;aG/i AN ERROR ANALYSIS ON STUDENTS' ABIllTY TO USE PERSONAL PRONOUN FORMS IN WRITING (A Case Study at the First Grade Students ojS1vfP Al-Zahra Indonesia. Pamulang) "A Skripsi" Presented to the Faculty of Tarbiyah and Teachers Training In a Partial Fulfillment of the Requirements for the Degree of S.Pd (Bachelor of Arts) in English Language Education II 1111 .... III Universitas Islam !'leQeri SYARIF HIDAYATULLAH JAKARTA By Insan Damba Putra Pratama DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS' TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA '011
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3~/--/;aG/iAN ERROR ANALYSIS ON STUDENTS' ABIllTY TO USE
PERSONAL PRONOUN FORMS IN WRITING
(A Case Study at the First Grade Students ojS1vfP Al-Zahra Indonesia. Pamulang)
"A Skripsi"
Presented to the Faculty of Tarbiyah and Teachers Training
In a Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor ofArts) in English Language Education
II 1111 ....
IIIUniversitas Islam !'leQeri
SYARIF HIDAYATULLAH JAKARTA
By
Insan Damba Putra PratamaN~:107014000711
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
'011
AN ERROR ANALYSIS ON STUDENTS' ABILITY
TO USE PERSONAL PRONOUN FORMS IN WRITING
A Case Study in the First Grade Students of SMP AI-Zahra Indonesia Pamulang)
A "Skripsi"
Presented to the Faculty ofTarbiyah and Teachers' Training
in Partial Fulfillment of the Requirements for the Bachelor's Degree
KEMENTERIAN AGAMA No. Dokumen FITK-FR-AKD-068-" .. '\
:IJ UINJAKARTA FORM (FR) Tgl. Terbil 1 Maret 2010
FITK No. Revis;: 01J/. fr. H. Juanda No 95 Ciputat 15412/ndonesia Hal 1/1
• CERTIFICATION OF ORIGINALITY:.
Name
Place, Date of Birth
NIM
Department
Address
Advisor
: 1nsan Damba Putra PrataJi'ia
: Jakarta, January 20th, 1988.
: 107014000711.
: English Education Department.
: JI. Damai IV Bl/51, Cipete Utara, Kebayoran Bam, Jakarta
Selatan 12150.
: Prof Dr. Hadjid Hamawidagda, M. Pd.
I hereby declare that this "Skripsi" (Research Paper) entitled "AN ERROR
ANALYSIS ON STUDENTS' ABILITY TO USE PERSONAL PRONOUN
FORMS IN WRITING (A Case Study at the First Grade Students of SMP AI
Zahra Indonesia, Pamulang)" is my own work that, to the best of my knowledge
and belief, this study contains no material previously published or written by another
person or material which to a substansial extent has been accepted for the award of
any other degree or diploma ofa university or other institutes ofhigher learning.
Jakarta, February 2012
~f?t'~ ~~: Gl, ~D .~
ABSTRACT
PRATAMA, INSAN DAMBA PUTRA. 2011, Anl~rror Analysis 011 Stlldellls'
Ability to Use Personal Pronoun Forms in Writing (A Case Study at the First
Grade (?f S'MP AI-Zahra Indonesia), Skripsi, English Education Department,
Faculty of Tarbiya and Teachers' Training, Syarif Hidayatullah State Islamic
University Jakarta.
Key words: An Error Analysis, Personal Pronoun, Word Selection
The objectives of this research are to identify and to describe the personal
pronoun errors and to know the most frequent personal pronoun error made by
the first grade students of SMP Al-Zahra Indonesia, Pamulang.
The sample of the research is 26 students of the first grade of SMP Al
Zahra Indonesia, Pamulang. In analyzing the data, the writer used descriptive
analysis method. The instrument of the research is sentence completion test that
consists of 20 items.
The findings of the study stated that the most frequent type of error made by
the first grade students of SMP Al-Zahra Indonesia is in the possessive pronoun
(51.54%), the second is subjective pronoun (20.77%), the third is possessive
adjective (14.61%), and the last is objective pronoun (10.77%). Most of the errors
could be categorized as miss-selection that is caused by the mother tongue
interference/interlingllaltransjer.
ABSTRAK
PRATAMA, INSAN DAMBA PUTRA. 2011, An Error Analysis 0/1 Students'
Ability to Use Personal Pronoun Forms in Writing (A Case Study at the First
Grade of SMP AI-Zahra Indonesia), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Tarbiyah dan IImu Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Key words: Error Analysis, Personal Pronoun, Word Selection
Tujuan penelitian ini adalah untuk mengidentifikasi dan mendeskripsikan
kesalahan-kesalahan pada penggunaan personal pronoun dan untuk mengetahui
frekuensi kesalahan yang paling sering dibuat oleh siswa kelas 1 SMP Al-Zahra
Indonesia dalam menggunakan personal pronoun.
Sampel pada penelitian ini adalah 26 orang siswa kelas 1 SMP AI-Zahra
Indonesia, Pamulang. Dalam menganalisa data, penulis menggunakan metode
dekriptif anal isis. Instrumen yang dipergunakan pada penelitian ini adalah
sentence completion test yang terdiri dari 20 butir soal.
Hasil dari penelitian ini menunjukkan bahwa frekuensi kesalahan yang
paling sering dilakukan oleh siswa kelas 1 SMP AI-Zahra Indonesia adalah dalam
penggunaan possessive pronoun (51.54%), kedua adalah subjective pronoun
(10.77%), ketiga adalah possessive adjective (14.61%), dan yang terakhir adalah
objective pronoun (10.77%). Mayoritas kesalahan-kesalahan tersebut terrnasuk
dalam kategori miss-selection yang disebabkan oleh pengaruh bahasa ibu
siswalinterlingualtransfer.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah
for the blessing given to the writer, so, he can finally complete this work. Peace
and Blessing be upon the lovely prophet Muhammad SAW, the family and
followers.
On thi s occasion, the writer would like to express his greatest honor to:
1. His parents, Nunung Ratningsih and Dun Muslihat, who always give the
writer support and motivation.
2. Prof. Dr. Hadjid Harnawidagda, M. Pd as the writer's advisor, for his time,
kindness, guidance and patience in correcting and helping the writer in
finishing this "Skripsi".
3. All lectures of English Education Department, for their knowledge,
motivation, and patient during his study at DIN Jakarta.
4. Drs. Syauki, M. Pd as The Head of Department ofEnglish Education.
5. H. Ghufron, M. Pd, The Principal of SMP AI-Zahra Indonesia, Pamulang,
and all of the teachers and students of SMP Al-Zahra Indonesia,
Pamulang, for giving permission and helping the writer to do this research.
6. All of his friends from academic year of 2007 of English Education
Department for sharing their knowledge, time, and kindness.
May Allah bless them all, Amiell.
Jakarta, December 2011
The Writer
TABLE OF CONTENT
ENDORSEMENT BY THE EXAMINATION COMMITTEE. 11
ABSTRACT... . ... .. !ll
ACKNOWLEDGEMENT.. v
TABLE OF CONTENTS. VI
CHAPTER I INTRODUCTION
A. Background ofthe Study .
B. Formulations of the Problem .
C. Limitation of the Problem .
D. The Objectives of the Study.
E. The Significance of the Study .
F. Research paper Organization .
.. I
. 4
. 4
. 4
. 5
. 5
CHAPTER II THEORITICAL FRAMEWORK
A. Personal Pronoun ... . .. . .. . . . . . . . . . . . 6
I. The Definition of Personal Pronoun 6
2. The Forms of Personal Pronoun... .. 7
3. The Personal Pronoun Problems... .. . 16
B. Error Analysis 18
I. The Definition ofError 19
2. The Stages of Error Analysis...... .. 20
3. The Benefits ofError Analysis 24
C. Writing 26
I. The Definition of Writing... .. .. 26
2. The Types ofWriting ... . 27
CHAPTER III RESEARCH METHODOLOGY
A. Research Objectives
B. Time and Location ...
C. Technique of Sample Taking ...
.......... 30
. 30
. 30
D. Research Instrument ...
E. Technique of Data Analysis ..
CHAPTER IV RESEARCH HNDINGS
A. Data Description.
B. Data Analysis.
C. Data Interpretation .
. .... 31
. 31
. 32
. .. 35
. 40
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .
B. Suggestions ..
. 42
. 42
BIBLIOGRAPHY... . . 44
APPENDICES . 47
CHAPTER I
INTRODUCTION
A. Background of the Study
English is taught as a foreign language in Indonesia. It is taught from
Elementary school to University level. According to the content standard of
education issued by the Ministry of Education, the objective of English teaching
in junior high school is to develop communicative competence in spoken and
written English which involves listening, reading, speaking, and writing. l
Considering to the objective above, Writing is one of the skills which
should be mastered by the students. Writing skill is a specific ability which helps
writers put their thoughts into words in a textual form. In writing, students are
demanded to master the vocabulary, structures, spelling, and other language
components needed to create the meaningful sentences.
However, to write well is al,,:,~ys difficult for the students. Some students
are not able to avoid making errors in writing, especially grammatical error.
According to Corder, those errors create several feedbacks, especially for the
I Badan Standar Nasion,,1 Pendidikan (BSNP). Standar lsi lIatuk ,<,'atual1 Pendidikan
3
translate literally into English without paying attention to the rules of the Eilglish
grammar. They use the pronoun "she" for the masculine gender. It happens
because they still do not know about the use of personal pronoun in English and
have difficulty in distinguishing between masculine and feminine gender because
in Bahasa Indonesia, there is no gender classification. In Bahasa, the pronoun
"dia" can be used for masculine or feminine, but in English, the pronoun "he"
must be used for the masculine gender. So, the right sentence should be "He is my
brother ".
The second example is the error on the use of personal pronoun as an
object of the verb, as in this sentence:
Suzanne '.I' bag is velY heavy. 1have to help she to cany it.
The sentence is wrong because the pronoun "she" is used as the object of
the verb. In this case, the students still do not know about the use of pronoun as an
object. In English, the pronoun "1, he, she, we, and they" is used only on the
subjective case. And for the objective case, the pronoun "me, him, her, liS, and
them" is used. So the correct sentence is: "Suzanne's bag is velY hem>y. 1 have to
help her to carry it. "
The third example is the error on the use of personal pronoun as an
adjective (possessive adjective/possessive determiner). For example:
They are riding them bikes.
The sentence is wrong because the students use "them" for the possessive
adjective. The pronoun "them" is only used as the object of the verb. And for the
adjective form, "my, your, his, her, its, and their" is used. So the correct sentence
should be: "Thy are riding their bikes ".
Another example is the error on the use of pronoun to indicate the
ownership (possessive pronoun). For example:
My pencil is hroken Can 1harrow your?
4
The sentence is wrong because the students use "your" for the possessive
pronoun. The personal pronoun "your" is only used for the possessive adjective.
For this sentence, students should use the personal pronoun "yours". So the
correct sentence should be: "My pellcil is hroken. Call J horrow yours?"
Based on those reasons above, the writer would like to discuss "AN
ERROR ANALYSIS ON STUDENTS' ABILITY TO USE PERSONAL
PRONOUN FORMS IN WRITING" (A Case Stully at the First Grade Studeflts
ofSMP Al-Zahra Ifldoflesia Pal/lultmg).
B. Formulations of the Problem
Based on the background of the study above, the writer proposes the
problems as follow:
1. Are the personal pronoun errors commonly made by the first grade
students of SMP Al-Zahra Indonesia?
2. What kind of personal pronoun errors are commonly made by students?
3. What are the causes of students' error in using personal pronoun?
C. Limitation of the Problem
In this research, the writer limits his research on the first grade students of
SMP AL-Zahra Indonesia and the writer focuses on Personal Pronoun Cases
Errors.
D. The Objectives of the Study
1. To classify the kind of personal pronoun errors and to know the most
~ frequent personal pronoun errors made by the first grade students of SMP
Al-Zahra Indonesia.
2. To describe the causes of students' error in using personal pronoun.
3. To find some various strategies for teaching personal pronoun.
5
E. The Significance of the Study
The writer hopes this research can be useful for the teachers, and that
teachers give more attention to the personal pronouns material in teaching
English
F. Research Paper Organization
The discussion of this "Skripsi" will be focused on the most frequent type
of personal pronoun error produced by the first grade students of SMP AI-Zahra
Indonesia, Pamulang. This "Skripsi" consists of five chapters. Chapter one is the
introduction to the content of the "Skripsi", providing general description of faced
problems, objectives and significances of the study, and the organization of
writing.
Chapter two describes the theoretical frameworks; the definition of
personal pronoun, the forms and the functions of personal pronoun, the personal
pronoun problems, the error analysis, the definition of error, the stage of error
analysis, the benefit of error analysis, definition of writing, and the types of
writing.
Chapter three is about the methodology of the research; it deals with the
objectives of the research, the place and time of research, the technique of sample
taking, the instrument of the research, the technique of data collecting, and the
technique of data analysis.
Chapter four is the research findings; it includes the description of the
data, the data analysis, and the data interpretation.
Chapter five is the conclusion and suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Personal Pronoun
1. The Definition of Personal Pronoun
There are many definitions related to the personal pronoun. To have a
clear understanding about personal pronoun, here, the writer will start from
the definition of pronoun first.
DeCapua gave a simple definition about personal pronoun. She
claimed that the most common definition of pronoun is a word that replaces
noun. l
In Cambridge Advanced Learner's Dictionary, pronoun is defined as a
word that is used in place of a noun or a noun phrase2 Moreover, personal
pronoun is defined as a word such as '1', 'you' and 'they' which refers to a
I Andrea DeCapua, Grammar for Teachers: A Guide to American English for Native andNon-Xati,'e. (New York: Springer Scienees+Business Media, 2008), p. 67.
2 "Pronoun," in Cambridge Dictionary Online, from
7
person in speech or in writing. 3 This definition is similar to the definition in
Longman Advanced Dictionary, "A word such as '1', 'you', or 'they which is
used instead of a noun or noun phrase.,,4
Another definition is given by Warriner, he stated that a pronoun is a
word functioning as a substitution of one or more than one nouns It may
stand for a person, place, thing, or idea. Furthermore, he said that some
pronouns in English that have different forms to show person are called
personal pronouns. 6
From the definitions above, it can be concluded that a pronoun is a
word which is used as replacement for noun or noun phrase. A pronoun may
stand for a person, place, thing, or idea. Moreover, personal pronoun is some
pronouns such as 'I', 'you', or 'they' which has different forms that serve as a
substitute for noun or noun phrase.
2. The Forms of Personal Pronoun
Leech and Svartvik claimed that the personal pronoun forms could be
classified based on:
a. person : 1st, 2nd
, 3'd person
b. number : singular, plural
c. gender : masculine, feminine, non-personal
d. case : subjective, objective, genitive. 7
The similar classification is also given by Frank. She also classified the
form of personal pronoun into: person (first, second, third person), case
:. "Personal PronouRn in Cambridge Dictionary Online. fromhllp:/fdiclionarv.cambridge.org(dictionarylbrilishfpersonal-pronoun, July 9, 2011 .
.j "Personal pronoun," in Longman Advanced Dictionary, (Harlow, Essex: PearsonEducation Limited, 2004). 3"' edition, p. 1225.
5 John E. Warriner, Warriner's English Grammar and Composition, (New York:Harcollrt Brace Jovanovic, Inc., 1982), p.6.
" Warriner, Warriner's English Grammar... , p.8.
Geoffrey Leech & Jan Svartvik, A Communicative Grammar of English, (New York:
8
(subjective, objective, and possessive), for number (singular, plural), and
gender (masculine, feminine and neuter)8
Table 2.1
The .Forms of Personal Pronoun
Personal Pronoun Cases
... Possessives" Person Gender..0 Subjective Objectivea::l Possessive PossessiveZ Case Case
Adjective Pronoun
1st male/female I Me My Mine
2nd male/female You You Your Yours
...'" Male He Him His His5b::l
i:i3 3'd Female She Her Her Hers
Neuter It It Its Its
1st male/female We Us Gur Gurs
'" 2110 male/female You You Your Yours...::l
;:;:;3'd male/female/neuter They Them Their Theirs
8 Marcella Frank, Alodern English, A Practical Reftrence Guide, (New Jersey: PrenticeHaIL 1972), p. 29.
9
In more detail, the forms of personal pronoun are provided on the
explanation below:
a. The Forms of Personal Pronoun Based on the Person:
1) The First Person
This is a pronoun which stands for the person speaking. It IS
divided into two forms: singular and plural. 9
a) The First Person Singular
The first person singular pronouns are: '1' and 'me '. The
pronoun '1' and 'me' are said to be in first person because they
stand for the person speaking.
Examples:
J wash my car twice a week.
She takes me a cup of tea every morning.
b) the First Persoll Plural
The first person singular pronouns are: 'we' and 'us', The
pronoun 'we' and 'liS' are said to be in the first person because they
stand for the person speaking,
Examples:
We write the notes everyday.
She gives liS the test once a month.
2) The Second Person
This is a pronoun which stands for the person that is spoken to, It is
also divided into two forms: singular and plural. 10
9 Frank, Modern English .. , p,2l.
10 Frank..A1odern Eludish ... D.21.
10
a) The Second Person Singular
The second person singular pronoun is: 'you '. The pronoun
'you' is said to be in the second person because it stands for the
person spoken to.
Examples:
You are my favorite teacher.
I saw you in the yard yesterday.
b) The Second Person Plural
The second person singular pronoun is: 'you '. The pronoun
'you' could be classified into the second person plural because it
stands for the person spoken to consisting of more than one person.
Example:
All ofyou should use the uniform.
3) The Third Person
This is a pronoun which stands for the person or thing that is being
spoken of. It could be divided into singular and plural form. 11
a) The Third Person Singular
The third person singular pronouns are: 'she', 'he', and 'it '.
The pronoun of this type distinguishes genders namely "masculine,
feminine, and neuter gender"
Example:
It is my guitar.
10 Frank. .\/odern English ... . p.21.
11
b) The Third Person Plural
The third person plural refers to the person! thing which are
spoken or written about consisting of more than one person. The
third person plural does not distinguish genders. The third person
plural has two forms: 'they' and 'lhem '.
Example:
They are my parents.
b. The Forms of Personal Pronoun Based on Gender:
English personal pronoun indicating gender is classified into three
forms. 12 They are:
1) The Masculine Gender
The third person singular pronoun of masculine gender has two
forms. They are: 'he' and 'him'.
Examples:
He stole my car last week.
1 kicked him yesterday.
2) The Feminine GenGer
The third person singular pronoun of feminine gender has two
a) I'm~I'essi\'e Adjectives'l'ossessive Determiner
A possessive adjective (my, your, his, her, its, our, their) is
used as an adjective and modifies a noun or a noun phrase.
I can't finish my test because I don't know
the answers. (In this sentence, the
possessive acijective "my" modifies the
noun "test")
What IS your phone number? (The
possessive acijective "your" is used to
modify the noun phrase "phone number")
The cat chased its ball down the stairs and
into the backyard. (In this sentence, the
possessive acijective "its" modifies "ball")
b} Possessive Pronoun
A possessive pronoun indicates that the pronoun is acting
as a marker of possession and defines who owns a particular object
or person. The possessive personal pronouns are "mine, yours,
hers, his, "its, ours, " and theirs. "
Example:
The red bike is mine. (In this sentence, the
possessive pronoun "mine" jimctions as a
subject complement)
This is yours. (/n this sentence, the
possessive pronoun "yours" functions as a
.11lbject complement)
16
My pen and his are on the table. (In this
example, the possessive pro/lOwl "his" acts
as the su~iect ojthe semence)
Iheirs will be arrived tomorrow. (In this
sentence, the possessive pronoun "theirs" is
the suNect ojthe sentence)
Ours is the black one on the comer. (In this
semence, the possessive pronollll "ours"
junctions as the subject oj the sentence). 19
3. The Personal Prononn Problems
There are several problems commonly made by the students in using
personal pronoun.
John Langan in English Skills provides four types of pronoun problems
which are classified by the case of personal pronoun20 The problems are
stated below:
a. Subject Pronoun Problems
Example 1:
1) You and me went to campus last week.
2) Her and me share our books with each other.
The sentences above shows that students have problem in using
subject personal pronoun in compound subject. The correct sentences
are:
19 "English Grm111l1ar: Possessive Adjective,n in HnglishLanguageGuide.com. fromhttp://www.cnglishlanguagcguidc.com/cngIish/grallll11ar/posscs sivc~adjcclive.asp, July 12, 20 II.
20 John Langan, English Skills. (New York: The McGraw-Hili Companies, Inc., 2001).•~ .1 Q'21 (0':::
17
I) You and I went to campus last week.
2) She and I share our books with each other.
I) It was me who called you a minute ago.
2) It was him who stole your car yesterday.
The sentences above may sound normal in daily conversation.
However, in formal writing, the grammatically correct forms are
emphasized. In this case, the subject pronoun should be used after the
verb be. Therefore, the correct sentences are:
I) It was J who called you a minute ago.
2) It was he who stole your car yesterday.
Example 3:
J) You are more beautiful than her.
2) Mark' sister is as clever as him.
The sentences above show that students have problem in using
pronoun after than or as. In this case, the subject pronoun should be
used after than or as. To avoid this problem, teachers could ask
students to add the "missing" verb at the end of the sentence as
exemplified below:
I) You are more beautiful than she (is).
2) Marks' sister is as clever as he (is).
b. Object Pronoun Problems
Students are sometimes uncertain about which pronoun should
be used when two objects follow the verb.
18
Example:
1) I talked with his brother and he last week. (incorrect)
2) I talked with his brother and him last week. (correct)
c. Possessive Pronoun Problems
Students are sometimes does not understand about how to use
possessive pronouns correctly.
Example I:
1) This pen is her. (incorrect)
2) This pen is hers. (correct)
Example 2:
1) That is yours book. (incorrect)
2) That is your book. (correct).
B. Error Analysis
In language teaching, errors are weakness side of learners either in
speaking or writing. However, making errors in learning is human being and
very natural, so errors do not need to be seen as signs of failure 21 For many
linguists, learners' errors are very valuable. Errors are viewed as a natural and
important part of learning process because through the errors teachers can get
information about learning process?2 It is studied and its result could become
it feedback to find a better way in language teaching. Related to this, a deep
study of learners' errors called error analysis. 23 In the study of error analysis,
2\ Erdogan, ('ontrihufinn ojError Ann~vsis... . p. 261.
" H. Douglas Brown, Principle ~rLanguage [>earning and Teaching, Faurth Edition(New York: Pearson EdnC<1tion, 2000), p.2l?
19
the errors made by the learners are identified, classified, and explained. Then,
the result of the analysis could be useful as a feedback for the teacher to know
the progress of the students, so that they could determine what strategy should
be used and which material should be focused on. This study was established
and popularized by Stephen Pit Corder and colleagues in 1960'S24
1. The Definition of Error
In the error analysis, experts distinguish error from mistake. James in
Brown stated that errors cannot be self-corrected, while mistakes can be self
corrected.25
According to Hubbard, there is a difference between error and mistake.
He claimed that mistake refers to the students' performance, while error refers
to the students' competence. 26 When a student makes mistakes, it means
she/he is unable to perform what she or he knows. On the other hand, when a
student makes an error, it means she/he does not know about the material. It is
because they are still in learning process.
Furthermore, to distinguish between an error and mistake, Ellis suggests
two ways. The first is to check the consistency of learner's performance27 If
he/she sometimes uses the correct form and sometimes the wrong one, it is a
mistake. However, if he always uses it incorrectly, it is then an error. The
second way is to ask learner to try to correct his own deviant utterance. 28
Where he is unable to make a self correction, it is error, where he is
successful, it is mistake.
24 Erdogan, Contribution ofl,rror Ana(vsis , p. 262.
2; Brown, Principle ofLanguage Learning , p. 217.
26 Pctcr Hubbard ct. al., A Training Course for n'Ff., (Ncw York: Oxford UnivcrsityPrcss, 1983) p. 133.
17 Rod Ellis, &cond Language Acquisition, (Oxford: Oxford Univcrsity Prcss, 1997),p. 17,
?R _... _
20
2, The Stages of Error Analysis
Corder identified a model of error analysis which included three stages:
recognition of errors, description of errors, and classification of errors29 This
model is very simple because to apply this model, teachers just need to find
out the errors made by the students, then, classified them into categories based
on the causes oferrors,
Another procedure of error analysis is given by Namiko Sakoda. She
claimed that the procedure of error analysis has six stages: registration of the
data, identification of errors, description of errors, explanation and diagnosis
of errors, evaluation of the errors, and the last is a plan for prevention and
feedback30 This model is more complex and detail rather than the model that
is given by Corder because the classification of errors is not only based on the
causes of errors, but also based on the language substances (phonology,
graphology, spelling, and pronunciation), Furthermore, the model also plans
the strategy for the teacher to avoid the same errors happen again in the future,
Ellis provided a more clear explanation about the stages in the process
of error analysis, Those are: identifying errors, describing errors, and
I . . 31exp awwg errors.
a, The Identification of Errors
The first stage in error analysis is to identify the errors, To identify
the errors, the sentences made by the students are located and compared
. h h 32WIt t e correct sentences.
""Stages of Error Analysis" in Teaching S(yles Online Weh, from!lIlp:l/www.tcachingstvlcsonlinc.com/stagcs of error analysis.hlm!. July 6,2011.
30 Namiko Sakoda, "Error Analysis Within Newspaper Reparting Wrillen hy JapaneseSecondary School S~udents ", in J1;:"lM~j1fA!!f'lil!'9'i:f,lj~I", 27(3), December 2004, p. 43.
31 Ellis, Second Language Acquisition", p. 15-18.
21
b. The Description of Errors
The next stage in error analysis is to describe the errors. In this
process, the errors that are found in students' sentences are described
and classified into types 3} Related to this, a number of different
categories for describing errors have been identified. Corder classified
the errors into four categories: omission of some required element~
addition of some unnecessary or incorrect element; selection of an
incorrect element; and misordering of the elements34
A similar description is given by Ellis. He categorized the errors
into: omission, addition, miss-selection, and miss-ordering35
1) Omission
Example:
She work in the library. (incorrect)
She works in the library. (correct)
2) Addition:
Example:
You must to go to school now! (incorrect)
You must go to school now! (correct)
3) Miss-selection:
Example:
She is youngest than my sister. (incorrect)
She is younger than my sister. (correct)
4) Miss-ordering:
Example:
Where is my key car? (incorrect)
Where is my car key? (correct)
"Ellis. Second f,anguage Acquisition .... p. IR.
)·1 Erdogan, Contribution ofError Ana(vsis .. , p. 263-264.
22
c. The Explanation of Errors
The last stage in analyzing students' error is to explain the errors.
In this process, the sources of error are tried to analyze and discovered.
When the term 'sources of errors' is being discussed, there are
two other different terms which have similar meaning. These terms are
'types of error', and 'causes of error' 36
Brown classifies sources of error into;
1) lnterlingllal transfer
lnterlingllal transfer is the negative influence of the mother
tongue of the learner. 37
2) Intralingual transfer
It is the incorrect generalization of rules In the target
language. 38
3) Context oflearning
"The example for this source of error is the classroom with
its teacher and its materials in the case of school learning or the
social situation in the case of untutored second language
learning."39 In a classroom context, the teacher or the textbook
could cause the learner to make wrong generalization about the
language.
3G Sunardi Hasyim, 11Error Analysis in the Teaching of English, II Jurnal Jurusan .)~astra
Inggris. Uni\'. Kristen Petra vol. 4, no. 1 (June 2002), p. 45.
" Brown, Principles ofLanguage Learning p.224.
'" Brown, Principles ofLanguage Learning p.225.
23
4) Communication strategies
Communicative Strategies are related to learning styles.
"Learners obviously use production strategies in order to enhance
getting their messages across, but at times these techniques can
themselves become a source of error.,,40
Meanwhile, Norrish classifies causes of error into three types,
that is: carelessness, first language interference, and translation 41 The
three types of causes oferror will be discussed briefly below:
I) Carelessness
Carelessness is related to students' motivation. In this case,
their lack of motivation is not always the students' fault. The
material or the teacher's style may cause the students get bored42
2) First Language
Language is a habit. "When someone tries to learn new
habits (target language) the old ones (first language) will
influence the new ones.,,43 This cause of error is called first
language interference.
3) Translation
Translation is one of the causes of error. Many students
translate his first language into the target language word by word
without paying attention to the rule. 44 This is probably the most
" Hasyim. Error Anaivsis in The Teaching ofEnglish, p. 47.
" Hasyim. lerror AnaZvsis in The Teaching ofEnglish, p.47.
1.1 Hasyim. Frror Anaivsis in The Teaching ofEnglish, p. 47.
24
A different classification of the source of error is also given by
Hubbard. He claims that the cause of errors could be classified into:
I) Mother tongue interference
Many learners have difficulties in learning target language
because the different grammar and sound system of the first
language leads to wrong pronunciation, faulty grammar patterns,
and wrong choice of vocabulary ofa target language. 45
2) Overgeneralization
"The mentalist theory claims that errors could not be
avoided because they reflect various stages in the language
development of the learner." 46 It means the process of producing
new language data in learners' mind can lead to error because
when the data are incomplete, the wrong patterns may be
produced.
3) Errors are encouraged by teaching material or method
The teaching material can also contribute to the student
errors. To avoid the error, the material must be well chosen,
graded and presented carefully47
3. The Benefits of Error Analysis
Error analysis gives several benefits for language teaching. Erdogan
divided the benefits of error analysis into two sections: benefit for the teachers
and benefit for the syllabus designers48
." Hubbard et. aI., A Training Course .. , p. 140.
'" Hubbard ct. al.,.1 Training Course p. 141.
47 Hubbard ct. 01., A Training Course p. 142.•11': _ •
25
a. Benefit for the teachers
Errors tell the teachers about the students' progress. "Errors also
becomes feedback for the teacher reflecting how effective he is in his
teaching style and what changes he has to make to get higher performance
from his students. ,,49 Furthermore, errors show the teacher the
points/material that needs further attention.
b. Benefit for syllabus designers
For the syllabus designers, errors are significant data for syllabus
designers as they show what items are important to be included or which
items needs to be recycled in the syllabus. 50 In this way, error analysis is
useful in determining the material that is suitable for the students51
In addition, Hasyim stated that through the error analysis, teachers
can determine which material that they should focused on, teachers can
also make a self-evaluation about their teaching style, and finally they can
improve their techniques in teaching by planning a better strategy: 52
From those explanations above, it can be conclude that error
analysis has several benefits for the language teaching process, especially
for the teachers and syllabus designers. Analyzing learners' errors could
become a good way for teachers to find suitable strategies for teaching.
For the syllabus designers, learners' errors could become a feedback to
determine which materials should be included in the syllabus.
49 Erdogan. Contribution ofError Ano(vsis.. , p. 266.
50 Erdogan, Contribution ofError Ana(vsis. . , p. 267.
" BcHy Wallace RobineH and Jacqueline Schachler, Second r,anguage Learning:Cuntrostive Ana(vsis, Error Analvsis, and Related Aspects, (Michigan: University of MichiganPress, 1986), p.255.
26
C. Writing
I. The Definition of Writing
Writing is one of the four skills In English language. As Donald Hall
said, "Writing is a skill, like an athletic skill, which comes more naturally to
some people than to others, but which improves with practices to everyone.,,53
It means, writing is a specific ability that could be trained by practices.
According to Widdowson, "Writing is the act of making up correct
sentences and transmitting them through the visual medium as marks on
paper.,,54 This definition means that the accuracy on grammatical form in
making a sentence in writing is emphasized.
While Coulmas defined writing system as "a set of visible or tactile
signs that is used to represent units of language in a systematic way, with the
purpose of recording messages, which can be retrieved by everyone who
knows the language." 55 It means, writing could be in textual form (books,
journals, newspapers, etc.) or in tactile form (braille).
In addition, from the aspect of process, writing could be seen as an
activity which includes: discovering a point, developing solid support for the
point, organizing the supporting material and writing out in a first draft, and., 56
revIsing.
In The Online Encyclopedia of Writing Systems and Languages, writing
defined as "a system of marks used to represent an utterance in such a way
53 Donald Hall, Writing Well. Second Edition (Boston: Little Brown and Company,1973), p.18.
" H.G. Widdowson, Teaching Language as Communication, (Oxford: Oxford UniversityPress, 1978), p.62.
55 Florian Coulmas, r-Vriling Systems, .·In Introductiun 10 The Linguistic Ana~JJsis: (NewYork, Cambridge University Press, 2003), p.l.
~(, ... ..
27
that it can be recovered more or less exactly without the intervention of the
utterer. ,,57
From the definitions above, it can be concluded that writing is a skill of
representing language in visual or tactile form which includes several steps:
discovering a point, developing solid support for the point, organizing the
supporting material and writing out in a 'first draft, and revising. Writing
systems use sets of symbols to represent the sounds of speech.
2. The Types of Writing
According to Hall in Writing Well, Writing could be categorized into 8
types: eXposition, argument and persuasion, description, narrative,
autobiography, writing fiction, writing about writing, and writing research. 58
a. Exposition
Exposition is writing with a referential atm. "It does not argue,
although exposition can form part of an argument. It does not tell a story,
although it might explain something essential to telling a story. ,,59
Expository writing must be clear, short, and strongW Encyclopedia entries
are the example of expository. So, in expository writing, the writer
explains something and carries information about something in clear,
short, and strong way.
b. Argument and Persuasion
"In writing an argument, writer IS dealing with debatable
material. ,,61 Through this type of writing, writer will use exposition,
narrative, and description, but he/she also has an argument to defend, and
57 "What is Writing" in Omniglot, The online enc.vclopedia ofwriting systems andlanguages. from hltp:l/mrw.omniglot.com/wrilingldcfinilion. hllll. July 6. 20 II.
ss Hall, Writing Well p.223-269.
59 Hall, Writing Well p.223.
60 Hall, Writing Well . . , p.224.
28
he/she will try to argue and persuade by means of clear thinking,
reasonableness, and taking account of the opposition62 It means, the main
purpose is to give an opinion and try to influence the readers with the
writer's idea.
c. Description
Through this type of writing, writers try to describe something in
detail. "Description may occur in other forms of writing, such as
exposition, narration, and argument,,63
d. Narrative
"Narrative must have enough detail, so that the reader knows what
is happening. However, it must not have too much detail that could make
the reader get confused. The detail must be appropriate; it must have the
right quality, as well as the right quantity.,,64 In sort, narrative is telling a
story. While in more detail, it is any development in sentence, paragraph,
or paper by chronological order65.
e. Autobiography
Through autobiography, the writer tells about his/her life. "Our
own life is the greatest source of writing. ,,66 However, to write it is not
easy, the problem is getting the source and bringing the experiences back,
so that the reader can understand our writing67
f Writing Fiction
Writing fiction is writing with imagination. "Description, narrative,
and dialogue are ingredients of fiction, but the most important ingredient is
62 Hall. Writing I'Vell. . , p.228-229.
63 Hall, Writing Well . . , p.242-243.
61 Hall, Writing Well .. , p.245.
65 Hall, Writing Well . . , p.245.
66 Hall, Writing Well . . , p.248.
PERPUST;,KAAN UT/\11,11/\SYAHID i\
29
the formal imagination."('~ It means the quality of fiction writing depends
on the writer's imagination.
g. Writing About Writing
In this type of writing, writers write to investigate something about
writing; it may analyze the argument of essay, or the parag~aph structure,
or the use of narrative and description in a text69
h. Writing Research
Through this type of writing, writers make a report about his/her
observation. "In writing a research paper, the most important decision is
choosing a manageable topic, and a topic neither too large nor too small to"70be handled in the assigned number of pages.
68 Hall. Writing Well .. , p.250.
69 Hat!, Writing Well .. , p.252.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Objectives
The objectives of this research are to identify and to describe the
personal pronoun errors and to know the most frequent personal pronoun
error made by the first grade students of SMP Al-Zahra Indonesia, Pamulang.
B. Time and Location
The research is took places at SMP Al-Zahra Indonesia on 23'd_2S'h
May 20 I L It is located on JI. Villa Dago Boulevard, Pamulang, Tangerang
Selatan, Banten.
C. Technique of Sample Taking
The number of population consists of two classes, There are fifty
students of the first grade of the academic year 2010/2011, it is divided into
class A and B. In this research, the writer took sample only one classes (26
students from class 13), it is about 52% from the population. The writer takes
sample only one class because of the limited time that is given by the schooL
Therefore, the method of sample taking in this "Skripsi" could be classified as
p/Ilposil'c samplc,
31
D. Research Instrument
In this study, the writer tried to find the data about the errors of the use
of English personal pronouns. The main instrument in this research is a
sentence completion test that consists of 20 items. The test paper is presented
in the appendix.
E. Technique of Data Analysis
The data is acquired through collecting the error items found in
students' test and describing them into several categories based on the kind of
personal pronoun cases:
I. Subjective Pronoun
2. Objective Pronoun
3. Possessive Adjective
4. Possessive Pronoun
By using these categories, the writer classifies the errors and explains the
problem.
From the data, the writer tries to verify the frequency of the errors in
the students' test descriptively. Therefore, for data analysis procedure the
writer uses descriptive analysis technique. The frequency distribution will be
described in the table percentage and the formula is as below:
P = FIN X 100%1
P = Percentage
F = Frequency of wrong answer
N = Number of sample
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
The first stage in processing the data for error analysis is identifying
the errors. In this process, the item numbers containing error are marked, then,
compared with the correct sentences. Here, to mark the area, the wrong
Hubbard et. al.. A Training Coursefor TEFL. New York: Oxford University Press,1983.
Richards, Jack C. & Rodgers, Theodore S. New York: Cambridge University Press,1992.
Langan, John. English Skills. New York: The McGraw-Hill Companies, Inc., 2001.
Leech, Geoffrey & Svartvik, Jan. New York: A Communicative Grammar ofEnglish.Pearson Education Limited, 2002.
Robinett, Bett)' Wallace and Schachter, Jacqueline. Second Language Learning:Contrastive Analysis, Error Analysis, and RelatedAspects. Michigan:University of Michigan Press, 1986.
Tim Penyusun, Pedoman Penulisan Skripsi, Jakarta: Fakultas lImu Tarbiyah danKeguruan DIN Syarif Hidayatullah, 2007.
4S
Warriner, John E. Warriner's English Grammar and Composition Third Course. NewYork: Harcourt Brace Jovanovic, Inc., 1982.
Widdowson, H.G. Teaching Language as Communication. Oxford: OxfordUniversity Press, 1978.
Wishon, George E. Let's Write l<-nglish (Revised Edition). New York: LittonEducational Publishing International, 1980.
Jom'Dals:
Hasyim, Sunardi. "Error analysis in the teaching ofEnglish," Jurnal Jurusan SastraInggris, Univ. Kristen Petra vol. 4, nO.l (June 2002).
Erdogan, Vacide. "Contribution of error analysis to foreign language teaching."Mersin University Joul11al ojThe Faculty ojEducatioJ1, vol. 1, (December2005).
Sakoda, Namiko. "Error analysis within newspaper reporting written by Japanesesecondary school students", I%!fHif/Jf;t~liJfPtiiJjjt, 27(3), (December2004).
Websites:
"Common Pronoun Problems," in Lynchburg College Web. Retrieved: July 12,2011from littp!I",'w\\f.lynyDblU,g,eQu/x2390x1TI
"English Grammar: Possessive Adjective," in l<-i1glishLanguageGuide.com.Retrieved: July 12,2011 fromh!.tp:f/w\vw.englishlanguageguide.com/english/grammar/possessiveadjective.asQ
"Frequency Distribution Tables", in PSYCH 200: ElementGlY Statistics in Psychology,Retrieved July 9, 20 II fromhttps:ijcourses.worldca mpus.psu .edu!welcome(Psych200/less02 02.html
"Pr'€lnouns and Pronoun Errors," in Grossmont College Web. Retrieved: July 11,2011fromhttQ:f/www.grossmon!.edu/karl.sherlockfEnglish098/PronounsAndPronounE1Tors.html
"Stages ofError Analysis" in Teaching Styles Online Web. Retrieved July 6, 2011from http://www.teachinggylesonline.cQ!.11/stageLoferroranalysis.html
"What is Writing" in Omniglot, The online encyclopedia qj"writing ,ystems andlanguages. Retrieved July 6, 2011 fromhttV:l1ww\v. omniulo t com/writi nuldeft nition. html
46
APPENDIX 1
THE RESEARCH INSTRUMENT
Name
Class : VII
Complete the following sentences by using the correct personal
pronoun!
1. ...... is my brother.
2. They will send a message immediately.
3. They are riding own bikes.
4. This is Andrew's phone. This phone is .......
5. Alice and I are very thin are top models.
6. Nadine, Lea, and Mark are my best friend. I love ...... very much.
7....... doctor is from Germany.
8. My pencil is broken. Can I borrow ......?
9. .. .... is a wonderful day today.
10. My watch has lost. I have to find .......
11. This is not ...... book but this is mine.
12. She has a black stick. This black stick is .
13. Her classmates aren't from Japan are from China.
14. Suzanne's bag is very heavy. I have to help ...... to carry it.
15. I found ...... notes yesterday.
16. That is your pencil and this is .
17. You and ...... must go now. We are late!
18. Our teacher is telling ...... about his experience.
19. Ms. Nina is ...... English teacher.
20.Jack and his family have been here since two weeks ago. This
house is .
APPENDIX 2
1. He
2. Me/him/her/us/them
3. Their
4. His
5. We
6. Them
7. My/his/her/our/their
8. Yours
9. It
10. It
11. Your/his/her/their
12. Hers
13. They
14. Her
15. His/her/my/your/their
16. Mine
17. I
18. Us
19. Our/my/their/her/his
20. Theirs
KEY ANSWERS
Class : VII ..b.
Complete the following sentences by using the correct personalpronoun!(she I he I it I they I weIll you I her I him I it I them I us I me I you I her Ihis I its I their lour I my I your I hers I his I its I theirs lours I mine I yours)
1. \,\{'.... is my brother.
2. They will send .'l1::':-a message immediately.
Th 'd' \c'0e-i '( b'k3. ey are n mg ...... own I es.
4. This is Andrew's phone. This phone is~5. Alice and I are very thin. \:;J.~. are top models.
~",,,\f'I"6. Nadine, Lea, and Mark are my best friend. I love ...... very much.
~I7.....\. doctor is from Germany.
8 M '1' b k C I b '-(O\)'-;S. y penCi IS ro en. an orrow .......
9. .\1-... is a wonderful day today.
10. My watch has lost. I have to find \'±:...11. This is not j0::book but this is mine.
12. She has a black stick. This black sticki~13. Her classmates aren't from Japan.~e from China.
\0"'-'\14. suzann~s very heavy. Ihave to help ...... to carry it.
15. Ifoun~tes yesterday.
16. That is your pencil and this is .~!';'L<.
17. You and ..\ ... must go now. We are late!
18. Our teacher is telli@bout his experience.
19. Ms. Nina is o.J.'!. English teacher.
20. Jack and his family have been here since two weeks ago. This house is .:\ 'r>,t \ r S'
Name: £/t//17Class : VII 78
Complete the following sentences by using the correct personalpronoun!(she ('her+t/)bey1~/I/you/.Ber/ him /it/~ / us/~ou / her /his / its / their / our / my/ yoor / hers /4ir5/ its / theiFS7 ours / mine /~
hg· b h1. ...... IS my rot er.
2. They will send ~? a message immediately.
3.• They are ridin~nbikes.
4. This is Andrew's phone. This phone iS~. :.-:i5. Alice and Iare very thin.~.~re top models.
~f.~ih6. Nadine, Lea, and Mark are my best friend. I love ...... very much.
7. !!::.Jdoctor is from Germany.~8~2tpencil is broken. Can Iborro~~. is a wonderful day today. .
·t10. My watch has lost. Ihave to find 1.. ....11. This is nof}q.~ ~OOk but this ismine~12. She has a black stick. This black sti~~.13. Her classmates aren't from Japan....... are from China.
14. suzanne~sb is very heavy. I have to help hf.':?to carry it.l (tri
15· Ifound ... n yesterday. t L" • f'v ~
16. That is your pencil and this is ...... fNll
17. You and.l. ... must go now. We are late!
18. Our teach£il~~t1::~about his experience.
19· Ms. Nina i [) (j Ir: glish teacher. ( A .20. Jack and his family have been here since two weeks ago. This house is .r.. .. 0 I
Name: B,wY\lI\Class: VII~
Complete the following sentences by using the correct personalpronoun!(she I he I it I they I weIll you I her I him I it I them I us I me I you I her Ihis I its I their lour I my I your I hers I his I its I theirs lours I mine I yours)
1. .J:/:e. is my brother.
2. They will send~ message immediately.
3. They are riding fhhirown bikes.
4. This is Andrew's phone.?-phone is .f&)5. Alice and I are very thin~are top models.
6. Nadine, Lea, and Mark are my best friend. I love .fhf:JllJery much.
7. !'?]f.. doctor is from Germany.
8. My pencil is broken. Can I borrow .'jC!H6"t9. ..1.... is a wonderful day today.
10. My watch has lost. I have to find .J&..11. This is not .Y.<N.lbook but this is mine.
12. She has a black stick. This black stick is<;J;i2)
13. Her classmates aren't from Japan. fh?¥ are from China.
14. Suzanne's bag is very heavy. Ihave to help ..b~ to carry it.
15. Ifound .111:): notes yesterday.
16. That is your pencil and this is .M\~
17. You and .. T-.oo must go now. We are late!
18. Our teacher is telling .M.5. about his experience.
19. Ms. Nina is .r!-!I English teacher.
20. Jack and his family have been here since two weeks ago. This house is {h~ I J
Name:\---1'j(12G(, (:::U(/i(C\ klnO\('c
Class: VII~
Complete the following sentences by using the correct personalpronoun!(she I he I it I they I weIll you I her I him I it I them I us I me I you I her Ihis I its I their lour I my I your I hers I his I its I theirs lours I mine I yours)
l@iS my brother.
2. They will send .0message immediately.
3. They are riding-tk:.(own bikes.
4. This is Andrew's phone. This phone is~5. Alice and I are very thiGare top models.
6. Nadine, Lea, and Mark are my best friend. I love U'.<!;very much.
7. !':~:1. doctor is from Germany.
8. My pencil is broken. Can I borrow ~~C:,:r?S
I '9. ...1.. is a wonderful day today.
10. My watch has lost. I have to find ..(t ..
11. This is notJ:?~:.( book but this is mine.
12. She has a black stick. This black stick~,I [ /"
13. Her classmates aren't from Japan.'..:;.! are from China.
14. Suzanne's bag is very heavy. I have to help~carry it.
15. Ifound hl.S. notes yesterday.
16. That is ~'( R.Sil and this is L.': ..
17. You an 1....-.. ust go now. We are late!
18. Our teacher is telling .:! .c.. about his experience.
19. Ms. Nina is .';. \J~(English teacher.I ,r
20. Jack and his family have been here since two weeks ago. This house is J. :.'.' \\ j
Name: lG-,a'~o-0 -£:; \rf<')ClL,Class : VII \l:>
Complete the following sentences by using the correct personalpronoun!(she I he I it I they I weill you I her I him I it I them I us I me I you I her Ihis I its I their lour I my I your I hers I his I its I theirs lours I mine I yours)
1. .h~. is my brother.
2. They willsen~message immediately.
Th 'd' ,W\.Q.J( b'k3. ey are n mg ;..... own I es.
4. This is Andrew's phone. This phone is ..~5. Alice and I are very thin.~ are top models. (, '.
~.\j"a1 # "
6. Nadine, Lea, and Mark are my best friend. I love very much.
7. ~O~;~;iS from Germany.:}OU n;
8. My pencil is broken. Can I borrow ......?
9. \r.. is a wonderful day today.
10. My watch has lost. I have to find .:tt.0\ol}l
11. This is notv.'.... b~Ok bU~ this is m~ne ..~ R12. She has a black stICk. ThIs black stICk IS ....."':..":'.--
~,13. Her classmates aren't from Japan....... are from China.
14. Suzanne's bag is very heavy. I have to help~0;. to carry it.
f \r\\( d15. I ound ...... .),otes yester ay." ./.\ l . -~
16. That isYO~and this is\.: ...': ."
17. You and,~t go now. We are late!
18. Our teacher is telling .~S. about his experience., °U\-
19, Ms. Nina is ..:0;;..' English teacher.
20. Jack and his family have been here since two weeks ago, This house is ..,)11.9 \, \ Co..
THE PROFILE OF TilE SCIIOOL
SMP Al-Zahra Indonesia
JI. Villa Dago Boulevard, Pamulang, Tangerang Selatan, Banten.
bJIP..J/w\'{w. al-zahraindonesia. sch. id
FOUllder
Director
Head of Education Dept.
Principal
Vice Principal
English Teacher
: H. Adi Sunaryo
: Hj. Ratna Nilasari
: Drs. Heru Suparman
: Ghufron, M. Pd. I
: Yakub, S. Ag.
: Kurniasari, S. Pd.
Mission:
I) Organizing the education that produces graduates who are creative,
independent, faithful, intelligent; intellectually, emotionally, and
spiritually.
2) Providing a fun learning process (Learning is Fun).
3) Building a creative, active, and communicative learning situation for the
students.
4) Constantly improving the quality of human resources and Curriculum.
S) Constantly improving the facilities and infrastructures.
6) Making extra-curricular activities as a means of distributing students'
talents.
Motto: LeamillR is FUll
General Program:
I) Moral education, to develop moral values at the early age with the support
of the climate and culture oflslamic School.
2) AI-Qur'an lessons.
3) Introduce and familiarize two languages; Bahasa Indonesia and English
(bilingual)
4) Supporting lessons, a mental arithmetic (abacus), so that the child has
advantages in terms of numeracy, concentration, memory, creativity,
confidence, creativity and logical thinking.
5) Computer as a medium of learning to broaden students' knowledge
Extracurricular Activities:
I) Scout
2) Soccer
3) Basketball
4) Badminton
5) Volley
6) Table Tennis
7) Band
8) AI-Qur'an
o : Istimewa Jakarta, 20 Apri I 201 1
al : Pengajuan Judul Skripsi
ampiran : 1 (satu) berkas
:epada Yth,
Cetua Jurusan Pendidikan Bahasa Inggris
11TK U1N Jakarta
)i
Tempat
Assalamu'alaikum Wr. Wb.
Saya yang bertanda tangan di bawah ini:
Nama
NIM
Jurusan
Fakultas
: Insan Damba Putra Pratama
: 107014000711
: Pendidikan Bahasa Inggris
: Ilmu Tarbiyah dan Keguruan
Bermaksud untuk mengajukan judul skripsi sebagai salah satu syarat untuk menyelesaikan
program S-I (strata I) DIN SyarifBidayatullah Jakarta. Adapunjudul yang diajukan adalah:
"AN ERROR ANALYSIS ON STUDENTS' ABILITY TO USE PERSONAL PRONOUN
FORMS IN WRITING"
(A Case Study at the First Grade of SMP AI-Zahra Indonesia)
Bersama ini saya lampirkan satu berkas proposal yang terdiri dari:
1. Abstract
2. Outline
3. Temporary references
Demikian surat pengajuan ini disampaikan. Atas pertimbangannya, saya sampaikan terima kas:h.
f-;--;~~:Ic-R_e_V_is_i: __'__°:;C1,1c;-1-----iSURAT BIMBINGAN SKRIPSI i
110r : Un.01/F.I/Krv1.0J.J/~F.iP.J)2011np.
: I3imbingan Skripsi
Kepada Yth.
Prof. Dr. Hadjid Harnawidagda, M. Pd.Pembimbing SkripsiFakultas IImu Tarbiyah dan KeguruanUIN Syarif HidayatullahJakarta.
AssalaJllu ·alaikllJllwr.wb_
Jakana. 25 April2011
Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing Ifll(materi/teknis) penulisan skripsi mahasiswa:
Nama
NIM
Jurusan
Semester
: Insan Damba Putra Pratama
: 107014000711
: Pendidikan Bahasa Inggris
: VIII
Judul Skripsi
"AN ERROR ANALYSIS ON STUDENTS' A13ILITY TO USE PERSONAL
PRONOUN FORMS IN WRITI;\G"
(A Case Study at the First Grade ofSilll' AI-Zahra Indonesia)
Judultersebuttelah disetujui oleh Jurusan yang bersangklltan pada tanggal 25 April 20 II •abstraksiloli/line terlampir. Saudara dapat melakllkan perubahan redaksional pada judllltersebut. Apabila perubahan substansial dianggap perlu, mahan pembimbing menghubungiJurusan terlebih dahulu.
Bimbingan skripsi ini diharapkan selesai dalam waktll 6 (enam) bulan, dan dapatdiperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan_
Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.
WassalaJllll 'alaikllJll wr.wb.
fembusan:
; -"'- .. i~i\kan Bahasa Inggris
~ \' 'I '- ~ ...." ........ ,../ .--
KEM ENTERIAN AGAMA- ----.------- No Dokt;;;;;;;:;----FITK-FR:AKD-082 i.~~_. -_.------- .. 1
.,.,~;" ~II~KJAKARTA FORM (FR) ~~L ;:~~~~-:---~-1Marel 201=J0 --J
J~fi-_/ JII' H J",od'~~~~~";d~'~MOHON~N IZIN PEN~~ITIAN _:_1_/1 -=Nomor: Un.01/F.lIKM.01.3/.~~9/2011 Jakarta. 26 April 201 iLamp. : Outline/ProposalHal : Permohonan Izin Peneliti;::n
Kepada Yth,Ghufron Maftuhin. M.Pd.Kepala Sekolah SMP Ai-Zahra'indonesiaDi tempat
Assalamu'alaikum wr,wb,
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Jurusan
Semester
Tahun Akademik
: Insan Dqmba Putra Pratama
: 107014000711
: Pendidikan Bahasa Inggris
: VIII
: 2010/2011
Judul Skripsi
"AN ERROR ANALYSIS ON STUDENTS' ABILITY TO USE PERSONAL
PRONOUN FORMS IN WRITING"
(A Study Case at the First Grade of SMP AI-Zahra Indonesia)
adalah benar mahasiswa/i Fakultas IImu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skrip'si, ,dan. akan mengadakan penelitian (rise!) diinstansi/sekolah/madrasah yang Saudara pimpin,
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud,
Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih,
Wassa/amu'alaikum wr. wb,
Tembusan:1, Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan
an.D.eka~. Kajur )f,.1,did. i;,kan Bahasa Inggris
, lIi(! .Drs.S~~""":-,Pd
1,Nip,Jtr' 1212 199103 1002
SMP AL-ZAHRA INDONESIA
lin. Vila Dago Boulevard Blok G Vila Dago, Pamulang, Tangerang Selatan, Banten 15416
SURAT KETERANGAN PENELITIAN
Yang bertanda tangan di bawah ini Kepala Sekolah SMP Al-Zahra Indonesia menerangkan
bahwa:
Nama : Insan Damba Putra Pratama
~ : 107014000711
Program Studi : Pendidikan Bahasa Inggris
Fakultas : llmu Tarbiyah dan Keguruan, UIN SyarifHidayatullah Jakarta
Telah rnelakukan kegiatan penelitian untuk skripsi yang berjudul "An Error Analysis on
Students' Ability to Use Personal Pronoun in Writing (A Case Study in the First Grade
Students of SMP Al-Zahra Indonesia)" pada tanggal 23 - 25 Mei 2011 di SMP Al-Zahra
Indonesia.
Dernikian surat ini dibuat untuk dipergunakan sebagaimana mestinya.