Habis Seminar

CHAPTER I

INTRODUCTION

A. Background of the Problem

Writing is one of the language skills which is known as receptive skill. It is used

to communicate ideas in written form. As a mean of communication in written form,

writing has the same purpose like speaking as spoken form in communication. In

speaking, the communication process heppened between speaker and listener.

Meanwhile, in writing the communication process happened between writer and reader.

As a language skill, writing is a complex process which demands cognitive

analysis and linguistic synthesis. That is why, espesially in educational purpose, students

do more effort in achieving their skill of writing. In order to be a good writer, there are

some aspects that should be considered by the students. One of the aspects is grammar.

Since writing is one of communication process in written form so the students have to

write in correct grammar to avoid misunderstanding for those who read their writing.

Since writing should be in the correct grammar, most of english teachers teach

students intensively start from junior high school up to senior high school. In fact, there

are still found that students make errors, eventhough the students have got some

knowledge from their teachers. It is often found that in learning language process, errors

are made by the students. There is a realization that doing errors are part of learning that

can not be avoided.

During the learning process, especially in writing activity, there are some errors

found in students writing. In writing descriptive text for example,there are some errors

found in students’ writing. For example, the students write “She buy three apple”. In

this case, the students ommit certain linguistic form because of their complexity in

production. The students leave out the third person singular morphem-s and the plural

maker-s. It must be “ She buys three apples”.

Based on the phenomenon above, the researcher wants to discuss about

Morphological errors made by the students of Pondok Pesantren Al Madinah Munawarah

Buya Naska Padang in writing descriptive text.

B. Identificaton of the Problem

Based on the explanation from the background above, researcher identifies errors

categories in writing, they are morphological errors, lexical errors, syntactic errors, and

mechanical errors.Morphological errors related with verbs: tense, subject-verb agreement

and nouns: articles/determiners, noun endings (plural/possessive). Lexical errors related

with word choice, word form, informal usage, idiom error, pronoun error. Syntatic errors

related with sentence structure, run-ons, fragments.Mechanical errors related with

punctuation and spelling.

C. Limitation of the Problem

From the identification of the problem stated above, the researcher will limit the

problems on morphological errors in decriptive writing

D. Formulation of the Problem

The problem of this study can be formulated as follow : “ What kinds of

morphological errors made by the students in writing descriptive text at Pondok

Pesantren Al Madinah Munawarah Buya Naska Padang”.

E. Research Questions

Due to the formulation above, the reseracher tries to describe the problems as

follow:

1. What are kinds of morphological errors found in students’ writing ?

2. What kinds of morphological errors mostly found in students writing of

descriptive text ?

F. Purpose of the Research

The purposes of this research are to analyze kinds of morphological errors and

to find out kinds of morphological errors that mostly found in students writing.

G. Significance of the Research

This research is hoped to give some informations and contributions to the

researcher itself, English teachers, and English students. For the researcher, it is hoped to

give a new knowledge about errors in writing, because the researcher also will be a

teacher after graduate. For English students, it is hoped that they get some informations

about errors that they make in written form so that they have to make a good correction

in writing. For English teachers, it is hoped that it will give them some informations as

inputs in teaching learning process, especially in writing, so that they can improve their

teaching skills especially for teaching writing.

H. Definition of the Key Term

1. Morphological error is the error on forming word either deleting or addition such an

item which against the grammatical rules in students’ writing.

2. Error analysis is the study of errors made by the students in writing

3. Descriptive is a text which describes someone,something or feeling written by the

students of Pondok Pesantren Al Madinah Munawarah Buya Naska Padang.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Errors

1. Error Vs Mistake

In learning process, learners can not avoid making an errors.Identifying an

error goes beyond explaining what an error is. In this case, the reseacher tries to make

the distinction between an error and a mistake. It is necessary to go over the definition

of these two different phenomena. They are two closely related terms and have slight

differences.

According to Richard (1992), a learner makes a mistake when writing or

speaking because of lack attention, fatigue, carelessness, or some other aspects of

performance. Mistake can be self corrected when attention is called. Whereas, an error

is the use of linguistic item in a way that a fluent or native speaker of the language

regards it as showing faulty or incomplete learning. In other words, it occurs because

the learner does not know what is correct, and thus it cannot be self-corrected. It is

supported by Ur (1996), where Ur states that error is consistent and based on

mislearned generalization. Meanwhile, mistake is occasionally inconsistent slips.

Furthermore, James (1998), explains that an error can not be self corrected

while a mistake can be self corrected by the learners.When learners are able to correct

a fault of their output, this is called a mistake. On the other hand, when learners are

unable to make their self correction of their output, that is an error.

To distinguish between an error and mistake, Ellis (1997) suggests two

ways. The first one is to check the consistency of learner’s performance. If he

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. Where he is unable to, the

deviations are errors; where he is successful, they are mistakes.

From the explanation above, it can be conclude that mistake and error are

two closely related terms and have slight differences.Mistake can be corrected by the

learners themself because of their careslesness, meanwhile error can not be self

coreccted by the learners because of their lack competence. Both of them are often

found in the language acquisition especially learning english as foreign language.

2. Soursces of Errors

Brown (2007) identifies sources of error into four majors type, they are:

Interlingual transfer, Intralingual transfer, Language learning strategy and

Communication strategy

1. Interlingual transfer

Interlingual transfer is a significant source for language learners. Dictionary

of Language Teaching and Applied Linguistics (1992) defines interlingual errors as

being the result of language transfer, which is caused by the learner’s first

language. Kesavarz in Gelichi (2011) explains the taxonomy the sources of

Interlingual transfer as follow:

a. Transfer of Phonological elements, it is kind of features that may not be found

in another language or even they exist in another language, so that they take

new characteristic which are different in that particular language.

b. Transfer of Morphological elements, it is the use of morphemes to form

different part of speech and the relationship between those morphemes of one

language to another language.

c. Transfer of Grammatical elements, it is the different of grammatical structures

of learners mother tounge to the target language.

d. Transfer of Lexico Semantic elements, it can be devided into two sub

categories. They are cross association, where there are two words in the target

language for which there is only one word in the learner’s mother tongue. As a

result, the learner may use that single word in two senses in the target language.

False cognates, refer to the incorrect use of a target language word because of its

phonological similarity with a word in the learner’s mother tongue, similarity in

form and not in meaning

e. Transfer of Stylistic and Cultural elements, it is a transfer of native culture

habbits when learning a foreign language.

2. Intralingual transfer

Keshavarz in Ghelichi (2011) defines intralingual and developmental errors

as errors caused by the mutual interference of items in the target language item

upon another.He also explains this can be devided into two elements bellow:

a. Over generalization, it happens when the learners ignore the rules of restriction

, the learners has mastered the general rules, but do not know yet all the

expectation to that rules.

b. Transfer of training, it is a language rules in teaching where it is not part of the

second or foreign language.

3. Language learning strategy

It is the strategies used by the learner in dealing with the target language

4. Communication strategy

The limit of linguistic sources of the language learner may force learners to

express themself without making the distinctions that native speakers do, because

they feels need to do so and avoid such distinctions.

3. Clasification of Errors

Corder in Lengo (1995) proposes the categories to describe errors base on

linguistic category clasification. He clasifies the categories of errors into four

elements. They are:

a. Ommision, it is certain linguistic forms that is omitted by the learner because of

their complexity in production. First example is in morphology, learners often

leave out the third person singular morpheme -s, the plural marker -s and the past

tense inflection -ed .The second example is in Syntax, learners may omit certain

elements which are obligatory.

b. Addition, learners not only omit elements which they regard as redundant but

they also add redundant elements. In morphology for example, learners often

overuse the third person singular morpheme -s and the plural marker -s. Also in

Synatx, the learner may produce a wrong combination.

c. Selection, it dues to the selection of the wrong phoneme, morpheme, structure or

vocabulary item. In morphology, it is as a result of the selection of a wrong

morpheme. In Syntax, learners may select a wrong structure

d. Ordering, it is the result of learners relying on carrying out words for words

translation of native language surface structure when producing spoken or written

utterance in target language. In morphology, learners attach the inflection -ing to

the particle of the two-word verb. In Syntax, learners split constituents of a single

noun phrase.

4. Errors Analysis

Errors analysis is a type of linguistic study that focuses on the errors made by

learners. It consists of a comparison between the errors made in the target language

and within that target language itself. Systematically analyzing errors made by

language learners makes it possible to determine areas that need reinforcement in

teaching.

Keshavars in Erdogan (2005) suggests that the field of error analysis can be

divided into two branches:

1. Theoretical

Theoretical analysis of errors, fisrtly concerns to the process and strategies

of language learning and its similarities with first language acquisition. In other

words, it tries to investigate what is going on in the minds of language learners.

Secondly, it tries to decode the strategies of learners such as overgeneralization

and simplification, and thirdly, to go to conclusion that regards the universals of

language learning process whether there is an internal syllabus for learning a

second or foreign language.

2. Applied

Applied analysis concerns with organizing remedial courses, and devising

appropriate materials and teaching strategies based on the findings of theoretical

error analysis.

Language learners errors can be used as a mean of knowing how language

is learnt or acquired. Based on such knowledge, afterwards, language teaching

methodology can be developed. Corder in Pardede (2006) emphasizes: “A

learner’s errors are significant in [that] they provide evidence of how language is

learnt or acquired, what strategies or procedures the learner is employing in the

discovery of the language.” In addition, errors also have immediate practical

applications for foreign language teachers because these errors provide natural and

immediate feedback to improve their teaching.

Keshavarz in Ghelichi (2011) states that an error-based analysis can give

reliable results upon which remedial materials can be constructed. In other words,

analysis of language learners’ errors can help identify learners’ linguistic

difficulties and needs at a particular stage of language learning. It is essential for a

syllabus designer to provide with the needs for learning appropriately and errors

are important evidence for that.

To provide maximum benefits, students’ errors should be initially analyzed

in order to see what kind of errors are committed the most and why students

produce them. To analyze errors properly, someone must understand the nature

and procedure of error analysis. Ellis in Pardede (2006) proposes that error

analysis involves the collection of samples of classroom learner-language, the

classification of errors according to the different levels of language description,

the explanation of errors by reference to various learning process and the

evaluation of errors for the purposes of assessment or remediation.

B. Errors in Writing

1. Writing

Writing is an act of communication. It is an act of making marks on certain

surface in a form of graphic presentation, to make meaning. Writing is the fourth skill

in English learning language.

According to Nunan (2003) writing is the process of thinking to invent ideas,

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

statement and paragraph clearly. It indicates that the learners are expected to explore

the ideas and make them into good paragraph. Besides, writing is both a physical and

a mental act. It is the physical act of committing words or ideas to some medium,

whether it is an object or a symbols or an email message.

In addition Lyons and Heasly in Nunan (2000 ) add that writing is clearly a

complex process and competent. Writing is frequently accepted as being the last skill

acquired. Based on this statement, it can be concluded that writing is a complex

process. Writing is a continuous activity that has more than one step, but it needs

steps. The most important in writing is process not a product.

Furthermore, Brown (2001) states that written products are often the result of

thinking, drafting, and revising procedures that require specialized skill, skill that not

every speaker develops naturally. Writing needs thinking that focuses students on how

to generate ideas. In written product it involves thinking, drafting, and procedure.

Skills are also important in writing activity.

Nunan (1991) writes successful writing involves mastering the mechanics of

letter formation and obeying conventions of spelling and punctuation, using the

grammatical system to convey one’s intended meaning, organizing content at the level

of paragraph and the complete text to reflect given/new information and

topic/comment structures, polishing and revising one’s initial efforts, and selecting an

appropriate stylefor one’s audience. It can be concluded that if students want to be

successful in writing, they must do some steps, and each step involves the grammar

rule, spelling, punctuation, how to organize content at the level of paragraph.

2. Descriptive Text

According to Dorothy E Zemach and Lisa A Rumisek (2003 ) a descriptive

paragraph explains how someone or something looks or feels. Descriptive text

presents the appearance of things that occupy space, whether they are objects, people,

buildings, or cities. In this kinds of text, the students are required to list the

characteristics of something and usally delas with physical appearance of described

things, ( Smalley et all,2001). In other words, a particular person,place or thing is

described in details in this composition.

Tompkin (1998) defines that, descriptive text as painting pictures with words.

By reading the descriptive text, readers feel that they see the description just like they

see picrures. In additition, Anderson and Anderson (2003) adds that, a descriptive text

is different from information report because they describe a specific subject rather

than general group

This text type’s features are definite articles, copula sentences, relative

clauses, prepositional and adverbial phrases, presentatives, descriptive adjectives of

shape, size, colour and number, and the focus is the description of a scene in which

the action happens (Hatch, 1992)

According to Hammond et all (1992), the social function of descriptive text is

to describe a particular person, place, or thing. The generic structures of this text are:

(1) Identification: identifies the person, place or things to be described. (2)

Description: describes parts, qualities, characteristics. It has language features; focus

on specific rather than generic participants, use of simple present tense, verbs being

and having, use of descriptive adjectives to build up long nominal groups.

3. Errors in Writing

According to Norrish in Sattayatham and Ratanapinyowong (2008) writing is

not easy and in some way, it is more difficult than speaking. In addition Liu and

Braine in Sattayatham and Ratanapinyowong (2008) add that, writing is more

complex in that it tests a person’s ability to use a language and the ability to express

ideas. As a result, a person needs to write not only coherently but correctly, which

requires more time and effort. This difficulty of writing leads students to be more

susceptible to produce errors.

Furthermore, Norrish in Sattayatham and Ratanapinyowong (2008) state that,

in writing, learners easily make errors because information has to be transmitted

without any aid from sources other than the language itself. However, there is a

danger that the language learner will tend to focus on the errors rather than on the

presumed aim of the piece of writing: communication.

Related to errors in writing, Ferris in Kato (2006),proposes that there are four

common errors in writing. They are:

1. Morpphological errors, this errors can be devided into Verbs errors and Nouns

errors. Verbs errors consists of Tense,From and Subject-verb agreement.

Meanwhile,Nouns errors consists of articles or determiners and nouns eding

( plural or possesive)

2. Lexical errors, it relates with words choice, words form, informal usage, idiom

errors and pronoun errors.

3. Syntatic errors, realates with sentence structure, run ons and fragments.

4. Mechanical errors, relates with punctuation, spelling and capitalization.

James (1998) also describes text errors which is refer to a unit of written

language. He clasifies text errors into some categories as follow:

1. Lexical error, it consists of formal errors of lexis, such as: formal

misselection( pairs or triples of words that look and sound similar, such as

accessory and accessary), misformations ( words production that are not exsist in

foreign language, the can originally in learners mother tounge or created by

learners from the resource of the target language itself), and distortions

( intralingual errors resulted from misapplication one or more processing

operations).

2. Semantic error, such as: confusion of sense relations (using more general terms

where more specific terms are needed or the oposite of it), and collacational

errors( words precede and follow another words).

3. Grammar error, consist of morphology errors (function words of english), syntax

errors( errors that affect text larger that the words), sentence errors( misselection

and miscombination of clauses into larger unit), and intersentence errors

( unlogical ralationship between sentence of a text ).

4. Discourse error, consist of coherence( communicative function), pragmatic errors

(the use of languge based on the situation) and receptive errors(misunderstanding

or misprocessing).

C. Morphological Errors

1. Morphology

There are some defenitions of morphology that is defined by experts.

Morphology is the branch of science that deals with the form and structure of an

organism or its parts (etymologically, it is a Greek word: morph– + logie (-logy)). In

linguistics, morphology is the branch that studies the structure of words. Words may

be simple (e.g., girl, walk, rational) or complex (e.g., girl+s, walk+ed, ir+rational)

(Andreea, 2007 )

Salmon in Booij ( 2000 ) explains that the term of ‘morphology’ has been

taken over from biology where it is used to denote the study of the forms of plants and

animals. Its first recorded use is in writing by the German poet and writer Goethe in

1796. It was first used for linguistic purposes in 1859 by the German linguist August

Schleicher to refer to the study of the form of words. In present-daylinguistics, the

term ‘morphology’ refers to the study of the internal structure of words, and of the

systematic form–meaning correspondences between words.

According to Booij ( 2005 ), morphology is the subdiscipline of linguistics that

deals with the knowledge of words relationship. It is discuss about the relationships of

the words and create a meaning. In addition , Bolshakov and Alexander Gelbukh

(2004 ) state that Morphology deals with inner structure of individual words and the

laws concerning the formation of new words from pieces-morphs.

Morphology is the study of the structure and form of words (Shedd, 2008).

Morphology is the field of linguistics that studies the internal structure of words.

(Words as units in the lexicon are the subject matter of lexicology.) While words are

generally accepted as being the smallest units of syntax, it is clear that in most (if not

all) languages, words can be related to other words by rules.

From the definition above, the researcher can conclude that morphology is the

field of linguistc study which discuss about word relationship. It is also discuss about

the structure of words with the relationships between words involving the morphemes

that compose them.

2. Morpheme

Morpheme is the smallest unit of meaning in a language Gleason

(2005). It is a meaningful linguistic unit, minimal, unable to be further devided or

broken to be smaller meaningful part. The morpheme itself can be clasified into two

types:

a. Free morpheme

Free morpheme is a morpheme that can stand alone (Gleason, 2005). It is

independent and it can occur alone by itself as a word in a language. For example:

man, love, good and bad.

According to Yule (2010), free morpheme can be classified into:

1. Lexical morpheme

This set consist of ordinary nouns, adjectives and verbs that we think of as

the words that carry the “content” of the messages we convey. examples are:

girl, man, house, tiger, sad, long, yellow, sincere, open, look, follow, break. We

can add new lexical morphemes to the language rather easily, so they are treated

as an “open” class of words.

2. Functional morpheme

This set consists largely of the functional words in the language such as

conjunctions, prepositions, articles and pronouns. Because we almost never add

new functional morphemes to the language, they are described as a “closed”

class of words. Examples are and, but, when, because, on, near, above, in, the,

that, it, them.

b. Bound morpheme

Bound morpheme is a morpheme that can not stand alone and always attached

to free morphemes (Gleason, 2005). It is dependent and always attach to another

morphem. They are :

1. Prefixes, It is bound morphemes which occur only before other morphemes.

Examples: un(uncover, undo), dis (displeased, disconnect),

pre (predetermine, prejudge).

2. Suffixes, It is bound morphemes which occur  following other morphemes.

Examples: er (singer, performer), ist (typist, pianist), ly (manly, friendly)

Bound morpheme can be clasified into two form. They are:

1. Inflectional morpheme

Inflection is one type of grammatical morpheme that indicate some

kinds of grammatical relationship.It is shown on table bellow. Yule (2010)

states that an inflectional morpheme never changes the grammatical

category of a word . For example, both old and older are adjectives

Infelctions Description Examples

-s 3rd person present tense

singular

Possessive

Plural

He/she likes movies

the child’s toy

girl/girls

-ing Progressive aspect He/she is leaving

-ed Past tense/perfective aspect He/she talked for an

hour

He/she has talked for

an hour

-er Comparative form of adjective mild/milder

-est Superlative form of adjective mild/mildest

2. Derrivational morpheme

A derivational morpheme can change the grammatical category of

a word. The verb teach becomes the noun teacher if we add the

derivational morpheme –er.

Derivational morphemes can be either prefixes or suffixes,

whereas inflectional morphemes can be only suffixes. Unlike inflectional

morphemes, derivational morphemes can change the meaning of a word or

its part of speech: adding dis- to the base like results in a word – dislike –

with a completely opposite meaning; adding -able to like changes like

from a verb to an adjective: likeable. Adding -ed to a verb.

3. Morphological Errors

According to James (1998 ), morphological errors is a type of

grammatical errors which involves a failure to comply with the norm in supplying

any part of word classes. In addition, Zaughnessy in James (1998) adds that,

morphological errors is the admition of the function words in english such as

plurality, genitive, and third person singular.

Furthermore, Politzer and Ramires in Pardede (2006) states that the

morphological errors include: indefinite article incorrect, possesive case incorrect,

third person singular verbs incorrect, simple past tense incorrect, past participle

incorrect, and compararive incorrect.

In conducting this research, the researcher uses the taxonomy of

morphological errors propose by Politzer and Ramires in Pardede (2006), where

they devide kinds of morphological errors into six types. All of theses items are

supported by the theory proposed by Leech (2006). They are:

1. Indefinite article incorrect, indfinite article is the word “a” and “an” where

“a” is used before nouns with consonants. For example “ Are you a doctor”?

“An” is used before nouns ended with vowels. For example “I am an English

teacher”.

2. Possesive case incorrect, possessive is an alternative term for genitive.

Genitive is the form of a noun or noun phrase ending in ’s (apostrophes) or s’

(s apostrophe) and indicating possession or some such meaning. After singular

name or noun, the possesive is ‘s. For example “This is Ilham’s bag”. When

the name is plural and ended with s add ‘. For example “My parents’ job is

farmer”. If the name is plural but does not end with s add ‘s. For example “

The children’s toys are out side”.

3. Third person singular verb incorrect, a third-person pronoun (or other third-

person expression) is one whose reference excludes both the speaker and the

hearer. If the subject of a sentence is third person singular, the verb will be

ended with –s or –es. Usually the verbs ended with –es are the verb which is

ended by the letter o,ch,sh,and y. For verb ended with y, before y is consonant,

y is change with i then add -es. The other verbs out of these rules just add –s.

For example “ She plays badminton every Sunday morning, after that she

watches TV”.

4. Simple past tense incorrect, included regular and irregular verb.it is a form of

the verb (for example, saw, looked, found) which contrasts with the present

tense (for example, see[s], look[s], find[s]). The regular past tense is formed

by adding -ed (or -d) to the base form of the verb: talk ~ talked, change ~

changed, and the irregular verbs are changed in written form, for example see

~ saw, take ~ took, meet ~ met.

5. Past participle incorrect,it is a traditional term for the non-finite -ed form of

verbs. The past participle form of a verb, used to form the perfect after have

(for example, has changed); to form the passive after be (for example, are

changed); and to act as the verb in a non-finite -ed clause (for example,

Convinced of his innocence, the Queen ordered his release). The -ed form of

regular verbs ends in -ed (for example, looked, prepared, tied). The -ed form

of irregular verbs takes many different forms (for example, blown, sung, sent),

some ending in -en (for example, been, taken, eaten). With regular verbs and

many irregular verbs, the -ed participle is identical to the past tense form.

6. Comparative incorrect The form of a gradable word which ends (according to

the regular rule) in -er, and which indicates a comparison of two things in

terms of a higher or lower position on some scale of quality or quantity, for

example wider, colder, happier. There are a few irregular comparative forms,

for example good ~ better, bad ~ worse, little ~ less, many/much ~ more, far ~

further. Regular one-syllable gradable adjectives and adverbs form their

comparative by adding -(e)r, but for most adjectives and adverbs of more than

one syllable it is necessary to add the preceding adverb more (or less for a

comparison in the opposite direction), for example more careful, more slowly,

less natural. The comparative forms make a series with the base (uninflected)

forms and superlative forms.

D. Conceptual Framework

The researcher assumes that there will be some errors committed by the students

of Pondok Pesantren Al Madinah Munawarah Buya Naska in writing descriptive text.

Then the researcher will refer to the rule of morphological errors proposed by Politzer

and Ramires in Pardede (2005) include: indefinite article incorrect, possesive case

incorrect, third person singular verbs incorrect, simple past tense incorrect, past participle

incorrect, and compararive incorrect. Related with the linguistic feature used in

descriptive text that is simple present tense, so the morphological errors that always find

in simple present tense are indefinite article incorrect, posessive case incorrect, third

person singular verbs incorrect, and comparrative incorrect. Next the researcher will

analyze students’ writing descriptive text through errors analysis method. Finally, the

researcher will show the explanation about students’ morphological errors in writing

descriptive text. The following figure shows the conceptual frame work.

Writing Descriptive Text

Morphological Errors

Indefinite article incorrect

Possesive case incorrect

Simple past tense incorrect

Third person singular verb incorrect

CHAPTER III

RESEARCH METHOD

A. Research Design

The research design will be descriptive where it involves data collecting in order

to answer the questions of this research in chapter one. The researcher tries to find out

and to analyse the students morphological errors in writing. According to Gay and

Airisian ( 2000 ), descriptive research is also called as survey research.Then Issac in

Yusuf ( 2005 ) says that, the purpose of descriptive research is to describe sistematically

the facts and characteristic of population given or area interest. In this case, the

researcher will explain the morphological errors of students’ descriptive text. As the

result, this research will describe about the morphological errors in writing descriptive

Comparative incorrect

Errors Analysis

Students morphological errors in writing descriptive tetxt

Past participle incorrect

text made by the second year students of Pondok Pesantren Buya Naska Padang

Academic Year 2010/2011.

B. Population and Sample

1. Population

According to Gay and Airisian ( 2000 ), population is a group of interest to the

researcher. It is the group that researcher wants to get the result of the research. The

population of this research will be the students’ writing At Pondok Pesantren Al

Madinah Munawarah Buya Naska grade VIII accademic year 2010/2011, which is

consist of 29 students.

2. Sample

Borg and Gall ( 1997 ) stated that, sample is a number of people from a

defined population. Where Gay and Airisian ( 2000 ) also describe sample as a

number of individuals for a study in such a way that they present the larger group

from they were selected. It is also supported by Arikunto ( 2000 ) states that sample

is a representative population which is researched. In this research, the reasearcher

will use total sampling since the researcher will have small number of population. It

means, all students’ are going tobe analyzed.

C. Instrumentation

The instrument of this research is free descriptive text written by the students

which researcher applies as the data to be analyzed and described in order to explain

errors made by the students. The researcher gives students free descriptive writing. The

students are free to choose the topic that they like.

D. Technique of Data Collection

To collect the data, researcher collects all students writing assignment about free

descriptive writing, since researcher tries to analyze the morphological errors made by

the students in writing descriptive texts. Researcher comes to the field, collects the

students’ writing about descriptive text, and analyze them. In this way, researcher tries to

get the data as objective as possible.

E. Technique of Data Analysis

In analyzing the data, researcher uses error analysis method. Corder as quoted by

Ellis (1994) suggests the following steps to conduct an error analysis research:

No Steps Explanation

1 Collection of samples

of learner language

Deciding what samples of learner

language to use for the analysis

and how to collect these samples

2 Identification of errors Identifying the errors by underlying

the errors the learner made

3 Classification of errors Grouping the errors that have been

found and stating the classes of the

errors

4 Explanation of errors Explaining the errors by establishing

the source of the errors and calculating

how often the errors appear

5 Evaluation of errors Evaluating the errors step involves

tabelizing the errors and drawing

conclusion

Referring to the steps of error analysis method above, the data will be analyzed as

follows:

1. Identification of errors

In this step, researcher studies the acquired data and tried to find out the

morphological errors by underlying the errors. Researcher tries to analyze the data

as objective as possible.

2. Classification of errors

Once the errors have been identified, reseracher classifies them into

categories, they are:

a. Errors in using indefinite articles

b. Errors in using possesive case

c. Errors in using third person singular incorrect

d. Errors in using comparative

3. Calculation of the errors

In this step, researcher calculates the errors in order to know how frequent

these errors have been made by the students of immersion class in the seventh grade

of Pondok Pesantren Al Madinah Munawarah Buya Naska Padang.

In calculating the frequency of these each error, reseacrher employes the

formula which is suggested by Sudjana (1991) as follow:

FP = — x 100 % N

in which,

P : percentage of the errors

F : frequency of each errors

N : total of the whole errors

By calculating the frequency of each error, researcher can identify the most

frequent error and the least frequent error made by the students.

4. Tabelizing the result

Once the errors are calculated and arranged, researcher tabelizes the result of

the analysis. This table is meant to ease the identification of the percentage of each

error. Therefore, the result of the analysis of the morhological errors in decsriptive

writing made by the students of immersion class in the second grade stutents Pondok

Pesantren Al Madinah Munawarah Buya Naska Padang is presented in the form of a

table.

5. Drawing a conclusion

The last step, the researcher will draw a conclusion based on the analysis. In

this step, researcher has to make a valid conclusion in the form of a brief description

of the errors.