CHAPTER IINTRODUCTION 1.1 Background of The StudyEnglish as
international language is important to learn by students. Although
in Indonesia, English still as a foreign language because they do
not use English in daily life, it have special role to engage them
with globalization era. So then, students are supposed to master
four skills in learning English. Those are listening and reading as
the receptive skills, while speaking and writing as the productive
skills. Unfortunately, writing is generally recognized as a
difficult task for almost of ESL and EFL students (Thonus,1993:15;
Rosa,2007; Richard and Renadya,2002, as cited in Lopa, 2012:164).
And supported with the statement that writing is different from
other skills; it can be said as the combination of all skills
(Heaton, 1975:127). Halliday (1985b) as cited in Nunan (1991) also
stated that writing has evolved in societies as a result of
cultural changes creating communicative needs which cannot be
readily met by the spoken language(p.84). It means that writing can
be the main reason how important it is in the society as a need to
communicate in the written form and fulfill the communicative need
indirectly. Differ with the spoken language, writing have their
level of difficulties to put the words so it formed in a correct
structure and meaning which understandable to others. Although
there are three others skill should be mastered by the learners,
writing can be the most influence factor. By writing the words that
represent the thought, the students can develop their idea clearer
than other skill. It is followed by the explanation from Ghaith
(2002) in Galuh (2008) stated that writing is about more than
making our thoughts and ideas visible and concrete. Based on that
writing skill not only about write anything, but it also about the
delivering thought and idea into words, sentences and texts so that
the other can read and know what really idea of the learners want
to share. The learners who want mastering writing skill should be
able to understand the structure or the component of writing. But
there are some mistakes or errors commonly found in English writing
skill. The learners cannot write perfectly so that any mistakes
they made in their writing. And the errors made become the essence
of writing that should be learnt by teacher. Dulay (1982)
writes:People cannot learn language without first systematically
committing errors. Studying learners errors serves two major
purposes: (1) it provides data from inferences about the nature of
the language learning process can be made, and (2) it indicates to
teachers and curriculum developers which part of the target
language students have most difficulty producing correctly and
which error types detract most from a learners ability to
communicate effectively.(p.138)aIt means that the errors made by
the EFL or ESL learners are naturally in writing. Because in
learning language, studying the learner errors is beneficial for
the teacher and the learners itself to determine, evaluate, and
develop their teaching writing class process. While the written
become more complexity than spoken, the learners need to write
fluently and expressively. Therefore, the researcher needs to
analyze the errors made by the students in writing text and also
the writing class process.When the English students want to improve
their skill in writing, they must pay attention to the grammatical
aspect of their writing. According to Knapp & Watkins (2005:17)
stated that the students should be able use the codes of writing
(genres and grammar) effectively and efficiently in their written
text. This statement give us the understanding that in writing the
learners need to pay attention to the genres of their text and how
about the grammar use of their written text. Therefore, each of
genres in writing have the distinction of grammar one another. This
distinction may be caused by the purpose of the genres and the
language features of it. The genre of English writing was divided
into five, those are describe, explain, instruct, argue, and
narrate. Knapp and Watkins (2005) said that the genre of narrating
is the most commonly read by the students or young learner. The
texts which include to this genre are Narrative and Recount text.
Both of the texts have its own grammatical features that students
must know. Therefore, the researcher interest to know the students
ability in writing narrative text then analyze it to identify how
far they do the mistakes in their written narrative text.Dulay,
Burt, and Krashen (1982:146) stated that they have reviewed the
most useful and commonly used bases for the descriptive
classification of error which are linguistic category, surface
strategy, comparative analysis and communicative affect. It means
that those kinds of descriptive classification to identify the
errors made by the students will help the researcher to find out
and identify the errors specifically. Analyzing errors from a
surface strategy perspective holds much promises for researchers
concerned with identifying cognitive processes that underlie the
learners reconstruction of the new language.(Dulay, Burt, and
Krashen, 1982, p.150). The surface strategy will help the
identification of errors made become easier for both the researcher
and the teacher. It holds a large result to conclude the students
cognitive process in learning english as second language especially
in writing. It is support the researcher to use the surface
strategy taxonomy from Dulay to seek and analyze the students
narrative text written.The study was conducted by Annisa Istiqamah
Nur Aqilah et al (2012) related to the surface strategy taxonomy
analysis. It was entitled Dulays Surface Strategy Taxonomy on the
Selected Texts of the Bilingual Biology Textbook: A Study of Error
Analysis in Translation. The result showed that in the bilingual
book, there are still some erronouses done by the translator. If
the translator of book can do the erronouses, the possible case may
happened to the English learners who translating their idea into
English as their target language. They were analyzed the bilingual
book using surface strategy taxonomy and give the conclusion
related to the most frequent error happened. They were also give
the contribution to the further researcher who want to conduct the
similar study to make a better understanding in Surface Strategy
Taxonomy analysis.As an elaboration from those explanations above
the researcher aware the difficulties of transferring language from
Source Language (SL) into Target Language (TL) which possible
happen to the learners when they are trying to translate in writing
form. Therefore, the researcher becomes interest to analyze the
students writing which focus on the narrative text as an object.
The researcher will use larger sample and believe that it will give
the valid generalization in study learners errors. The sample will
be taken from young learner students who have already study
English. The source of data is conducted from two schools as
subjects which have the similar curriculum and similar level of
grade. SMPN 1 Cerme and SMPN 2 Cerme are chosen as the source of
collecting data here. The researcher chooses both of schools
because these schools have the similar classification and level in
a same region with the difference teacher. Therefore, the
researcher will identify and compare the errors made by the
students from both of the school which have the different teacher
one another. From the result of identification that will be done,
the researcher can see the cause of errors made by the students.
That is why the title of this study is Surface Strategy Taxonomy
Analysis in Narrative Text Written by The Students of Junior High
School.
1.2 Statement of The ProblemBased on the background of the study
above, the problem statement of this study can be stated as
follows:a. What is the frequency of the occurrence of errors from
the students written text made by the eighth grade of SMP Negeri 1
Cerme and SMP Negeri 2 Cerme based on surface strategy taxonomy?b.
What type of error commonly made by the students of SMP Negeri 1
Cerme and SMP Negeri 2 Cerme based on surface strategy taxonomy?c.
What is the cause of error made by the students of SMP Negeri 1
Cerme and SMP Negeri 2 Cerme?
1.3 Purpose of The StudyBased on the statement of the problem
above, the purpose of this study can be stated as follows:a. To
know the frequencies of the occurrence of errors from the students
written text made by the eighth grade of SMP Negeri 1 Cerme and SMP
Negeri 2 Cerme based on surface strategy taxonomy?b. To describe
and explain the type of error commonly made by the students of SMP
Negeri 1 Cerme and SMP Negeri 2 Cerme based on surface strategy
taxonomy?c. To describe and explain the cause of error made by the
students of SMP Negeri 1 Cerme and SMP Negeri 2 Cerme?
1.4 Significance of The StudyTheoretically, this study may
confirm the theory of Surface Strategy Taxonomy proposed by Dulay
et al (1982) in analyzing the errors of written text made by the
students.Practically, the result and suggestion of this study are
expected to be used as a consideration for:a. The teachers in
preparing the teaching material about writing. So that, the teacher
will know how far the learners progress in the writing class. The
teacher also can help the students become aware to the elements of
language features in writing narrative text.b. The students who
will know their errors made and they will try to develop their
knowledge about writing narrative text for further writing
assignments.c. The researcher in gathering the information about
students error in writing and achieving the purpose of this study
in error analysis of EFL context.d. Further researcher who
interested in text analysis may use this study as reference with
the similar object but using another type of taxonomy as
distinguishes or vice versa.
1.5 Definition of Key Termsa. Errors Analysis in Writing: error
analysis is the study and analysis of the errors made by the second
and foreign language learners. (Richard 1985:96)b. Narrative Text:
text which relates a series of logically and chronologically
related events that are caused or experienced by factors. (Rebecca,
2003)c. Surface Strategy Taxonomy: taxonomy classify the errors
based on the omit, add, misform and misorder the item. (Dulay et
al, 1982)d. The Cause of Errors: the possible reason why the errors
happen, the causes of errors are divided into two categories,
interference and intralingual.
CHAPTER IIREVIEW AND RELATED LITERATURE
2.1 Narrative TextThe narrative series and processes are
sequential that is organized by time, one event in the story, one
step in the process happening after the other. Zaimar and Harahap
(2009:47) point out that a narrative text is a signed by the
chronological use of time. Followed by the assumption of Rebecca
(2003) who said that a narrative text is a text which relates a
series of logically and chronologically related events that are
caused or experienced by factors. It can be conclude that the
narrative is a genre text which consists of events in the story and
happening in the past time then the writer of narrative text should
be write it logically and chronologically.2.1.1 The Generic
Structure of Narrative TextGeneric structure is thing that should
contain in writing genre of text. It distinguishes one text genre
to another. So that, every genre of text has its own generic
structure as a characteristic of writing text genre. Peter Knapp
(1994) have pointed out that narrative have many of the basic
features of recounts, textually they set up a complexity of some
sort that must be resolved. That is why between recounts and
narrative they are little different in the term of basic structure
but they are similar in the term of narrating text. Knapp and
Watkins (1994) give the brief generic structure into Orientation,
Sequence of events and Resolution. They also stated that the
complication stage of simple narrative need not be a single problem
or complexity. This stage can also include reflection on the
problem and possible solutions. So that, the generic structure of
narrative text can be conclude as below:OrientationOrientation
Sequence of eventsProblems
Solutions
ResolutionResolutions
2.1.2 The Language Feature of Narrative TextBeside the generic
structure, in writing genre of text, it needs to pay attention at
the language features of it. The language features of text become
the guideline for the writer to produce the sentence in every
generic structure. The language features of Narrative text can be
said as the grammatical features. Anderson and Peter (2003) give
the grammatical features of narrating as follows:a. When sequencing
people and events in time and space, narrating typically uses
action verbs and temporal conjuction. Action verbsExample : One day
the man and his son went collecting fire-wood. They saw a golden
tree. They went slowly over to the tree. When they got closer to
the tree they heard a voice coming from the tree. Temporal
conjuctionExample : We then looked at some games and equipment.
After lunch we walked up to the Sydney Morning.b. Typically written
in the past tense unless quoting direct speech.Example : They were
poor because their pog ate them out of house and home and he did
not share with the other animals. His name was Bob. You should go
on a diet said Clarabelle.c. In action sequences, mainly action
verbs (bold) are used, while it reflections/evaluations, mental
verbs (underlined) predominate.Example : Bells were ringing, sirens
screeching and people were running everywhere. Maria didnt know
what to do next. She thought about her mother and wondered what was
in her head.d. Often use action verbs methaporically to create
effective images, e.g:Example : It was a terrible argument. Words
were flying everywhere.
2.2 Error AnalysisStudy of error analysis commonly use for the
productive skill in language learning. It can be spoken or written
form. The error analysis in writing used to reach the purpose of
communicative English teaching in the term of students performance
in writing ability as productive skill in L2 acquisition. It is can
give the information both to the teacher and students about the
writing achievement in the class.2.2.1 The Concept of Error
AnalysisThe errors are usually made by the learners either EFL or
ESL. It is in line with the statement from Richard et al (1985:96)
error analysis is the study and analysis of the errors made by the
second and foreign language learners. Then, followed by the
statement related to the error analysis from Corder (1987), error
analysis has to do with investigation of the language of the second
language. Both of theories give us the brief explanation about
error analysis in a general definition. It can be conclude that
error analysis is the act to analyze and investigate the errors
made whether the errors done by the second or foreign language. So,
the error analysis is the general way to investigate the students
of EFL or ESL occurrence do errors in their language. The errors
are made by the students is the natural problem and be certain for
language learning.To analyze the errors, there are some step should
be followed to get the effective and systematic result. However, to
analyze the students writing, some rules are needed to follow then
the teacher can found the result of analysis systematically.
According to Brown (1980:166) stated that the soncept of error
analysis is observed, analyzed, and classified to reveal something
of the system operating within the learner, led the surge of study
of learners errors. The brief statement gave the simple rule which
should be done when analyzing the errors. So then, similar with the
errors analysis in writing, those rules are needed too. Observed
the students written text, then analyzed it to found what are the
errors made, then classified the errors found to conclude the
students ability in writing is the general system of errors
analysis.Richards & Schmidt (2010:201) state that error
analysis is the study of errors made by the second and foreign
language learners. Error analysis may be carried out in order to :
a) find out strategies which the learners use in language learning,
b) find out the cause of the learners errors, and c) obtain
information on common difficulties in language learning, as an aid
in teaching or in preparing teaching materials. This definition of
error analysis show the purpose of error analysis which help the
language teacher to determine the students ability in applied their
language learning whether in second or foreign language. Not only
that, the language teacher also can see whether the strategies of
teaching is effective or not. So that, the teacher can gain the
information of students difficulties to understand the language
material. The error analysis can give the evidence for the teacher
to measure their students competence in producing foreign
language.2.2.2 The Types of Error AnalysisDulay et al (1982:146)
describe the types of error into four classifications that are: 1)
Linguistic category, this taxonomy classify errors according to
either or both the language component or the particular linguistic
constituent the error affects.2) Surface strategy, this taxonomy
highlights the ways surface structures will be altered : learners
may omit necessary items or add unnecessary ones; they may misform
items or misorder them3) Comparative analysis, this taxonomy
classify the errors based on comparisons between the structure of
L2 errors and certain other types of construction.4) Communicative
effect, this taxonomy deals with errors from the perspective of
their effect on the listener or reader.Those descriptive taxonomies
is guided by two major purposes which are to present error
categories which rely solely on observable characteristics for
their definition and to report the findings of research conducted
to date with respect to error types observed. According to that
classification of errors types and the major purposes, the writer
conclude that the types of error was classified systematically and
the teacher can use those kind of types to identify and analyze the
students error in their productive skill like writing and speaking.
Because here the writer only focusing to analyze the written text
produced by the students, so the types of error is needed to
identify the errors made in the use of language features
systematically.Those types of error are good and recommended for
the teacher to analyze students writing. But in this study the
writer focus in the surface strategy taxonomy to analyze the
students written text because this type of error give more
contributions to this research than other types of errors. It is
related to the purpose of this study which to gain the information
of students occurrence in making errors in their written text based
on surface strategy taxonomy.
2.3 Surface Strategy TaxonomyThe surface strategy taxonomy is
proposed by Dulay et al (1982:150) who point out that this taxonomy
classify the errors based on the omit, add, misform and misorder
the item. It have noticed that however the error analysis type is,
this kind of taxonomy is specific and systematic ways which
enumerated briefly by look at the surface elements of a language.
Errors may be happened not because of the students laziness or
mistake thinking about the language features they produce, but it
may cause the learners use to keep in touch with the foreign or
second language. That is why, Dulay (1982) have been pointed out
the surface structure into 4 classifications which are Omission,
Addition, Misformation and Misordering. Below, it will be described
more about those four of surface structure below.1. OmissionDulay
(1982:154) described omission errors are characterized by the
absence of an item that must appear in a well-formed utterance.
Although any morpheme or word in a sentence is a potential for
omission, some types of morphemes are omitted more than others. The
learners more omitted any item of morpheme whether in spoken or
written so the sentence seems that it loss such important item
which have minor role in conveying the meaning of it.Example : Mary
president new company. (incorrect)Mary is the president of the new
company. (correct)From the example, it seems that the writer omit
the grammatical morpheme of is, the, of and the. Thus, the writer
did the omission 4 times in a sentence.2. AdditionAddition errors
are the opposite of omissions. They are characterized by the
presence of an item which must not appear in a well-formed
utterance.There are three types of addition errors in the speech of
both L1 and L2 learners:a. Double MarkingsMany addition errors are
more accurately described as the failure to delete certain items
which are required in some linguistic construction, but not in
others. For Example: I didnt goAnother example is the learners who
often place the marker on both auxiliary and verb, as in:Incorrect:
He doesnt knows my nameCorrect: He does not know my nameb.
RegularizationThis rule is kind of the linguistics items such as
the errors happen in the class of main verbs or the class of
nouns.For example:the verb eat does not become eated, but ate; the
noun sheep is also sheep in the plural, not sheeps.The example
showed that learners apply the rules to produce the regular verb to
that irregular one, and regular plural markers s have been added to
singular items which do not take marker even though the words
become plural. c. Simple AdditionThis addition errors type is the
grab bag of errors item which include to the addition but not a
double marking nor a regularization. No particular feature of this
type but, if there are some words that are adding some items which
not necessary in the morpheme belong this sub-type of addition.3.
MisformationMisformation errors are characterized by the use of the
wrong form of the morpheme or structure. The learner supplies
something although it is incorrect. For example:Incorrect : He is
licking hisself.Correct : He is licking himself.It seems like
similar to the omissions which omit the morpheme, or to the
addition, but this type are usually not random.Three types of
misformations have been frequently reported in the literature such
as regularization errors, archi-forms, and alternative archi. But,
the basic of misformation itself commonly happen to the errors of
words form and the use of it in the grammatical sentence. 4.
MisorderingMisordering errors are characterized by the incorrect
placement of a morpheme or group of morphemes in an utterance. For
example:Incorrect : I do not know what is daddy doing.Correct: I do
not know what daddy is doing.Students have made written misordering
errors that are word-for-word translations of native language
surface structures ((Duskova, 1969 cited in Dulay 1982:163). For
example:I met there some Germans.and phrases such as:Another my
friend.
2.4 The Causes of ErrorAccording to Ellis & Barkhuizen
(2005:65), Brown (2000:224), and Norrish (1983:22-25), the causes
of errors are divided into two categories. They are interference
and intralingual. Interference errors are made under the influences
of the mother-tounge. They are seen as a process in which learners
use their knowledge of the first language in learning the second
language. Beside that, the intralingual errors are caused by the
strategies that are universal use in learning language as second or
foreign language. These are given the brief theory about the causes
of error which come from the mother-tounge of the learners and the
strategies they used to learning English language. Both of those
are giving the guideline that the source of errors may come from
the natural ability of learner in translating to the target
language.The area of error analysis has been growing research
interest conducted with the learners in order to examine the error
found in students writing which can be caused by the source of
errors such as first language interference or developmental (Reid,
1993:36). This theory can be the evidence that mother tounge as the
first language and the learners way to develop their ability in
learning foreign or second language is very affected the errors
made.According to Richards (1974), there are some intralingual
phenomena reflect the general characteristics of rule learning.
They are overgeneralization, ignorance of rule restriction,
incomplete application of rule and false concept hypothesized. To
make these are clearer, it will be explained as below:1.
OvergeneralizationThe cause of over-generalization deals with the
creation of a deviant structure in which grammatical rules are
generalized with one deviant structure instead of the other rule of
the regular structures (Richards, 1970:16). 2. Ignorance of Rule
RestrictionThis cause deals with the generalization of deviant
structures in which grammatical rules are applied into
inappropriate contexts in which other rules should be used instead
(Richards, 1970:9)3. Incomplete Application of RuleThis cause of
errors deals with an incomplete application of rules in which
grammatical rules are not used fully in constructing the sentences
(Ellis, 2008:710)4. False Concept HypothesizedThis cause deals with
the faulty comprehension of distinction in the target language in
which word choices are incorrectly made. It means that this cause
arises when the learner does not really comprehend the distinction
of the contrastive meaning of words in the target language (Ellis,
2008:710)
2.5 Previous StudyThe focus of this study is related to the some
previous studies that have been done by the others researcher. it
is become the review for the present study in formulating the topic
of this research. The brief review of previous study will be
described as follows:a. First, the study conducted by Hendriwanto
and Bambang Sugeng (2013) entitled An Analysis of the Grammatical
Errors in the Narrative Writing of the First Grade Students of SMA
6 Yogyakarta. The aim of this study was finding out: (1) the types
of grammatical errors in the narrative writing of the first grade
students of SMA 6 Yogyakarta, and (2) the causes of the grammatical
errors in their writing. The design of this study was case study.
This study analyzed the grammatical errors of the students
narrative writing concerning verb tenses, finite verbs, non-finite
verbs, pronouns, prepositions, spelling, agreement of singular and
plural, punctuation, contexts of usage, context of meaning,
redundancy, word choices, and unintelligibility. The highest number
of errors was occupied by the verb tense. The researcher give the
possibility to the other researcher in conducting study which cover
other categories such as developmental taxonomies, surface strategy
taxonomies and communicative effect taxonomies.b. Second, Fadzilyna
(2013) conducted the study entitled Errors in Using Past Tense Made
by Eighth Graders of MTsN Model Trenggalek. This study aimed to
describe the errors in using past tense made by the eighth graders
of MTsN Model Trenggalek in writing recount texts. The researcher
used Surface Strategy Taxonomy by Dulay (1982) to analyze the types
of errors and Richards (1974) concepts on error analysis to analyze
the possible cause of errors. The results of this study showed
there were 66 errors of the use past tense.c. Third, Kusumastuti
Dian Pratiwi (2014) also conducted the study entitled Surface
Strategy Taxonomy Analysis of Morphological Errors on the Eighth
Grade Students Recount Text Writing at SMPN 2 Nawangan in the
2013/2014 Academic Year. She showed the result of her study based
on the Surface Strategy Taxonomy analysis, there are 73 errors made
by the students in their writing recount text. It covered three
types of errors they were omission errors, addition errors, and
misformation errors. The highest number types of errors was
happened in omission. In conclusion it is known that the omission
errors of plural noun inflection was the most made morphological
errors based on the Surface Strategy Taxonomy in the students
recount text writing. It might happen since the system of
Indonesian as the students native language is different from system
of English that is the foreign language.Based on those previous
studies, the researcher can conclude the topic of the present
study. Based on the first study, the researcher try to conduct the
similar research of error analysis with the different linguistic
category that is surface strategy taxonomy. Meanwhile, the second
and the third study give more contribution for this present study
to use the surface strategy taxonomy analysis on the written text.
Moreover, to make it different from those studies above the
researcher try to focus on the narrative text as the object of
surface strategy taxonomy analysis. In analyzing the errors based
on surface strategy taxonomy, the researcher try to combine those
theories above to formulate a new study as present.1.
CHAPTER IIIRESEARCH METHODOLOGY
Research DesignThis study focus on identifying the frequencies
of occurrence of errors based on surface strategy taxonomy and
possible causes of errors made on it. So that, it is conducted by
quantitative and qualitative research method or mixed method. This
study try to use mixed method, quantitative and qualitative
research design (Denscombe, 2007:107). The researcher use this
design to conduct the analysis of the errors. The quantitative
research apply to count the most frequent errors while the
qualitative research apply to interpret and explain the cause of
errors on the students writing.This study use descriptive approach.
It is focus on finding the fact and information about students
errors based on surface strategy taxonomy in the narrative text
Subject & SettingThe subjects of this study are the eighth
grade students of SMPN 1 Cerme and SMPN 2 Cerme. The eighth grade
will be taken as the subjects because they get the material of
narrative text in this grade.In selecting how many subjects will be
taken, the researcher will use purposive sampling technique. As
knowing in all of the study that sampling is the process of
selecting individuals for a study in such a way that individual
represents the larger group from which they are selected. Purposive
sampling technique also known as judgmental, selective or
subjective sampling, is a type of non-probability sampling
technique. Non-probability sampling focuses on sampling technique
where the units that are investigated are based on judgment of the
researcher (Merriam, 2009:78). In this study, using purposive
sampling technique will let the researcher to choose the
participants who fulfilled the criteria of sample directly. In
order to make an equivalen comparison between students of SMPN 1
Cerme and SMPN 2 Cerme, they must have at least similar mean score
for their writing assignment.
Data CollectionIn this descriptive study, the researcher will
use multiple technique of data collection. To get the detail about
students errors in writing narrative text, the writing test and
interview will be conducted as the instrument of this
study.InstrumentThere are two kinds of instrument will be used in
this study in order to answer the questions and achieve the purpose
of this study. a. Writing TestThe writing test will be narrative
text. This type of text is used since a narrative writing was quite
easy for the researcher to investigate the grammatical errors
(Norrish, 1983:20). The test included the instructions of the
writing narrative text, the topic of the writing and the length of
the writing. This writing assignments will used as the documents
that will be analyzed based on the surface strategy taxonomy.
Moreover, to answer the first and second research question this
writing test is needed.b. InterviewThe next instrument will be in
the form of interview. This instrument will use to gather the
information related to the factors that cause the errors and
difficulties exist. So that, the researcher will answer the third
research question by formulating this instrument.The Procedure of
Collecting DataThe data will be gathered from the students of eight
grades in SMPN 1 Cerme and SMPN 2 Cerme. First, the researcher ask
for permission to the headmaster of the schools to coopt the school
as the subject of this study, then go to the teacher from both of
school to discuss about the purpose of this study and ask for
permission to give the students writing test. The researcher will
ask the students to complete their writing of narrative text
without any preparation before. The researcher will give some
instructions related to the topic and the length of text. The
students allow to open the dictionary if there are some
difficulties in translating words. This spontaneous production is
expected to produce the authentic data.Then, the researcher will
analyze the documents based on surface strategy taxonomy and
classify it into the table of surface strategy taxonomy analysis.
The interview will be given to the teacher in order to get the
information about the students ability and class activity during
English lesson especially in writing. The interview will do to the
students also who get the most errors in their written text to find
out the information about the cause of errors and the problem or
difficulties during writing the narrative text. The result of
interview will be recorded in the form of sentences or note to
describe.
Data AnalysisIn analyzing the data, the researcher will use the
table in order to help analyzing the data easily and find out the
answer for statement of the problem briefly. The researcher use
Surface Strategy Taxonomy by Dulay (1982) to make a checklist on
types of errors and the source of errors. The checklist will help
the researcher to identify and classify the types of errors and the
possible cause of errors in students written text. Because the
researcher only focuses on the theory of Surface Strategy Taxonomy
proposed by Dulay (1982), the researcher will try to focuses on how
sentences deviate from the correct ones.
Form of ChecklistNoSentencesCorrectionTypes of Error
OMADMFMO
Total Number of Error
Note:14
OM: OmissionAD: AdditionMF: MisformationMO: MisorderingThe
researcher will use the steps that are proposed by Corders (1981)
with some modifications appropriate with the purpose of this study.
These steps will be drawn below.1. Identification of errorsAfter
the researcher done with the form of checklist, the total number of
errors in each form will be identified as one for each types in the
table of errors identification. To make the classification of
errors easier, the researcher will use the format of the error
classification after collected all the data from checklist table
above and put the total number of errors from each texts. So that,
the form of errors classification format will be drawn as
follows:Table of Errors identificationNoStudents CodeTypes of
ErrorTotal of Errors
OMADMFMO
1
2
Total
2. Quantification of errorsAfter the errors were classified, the
researcher will count the frequency of errors in each category
based on the frequency of error types. Then, the researcher will
count the percentage of errors based on the number of errors in
each category divided by the total of the errors using following
formula (Adapted from Mahsun, 2007:192):
x100%Note :P : Percentagee : Number of errors of each typet :
Total of errors
The result of this step will answer the first problem statement
of this study. By counting the total number of the errors for each
categories based on surface strategy taxonomy, the researcher will
know the frequencies of occurrence of errors in the form of
percentage.3. Explanation of errorsIn this step, the researcher
will be able to explain the errors commonly made by the students in
their writing narrative text and give more detail description about
it included to the sentence of the commonly errors and the
correction of it. In the form of checklist above, the researcher
can find the sentences which consist of commonly errors and in this
step, the researcher will give the reason why the errors sentences
should be corrected like what stated in correction column.This step
will answer the second question of this study. In this step, the
researcher will find the commonly errors made by the students of
junior high school especially both of SMPN 1 Cerme and SMPN 2
Cerme.
According to Miles and Huberman (1994) there are three major
components of descriptive data analysis consists of data reduction,
data display and conclusion drawing. These data analysis will
deliver the answer for the last problem statement of this study
which aim to find the causes of errors.Data ReductionData reduction
refers to the process of selecting, focusing, simplifying,
abstracting and transforming the data that appear in written up
field notes or transcriptions. The data reduction of this study is
the result of error percentage based on the data analysis above as
the quantitative data while the notes of interviewing with the
teacher and students as the qualitative data. The researcher will
use it as the data reduction because the data are the result of
findings to answer the questions of this study.Data DisplayData
display can be extended piece of text or a diagram, chart or matrix
that provides a new way of arranging and thinking about the more
textually embedded data. In this study, the researcher will display
the chart of errors based on the errors quantification from both of
subject and describe each of error frequent provide with the
relationship of it toward the theory of Surface Strategy Taxonomy
by Dulay (1982). Therefore the description of interviewing will use
to make the clear conclusion related to the theories of the causes
of errors. In this phase, the researcher will try to interpret the
result of interviewing by filtering the information and relate it
with the theories of the causes of errors. The most frequent error
made will be the constraints of the questions to make the
interviewing still focus. The researcher will interpret in which
theories the causes of errors possibly happen to the both of
subject.Conclusion DrawingConclusion drawing requires the
researcher begin to decide what things mean. This phase make the
researcher will be able to conclude the result chart and interview
then decide which causes of errors that close to both of the
subjects. The researcher can give the more valuable conclusion
related to the similarities and the differences between both of
subject. Whether the causes of errors are similar or not will be
explain here. Therefore, the last research question of this study
which aim to find the causes of errors will be answered.