19781-Full_Text.pdf - Universitas Muhammadiyah Makassar

A THESIS

Submitted to the Faculty of Teacher Training and EducationMakassar Muhammadiyah University in Part Fulfillment of

the Requirement for the Degree of SarjanaPendidikan in English Education

By

RISNA

10535 5064 11

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS

TRAINING AND EDUCATION FACULTY OF MAKASSAR

MUHAMMADIYAH UNIVERSITY

2016

AN ERROR ANALYSIS OF ENGLISH VERB PHRASES IN WRITING

PARAGRAPHS AT THE FIFTH SEMESTER STUDENTS OF FKIP

UNISMUH MAKASSAR

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Skripsi atas nama Risna, i'ilivi 10535{i 5064 ii diterima cian disarrkafl oieh

Panitia ujian Skripsi berdasarkan surat Keputusan Reklor universitas

\{uhammadiyah MakassarNomors 024 Tahun 1437 Ht20l6 M, Sebagai salah satu

s) arat guna memperoleh Gelar Sarjana Pendidikan pada Jurusan Pendidikan

Bahasa Inggris (s1) Fakultas Keguruan dan Ilmu Pendidikan universitas

lr,iuharnnrarjiyah iviakassar pada hari seiasa ianggai 23 Februari 20i6

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Dr. H. Andi. Sukri Syamsuri, M'IIum ( -

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APPROVAL SHEET

An Error Anaiysis of ihe Engiisir Ver='-u Piirases itt 'rYriting

Paragraphs of the Fifth Semester Students of FIiIP Lnismuh

lviakassar

Risna

i05350 5064 11

English Education Department Strata 1 (S1)

Facutty of Teacher Training antl Education

iriakassar, 20 iviaret 2fi16

Approved bY:

Consultant I Consultant IIt

W,r--

Ilead of EnglishEducation DeParfment

& retakteditasi rasf,jf,rr';*;,gt

UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

ii

An Error Analysis of English Verb Phrases in WritingParagraphs at the Fifth Semester Students of FKIPUnismuh Makassar

APPROVAL SHEET

Tittle :

N a m e : Risna

Reg. N : 10535 5064 11

Program : English Education Department

Faculty : Teachers Training and Education

After being checked and observed this thesis has filled qualification to be

examined.

Makassar, February 2016

Approved by

Consultant I

Prof.Dr.H.M.Basri Dalle,M.S

Consultant II

Muh. Asrianto Setiadi, S. Pd., M. Pd

Dean of FKIPUnismuh Makassar

Dr. A. Sukri Syamsuri, M.Hum.

Head of EnglishEducation Department

Erwin Akib, S. Pd., M.Pd.

iv

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : RISNA

NIM : 10535 5064 11

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : An Error Analysis of English Verb Phrases in Writing

Paragraphs at the Fifth Semester Students of FKIP Unismuh

Mkassar

Dengan ini menyatakan perjanjian sebagai berikut:1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yangberlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassa, Februari 2016

Yang membuat perjanjian

RISNA

iii

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : RISNA

NIM : 10535 5064 11

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : An Errors Analysis of English Verb Phrases in Writing

Paragraphs at the Fifth Semester Students of FKIP Unismuh

Makassar.

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, 17Februari 2016

Yang membuatperjanjian

Risna

vii

ABSTRACT

RISNA. 2016. An Error Analysis of English Verb Phrases in Writing Paragraphsat the Fifth semester students of English department of FKIP UnismuhMakassar.Muhammad.Basri D. and M. Astrianto Setiadi.

This research aimed to find out the student’s error of English verb phrasesin writing paragraphs. It focused on the kinds of errors use verb phrases. Variablemeasured was auxiliary and main verb. Include auxiliary + verb, modal + verb.

The research used a descriptive research. The population all fifth semesterstudents of English Education Department of FKIP Unismuh Makassar. Thesamples were taken 25% of the population. So, a nums.ber of samples were 76students. The instrument used was a writing test. The aim of test was to find outErrors of English verb phrases in writing paragraph

The result of the research showed that the an error analysis of verb phasesin writing paragraphs was indicate by the mean score of omission errors are(42,63%), Addition Errors are (10,7%), Misformation errors are (42,63%), andmisordering errors (4,65%). However, the fifth semester students of EnglishDepartment of FKIP Unismuh Makassar still need to improve verb phrases inwriting paragraphs.

vii

ACKNOWLEDGEMENTS

In the name of Allah, Most Gracious, Most Merciful

Alhamdullilah Robbil ‘Alamin, the writer express her high gratitude to

Allah Subhanahu Wa Ta’ala because his blessing and merciful so that the writer

could complete this thesis with the title “An Error Analysis of Verb Phrases in

Writing Paragraphs”. Shalawat and greeting are addressed to beloved and the

final chosen religious messenger, the Prophet Muhammad SAW who has changed

the human life.

I realizes that many hands had given their helps and useful suggestion for

the completion of this thesis. Without the assistance of these people, this thesis

would never have existed. Therefore, the writer would like to express her

appreciation and sincere thanks to all of them:

1. Dr. Irwan Akib , M. Pd, the Rector of the Muhammadiyah University of

Makassar.

2. Dr. A. Syukri Syamsuri, M. Hum, the Dean of Teacher Training and

Education Faculty.

3. Erwin Akib, S.Pd, M.Pd, the head of English Education Department of

FKIP UNISMUH Makassar.

4. My high appreciation and great thankful are due to my first consultant

Prof.Dr.H.M.Basri Dalle, M.S. as the second consultant who have been

viii

very kind patient and giving me guidance, suggestions, correction, great

motivation and support, advises in writing this thesis.

5. My heartful thank to all lectures of the FKIP UNISMUH especially to the

lectures of English Department and all staff of Muhammadiyah university

of Makassar for their guidance during the years of my study.

6. Thanks to my familly especially for my mother, father, who never pray for

my success and my beloved brother Asriadi Syam, Muharram

Syam,Pasinringgi and my sister Risna.

7. Thank you very much for aunt and uncle are Dr.Hj.Andi Tenri Ampa

M.Hum and Prof.Dr.H.M.Basri Dalle,M.S, have financed until I finish

college.

8. Unforgettable thanks to all of my friends in F class of EDSA 11. You

have taught me the meaning of togetherness and it never been forgotten. I

love you all.

Makassar, February 2016

Researcher

Writers

TABLE OF CONTENTS

TITLE PAGE Page

SURAT PERNYATAAN ......................................................................................iii

SURAT PERJANJIAN ..........................................................................................iv

ABSTRACT.......................................................................................................... .vii

ACKNOWLEDMENT...........................................................................................vii

LIST OF TABLES.................................................................................................viii

LIST OF CHART …………………………………………………………………ix

CHAPTER I INTRODUCTION

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

B. Problem Statement ............................................................................. 2

C. Objective of the Research .................................................................. 3

D. Significance of the Research .............................................................. 3

E. Scope of the Research ........................................................................ 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Concept of Error ......................................................................... 5

B. The Concepts of Phrase.................................................................... 15

C. Verb Phrase ...................................................................................... 16

D. The Concepts of Writing.................................................................. 18

E. Writing Skill.......................................................................................23

F. The Concept of Paragraph.................................................................26

G. Conceptual Framework......................................................................31

CHAPTER III RESEARCH OF METHOD

A. Research Design............................................................................... 32

B. Research Variables........................................................................... 32

C. Population and Sample..................................................................... 32

D. Instrument of the Research............................................................... 34

E. Procedures of Collecting Data ......................................................... 34

F. Technique of Data Analysis ............................................................. 34

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings.............................................................................................36

B. Discussion..........................................................................................47

CHAPTER V COCLUSION AND SUGGESTION

A. Conclusion.........................................................................................51

B. Suggestion.........................................................................................52

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

LIST OF TABLE

Table 4.a..............................................................................................................36

Table 4.b..............................................................................................................39

Table 4.c..............................................................................................................39

Table 4.d……………………………………………………………………….41

Table 4.e..............................................................................................................41

Table 4.f..............................................................................................................42

Table 4.g ……………………………………………………………………….44

Table 4.h..............................................................................................................45

Table 4.i...............................................................................................................46

LIST OF CHART

Graphic.1..............................................................................................................37

Graphic 2..............................................................................................................40

Graphic 3..............................................................................................................43

LIST OF APPENDICES

Appendix A..............................................................................................................

Appendix B..............................................................................................................

Appendix C...............................................................................................................

Appendix D……………………………………………………………………….

1

CHAPTER I

INTRODUCTION

A. Background

Every language has different features and characteristics from each other.

However, virtually all languages have forms of language in the form of sentences,

clause, phrases and words. Word is a unit of language that has one meaning. Term

word we often hear and we often use. Perhaps even the word almost every day

and every moment we use in all occasions and for all purposes and one kind word

is Verbs.

Verbs are a class of words that functions as a predicate. As well as other

elements, verb or a verb is a word class that has an important function in the

writing paragraphs. This is caused because in addition to its function as a

predicate also because it is able to show the state of the activity or process and the

time the event occurs in a paragraph. More, Quirk (1973: 40) states that by tense

we understand the correspondence between the form of the verb and our concept

of time, and aspect concern the manner in which the verbal action is experienced

or regarded.

Error analysis consist of a set of procedure for identifying, describing, and

explaining learner errors. So, through Error analysis, researcher can identify what

errors that learner makes, especially in writing. Then, those errors are classified

into types of errors. By knowing the errors of learner, researcher then are able to

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describe what errors that they make based on the theory. After that, researcher can

explain how learner can produce the errors and why they make the errors in

writing.

Writing is a medium of communication that represents language through the

inscription of signs and symbols. In most languages, writing is a complement to

speech or spoken language. Writing is not a language but a form of technology.

Within a language system, writing relies on many of the same structures as

speech, such as vocabulary, grammar and semantics, with the added dependency

of a system if signs or symbol.

Paragraphs are a form of written communication which contains a minimum

of five sentences. Each sentence in a paragraph "talks about" or develops one

single main idea. If your paragraph does this, it is said to have unity. In addition,

each sentence in a paragraph must be tied to the one before and after it, like links

in a chain, by using special words called transitions. If your paragraph contains

these links, it is said to have coherence.

B. Problem Statement

Based on the background, the problem statements are formulated as follows:

1. What kinds of errors of the English verb phrases in writing paragraphs are

made by the fifth semester students of English department of FKIP Unismuh

Makasaar?

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2. What distributions of the kinds of errors of the English verb phrases in

writing paragraphs are made by the fifth semester students of English

department of FKIP Unismuh Makassar?

C. Objective of the Research

The objectives of the study of this research are as follows:

1. To find the errors the English verb phrase in writing paragraph by the fifth

semester students of English department of FKIP Unismuh Makassar.

2. To identify the kinds of errors of the English verb phrase in writing

paragraph made by the fifth semester student of English department of

FKIP Unismuh Makassar.

D. Significance of the Research

The result achieved in this research will be useful for the students, the

lectures, and the readers.

For students, the results of the research will be valuable to know students’

errors in writing verb phrase, so it is very useful for the future. For lectures, it is

important to know the students’ error of the English verb phrase in writing

paragraph, in order that they can relate the medicals that they want to use in

teaching and learning process.

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E. Scope of the Research

This research is limited to the discussion on the analysis of the students’ errors

of the English verb phrase in writing paragraph such as auxiliary verb and main

verb made by the fifth semester students of English department of FKIP Unismuh

Makassar.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Concept of Error

Error are typically produced by people who do not yet fully command some

institutionalized language system ( Corder, 1971: 79). Error is systematic

deviation; when a learner has not learnt something and consistently gets it wrong.

( Norrish, 1983: 7). Brown says, however, that the term refers to noticeable

deviation from the adult grammar of a native speaker, which reflects the

interlanguage communication of the learners ( Brown, 1980: 165).

According Noss in Nuru (1948:3) defines that an error is error is a departure

from linguistics structure of the language by which the massage is intended to be

conveyed: it is departure from the rules of phonology, lexis, syntax and semantics

of language in question. More, Dulay (1982:138) states that errors are the flawed

side of learner, speech of writing. They are those parts of conversations or

compositions that deviate from selected norm of nature language.

Corder (1981: 127) differentiates errors from mistakes in what those errors

are systematic in nature being "errors of competence" which occur in the

continuum of

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the learning process. They are the result of learner's traditional competence. On

the other hand, mistakes are "errors of performance" which are not systematic.

Corder (in Richard 1974:169), divides error analysis into two objects:

theoretical and applied object. The theoretical object is to understand what and

how a learner learns when he studies a second language. The applied object is to

enable the learner to learn more efficiently by using the knowledge of his dialect

for education purposes.

Bell (1981: 12) states that an error is sure sign that the students have not

mastered the code of the target language if an error indicates faulty knowledge of

the grammar of the target language. We have to define to error as something,

which arises as a result of target language learning is not, therefore to be found in

the first language user of the language.

Jakson and Brown (1980: 165) define an error as a noticeable deviation

from the adult grammar of the learner. Both Jackson regard an error as a deviation

from the grammar aspect of the deviation to be termed as an error.

The first criterion is that the deviation must be noticeable on the flow of

communication in term 'ambiguity'. Any deviation which does not hinder

communication is usually not termed as error. The second criterion is that the

deviation must be one that deviates from the adult grammar. It means that the

deviated grammar must have been learnt by the learners.

Norrish (1983: 7) definet that error is a systematic deviation which

consistently produced by the learner. It means that the deviation is produced

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systematically, that is the learner repeatedly produced construction of some kind

which deviates from the some norm.

In fact, those definitions above have the same core meaning that is

“deviation” from the rules of target language. Based on the definition cited above,

we can draw a conclusion that ban error is from grammar rules which students

make in constructing their sentence weather in speaking or in writing, reflecting

the inter-lingual competences of students. George (1972: 121) states that error is

unwanted form. Especially a form which a particular course designer or teacher

does not want.

Error is caused by competence factors. It means that students have not

understood the system of language that they are using. Error usually occurs

consistently or systematically. It can be occur longer if it is not corrected. It is

correction is usually done by the teachers, for example through remedial, teaching

and practice. As usual, error is description of the students’ understanding toward

the language system is still poor, error usually occurs and it can be dismissed if

the students’ knowledge improves.

Brown (1994: 206) identifies the fact that learners 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 called error

analysis.

According to Ellis (1985: 296) error analysis is a procedure involving

collecting sample of the learner’s language, identifying the errors in the sample,

8

describing these errors, classifying them according to their hypothesized causes,

and evaluating their seriousness. More, Brown (1987: 125) defines an error as a

noticeable deviation from the adult grammar of native speaker, reflecting the inter

language competence of the learner.

While Richards (1997: 25) states that a learner’s errors provides evidence

of the system of the language that he is using (i.e. has learned) at a particular point

in the course (and it must be repeated that he is using some systems, although it is

not yet the right system). Janner is Yote (1983: 11) view that error is some in

idiosyncratic dialect or an native like piece of language is produced regularly and

systematically.

According to Richards et al,(1996:127),error analysis has been conducted

to identify strategies which learners use in language learning, to track the causes

of learner’s errors, obtain information on common difficulties in language

learning or on how to prepare teaching materials.

According Michaelides, (1990:30) states that the systematic analysis of

student’s errors can be of great value to all those concerned, i.e., teachers, students

and the researchers. For teachers it can offer clear and reliable picture of his

students’ knowledge of the target language.

1. Error Analysis

Language learning is the process that involves the making of mistakes and

error. So, errors are regarded as the product of learning. “Studying error serves

two major purposes: it provides data from which inferences about the nature of the

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language learning process can be made and indicates to teachers and curiculum

developers which part of the target language students have most difficulty

producing correctly and which error types distracts most from a learner’s ability to

communicate effectively “( Dulay, 1982: 138)

An Error Analysis can be regarded as the study of errors. It means that

learners do make errors and those errors can be observed, analyzed, and classified

to reveal something of the system operating within the leaner, led to a surge of

study learners’ errors. It intends to present data such as (1) in what surface

strategy taxonomy of the errors occur

Error analysis must useful the target language that in this writing is the

English language. With regard to the error analysis in language teaching and

learning, Crystal (1993: 125) reveals:

In language teaching and learning, error analysis is a technique for

identifying, classifying and systematically interpreting unacceptable forms

produced by someone learning a foreign language, using any of the

principles and procedures provided by linguistics. Error are assumed to

systematic way, the level level of competence achieved by a learner, they

are contrasted with mistake, which are performance limitations that a

learner would be able to correct.

Dulay (1998: 146 - 189) states that error analysis refers to what has been

produced by the learners. It may refer to what linguistic category affected by the

error, how the error are altered, or whether or not the error hinder communication.

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2. Procedure of Error Analysis

According to Corder (1981:264) that the procedure of analyzing errors consist

of three stages, these are: recognition, description and explanation.

a) Recognition of Error

At this stage, the teacher can recognize an error when it is committed.

It depends crucially the analysis making correct interpretation of the

learners' utterances as being overtly erroneous (i.e. superficially deviant)

or being covertly erroneous (superficially well-formed but not meaning

what learner intended to mean). After identifying the errors, all

grammatical sentences are listed and analyzed.

b) Description of Error

The description of errors is essentially a comparative process, the data

being the original erroneous utterance and the reconstructed utterance. At

this stage, the errors are explained linguistically and psychologically in

other to help the learner to learn.

c) Explanation of Error

This step covers many things which are to complex, such as

sociolinguistic and psycholinguistic aspect. It also explained why and how

the errors come about and how the learners learn the foreign language.

The error are interpreted whether or not, they are closely related to

the learner' mother tongue finally, they are related to the process of the

target language teaching and learning.

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3. Kinds of Error

According to Corder (1973: 277), errors fall into four categories. The

categories are omission some required element; addition unnecessary of incorrect

element; selection of an incorrect element and misordering of elements.

a. Omission

Omission errors are characterized by the absence of an item that

must appear in a well formed utterance. For example, “She

sleeping”(Dia sedang tidur) that one item is omitted, which is is. The

word ‘is’ is a grammatical verb form that plays an important

role in constructing a proper sentence. And the word ‘is’ in that sentence

functions as an auxiliary. A verb in a proper sentence is something that

cannot be neglected, so one who omits verb (is) fails in constructing

a proper sentence. That type of error is called omission error.

b. Addition

Errors are the presence of an item that must not appear in well-formed

utterances. Dulay, Burt and Krashen (1982: 156) say addition usually

occurs in later stage of second language acquisition or when the learner

has acquitted some target language rule. There are three types of addition

errors.

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1) Double Marking

The failure to delete certain items which are required in some

linguistics contraction but not in others. For example, she didn’t

went (Dia tidak pergi).

2) Regularization

Regularization errorsthat fall under the addition category are those

in which a marker that is typically added to a linguistic item is

erroneously added to exceptions that can be found in English. For

example, the verb eatcan not be changed into eated but ate. The

noun sheepin plural form is also sheep not sheep or the noun man

cannot be pluralized into mans but men. It is true that in English

most of verbs can be changed into past form by adding –d/-ed after

the basic verb and most of nouns can be pluralized by adding –s/-

esto singular forms, but not all of them. The description above

shows other errors that may be made by the learners, which is error

interfered by regularization.

3) Simple Addition

Simple addition is the subcategory of additions. It is called simple

addition, if an addition error is neither a double marking nor

regularization. According to Dullay (1982: 158), no particular

features characterize simple additions other than those that

characterize all addition errorsthe use of an item which should not

appear in a well formed utterance. For example, in the book is in

13

over there, the student makes a wrong sentence. They add ‘in’ as

preposition. The well-formed sentence is the book is over there

(Buku itu disana).

c. Misformation

Misformation error is a type of error that is characterized by the

use of incorrect morpheme or structure. For instance, the cat catch

a mouse. The simple present tense was notsupplied by the learner.

The well-formed sentence is the cat catches a mouse (Kucing

itumenangkap seekor tikus).

d. Misordering

Misordering error is error that is characterized by the incorrect

placement of a morpheme or group morphemes in an utterance. For

instance, I do not understand what is that.Here, the learner

misorders the word ‘is’ and the well-formed sentence is I do not

understand what that is (Saya tidak mengerti apa itu).

4. Error and Mistake

The English teacher should realize that error analysis is important. In the

process of constructing a new grammatical system, a learner usually makes errors.

This tendency should be carefully analyzed to provide an improvement of

arranging the teaching learning strategy effectively.

14

In order to analyze learner’s errors in a proper prospective,it is important to

distinguish the differences between errors and mistakes.

Errors are typically produced by people who do not yet fully command some

institutionalized language system (Corder, 1971: 79). Error is systematic

deviation;when a learner has not learnt something and consistently gets it wrong

(Norrish,1983: 7). Brown says, however, that the term refers to noticeable

deviation from theadult grammar of a native speaker, which reflects the

interlanguage communication of the learners (Brown, 1980: 165).

A mistake refers to a performance error that is either random or a slip of the

tongue, in that it is a failure to utilize a known system correctly (Brown,

1980:165). Huber (1983: 134) stated those temporary lapses of memory,

confusion, slip of tongue and so on cause mistakes. Accordingly, when

committing mistakes, the speaker is normally capable of recognizing and

correcting them.

All people make mistakes in both native and second language situations. A

learner is considered to make mistakes when he or she has deviation. For example,

a learner has known that the word “jury” can be used both in singular and in plural

without changing its form. He will write, for instance, “The jury is divided in their

opinions”, instead of “The jury are divided in their opinions.” The failure in

identifying the correct form of a verb is because of the word “jury” which is not in

15

the plural form. This occurs because he or she perhaps makes an assumption that

the word “jury” has to be changed into “juries” which is not the way it should be.

B. The Concept of Phrase

According to cook in Ba’ dulu (2004 : 42) that the phrase level is the level

that is below the clause level and above the word level. The phrase is composed of

word and typically fills slots at the clause level it is construction in which the

constitute is a clause. Knit morpheme sequence which function as typical unit at

the clause level whose constituents are words. Phrases are groups that fill the

same slots at clause level as filled by single words.

There are two criteria’s that can be used to classify phrases: (1) According

to the relationship of elements in the structure, and (2) According to the number

and types of words that become the heads of the structure. Based on the

relationship of elements in the structure, phrases can be classified into exocentric

phrase and endocentric phrase. An endocentric phrases is a phrases that has a

parallel distribution with it’s head. This means that the white phrases can be

subtracted by its head. Based on the number and types of heads, endocentric

phrases can be further divided in to single. Head phrases and multiple head

phrases. A single head phrases is a phrases consisting of only one head word. The

head word maybe a noun, adverb, and adjective or an adverb. The name of single

head phrases is determined by its head if the head is a noun it is called a noun

phrases: if the head is a verb it is called a verb phrases: if the head is an adjective,

it is called an adjective phrases : and if the head is an adverb, it is called an adverb

16

phrases : and multiple head phrases can be further divided into coordinate phrases,

and appositive phrases.

An exocentric phrases is phrases that has a complimentary distribution with

its elements. This means that on elements can substitute the whole phrases. In

other words, an exocentric phrases is a on cantered phrases. An exocentric phrases

han two elements: (a) relater, and (b) axis. The relater can be filled by a

preposition, and the axis can be filled by a word or a word group.

C. Verb Phrases

1. Simple verb phrase

A verb phrase is a word group with verb as its head a verb phrase

may consist of an auxiliary as modifier and a verb as head.

Examples :

a) Can speak

b) May go

c) Is written

d) Has gone

Thus the formula for simple verb phrase can be written as follows:

V = ± Mod I = aux I ± H = V

Read : A verb phrase consists of a first optional modifier slot

filled by an auxiliry and a head slot filled by a verb.

17

2. Rather complex verb phrase

A rather complex verb phrase consist of two or more modifier

slot filled by auxiliaries and a head slot filled by a verb.

Thus the formula for rather complex verb phrase can be written as

follows:

V= ± Mod I=aux I ± Mod 2 ± Mod 3 = aux 3 + H = V

Read : A verb phrase consists of a first optional modifier slot

filled by an auxiliary a second optional modifier slot

filled by an auxiliary, a third optional modifier slot filled

by an auxiliary and a head slot filled by a verb.

Examples :

a) Will have been playing

b) May have been raining

c) Could have been writing

The verb phrase in English has a noticeably different structure, since the

information it carries about mood, tense, modality, aspect and voice is quite

different from the information carried by a noun phrase. The verb phrase has two

functional parts.

a. The auxiliary, a grammatical morpheme carrying about mood, tense,

modality and voice.

18

b. The main verb , a lexical morpheme carrying its lexical information and

usually, an inflection.

.

D. Concept of Writing

Writing is a medium of communication that represents language through the

inscription of signs and symbols. In most languages, writing is a complement to

speech or spoken language. Writing is not a language but a form of technology.

Within a language system, writing relies on many of the same structures as

speech, such as vocabulary, grammar and semantics, with the added dependency

of a system of signs or symbols.

Verb Phrase

Auxiliary

Modal (can, may, will, should,etc, followed by a base.

Perfect (forms of have, followedby-ed participle

Progressive (forms of be, followedby present participle )

Passive (forms of be, followed bypast participle

Main Verb

19

According to Eric Gould, Robert, and William Smith(1989: 18) mentions

writing is creative act, the act of writing is creative because its requires

interpreting or making sense of something: a experience, a text, an event.

According to M. Atar (2007: 14) in his book expresses the sense of writing is a

creative process of moving ideas into writing symbols.

Writing is basic language skill that becomes the complex skill to master

for the learners. As we know that writing is a productive skill that involves the

way to generate and organize the ideas in written form. Hoover (2008:1) also

emphasizes that writing is vital component of comprehensive synergy of literacy.

Writing deals with three skills, those are reading, listening, and speaking. It means

that writing is the way to express the ideas in written form.

According Pranoto(2004: 9) writes to say that he thoughts into written

form or tell something to others through writing. Writing can also be interpreted

as an expression of feeling or expression as outlined in the written form. In other

words, through the process of writing we cannot communicate directly.

According to Tarin Djagoin Elina Sharif, Zulkarnaini, Sumarno (2009:5)

writes means to express ideas in writing, ideas, opinions, or thoughts and feelings.

Zulkarnaini, Sumarno(2009:5) also expressed his opinion on the post namely:

puttinggraphicalsymbols that represent a language that is understand able to

others. Also HeatonSt. Y.Slamet (2008:141) writing is a skill that is difficult and

complex. And Henry Guntur Tarin(1986: 15) states that writing can be interpreted

as activity ideas/ideas using written language as a medium conveys.

20

Writing by Mc CrimmoninSt. Y.Slamet (2008: 141) is digging the

thoughts and feelings of a subject, choose the things that willbe written,

determining how to write so that the reader can understand easily and clearly. St.

Y.Slamet (2008: 72) himself expressed his opinion about the writing is an activity

that require scalabilities that are complex.

Writing is complex, in addition to the knowledge of vocabulary, grammar,

and syntax, write must also has a good knowledge of other writing mechanic such

as the use of punctuation, capitalization, question mark, and etc. These mechanics

are used to reveal syntactic structure Fromkin and Rodman (2009: 29).

Troika (1987: 2) states that writing is a way of thinking and learning. It

gives someone opportunities to explore his ideas and acquire information. Writing

is also a technique for discovering whether his language is understandable or not.

It makes unexpected connections among ideas and language. Educated people,

therefore, need to master good writing ability in order to express themselves well.

The skill of writing is often considered to be reflecting the level of their education.

It means that writing can help the students increase their vocabulary, improve

their knowledge of grammar, develop their understanding of how ideas and

opinions are expressed and how well their messages are understood by the reader.

According Meyers (2005:2) states that writing is a way to produce

language you do naturally when you speak. Writing is speaking to other on paper

or on a computer screen. Writing is also an action a process of discovering and

organizing your ideas, putting them on paper and reshaping and revising them.

Ramies (1983: 21-22) stated that writing can help students to learn. Through

21

writing students can be reinforced to grammatical structures, idioms and

vocabulary that the teachers have given them. It helps learners show what they

have learned. After they have written to generate ideas to underline contradictions

and create new perspective on a subject.

Tarigan (1987:7) states “Writing is a language skill that is used for indirect

communication. The students can communicate their ideas and thoughts to others

through written form such as letter, message, or invitation for communication.”

From these statements, it can be concluded that writing refers to a process in which

its activities are not produced immediately. The writer must think first about the

topic, try to know the topic and find some information about the topic.

Oshima and Hogue (1997: 2) state that writing takes study and practice to

develop this skill. For both native speakers and new learners of English, it is

important to note that writing is a Process, not a “Product”. Writing is a

progressive activity. It means that when learners for the first time write something

down, learners have already been thinking about what they are going to say

and how they are going to say it.

Nunan (2003: 88) defines that writing is the process of thinking to

invent ideas, thinking about how to express into good writing, and arranging the

ideas into statement and paragraph clearly. It indicates that the learners are

expected to explore the ideas and make them into good paragraph. Besides,

writing is both a physical and a mental act. It is the physical act of committing

words or ideas to some medium, whether it is an object or a symbols or an email

message.

22

1. The Importance Of Writing

Raimes (1983: 3) states that the importance of writing is to help the

students in learning process the reasons for that are follows:

a. Writing reinforces the grammatical structure and vocabulary that have

been through to the Students.

b. When the students write they also have a chance to be adventurous with

the language to go beyond what they learned to say and to take risk.

c. When the students write, they become very involved with the new

language and effort to express the ideas and constant use of eye, had,

and trains is unique way reinforce learning.

2. The Characteristic of Good Writing

The teaching of writing is directed to have good result writing. There are

some characteristic of good writing as Melissa Donovan (2012) follow:

a. Clarity and focus: in good writing, everything makes sense and readers

don’t get lost or have to reread passages to figure out what’s going on

focused writing sticks with the plot or core idea without running off on

too many tangents.

b. Organization: a well organized piece of writing is not only clear, it’s

presented in a way that is logical and aesthetically pleasing; you can tell

non-linear stories or place your thesis at the end of on easy and get

away with it as long as your scenes or ideas are well ordered.

23

c. Ideas and themes: is the topic of you paper relevant? Does your story

come complete with themes? Can the reader visualize your poem? For

a piece of writing to be considered well crafted, it has to contain clearly

identifiable ideas and themes.

d. Voice: this is what sets you’re apart from all other writer. It’s your

unique way of stringing words together, formulating idea and relating

senses or images to the reader.

e. Language (word choice): we writer can never underestimate or fail to

appreciate our most valuable tools words. Good writing includes smart

word choices and well-crafted sentences.

f. Grammar: many writers would wish this one a way, but for a piece of

writing to be considered good (let alone great), it has to follow the rules

of grammar (and break those rules only when there’s a good reason).

g. Credibility or believability: nothing says bad writing like getting the

facts wrong or misrepresenting oneself. In fiction, the story must be

believable (even if it’s impossible), and in nonfiction, accurate research

can make or break a writer.

E. Writing Skill

Writing skill can be defined as an ability to communicate all the ideas or

imaginations into the form of structured pattern so that the readers may

understand what the writers mean in their writing.

24

Brown (2001: 334) says that writing is similar to swimming which means

that somebody is able to swim if someone else teaches him how to do so and so is

writing. Briefly, if a student is willing to be able to express his ideas in the written

form, he needs someone else to guide and teaches him how to do so well and

appropriately.

A good writing skill will not appear at once. Writing skill needs process

which has four stages. Hogue (1999: 3) mentions them as follows:

1. Pre - Writing

Pre-writing is the first stage in the writing process. There are two

steps namely choosing and narrowing a topic and brainstorming.

2. Planning (outlining)

It organize the ideas the learners generated by brainstorming into an

outline. There are three steps on planning that is: making sublists,

writing the topic sentence, and outlining.

3. Writing and Revising Draft

In this stage, a writer does three steps: writing the first rough draft,

revising content and organization, and proofreading the second draft.

4. Writing the Final Copy to Hand in

As the final activity in a writing process, a writer has to rework the written

drafts and polish them for the presentation or publication.

25

Baruah(1991: 246) states that the main aim of developing the skill of writing

is to train the student in expressing himself effectively in good English. The

learners who have a good writing skill can:

a) Write the letters of the alphabet at a reasonable speed

b) Spell the words correctly,

c) Recall appropriate words and put them in sentences,

d) Use appropriate punctuation marks

e) Link sentences with appropriate sentence connectors and sequence signals

(e.g. pronouns, definite article, etc.)

f) Organize thoughts and ideas in logical sequence and in suitable

paragraphs around topic sentences,

g) Evaluate the significance of a word or a sentence in the overall materials

of the written passage,

h) Use the form and register appropriate for the subject matter and the

audience.

Good writing involves the knowledge of the conventions of written discourse

in the ESL culture as well the ability to (1) choose the most appropriate

synonyms of certain words that convey certain meaning; (2) select from a

variety of syntactic structures that transmit one’s message precisely; and (3)

adopt a style that will have the most positive rhetorical effect.

26

F. The Concept of Paragraph

1. Defenition of paragraph

Lindblom in Indrayani (2007) describes that a paragraph is a

group of sentences. It is composed by expressing one central idea,

complete it self, and also subdivison or a part of something larger such as

a composition or a chapter in a book. It is same a Tremble’s ( 1979) idea

that a paragraph is usually defined as a group of sentences forming a

complete unit of thought and marked on a page by spacing or identation.

Dean and Frank, (1984: 241) stated that paragraph is a group of

sentence developing a single point or idea. It is possible, occasionally; to

write a paragraph consisting of singgle sentence, but in general, paragraph

contains more than one sentences, most paragraph contains three or more

sentence. Oxford, (1980), paragraph is devision of a piece of writing stated

on a new line.

A paragraph is a group of sentence relate to singgle idea. The

function of a paragraph is to state and develop a single idea, which

develop topic sentence. It has four essential parts, namely: topic, main

idea, detail and transition.

2. Main parts of paragraph

A paragraph has three mayor structural parts namely, topic

sentence, supporting sentence, and concluding sentence. The three main

parts will be described as follows.

27

a. Topic sentence

The topic sentence the main idea of the paragraph. It briefly

indicates what the paragraph is going to discuss. It contains both a

topic and controlling idea. Three aims of topic sentence.

1) To announce the purpose of paragraph.

2) To focus the readers attention on one central thought that

controls all the other sentences in paragraph.

3) Establish the overall plan purpose of the essay.

b. Supporting sentence

The topic sentence can be supported by supporting sentence

to develop and explain the topic sentence by giving definition,

reason, example, facts, comparison and effect. The supporting

sentence and make up of paragraph.

c. Concluding sentence signals the end of the paragraph and leaves

the reader with important to remember.

It serves three purposes:

1) It signal the end of the paragraph.

2) It summarizes the main points of the paragraph.

3) It gies a final on the topic and leaves the reader with the

most important ideas to thig about.

28

3. The Kinds of Paragraph

a. Narrative paragraph

A narrative paragraph is a story. A narrative paragraph is

paragraph-length story it may be the story about you or something that

has happened to you or it may be story in which you are not directly

involved. Narrative can be based on an actual experience, it can be

total imaginary, or it can be mixture of both reality and imagination. In

any case, a narrative is account of events told in such way that the

reader shares the write’s experience. A narrative paragraph begins with

a general statement like topic sentence-that tells the reader what the

story will be about.

Narration he forms of writing used to relate the story of act or

event. Narration paces occurrences in times and tells what happened

according to natural time sequences occurrences. Types of narration

include short storiea, novels, and new stories as well as large part of

our everyday social interchange in the form of letter and conversation.

b. Descriptive paragraph

A descriptive paragraph is one that gives a picture in words. It

may be a picture of a place (a pork, a street, a house, a lake), a

person (character in a story, a friend), a happen (picnic, family,

gathering, school recess). A descriptive paragraph is frequency part

of story, its purpose is to describe people and places so that the

reader can experience the story fully.

29

A descriptive paragraph need to be long, but it should be vivid

action verbs, adjective that describe size, shape, color, and adverb

that describe action must be carefully chose to make clear picture.

The opening sentence of a descriptive paragraph tells the reader

what is going to be described. The rest of the paragraph supplies

the necessary details.

c. Expository paragraph

Exposition involves the presentation of information, opinion,

explanation, or idea. An expository paragraph gives information

about single topic or explains a single topic for the reader. You

may often find paragraphs that inform in daily newspaper. This

paragraph may tell us how to study a map, how to fix a faucet, or

how to grow a small cactus. Expository paragraph can also tell why

something happens for example, wy leap year occurs, why the tides

rise and fall. Fact or reasons usually develop expository paragraph

used alone or with narrative exposition may be develop in number

ways.

d. Argumentation

Argumentation is used in persuading and convincing. It is

closely related to exposition and is often found combined with it.

Argumentation is used to make a case or to proverb or statement or

proposition.

30

4. Characteristics of Paragraph

Tarigan (1996: 24) explains that a good paragraph should have four

characteristics, they are:

a) Unity, a paragraph has a unity if every sentence in it develops one

central idea. When a paragraph a unity, it sticks to the topic. It

develops without getting of track. This means that all

developments support the topic sentence.

b) Completeness, a complete paragraph provides information well

enough and it develops the truth for the reader. In complete

paragraph, the writers provide the readers with restricted topic

sentences and sufficient information to clarify analyze and support

the main idea that which

c) Order, in paragraph can be achieved by presenting the information

of paragraph in a desirable sequence. The order of information is a

paragraph depends on the subject matter, the purpose of the

writing, and the writer’s preference.

d) Coherence means sticking together and in paragraph can be

achieved by connecting one sentence to other. Each sentence in a

paragraph is closely related to the next. It makes the reader

logically and smoothly from one sentence to the next, so that ideas

stick one another.

31

G. Conceptual Framework

In this study, the errors of English verb phrases will be seen in the student’s

English paragraphs. The error analysis is applied in order to find out the kinds of

errors and distribution of kinds of errors of the English verb phrases in the

students paragraphs.

Error Analysis

English Verb Phrases

Kinds of Errors DistributionKinds of Errors

English Paragraphs

32

CHAPTER III

RESEARCH MOTHOD

A. Research design

This research used a descriptive method. It aimed to find out the types of error

made by the fifth semester students of English department of FKIP Unismuh

Makassar to English verb phrases in writing paragraphs.

B. Research variables and indicators

The variables of the research were the kinds of errors in the use of English

verb phrases such as: auxiliary + verb, modal + verb, etc.

C. Population and Sample

1. population

The population of this research was the fifth semester of English

department of fkip unismuh Makassar in academic year 2015/2016. It consisted of

ten classes. Each class consisted of 35 students, so, the number of population was

304.

32

33

Table. 1

Student Population

No Student population

1 A 32

2 B 34

3 C 33

4 D 30

5 E 25

6 F 25

7 G 30

8 H 29

9 I 31

10 J 35

Total 304

34

2. Sample

This research applied random sampling technique. The samples were taken

25 % randomly. So, the number of samples was 76 students.

D. Instrument of the Research

The instrument of this research was writing test. The aim was to know the

students’ error in the use of English verb phrase in writing a paragraph.

E. Data Collection

In collecting the data, the researcher asked the students to write paragraphs

English verb phrases. The topics were provided to be chosen by the students.

Then, the students choose one of the topics to be written for an hour. The

topics were as follows: Family, Holiday, and Health.

E. Data Analysis

The date collected thought the writing test were analyzed as the following

steps:

1. Identification or recognition of errors: The errors in writing paragraphs

made by the students were identified.

2. Description of errors: To describe the error made by the students in writing

paragraphs.

3. Explanation of errors: To explain the types of errors made by students in

writing a paragraph.

35

Furthermore all error in the use of English verb phrase in writing

paragraph were classified according to the kinds or errors stated by Corder

(1973: 277), these are, omission error, addition error, misformation error and

misordering error.

Then, the percentage formula used was as follows:

(%) = 100

36

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the writer presented findings of the research and discussion.

The findings consisted of the identification of error English Verb Phrases (VPs) in

writing paragraphs. The discussion of the research covers further explanation of

the findings.

A. Findings

1. The Kinds of Errors in the use of verb phrase in writing paragarph

In this part, the writer presented the students error in writing paragraphs . As

stated at the previous page, the errors are classified into four types

namely; omission, addition, misformation, and misordering. The distribution

of the errors in each category and in every type of errors and also percentage will

be presented in the following table.

37

The table below shows that there are 258 errors .

Table 4.a

A Number of Errors Based on the Type of Errors

No Kinds of Errors F Percentage (%)

1 Omission 110 42,63

2 Addition 26 10,7

3 Misformation 110 42,63

4 Misordering 12 4,65

Total 258 100

The table above shows that Omission errors have the highest

percentage (42,63%) and Misformation errors is (42,63%). Then it is followed

by Addition errors (10,7%), and the last is Misordering errors (4,65%).

Graphic.1. A numbers of error based on the type of error

42,63 %

10,7%

42,63 %

4,65%0

5

10

15

20

25

30

35

40

45

Omission Addition Misformation Misordering

38

The graphic above indicates that the percentage of the error English verb

phrase in writing paragraphs. Most of the students have high error in Omission

errors and Misformation errors. then, the students error have low error in

Misordering errors.

2. The Distribution of the Kinds of Errors

Error analysis focused on the form language learners, assessing language

learners based on the type of effect: error of omission, error of addition, error of

misformatio, and the error of ordering (Heidi Dulay, et al, 1981: 150). All of these

types of errors are greatly influenced by interference factors when studying

English. Based on the problems described above. In this step is performed to

determine the type of grammatical errors what most are made by the students, by

dividing each type of error with some parts, called the distribution kinds of error,

such error omission (omission auxiliary and main verb), error addition ( double

marking, regularization and simple addition), misformation (regularization and

Archi-form), misordering. Which will be explained through the table.

a. The Distribution of Omission Errors

Dulay, Burt, et al (1981: 154) argues that "the omission is a type of

errors roommates are Characterized by the absence of an item that must

Appear in a well-formed utterance". From these statements, it can be

concluded that the definition of an error of omission is the removal of the

elements that should appear in a speech. Students often make the mistake.

39

Here are the mistakes in the use of verb phrase auxiliary and the main verb

is often the case:

1) The distribution of omission error auxiliary

Table 4.b

The distribution of omission of auxiliary

No Type of Errors F Percentage

(%)

1 Omission of “Auxiliary” 102 39,53

2) The distribution of omission main verb error

Table 4.c

The distribution of omission main verb


(%)

2 Omission of “Main Verb” 8 3,10

Total percentage from, omission auxiliary (39,53%) and main verb(3,10%)

is, 42,63 %

40

Graphic.2. the distribution of omission error

The graphic above indicates that the percentage of the error

auxiliary and main verb. Most of the students have high error in auxiliary

errors, than, the student have low error in main verb errors.

b. The Distribution of Addition Errors

Shape error of addition is a mistake to add an item that should not exist

in a speech. Dulay et al. (1981: 156) explains that "Addition is a type of

errors roommates are Characterized by the presence of the which the item

must not Appear in a well-formed utterance."There are three types of error

of addition; double markings, regularization, and simple additions.

1) The distribution of Addition Errors Double Marking

Double markings often occur because of errors in specific items

what is needed in the construction of linguistics but not for other

cases.

39,53%

3,10 %-

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

Auxiliary Main Verb

41

Table. 4.d

The Distribution of Addition Errors


(%)

1. Double Marking 6 2,47

2) The distribution of Addition Error Regularization

Errors of regularization is to modify an item with an irregular

way of equalizing rules into the regular. For example, the plural

form of the noun "mouse" to "mouses" when sharusnya "mice" and

the shape of irregular verb "write" to "writed" in the past tense

when it should be wrote.

Table. 4.e



(%)

2 Regularization 13 5,35

3) The Distribution of Addition Error Simple Addition

Simple addition is marked with double faults apart from the

addition of markings and regularization. For example in the

sentence "The fishes doesn" t live in the water. "The layout of the

sentence is the error by adding a phoneme -es on fish.

42

Table.4.f



(%)

3 Simple Addition 7 2,88

Total percentage from, double marking (2,47%), regularization

(5,35%) and simple addition (2,88%) is, 10,7 %

Graphic 3. The distribution of addition error

The graphic above indicates that the percentage of the error

auxiliary and main verb. Most of the students have high error in

Regularization, than, the student have low error in Double marking and

Simple addition.

2.47 %

5,35 %

2.88 %

-

1.00

2.00

3.00

4.00

5.00

6.00

Double marking Regularization Simple Addition

43

c. The Distribution of Misformation Errors

Dulay, et al. (1981: 157) describes misformation namely

"misformation errors Reviews those are characterized by the use of the

wrong form of the morpheme or structure."Thus, misformation is an error

in the use of the wrong shape morpheme or structure. Misformation

divided into 2 forms; regularization and arch forms.

1) The Distribution of Misformation error regularization

Regularization is a marker that states regularly placed the

irregular shape, as in goed for went, mousses to mice, Childs for

children.

Table. 4.g

The Distribution of Misformation Errors

No Types of error F Percentage

(%)

1 Regularization 13 5,03

2) The Distribution of Misformation error Archi-form

Dulay et al. (1982: 160) states that "Archi-forms are errors

Reviews those of selection of one member of a class of forms to

represent others in the class. "It states that the Archi-forms errors

are errors in the selection of a form to declare something else, such

as errors elections determiners (this, that, Reviews These, Reviews

44

those) in a sentence. For example, "That dogs are naughty" which

should "Those are naughty dogs".

Table. 4.h

The Distribution of Misformation Errors

No Types of Error F Percentage

(%)

2 Archi-Form 97 37,60

Total percentage from, Regularization (5,03%) and Archi-form

(37,60%) is, 42,63%

Graphic 4. The distribution of misformation error

The graphic above indicates that the percentage of the error auxiliary

and main verb. Most of the students have high error in Archi-form errors,

than, the student have low error in Regularization errors.

5,03%

37,60%

0

5

10

15

20

25

30

35

40

Regularization Archi-form

45

d. The Distribution of Misordering Errors

Dulay et al. (1982: 162) explains that "misordering is Characterized by

the incorrect placement of a morpheme or group of morpheme in an

utterance. "misordering an error in the preparation of morpheme or

morpheme group in the sentence. Such as errors in embedded questions as

in "I don" t know who is she "supposedly "I don" t know who she is ".

Table 4.i

The Distribution of Misordering Errors

No Types of Errors F Percentage

(%)

1 Misordering Errors 12 4,66

Based on the table above, there are 12 misordering errors (4,66% of the

total errors).

B. Discussion

Based on the surface category taxonomy, the student’s errors can be

classified into omission, addition, misformation, and misordering errors.

1. Omission Errors


must appear in a well-formed utterance. Although any morpheme or word

in a sentence is a potential candidate for omission, some types of morphemes are

46

omitted more than others. The examples of this type of errors are presented

below:

a) Item number 1,

Two weeks ago my classmate *go to tracking to Talung(ramma’)

mountain.

The sentence above is not well-formed. There is ‘es’ in the source

language and the student omits in the target language. The correct form of

the sentence above is Two weeks ago my classmate goes to tracking to

Talung(ramma’) mountain.

b) Item number 2

My father’s *a farmer =

The sentence above is not well-formed. Because the paragraph not

increasing to be ‘is’. The correct form of the sentence above is “My father’s* is

a farmer”

c) Itemnumber 21, Data AC

Tea is *drink that has known by many people.

sentence above is not well-formed. There is article ‘a’ in the

source language and the student omits the article in the target language. The

correct form of the sentence above is” Tea is a drink that has known by many

people.”

2. Addition

Addition is the opposite of omission. Addition errors are characterized by

the presence of items that must not appear in well-formed utterances. The

47

examples of this type of errors are presented below:

a) Item number 1,

I* feels very happy because this is the first trip with my classmate.

The sentence above is not well-formed. Because the paragraph increasing a

word ‘s’ that is not important . The correct form of the sentence above is “I feel

very happy because this is the first trip with my classmate”

b) Item number 18,

Tourist attractions is an* interested a beautiful places or historic places.

The sentence above is not well-formed. Because the paragraph increasinga

word ‘ed’ not important. The correct form of the sentence above is “Tourist

attractions is an* interest a beautiful places or historic places….”

3. Misformation

a. Item number 2

The parents from my mother *has five siblings his name is Rusman..

The sentence above is not well-formed. Because the paragraph increasing

a word ‘has’, why, because ‘has’ just for single. The correct form of the sentence

above is “The parents from my mother *have five siblings his name is

Rusman…”

b. Item number 3

But the government* do not have action more to control area and

minimalizer negative effect of it.

48

The sentence above is not well-formed. Because the paragraph increasing

a word ‘do not’. The correct form of the sentence is “But the government* it does

have action more to control area and minimalizer negative effect of it.”

4. Misordering

1) Item number 32

Human much using transportation one of ground transportation.

The sentence is not well-formed. Because the structure paragraph not

exact. The correct of the sentence is “Human much using transportation one of

ground transportation.

2) Item Number 30

After hours we run and climb, in the end was we arrived at the valley

The sentence is not well-formed. Because the structure paragraph not

exact. The correct of the sentence is “After hours we run and climb, in the end

was we arrived at the valley.”

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

The result of this study indicates that there were a number of errors made by

the fifth semester students of the English Department of Teacher Training and

Education Faculty of muhammadiyah university of Makassar in English verb

phrase in writing paragraphs.

1. The kinds of errors English verb phrase in writing paragraphs made by the

fifth years students of English education department of fkip unismuh

makaasar is :

a. Total errors made by students in Omission are (42,63%).

b. Total errors made by students in Addition are (10,7%)

c. Total errors made by students in Misformation are (42,63%)

d. Total errors made by students in Misordering are (4,65%)

2. There are four types of errors made by the students English verb phrases

writing paragraphs. They are omission errors, addition errors,

misformation errors, and misordering errors. A numbers of omission errors

are (42,63%). The kinds of omission errors are omission of auxiliary

(39,54%), omission of main verb (3,10%). A number of addition errors are

(10,7%). Addition errors consist of addition of double marking

50

(2,49%),addition of regularization (5,4%), and addition of Simple

addition (2,91%). The numbers of misformation errors are (42,63%).

The kinds of misformation errors are regularization (5,03%),

misformation of archi-form (37,60%),.While the number of misordering

errors is (3,66%).

B. Suggestion

The writer finds that there are still some errors made by the students

English verb phrase in writing paragraphs. Therefore, she wants to give

suggestions as follows:

1. The lecturers have to give feedback to the students after correcting and

analyzing their errors in writing paragraphs.

2. The lectures have to motivate their students to keep on learning though

they have found difficulties during the process in learning and make an

improvement of their style of teaching, so the students do not feel bored.

3. The students have to pay more attention when their lecturer explains the

new material and asks if the material is not yet understood.

4. It is suggested to the next researchers that they do researches about the

other phrases in the students’ essays.

BIBLIOGRAPHY

Corder, S.P. 1981. Error Analysis and Interlanguage. Oxford: Oxford UniversityPress. http://links.jstor.org/sici.Development.

Dulay, H.Burt, M. & Krashen, S.D. 1982. Language Two. MA. Rowley: NewburyHousen. http://links.jstor.org/sici?sici.Development.

Inar, Andi, 2008. Error in Pronouncing the English Vowels Made by the SecondYear Students of SMP Negeri 1 Kabupaten Takalar. FKIP UnismuhMakassar.

Brown, Douglas. 1980. Principles of Language Learning and Teaching.Englewood Cliffs. New Jersey: Prentice Hall Inc.

Norrish, John. 1983. Language Learner and Their Errors. Essential LanguageTeaching Series. Hongkong: Machmillan Press Ltd.

Nurhikmah, Andi, 2004. Error Analysis on Translation From Indonesian IntoEnglish Sentences Made by the Third Year Students of SLTPMuhammadiyah 12 Makassar. FKIP Unismuh Makassar

Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. NewJersey: Prentice Hall Inc.

Richard, Jack C. 1984. Error Analysis Perspective on Second LanguageAcquisition. Essay Longman.

Krisetyawati, Bena Florita, 2010. An Error Analysis on the Translation of EnglishNoun Prhase into Indonesia of the Fifth Semester Students of the EnglishDepartement of Teacher Training and Education Faculty, Sebelas MaretUniversity in the Academic Year 2009/2010.

Michaelides, N.N.1990. Error Analysis: An Aid to teaching. English TeachingForumVol.XXXVIII/ 4:28:30

Dulay, H. and Burt, M. 1974.You can’t learn without goofing.In error analysis.ed. J.C.Richards. London: Longman.

.Barnet, M. T. 1974. Elements of Technical Writing. New York: Delman Publisher.

Tarigan, HG. 1986. Menulis Sebagai Suatu Keterampilan Bahasa. Bandung:Angkasa.

Indrayani, Mastira. (2007) Improving Students’ Ability ti Write DescriptiveParagraph by Using Photographs. Thesis S1, UNM Makassar.

Lester, Mark and Beason Larry. Handbook of English Grammar and Usage.New York.

Mufflin, Hougton. (1984) English Grammar and Composition. New Jersey.

Jackson, Howard. Analysisng English An Introduction to Descriptive Linguistics.Oxford. New York.

CURRICULUM VITAE

The writer, Risna was born in Kolaka, on July, 19th, 1991. She is the fourth child

from five children. Her father is Andi Samsu and her mother is Hj.Ratna. She

graduated her Elementary School at SD Negeri 1 Lametuna Kolaka Utara in 2004.

She continued her junior High School at SMP Terbuka Lasusua Kolaka Utara, and

graduated in 2007. Her Senior High School at SMA Negeri 22 Makassar and

graduated in 2010. In the same year, she was accepted as a student of English

Department, Faculty of teachers Training and Education at Makassar

Muhammadiyah University

At the end of her study, she could finish her thesis with title An Error

Analysis of English verb Phrases in Writing Paragraphs at the Fifth

Semester Students of FKIP Unismuh Makassar.

LEMBAR OBSERVASI KETERLAKSANAAN PEMBELAJARAN

KOOERATIF TIPE TEAMS-GAMES-TOURNAMENT (TGT)

Nama Sekolah : SMP Muhammadiyah 6 MakassarMata Pelajaran : MatematikaKelas/Semester : VII A /IPokok Bahasan : Bilangan BulatHari/ Tanggal : Rabu/ 21 September 2016Pertemuan Ke- : I

Petunjuk Pengisian

Amatilah hal-hal yang menyangkut aspek kegiatan mengajar denganmemberikan penilaian tentang keterlaksanaan pembelajaran berdasarkan skalapenilaian berikut:

1. Kurang sekali 3. Baik2. Kurang 4. Baik sekali

Berilah tanda (√) pada salah satu pilihan realisasi yang tersedia untuk setiappernyataan berikut sesuai dengan pengamatan saat pembelajaran AktivitasGuru

Ya : Jika guru melaksanakan kegiatan tersebutTidak : Jika guru tidak melaksanakan kegiatan tersebut

No Aspek Yang Diamati Terlaksana Penilaian Keterangan

Ya Tidak 1 2 3 4

I PRA PEMBELAJARAN

1. Guru membuka pelajaran

dengan salam dan menanyakan

keadaan siswanya

√ √

Terlaksana

2. Guru mempersiapkan siswa

untuk belajar√ √

Terlaksana

II. KEGIATAN AWAL

PEMBELAJARAN

1. Guru melakukan apersepsi

(mengaitkan materi yang telah√ √

Terlaksana

dipelajari dengan materi yang

akan disajikan agar terjadi

kesinambungan).

2. Guru menyampaikan tujuan

pembelajaran dan pentingnya

materi yang akan dipelajari.

√ √

Terlaksana

3. Guru memotivasi siswa dalam

kegiatan pembelajaran√ √

Terlaksana

III KEGIATAN INTI

PEMBELAJARAN

A. Penjelasan Materi Pelajaran

1. Guru menyajikan informasi

terkait dengan materi pelajaran√ √

Terlaksana

2. Guru memberikan kesempatan

kepada siswa untuk bertanya

dan mengemukakan pendapat

√ √

Terlaksana

3. Guru menanyakan pemahaman

siswa terkait informasi atau

materi pelajaran

√ √

Terlaksana

4. Guru mengorganisasikan siswa

ke dalam kelompok-kelompok

belajar yang heterogen

√ √

Terlaksana

B. Pendekatan/Strategi

Pembelajaran


kepada setiap kelompok umtuk

interaksi (belajar) bersama

anggotanya

√ √

Terlaksana

2. Guru memberikan arahan dan

bimbingan kepada kelompok

yang membutuhkan√ √

Terlaksana

3. Guru mengarahkan siswa

untuk berpartisipasi aktif

dalam interaksi kelompok

√ √

Terlaksana

4. Guru mempersilahkan siswa

untuk bekerja sesuai dengan

petunjuk, dan membimbing

seperlunya

√ √

Terlaksana

5. Guru meminta setiap

kelompok untuk mengirimkan

wakilnya ke meja tournament

√ √

Terlaksana

6. Guru memberikan arahan

secara garis besar tata cara

kerja, bahwa kemampuan dan

keseriusan tiap anggota

kelompok akan mempengaruhi

keberhasilan tiap kelompok.

√ √

Terlaksana


untuk kembali ke

kelompoknya setelah turnamen

selesai dan menyerahkan hasil

skor

√ √

Terlaksana

8. Guru membahas hasil

turnament, memperkenalkan

kelompok terbaik, dan

memberikan penghargaan.

√ √

Terlaksana

C. Penilaian Proses dan Hasil

Belajar

1. Guru membimbing dan

mengamati seluruh proses

pembelajaran yang

berlangsung

√ √

Terlaksana

2. Guru mengolah proses

pembelajaran sesuai dengan

model yang diterapkan

√ √

Terlaksana

IV. Penutup


untuk menyimpulkan hasil

kegiatan pembelajaran yang

telah berlangsung

√ √

Terlaksana

2. Guru memberikan tugas/PR

kepada siswa dan

menginformasikan tentang

materi yang akan dipelajari

selanjutnya

√ √

Terlaksana

Total

Makassar, 21 September 2016

Observer,

Siswati Arif



Nama Sekolah : SMP Muhammadiyah 6 MakassarMata Pelajaran : MatematikaKelas/Semester : VII A /IPokok Bahasan : Bilangan BulatHari/ Tanggal : Sabtu/ 24 September 2016Pertemuan Ke- : II

Petunjuk Pengisian





No Aspek Yang Diamati Terlaksana Penilaian Keterangan

Ya Tidak 1 2 3 4

I PRA PEMBELAJARAN

1. Guru membuka pelajaran

dengan salam dan menanyakan

keadaan siswanya

√ √

2. Guru mempersiapkan siswa

untuk belajar

√ √

II. KEGIATAN AWAL

PEMBELAJARAN

1. Guru melakukan apersepsi

(mengaitkan materi yang telah

√ √

dipelajari dengan materi yang

akan disajikan agar terjadi

kesinambungan).

2. Guru menyampaikan tujuan

pembelajaran dan pentingnya

materi yang akan dipelajari.

√ √

3. Guru memotivasi siswa dalam

kegiatan pembelajaran

√ √

III KEGIATAN INTI

PEMBELAJARAN

A. Penjelasan Materi Pelajaran

1. Guru menyajikan informasi

terkait dengan materi pelajaran

√ √


kepada siswa untuk bertanya

dan mengemukakan pendapat

√ √

3. Guru menanyakan pemahaman

siswa terkait informasi atau

materi pelajaran

√ √

4. Guru mengorganisasikan siswa

ke dalam kelompok-kelompok

belajar yang heterogen

√ √

B. Pendekatan/Strategi

Pembelajaran


kepada setiap kelompok umtuk

interaksi (belajar) bersama

anggotanya

√ √

2. Guru memberikan arahan dan

bimbingan kepada kelompok

yang membutuhkan

√ √


untuk berpartisipasi aktif

dalam interaksi kelompok

√ √


untuk bekerja sesuai dengan

petunjuk, dan membimbing

seperlunya

√ √

5. Guru meminta setiap

kelompok untuk mengirimkan

wakilnya ke meja tournament

√ √

6. Guru memberikan arahan

secara garis besar tata cara

kerja, bahwa kemampuan dan

keseriusan tiap anggota

kelompok akan mempengaruhi

keberhasilan tiap kelompok.

√ √


untuk kembali ke

kelompoknya setelah turnamen

selesai dan menyerahkan hasil

skor

√ √

8. Guru membahas hasil

turnament, memperkenalkan

kelompok terbaik, dan

memberikan penghargaan.

√ √

C. Penilaian Proses dan Hasil

Belajar

1. Guru membimbing dan

mengamati seluruh proses

pembelajaran yang

berlangsung

√ √

2. Guru mengolah proses

pembelajaran sesuai dengan

model yang diterapkan

√ √

IV. Penutup


untuk menyimpulkan hasil

kegiatan pembelajaran yang

telah berlangsung

√ √

2. Guru memberikan tugas/PR

kepada siswa dan

menginformasikan tentang

materi yang akan dipelajari

selanjutnya

√ √

Total


Observer,

Siswati Arif



Nama Sekolah : SMP Muhammadiyah 6 MakassarMata Pelajaran : MatematikaKelas/Semester : VII A /IPokok Bahasan : Bilangan BulatHari/ Tanggal : Rabu/ 28 September 2016Pertemuan Ke- : III

Petunjuk Pengisian





No Aspek Yang Diamati Terlaksana Penilaian KeteranganYa Tidak 1 2 3 4

I PRA PEMBELAJARAN1. Guru membuka pelajaran

dengan salam dan menanyakankeadaan siswanya

√ √ Terlaksana

2. Guru mempersiapkan siswauntuk belajar √ √ Terlaksana

II. KEGIATAN AWALPEMBELAJARAN

1. Guru melakukan apersepsi(mengaitkan materi yang telahdipelajari dengan materi yangakan disajikan agar terjadikesinambungan).

√ √ Terlaksana

2. Guru menyampaikan tujuanpembelajaran dan pentingnyamateri yang akan dipelajari.

√ √ Terlaksana

3. Guru memotivasi siswa dalamkegiatan pembelajaran √ √ Terlaksana

III KEGIATAN INTIPEMBELAJARAN

A. Penjelasan Materi Pelajaran1. Guru menyajikan informasi

terkait dengan materi pelajaran√ √ Terlaksana

2. Guru memberikan kesempatankepada siswa untuk bertanyadan mengemukakan pendapat

√ √ Terlaksana

3. Guru menanyakan pemahamansiswa terkait informasi ataumateri pelajaran

√ √ Terlaksana

4. Guru mengorganisasikan siswake dalam kelompok-kelompokbelajar yang heterogen

√ √ Terlaksana

B. Pendekatan/StrategiPembelajaran

1. Guru memberikan kesempatankepada setiap kelompok umtukinteraksi (belajar) bersamaanggotanya

√ √ Terlaksana

2. Guru memberikan arahan danbimbingan kepada kelompokyang membutuhkan

√ √ Terlaksana

3. Guru mengarahkan siswauntuk berpartisipasi aktifdalam interaksi kelompok

√ √ Terlaksana

4. Guru mempersilahkan siswauntuk bekerja sesuai denganpetunjuk, dan membimbingseperlunya

√ √ Terlaksana

5. Guru meminta setiapkelompok untuk mengirimkanwakilnya ke meja tournament

√ √ Terlaksana

6. Guru memberikan arahansecara garis besar tata carakerja, bahwa kemampuan dankeseriusan tiap anggotakelompok akan mempengaruhikeberhasilan tiap kelompok.

√ √ Terlaksana

7. Guru mempersilahkan siswauntuk kembali kekelompoknya setelah turnamenselesai dan menyerahkan hasilskor

√ √ Terlaksana

8. Guru membahas hasilturnament, memperkenalkan √ √ Terlaksana

kelompok terbaik, danmemberikan penghargaan.

C. Penilaian Proses Dan HasilBelajar

1. Guru membimbing danmengamati seluruh prosespembelajaran yangberlangsung

√ √ Terlaksana

2. Guru mengolah prosespembelajaran sesuai denganmodel yang diterapkan

√ √ Terlaksana

IV. Penutup1. Guru mengarahkan siswa

untuk menyimpulkan hasilkegiatan pembelajaran yangtelah berlangsung

√ √ Terlaksana

2. Guru memberikan tugas/PRkepada siswa danmenginformasikan tentangmateri yang akan dipelajariselanjutnya

√ √ Terlaksana

Total


Observer,

Siswati Arif

LEMBAR OBSERVASI AKTIVITAS SISWA TERHADAP PELAKSANAAN

MODEL PEMBELAJARAN KOOPERATIF TIPE

TEAMS GAMES TOURNAMENT (TGT)

Nama Sekolah : SMP Muhammadiyah 6 Makassar

Mata Pelajaran : Matematika

Kelas/Semester : VII/I (Satu)

Hari/Tanggal : Rabu/ 21 September 2016

Pokok Bahasan : Bilangan Bulat

Pertemuan Ke- : I

Petunjuk pengisian

Amatilah yang menyangkut aktivitas siswa selama kegiatan pembelajaran

berlangsung, kemudian isilah lembar pengamatan dengan prosedur sebagai

berikut:

1. Pengamatan dilakukan kepada siswa sejak guru memulai pembelajaran

2. Pengamatan aktivitas siswa untuk kategori dalam aktivitas kelompok

dilakukan pada saat kegiatan siswa (kerjasama) dalam kelompok dilaksankan

3. Pengamat memberikan kode/cek(√) pada kolom yang sesuai dengan aktivitass

siswa yang muncul

Kategori aktivitas siswa

1) Siswa yang memperhatikan pembahasan pada saat pembelajaran

berlangsung

2) Siswa yang mengajukan pertanyaan tentang hal-hal yang belum

dimengerti

3) Siswa yang menjawab pertanyaan yang diajukan oleh guru maupun

sesame siswa tentang materi yang sedang dipelajari

4) Siswa mengerjakan LKS dengan serius dan saling membantu jika ada

teman satu kelompok yang kurang paham

5) Siswa memulai turnamen atau kuis dan mengikutinya dengan semangat

6) Menjawab kartu bernomor atau soal yang didapatnya di dalam turnamen

atau kuis dengan benar

7) Menantang jawaban pada saat turnamen atau kuis apabila pembaca soal

menjawab salah

8) Siswa yang melakukan aktivitas lain diluar kegiatan pembelajaran

(mengganggu teman pada saat pembelajaran berlangsung).

Pengamatan

Kelompok Nama Aspek yang diamati1 2 3 4 5 6 7 8

I 1. Jumadil DwiCahyo

√ √ - - √ √ - √2. M. Aidil Adham - √ - √ - - √ √3. Nur Wahidah Arif √ √ √ √ √ √ √ √4. Arwini Puspita

Amir√ √ - √ - √ √ √

5. Dhea Tri IndahSyahputri

√ - √ - √ - √ √II 1. Miswar - √ √ √ - √ - √

2. Muh. Farid √ - √ √ √ √ - √3. Fitriani - - - - - - - -4. Imelinda Fujrianti √ √ - √ √ √ √5. Miranda √ √ √ √ - √ √ √

III 1. Muhammad NurReza

√ √ - √ √ - √ √2. Muhammad

Rizaldy- √ √ - √ - √ √

3. Nur Annisa √ - √ √ √ √ - -4. Nur Fadilah √ √ - √ - √ √ -5. Nurfitri Syawalia √ √ √ √ √ √

IV 1. MuhammadSyahrenza

- √ √ - √ - √ √2. Noor Hidayah

Ansar√ √ - √ - √ √ √

3. Nurpatul Jannah √ √ √ √ √ √ √4. Nurul Aeni F. √ √ √ - √ - √ -

5. Nurul Aisyah - √ - √ √ √ √ √V 1. Ripaldi - √ √ - √ √ - √

2. Sulfiadi S. - - - - - - - -3. Nurul Annisa √ - √ √ √ √ √ -4. Pipit Ariyanti √ √ - √ √ - √ √5. Putri Dianah H. √ √ √ √ - - √ √

VI 1. Muh. Akram - √ √ - √ √ - √2. Yanti Yanto √ - - √ √ - √ √3. Rina Afriana √ - √ √ - √ √ -4. Rini Afriani √ √ √ √ √ - √ √5. Sindi Artika

Srikandi- √ √ √ √ - √ √

Makassar, 21 September2016

Observer

Siswati Arif







Hari/Tanggal : Sabtu/ 24 September 2016


Pertemuan Ke- : II

Petunjuk pengisian



berikut:





siswa yang muncul



berlangsung


dimengerti









menjawab salah



Pengamatan



- - - - - - - -

2. M. Aidil Adham √ √ √ √ - √ √ √3. Nur Wahidah Arif √ - - √ √ √ √ -4. Arwini Puspita

Amir√ √ √ √ √ - √ √


√ √ √ √ √ √ √ -

II 1. Miswar √ - √ √ - √ √ √2. Muh. Farid √ √ √ √ √ - - -3. Fitriani √ - √ - √ √ √ √4. Imelinda Fujrianti - - √ √ - √ - √5. Miranda √ √ - √ √ - - √


√ - √ √ √ √ √ -

2. MuhammadRizaldy

√ √ - √ - √ √ √3. Nur Annisa √ - √ √ √ √ - √4. Nur Fadilah √ √ √ √ √ - - √5. Nurfitri Syawalia - √ √ - √ √ √ -


√ - - √ √ √ √ -

2. Noor HidayahAnsar

√ √ √ √ √ √ - √3. Nurpatul Jannah - √ √ - √ √ √ √4. Nurul Aeni F. √ √ - √ √ √ √ -

5. Nurul Aisyah √ - √ √ √ √ √ -V 1. Ripaldi √ √ √ √ - √ √ -

2. Sulfiadi S. √ √ √ √ √ - - √3. Nurul Annisa √ - √ √ - √ √ √4. Pipit Ariyanti - √ √ √ - √ √ -5. Putri Dianah H. √ √ - √ √ √ √ -

VI 1. Muh. Akram √ - √ √ √ √ - √2. Yanti Yanto √ - √ √ √ - √ √3. Rina Afriana √ √ √ - √ √ - -4. Rini Afriani √ √ √ √ √ √ - -5. Sindi Artika

Srikandi- √ √ √ √ √ - -


Observer

Siswati Arif







Hari/Tanggal : Rabu/ 28 September 2016


Pertemuan Ke- : III

Petunjuk pengisian



berikut:





siswa yang muncul



berlangsung


dimengerti









menjawab salah



Pengamatan



√ - √ √ √ √ √ √2. M. Aidil Adham √ √ √ √ - √ √ √3. Nur Wahidah Arif √ - √ √ - √ √ -4. Arwini Puspita

Amir- - - - - - - -


√ - √ √ √ √ √ -

II 1. Miswar - √ √ √ √ √ √ √2. Muh. Farid √ - - √ √ √ √ √3. Fitriani √ √ √ √ √ √ √ -4. Imelinda Fujrianti √ √ √ √ √ √ √ -5. Miranda √ √ √ √ √ √ √ -


√ √ √ √ √ √ - √2. Muhammad

Rizaldy√ - √ √ √ √ - -

3. Nur Annisa √ - √ √ √ √ √ -4. Nur Fadilah √ √ √ √ √ √ √ -5. Nurfitri Syawalia √ - √ √ √ √ √ -


√ √ √ √ √ √ - -

2. Noor HidayahAnsar

√ √ √ √ √ √ - -

3. Nurpatul Jannah √ - √ √ √ √ - -4. Nurul Aeni F. √ √ √ √ √ √ √ √

5. Nurul Aisyah √ - √ √ √ √ √ -V 1. Ripaldi √ - √ √ √ √ - √

2. Sulfiadi S. √ - √ √ √ √ - √3. Nurul Annisa √ - √ √ √ √ - -4. Pipit Ariyanti √ √ √ √ √ √ - -5. Putri Dianah H. √ √ √ √ √ √ √ -

VI 1. Muh. Akram √ - - √ √ √ - -2. Yanti Yanto √ √ √ √ √ √ - √3. Rina Afriana √ - √ √ √ √ - √4. Rini Afriani √ - √ √ √ √ - -5. Sindi Artika

Srikandi√ - √ √ √ √ - -


Observer

Siswati Arif

APPENDIX

Appendix A

Trip in the Talung(ramma’)

Two weeks ago my classmate* goes to tracking to Talung(ramma’) mountain.

We leave at 06:15 and we got in the mountain high level at 11:00.

In fact we have slowly until in the mountain high level. Because we are the

first tracker. Second day we see the sunrise. I *impressived to see it.

We* are/do not spend time to take some pictures, playing same game and eat

together. After that we are preparing back to home. I* feels very happy because this is

the first trip with my classmate.

PUBLIC TRANSPORTATION IN INDONESIA

Transportatian can make human eazy to daily activitis the kinds of

transportation be three parts. It’s air transportation, ground transportation, and

maritime transportation. Human much using transportation one of ground

transportation. Growth of inhabitant following fenomena make much transportation

specially in Indonesia become influence of environment.

Right now in Indonesia having big problem related with transportation. Public

transportation (ground transportation) at the big city make the road traffic jam for

example Jakarta, Surabaya, Makassar, and etc. But the government* do not/ it does

have action more to control area and minimalizer negative effect of it. This effect * is

not only in traffic jam but having polution and increase insident.

MY BIG FAMILY

My father’s name is Latif and my mother’s name is Nurhayati. I have one

brother and three sister’s . My brother’s name is Rusdin and my sister’s name the first

is Rusdiana, the second is Fitriani, and the last is Yuliani.

My father’s is a farmer and my mother’s is a house wife. My Brother’s is a

farmer and he has merried and he has one soon and one daughter. And my sister’s

Rusdiana is a house wife, she has merried and she has one soon and one daughter,

Fitriani is a house wife, and she has merried and she has a daughter, and Yuliani is a

student.

My grandfather’s name is Sunggu and my grandmother’s name is Madi from

my mother whereas my grandfather’s name is Riping and mygrandmother’s name is

Sarah from my father. The parents from my mother *has five siblings his name is

Rusman, Jabur, and Roni and her name is Rusi and Hadisa. And from my father has

three siblings her name is Rosi, Suhara and Suhati.

Appendix B. Kinds of Errors

Table 1

A Number of Errors Based on the Type of Errors

No Kinds of Errors F Percentage (%)

1 Omission 110 42,63

2 Addition 26 10,7

3 Misformation 110 42,63

4 Misordering 12 4,65

Total 258 100

The table above shows that Omission errors have the highest percentage

(42,63%). Then it is followed by Misformation errors (42,63%), Addition errors

(10,7%), and the last is Misordering errors (4,65%).

a. Omission Errors


must appear in a well-formed utterance. Although any morpheme or

word in a sentence is a potential candidate for omission, some types of

morphemes are omitted more than others. The examples of this type of

errors are presented below:

1) Item number 1,

Two weeks ago my classmate* go to tracking to Talung(ramma’)

mountain.

The sentence above is not well-formed. There is article ‘es’ in

the source language and the student omits the article in the

target language. The correct form of the sentence above is Two

weeks ago my classmate* goes to tracking to Talung(ramma’)

mountain.

2) bItem number 2

My father’s* a farmer =

The sentence above is not well-formed. Because the paragraph not

increasing to be ‘is’. The correct form of the sentence above is “My

father’s* is a farmer”

3) Item number 21, Data AC

Tea is* drink that has known by many people.

The sentence above is not well-formed. There is article ‘a’ in

the source language and the student omits the article in the

target language. The correct form of the sentence above is” Tea is* a

drink that has known by many people.”

b. Addition

Addition is the opposite of omission. Addition errors are characterized

by the presence of items that must not appear in well-formed utterances.

The examples of this type of errors are presented below:

1) Item number 1,

I* feels very happy because this is the first trip with my classmate.

The sentence above is not well-formed. Because the paragraph

increasing a word ‘s’ that is not important . The correct form of the

sentence above is “I* feel very happy because this is the first trip with

my classmate”

2) Item number 18,

Tourist attractions is an* interested a beautiful places or historic

places.


increasinga word ‘ed’ not important. The correct form of the sentence

above is “Tourist attractions is an* interest a beautiful places or

historic places….”

c. Misformation

1) Item number 2

The parents from my mother *has five siblings his name is

Rusman.


increasing a word ‘has’, why, because ‘has’ just for single. The correct

form of the sentence above is “The parents from my mother *have

five siblings his name is Rusman…

2) Item number 3

But the government* do not have action more to control area and

minimalizer negative effect of it.


increasing a word ‘do not’. The correct form of the sentence is “But

the government* it does have action more to control area and

minimalizer negative effect of it.”

d. Misordering

1) Item number 32

Human much using transportation one of ground transportation.

The sentence is not well-formed. Because the structure paragraph

not exact. The correct of the sentence is “Human much using

transportation one of ground transportation.

2) Item Number 30

After hours we run and climb, in the end was we arrived at the

valley

The sentence is not well-formed. Because the structure paragraph

not exact. The correct of the sentence is “After hours we run and

climb, in the endwas we arrived at the valley.”

Appendix C. Distribution of Errors

a. Omission Errors

No Error Auxiliary Error Main Verb1 Two weeks ago my

classmate* goes to tracking to

Talung(ramma’) mountain.

Londa cave * has a depth ofup to 1000 meters.

2 Second day we see thesunrise. I *impressived to seeit

It have/has for main bastionas if we became foot for theturtle

b. Addition Errors

No Double Marking Regularization Simple Addition1 I*feels very happy

because this is the firsttrip with my classmate.

In Basketball thisthings is* required,Basketball,

Many people likesport because it’shealthy and somuch(hapus saja)fun

2 My *father’s name isSyahlanSinring, he was ahead master.

No exaggerationwhen Latimojongmountain*is calledbig mountain.

My father has afriendly personalityand have* a manyfriends

c. Misformation

No Regularization Archi-form1 We* are/do not spend time to

take some pictures, playing

same game and eat together.

There is/are some of the touristattraction nature that can be foundin this namely Taman Hutan

2 But the government* do not/ it

does have action more to

control area and minimalizer

negative effect of it.

we* was/were very trip enjoy with

drive motor cycle.

d. Misordering

No Misordering1 Human much using transportation one of ground transportation.2 After hours we run and climb, in the end was we arrived at the

valley

Appendix D. Incorrect and Correct

1. Omission Errors

No Incorrect Correct1 Two weeks ago my classmate* go

to tracking to Talung(ramma’)

mountain.

Two weeks ago my classmate goes

to tracking to Talung(ramma’)

mountain.

2 Second day we see the sunrise. I

*impressive to see it.

Second day we see the sunrise. Iimpressived to see it.

3 My father’s* a farmer My father’s is a farmer

4 This effect * not only in traffic

jam but having 10incident and

increase 10incident.

This effect is not only in traffic jam

but having 10ncident10 and increase

10incident.

5 It * for main bastion as if webecame foot for the turtle.

It has for main bastion as if webecame foot for the turtle.

6 Upon * arrival we in Malino, weprepare to hiking, all the motorcycle in the parking lot well…

Upon arrived we in Malino, weprepare to hiking, all the motor cyclein the parking lot well…

7 Health * very important in thisworld

Health is very important in thisworld

8 I and my* friend are planning avacation to the district Bulukumbaprecisely

I and my friends are planning avacation to the district Bulukumbaprecisely

9 Corruption* a major issue thathappened in Indonesia.

Corruption is a major issue thathappened in Indonesia.

10 Education * a process ofinternalization of culture to aperson or group of people to makethe person or group to becomemore civilized.

Education is a process ofinternalization of culture to a personor group of people to make theperson or group to become morecivilized.

2. Addition ErrorsNo Incorrect Correct1 I* feels very happy because this is I feel very happy because this is the

the first trip with my classmate. first trip with my classmate.2 No exaggeration when Latimojong

mountain*is called big mountain.No exaggeration when Latimojongmountainis call big mountain.

3 This* placed is visited by many

people in the afternoon and evening

for looking its beautiful beach.

This place is visited by many people

in the afternoon and evening for

looking its beautiful beach.

4 My *father’s name is

SyahlanSinring, he was a head

master.

My father name is SyahlanSinring,

he was a head master.

5 Many people like sport because it’shealthy and so much fun

Many people like sport because it’shealthy and so fun

6 In Basketball this things is*required, Basketball

. In Basketball this things is require,Basketball

7 Tourist attractions is an*interested a beautiful places orhistoric places and visited by localscommunity and tourism.

Tourist attractions is an interest abeautiful places or historic placesand visited by locals community andtourism.

8 My father has a friendly personalityand have* a many friends.

.) My father has a friendlypersonality and have many friends.

910

3. Misformation

No Incorrect Correct1 We* are not spend time to take

some pictures, playing same game

and eat together.

We do not spend time to take some

pictures, playing same game and eat

together.

2 There is some of the tourist

attraction nature that can be found

in this namely Taman Hutan,

There are some of the tourist

attraction nature that can be found in

this namely Taman Hutan,

3 in the end* was we arrived at the in the end we was arrived at the

valley and we arrived the middle of

the night because

valley and we arrived the middle of

the night because

4 Snow white *have a step motherwho was always jealous of SnowWhite’s beauty.

Snow white had a step motherwho was always jealous of SnowWhite’s beauty.

5 suddenly she* were a smallstrange cottage. She wonderedwho lived there, then she enteredthe cottage.

suddenly she was a small strangecottage. She wondered who livedthere, then she entered the cottage.

6 eyes color skin color light brown,and she* have a beautiful smile.

eyes color skin color light brown,and she has a beautiful smile.

7 There *is also some players that arebecome as reserve

There are also some players that arebecome as reserve

8 At the foot of the cliff there* are acave used as tombs

At the foot of the cliff there* is acave used as tombs

9 She *have round eyes like myfathers,

She has round eyes like my fathers,

10 But the servant *didd’t kill SnowWhite, He led the innocent littlegirl away.

But the servant didn’t kill SnowWhite, He led the innocent little girlaway.

4. Misordering

No Incorrect Correct1 *Human much using transportation

one of ground transportation.Much human using transportationone of ground transportation.

2 After hours we run and climb, inthe end *was we arrived at thevalley

After hours we run and climb, in theend we was arrived at the valley

3 Saturday, 04 July 2015, I and myfriends go hiking to Ramma valley.We were overnight in valley.

July, 04th 2015, I and my friends gohiking to Ramma valley. We wereovernight in valley.

4 Do you know who is he? Do you know who is he?5 I don‟t know who is she I don‟t know who she is

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