it. She can see it.

3 She can sees it. She can see it.

4 She can saw it She can see it.

5 Can you please to pass the rice?. Can you please pass the rice?.

6 Do you can see it?. Can you see it?.

7 They don’t can go there. They cannot go there.

6. Nature of Errors

Writing is not easy for the students. Students have the difficulties in

choosing an appropriate words, phrases, preposition, pronoun, etc.

Consequently, errors cannot be ignored by the students in writing. Dulay in

Nina (2005:13) states that errors are the flawed side of learner speech or writing.

Making errors is an inevitable part of learning. People cannot learn language

without first systematically commiting errors. It’s commonly happened in a

learning process, because the people or the students still learn the target

language step by step.

Then, Brown (2000:217) states that a mistake refers to a performance

error that either a random guess or a “slip”, in that it is a failure to use system

correctly, while an error is a noticeable deviation from the adult grammar of a

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

28

Next, Corder in Freeman and Long (1991:59) defines a mistake is a

random performance slip caused by fatigue, excitiment, etc, and therefore can

be readily self-corrected. An error is a systematic deviation made by learners

who have not yet mastered the rules of the L2. A learner cannot self-correct an

error because it is a product reflective of his or her current stage of L2

development, or underlying competence.

Furthermore, Harmer (2007:96) devides mistake into three categories.

Slips are mistakes which students can correct themselves, once the mistake has

been pointed out to them. Errors are mistakes which they cannot correct

themselves and which, therefore, need explanation. And attempts are mistake

that students make when they try to say something but do not know how to say

it yet.

Based on the explanation above, the researcher concludes that an error

is a systematic deviation made by learners who have not mastered the rules of

the L2 yet. A learner cannot self-correct an error because it is a product

reflective of his or her current stage of L2 development, or underlying

competence.

a. Types of Errors

There are several types of errors. Thornbury (1999:114) states that there

are three types of errors. They are as follows:

1. Lexical Errors

a) Learners make mistakes when they have chosen the wrong word for the

meaning that wants to express.

b) Learners have chosen the wrong form of the word.

c) The lexical errors also include mistakes in the words are combined.

2. Grammatical Errors

3. Discourse Errors

Thornbury (2004:114) explains there are three types of errors. They are

lexical errors, grammar errors, and discourse errors. Lexical Errors are the

29

errors are concerned with errors in word choice to make one meaning correctly.

For example: “the Sunday night past” the correct one is “last Sunday night”.

Grammatical Errors are the errors can be in choosing verb form and tense. For

example: “the doorbell rangs” the correct one is the “bell rang”. Dicourse

Errors are concerned with organize and to connect sentences in the text. For

example: “at last suggests” the solution to this problem is “eventually” would

have been better in this context.

Based on the explanation above, it can be summed up the types of errors

can be classified into several categories, they are: lexical errors, grammatical

errors, and discourse errors.

b. Analysis of Errors

According to Brown (2000:218) there are several procedures of error

analysis. They are as follows:

1. Identifying Errors

The first procedure that should be followed by the researcher in

analyzing learners’ errors is to identify them. In identifying errors, the

researcher has to compare learners’ sentence procedure with what seem the

correct sentences in the target language which correspond with them.

2. Describing Errors

After all of the errors have been identified, they can be described and

classified into types. One of the examples of classifying the errors is

classifying into grammatical categories. The advantages of classify errors

in these ways can help the researcher to diagnose learners’ learning problem

and to plot how changes errors pattern occur over time.

3. Explaining Errors

In explaining errors, the researcher has to explain what kinds of errors that

have been made by the learners. Because some errors are common only to

learners who share mother tongues manifest the same linguistic property.

30

The errors are classisfied into categories like the following: errors in

using past tense, errors in using past continious tense, errors in using simple

future tense, errors in using verb to-infinitive, errors in using direct speech,

errors in using articles, errors in using plural singular, errors in using passive

voice, and error in using pronoun.

It is supported by The in Zubir (2013:25) error analyses are

identification, description and explanation of errors either in its spoken and

written form. In identification, the researcher will underline, the students'

errors. Then, in description, the students’ errors by will classify by the

researcher into the table. Next, in explanation, the students’ errors will explain

by the researcher about errors that found in students’ essay.

Based on the explanation above, the researcher can conclude that errors

of analysis can be defined as identification, explanation and description of

errors in spoken or written form.

B. Review of Relevant Studies

Based on the literature that researcher read, the researcher found the

relevant studies for this research. First, Sudirman (2010) had research about

Analysis on Students’ Difficulties in Learning Modal Auxiliaries ‘Can’ and

‘Could’. He found that the students’ difficulties in learning modal auxiliaries

were came from the internal factor, that most interview facing the difficulties

caused by the interest, they do not attention to the teacher explanation, beside

that the cause of difficulties are caused by their motivation in learning English

subject. This research has similarity and difference with the research that

conducts with the researcher. The similarity is the same topic that discusses

about modal auxiliary verb. the difference is the research that conducted by

Sudirman was focused about students’ difficulties but this research is focused

in errors made by students in form of modal auxiliary verb.

31

Second, Mariana Ezra Mutter (2014) had research about Modal dalam

Novel the Swiss Family Robinson oleh Johan Rudolf Wyss. She found that

modal forms are used namely will, shall, can, may, would, should, could, might,

ought to, have to, be able to, and need. This research also has similarity and

difference with the research that conducts with the researcher. The similarity is

the same topic that discusses about modal auxiliary verb. the difference is the

research that conducted by Mariana Ezra Mutter was focused about modal

auxiliary verb found on Novel the Swiss Family Robinson oleh Johan Rudolf

Wyss but this research is focused in errors made by students in form of modal

auxiliary verb on their essay.

Then, Nursyamsi had research Entitled An Analysis of Must and Should

Usage of Modal Auxiliary in Writing Hortatory Exposition (A Study of The

Second Year Students at Senior High School 1 Sitiung). She found that the

students of SMA N 1 SITIUNG class XI IPS3 were able to analyze must and

should usage and determine the function of must and should in writing hortatory

exposition. Most of the students get good score in writing hortatory exposition

test. It was supported by the fact that there were only 4 (13, 33%) students who

had problems in analyze of using must and should in text or the students that

have low score, it can put on fair rank. And there were 21 (70%) students who

had good score in writing hortatory exposition test. Then 5 (16,66%) students

who had excellent score in the test. It means that second year students of SMA

N 1 Sitiung have good understanding about must and should usage and the

function of must and should in writing hortatory exposition text. The similarity

is the same topic that discusses about modal auxiliary verb. the difference is the

research that conducted by Nursyamsi was focused about modal auxiliary verb

must and should usage in writing hortatory exposition but this research is

focused in errors made by students in form of modal auxiliary verb on their

essay.

32

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research was a qualitative research by using content analysis.

According to Gay (2012:7), qualitative research is the collection, analysis and

interpretation of comprehensive narative and visual (i.e., non-numerical) data

to gain insights into a particular phenomenon of interest. In this research, the

researcher would like to analyze error in the form of modal auxiliary verb found

on students’ essay.

According to Weber in Stemler (2001:1) content analysis has been

defined as a systematic, replicable technique for compressing many words of

texts into fewer content categories based on explicit rules of coding. It means

content analysis is a technique to make inference from many words/message to

become specified characteristic of message.

Dealing with these theories, the research concerned to analyze error in

the form of modal auxiliary verb found on students’ essay of the third semester

students of English Teaching Department of IAIN Batusangkar registered in

2018/2019.

B. Data and Source of Data

1. Data

According to White and Marsh (2006:27) the most important is the data

that provide useful evidence for testing hypotheses or answering research

question. So the data of this research were errors in form of modal auxiliary

verbs: can, could, will, would, shall, should, may, might, must and ought to

that found on students’ essay of the third semester English Department at

IAIN Batusangkar registered in 2018/2019 academic years.

2. Source of Data

33

As Sugiyono (2012:82) states that document is an event that happened

in the past. Document can be from written, recording, picture, film,

biography, etc. In this research, the researcher did not conduct any test to

collect the data. The data sources of this research was taken from students’

essay. The data was gotten from genre based writing lecturer. This research

was document checking because the researcher described the data from the

essay that was written by the students. the source of the data was 71

documents but the researcher only used 31 documents because only 31

documents contained form of modal auxiliary verb errors.

C. Technique of Data Collection

1. Research Instrument

The research instrument in this research was the researcher himself. The

researcher collected the documents. And then, the researcher analyzed the

documents and classify modal auxiliary verb found from the documents.

The researcher entered the setting to get the data, copied, studied the data,

and interpreted the data by himself. In this research, the researcher

conducted the documentary study because document was the only thing that

would be analyzed.

2. Research Procedures

This research was conducted by applying the following steps. They

were pre-operation, whilst-operation, and post-operation.

1) Pre-operation

a. Finding the problem

b. Doing observation

c. Finding the theories that related to the research problem

d. Preparing and writing the research proposal

e. Consulting with the advisors

f. Revising the research proposal

34

g. Having proposal seminar

h. Revising proposal

2) Whilst-operation

a. Asking to English Writing Lecturer to get documents from students’

original writing.

b. Collecting the students’ writing.

3) Post-operation

a. Analyzing the data

b. Drawing conclusion

c. Doing thesis agenda

D. Technique of Data Analysis

After colecting data, the researcher analyzed the data by using

descriptive qualitative analysis which applied content analysis. In analyzing the

data, the researcher analyzed modal auxiliary verb found on students’ essay.

Before analyzing the data, the researcher gave the number for each documents

from 1 to 31. Then the researcher write the list of modal auxiliary to help the

researcher in analyzing the data. The researcher just transcribed the phrase that

contain error in the form modal auxiliary verb.

In analyzing the document, the researcher used Chelimsky (1989:8)

points out six steps in conducting content analysis. Those steps are:

1. Deciding to use the content analysis

To begin the research that used content analysis, the researcher

will formulate the question first. The question must be clear

understanding of project needs and available data. Chelimsky (1989:8)

states that the content analysis can be used to answer the question

“what”. This research is formulated by usisng the question of “what” as

states in the research question that is “ what is grammatical error in the

35

form of modal auxiliary verb found on students’ essay. It means that the

content analysis was appropriated to be used in this research.

2. Determining what material should be included in content analysis

The next step of content analysis is about choosing the material.

Material of the research must be done and it can be use appropriate

sample technique. In this research researcher used total sampling to

choosing- the data should be analyzed. Therefore, the researcher used

all of the document to analyze grammatical error of modal auxiliary

verb found on students’ essay.

3. Selecting unit analysis

In content analysis, there are two unit analyses such as content

unit and recording unit. The content unit is a unit set limits of written

material that is to be examined. While recording unit is the specific part

of the content unit in the written material that is placed in category. In

this research the content analysis unit was students’ essay. Then, the

recording unit was modal auxiliary form errors that contain in the text.

4. Developing the coding categories

According to Chelimsky (1989:11), categories provide the

structure for grouping document unit. It means the researcher

determined the codification to all of the documents like D1,D2,D3.

Then the researcher grouped modal auxiliary form errors in every types

of modal auxiliary verb, like modal auxiliary verb “can”, “will” and so

on. The researcher also coded the paragraph, like P1, P2 and also lined

in that paragraph, like L1, L2, L3.

5. Coding the material

In this step, researcher coded all of the document that was made

by the third semester students who had taken writing III subject. The

researcher also underlined the position all of modal auxiliary form

errors that are found in the target text as the document also. It is used to

36

make the researcher and reader understand the analysis. You can see in

the table below.

Table 3.1

Error Coding

No Number

of Data

Identification of

Error

The Correct Form

1 D1/P5/L4

3 D2/P1/L7

6. Analyzing and interpreting the result

In this step of the content analysis, the researcher analyzed grammatical

errors in form of modal auxiliary verb found on students’ essay. The first

thing that researcher did was analyzing the data. And then, the researcher

classified what is grammatical error of modal auxiliary verb found on

students’ essay.

E. Checking Data Trustworthiness

The data in qualitative research is confirmed valid only when there is

no differences between the report of the research and the reality that happen.

Therefore the researcher needed to check the data trustworthiness. It is the

purpose that be reached by the researcher who is used qualitative research. The

researcher did the credibiliy test for trustworthiness of the research finding.

According to Sugiyono (2010:270) credibility can be through several

ways such as extending of observation, improving the diligence, data

trianglation, peer discussion, analysis of negative case and member check.

In this research, researcher did the credibility test to check the data

trustworthiness by extending of analysis to extending of observation to form

transcription in which the researcher analyzed the data to make sure what are

37

grammatical errors of modal auxiliary verb found on students essay. In this

case, the researcher reanalyzed the data after analyzing all of the data.

38

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

In this part, the researcher describes the research findings. The data of

this research is form of modal auxiliary verb errors found on students’ essay at

the third semester students of English Teaching Department at IAIN

Batusangkar Registered in 2018/2019 Academic Year. The data of this research

were 31 documents that were gotten from genre based learning lecturer.

The type of form modal auxiliary verbs errors found on students’ essay

were 53 items. Modal auxiliary verb “can” (29 items), modal auxiliary verb

“could” (2 items), modal auxiliary verb “will” (12 items), modal auxiliary verb

“would” (1 item), modal auxiliary verb “should” (1 item) and modal auxiliary

“must” (7 items) and modal auxiliary verb “might” (1 item).

The examples of modal auxiliary forms errors on students’ essay at the

third semester of English Department of IAIN Batusangkar registered in

2018/2019 academic year can be seen as follows:

1. Errors in Form of Modal Auxiliary Verb “can”

In this research, the researcher found 29 items errors in form of modal

auxiliary verb “can” made by the third semester students of English

Department of IAIN Batusangkar registered 2018/2019 academic year. To

see complete information about errors in form of modal auxiliary verb “can”,

table below.

Errors in form of modal auxiliary verbs “can” made by students like

what is can’t do, the student added to be “is” before modal “can”. The

correct sentence is “what can’t do”. Errors in the form of modal made by

the students such as: they used verb –ing after modal, they used verb two and

sometimes they did not add verb after modal auxiliary verb.

39

Table 4.1

Samples of Error of Modal Auxiliary “can”

No Number of

Data

Identification of

Error

The Correct Form

1 D1/ P3/L5 …can also polution

water too.

…can be pollution water

too.

2 D2/P2/L5 dried randang can

lasted for trhee to four

weeks…..

dried randang can last

for trhee to four

weeks…..

3 D2/P2/L6 It can even lasted

month stored in

refrigerator…

It can even last month

stored in refrigerator…

4 D4/P3/L1 The capital city

cannot released from

traffic jams.

The capital city cannot

be released from traffic

jams.

5 D6/P1/L5 Many things that can

be cause of poverty.

Many things can be

caused by poverty.

6 D14/P3/L2 what is can’t do. …..what can’t do.

7 D8/P3/L3 they can lost in their

relationship, finance..

they can lose in their

relationship, finance..

8 D19/P4/L4 So you can

enjoyed…..

So you can enjoy…..

9 D23/P5/L8 …company can

produces highly

satisfied

consumers…

…company can produce

highly satisfied

consumers…

10 D26/P4/L4 Orange have vitamin

c that can helps you

clean out your

system.

Orange have vitamin c

that can help you clean

out your system.

40

No Number of

Data

Identification of

Error

The Correct Form

11 D30/P3/L1 I can felt my mother

very care with me.

I can feel my mother

very care with me.

12 D30/P3/L5 …my mom can calls

me 15 time in one

day

….my mom can call me

15 time in one day.

13 D32/P2/L5 and can lost your

stress from you

activity.

and can lose your stress

from you activity.

14 D32/P3/L2 …can taken by 3-5

minute with a

tranfortation.

…..can be taken 3-5

minute with a

tranfortation.

15 D32/P3/L3 The bus also can

taken with that street

to the top of cemara

The bus also can be

taken with that street to

the top of cemara

16 D34/P6/L5 We can wearing it….. We can wear it…..

17 D37/P2/L3 students can spent

their time

students can spend their

time

18 D37/P4/L2 , full day school

cannot be apply in

Indonesia

, full day school cannot

be applied in Indonesia

19 D39/P1/L8 You can not to free

life.

You cannot have free

life.

20 D45/P1/L4 accident can

happened..

accident can be

happened...

21 D45/P2/L3 bicycle cannot

controlled well too

bicycle cannot be

controlled well too

22 D45/P2/L9 This is can be the

best way biker…

This can be the best way

biker…

23 D47/P3/L7 You can bulliying

someone

You can bully someone

41

No Number of

Data

Identification of

Error

The Correct Form

24 D49/P5/L8 company can

produces highly

satisfied

consumers……

company can produce

highly satisfied

consumers…….

25 D58/P1/L7 …..the parents can

managed their

children to access

internet smartly.

….the parents can

manage their children to

access internet smartly.

26 D58/P4/L2 They can

communication

normally….

They can communicate

normally….

27 D59/P2/L2 The tiger is also the

second fastest can in

running….

The tiger is also the

second fastest in

running….

28 D60/P6/L3 ..you can consultation

with doctor ..

..you can consult with

doctor ..

29 D61/P2/L6 ……every day

factory industry can

production much

fumes.

……every day factory

industry can produce

much fumes.

2. Errors in Form of Modal Auxiliary Verb “could”

In this research, the researcher found 2 items errors in form of modal

auxiliary verb “could” made by the third semester students of English

Department of IAIN Batusangkar registered 2018/2019 academic year. To

see complete information about errors in form of modal auxiliary verb “can”,

table below.

Errors in form of modal auxiliary verbs “could” made by students

like effect of wearing tight jeans is could make irritation, the student added

to be “is” before modal “could”. The correct sentence is “what can’t do”.

42

Then error in the form of modal “could” made by the students was “It could

be give a bad smelt for surroundings”. The student added to be “is” before

modal. The correct sentence is “It could give a bad smelt for surroundings”.

Table 4.2

Samples of Error of Modal Auxiliary “could”

No Number of

Data

Identification of

Error

The Correct Form

1 D34/P6/L1 effect of wearing tight

jeans is could make

irritation....

effect of wearing tight

jeans could make

irritation....

2 D35/P6/L3 It could be give a bad

smelt for

surroundings.

It could give a bad

smelt for surroundings.

3. Errors in Form of Modal Auxiliary Verb “will”

In this research, the researcher found 12 items errors in form of modal

auxiliary verb “will” made by the third semester students of English

Department of IAIN Batusangkar registered 2018/2019 academic year. To

see complete information about errors in form of modal auxiliary verb

“will”, see table below.

Errors made by the students in form of modal auxiliary verb “will”

such as: they used verb one + -s after modal auxiliary verb, it is clearly after

modal, it must be verb one without –s even the subject is he, she, or it.

Another error made by students were they used verb two after modal and

also they did not add verb after modal “will”.

43

Table 4.3

Samples of Error of Modal Auxiliary “will”

No Number of

Data

Identification of

Error

The Correct Form

1 D6/P3/L6 ….population will

also increases food

availability.

….population will also

increase food

availability.

2 D10/P5/L1 That will not good if

try to do…

That will be not good if

try to do…

3 D10/P5/L2 …...everyone will

scare to you because

of it.

……. everyone will be

scared to you because of

it.

4 D10/P3/L1 Next day, when I will

started my first

lecture.

Next day, when I would

start my first lecture.

5 D19/P6/L2 .You will enjoyed…. You will enjoy….

6 D20/P4/L1 puberty in boys will

slower….

puberty in boys will be

slower….

7 D35/P7/L4 …a tree will dead …a tree will die/ …a tree

will be die

8 D42/P4/L5 Twitter allow to post

links that will direct

traffic to your

business

Twitter allow to post

links that will be direct

traffic to your business

9 D57/P3/L7 You will only three

pouch,

You will only have three

pouch,

10 D59/P2/L5 a tiger will down a

small animal like a

porcupine..

a tiger will be down a

small animal like a

porcupine…

44

4.

Error in

Form of

Modal

Auxiliary Verb “would”

In this research, the researcher found 1 item error in form of modal

auxiliary verb “would” made by the third semester students of English

Department of IAIN Batusangkar registered 2018/2019 academic year. To

see complete information about errors in form of modal auxiliary verb

“would”, see table below.

The student made error in the form of modal auxiliary verb “would”

was the students did not add to be after subject. When the sentence did not

used verb, we should add to be. We can see in the table below that the

sentence was introgative. The form of introgative sentence when using

modal is modal + subject + verb or to be.

Table 4.4

Sample of Error of Modal Auxiliary “would”

No Number of

Data

Identification of

Error

The Correct Form

1 D10/P1/L3 Would you happy or

sad?

Would you be happy or

sad?

11 D61/P4/L6 In this condition the

air will much content

of Co2….

In this condition the air

will be much content of

Co2….

No Number of

Data

Identification of

Error

The Correct Form

12 D61/P4/L12 the fire will calmed

when the rain down.

the fire will be calmed

when the rain down.

45

5. Error in Form of Modal Auxiliary Verb “should”

In this research, the researcher found 1 item error in form of modal

auxiliary verb “would” made by the third semester students of English

Department of IAIN Batusangkar registered 2018/2019 academic year. To

see complete information about errors in form of modal auxiliary verb

“should”, see table below.

In this modal auxiliary verb “should”, the student’s error was the

student added verb two after modal. After modal auxiliary, we must use verb

one without –s even the subject she, he or it.

Table 4.5

Sample of Error of Modal Auxiliary “should”

No Number of

Data

Identification of

Error

The Correct Form

1 D37/P1/L2 ..student should spent

their time at school…

..student should spend

their time at school…

6. Errors in Form of Modal Auxiliary Verb “must”

In this research, the researcher found 7 items errors in form of modal

auxiliary verb “must” made by the third semester students of English

Department of IAIN Batusangkar registered 2018/2019 academic year. To

see complete information about errors in form of modal auxiliary verb

“must”, see table below.

Errors made by the students in the form of modal “must” such as:

they added to between modal and verb (what must to do), they used verb

with –s, and they also used two modals at the same time (you must can do

it). You can see on the table below.

46

Table 4.6

Samples of Error of Modal Auxiliary “must”

No Number of

Data

Identification of

Error

The Correct Form

1 D6/P2/L11 …that must be makes

the population live

below the poverty line.

…that must make the

population live below

the poverty line.

2 D14/P3/L2 …what must to do.. …what must do..

3 D22/P1/L5 …you must to check in

your motorcycle..

…you must to check in

your motorcycle..

4 D27/P3/L4 you must straight again

and you will welcome

in Suliki.

you must go straight

again and you will

welcome in Suliki.

5 D54/P8/L7 …you must can do it. …you must do it.

6 D71/P1/L4 …you must to see this

place..

…you must see this

place…

7 D71/P5/L3 If you visit North

Sumatra you must to

visited the Stone…

If you visit North

Sumatra you must visit

the Stone…

7. Error in Form of Modal Auxiliary Verb “might”

In this research, the researcher found 1 item error in form of modal

auxiliary verb “might” made by the third semester students of English

Department of IAIN Batusangkar registered 2018/2019 academic year. To

see complete information about error in form of modal auxiliary verb

“might”, see table below.

Error made by the student in form of modal auxiliary verb ”must”

was the student used verb three after modal “might”. After modal auxiliary

verb, it must be verb one without –s even the subject she, he, or it.

47

Table 4.7

Sample of Error of Modal Auxiliary “might”

No Number of

Data

Identification of

Error

The Correct Form

1 D8/P1/L4 It might seem

obvious…

It might be seem

obvious…

B. Discussion

Based on the research findings above, it can be seen that there are seven

types of modal auxiliary errors found on students’ essay . in this case, essay of

the third semester students of English Department at IAIN Batusangkar

registered in 2018/2019 academic years, there were modal auxiliary verb “can”

(29 items), modal auxiliary verb “could” (2 items), modal auxiliary verb “will”

(12 items), modal auxiliary verb “would” (1 item), modal auxiliary verb

“should” (1 item), and modal auxiliary verb “must” (7 items), and modal

auxiliary verb “might” (1 item).

Based on the data above, it can be concluded that among all of modal

auxiliary verbs which are found, students commonly did errors in modal

auxiliary verb “can”, were 29 items. The students commonly used wrong verb.

After modal auxiliary verb should be followed by verb 1 without –s but the

students commonly add verb 2 or verb 3 and use –s after modal auxiliary. The

researcher also found that the students did not add verb after modal and also

used double modals.

According to Oshima and Oaline in Sudirman sentence pattern of modal

auxiliary verb in the positive sentence is s + modal auxiliary + v (infinitive

without to + o/c). sentence pattern of modal auxiliary verb in negative sentence

is s + modal auxiliary + not + v (infinitive without to + o/c) and in introgative

sentence is modal auxiliary + s + v (infinitive without to + o/c).

48

In addition, Azhar (2002:151) says modal do not take a final –s, even

when the subject is she, he, or it. Modal are follow immediately by the simple

form of verb. For example: she can do it. The only exception is ou ght, which

is followed by an infinitive (to + the simple form of a verb). For example: he

ought to go to the meeting.

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings, the researcher found seven kinds of

modal auxiliary verbs in the source data from ten modals, they were modal

auxiliary verb “can”, modal auxiliary verb “could”, modal auxiliary verb “will”,

modal auxiliary verb “would”, modal auxiliary “should”, modal auxiliary verb

“must”, and modal auxiliary verb “might”. There were 53 forms errors of modal

made by the students, they were modal auxiliary verb “can” (29 items), modal

auxiliary verb “could” (2 items), modal auxiliary verb “will” (12 items), modal

auxiliary verb “would” (1 item), modal auxiliary verb “should” (1 item), modal

auxiliary verb “must” (7 items) and modal auxiliary verb “might” (1 item). The

students commonly used wrong verb. After modal auxiliary verb should be

followed by verb 1 without –s but the students commonly add verb 2 or use –s

after modal auxiliary. The researcher also found that the students did not add

verb after modal and also used double modals. So in conclusion, Third Semester

Students of English Department At IAIN Batusangkar Registered In 2018/2019

Academic Years still have problems in constructing sentence by using modal

auxiliary verbs.

B. Suggestion

Based on the result of this research, the researcher would like to give

some suggestions for:

1. Students

After doing this research and knowing the result of this research, the

researcher wants to give suggestion to the student. The students should

learn more about modal auxiliary verb including its form.

2. English Teacher

50

The researcher also wants to give suggestion to teacher. in teaching

modal auxiliary, teacher should be more carefully. It is easy and simple but

students still make errors in using it.

3. Other Researchers

Based on the result of this research, the researcher would like to give a

suggestion to the others researchers. The researcher suggests other

researcher to conduct other researcher about modal auxiliary verb. It can

be students’ problem in using modal auxiliary verb.

51

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