AJ\r ANALYSIS ON THE STUI>ENTS' GRAMMATICAL ERRORS IN THE TOEFL TEST A Case Study of the Participants of TOEFL al The Center for Languages and Culture SyarifHidayatullah State Islamic University A Skripsi Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment of the Requirements for the Degree of Strata -1 (SI) By: AINI AINUR ROHMAH 9914015772 ENGLISH DEPARTMENT THE FACULTY OF TARBIY AH AND TEACHERS' TRAINING SY ARIF HIDAY ATllLLAH STATE ISLAMIC UNIVERSITY JAKARTA 2004M/1424H
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AJ\r ANALYSIS ON THE STUI>ENTS'
GRAMMATICAL ERRORS IN THE TOEFL TEST
A Case Study of the Participants of TOEFL al The Center for Languages and
Culture SyarifHidayatullah State Islamic University
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers' Training in
Partial Fulfillment of the Requirements for the Degree of Strata -1 (SI)
By:
AINI AINUR ROHMAH 9914015772
ENGLISH DEPARTMENT
THE FACULTY OF TARBIY AH AND TEACHERS' TRAINING
SY ARIF HIDAY ATllLLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2004M/1424H
AN ANALYSIS ON THE STlJDENTS' GRATVllVIATICAL ERROJRS IN
TlIE 1'0EFL TEST
A Case Study of the Participants of TOEFL at The Center for Languages and
Culture SyarifHidayatulah State Islamic University
A Skripsi
Presented to the Faculty ofTarbiyah and Teachers' Training
in Partial Fulfillment of the Requirements for the Degree of Strata-I (S 1)
By:
AJ:NI AINUR ROHMAH 9914015772
Approved by:
Advisor
Drs. Nasrun Mahmu.fu._MP\! 150 041 070
ENGLISH DEPARTMENT
THE FA CUL TY OF TARBIY AH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE JSLAMJC UNIVERSITY
JAKARTA
20041\1/14241-I
Lt''.GALIZATION OF EXAMINATION COMMMITl't'.I•'.
A 'skripsi' titled "Al" ANALYSIS ON THE STUDENTS' GRAMMATICAL ERRORS
IN ·;·HE TOEfL TEST (A Case Study of the Participants of TOEFL Test at rhe Cemer
for Languages and Ct.iturc Syarif Hidayatuil~h State lslarnic University" was examined
at ex?mination session of the Faculty of Tarbiyah anj Teachers' Training Syarif
Hidayatulah State Islamic University (Ul1\1) Jakarta, on f(.bruary 6°', 2004. This 'skripsi'
has fulfilled the requirements for the Degree of Strata I (Si) at English Department .
.ommmce
i_'cq[ Dr. H_-3.alman Ha -,w NIP. i 50 062 568
Examiner l
' ~n--
Examination Committee
PrL.tl.!~ , __ Mll_lliLS\2!1Qitdji,_JyLfu NIP. i Su USO 682
. , Jakarta, February 6", 2004
The Secretary of Committee
Examiner II
DrL Nll,s~cLM'lhmud, M. &J. NIP. l.'.i004J 070
ACKNOWLEDGEMENT
In the name l!f Allah the Beneficent, the Ivfercifid. All praise be to Allah, The
Almighty and The Lord of all that exist. May Allah's peace and blessing be upon His
final Prophet Muhammad SAW, his family and followers.
This "skripsi" is presented to the English Department of the Faculty of
Tarbiyah and Teachers' Training of Syarif Hidayatullah State Islamic University
Jakarta as a partial fulfillment of the requirements for the Degree of Strata- I (S 1 ).
It is a great honor for the writer to make acknowledgement of indebtedness to
convey her sincere gratitude to Drs. Nasrun Mahmud, M.Pd. who has patiently given
valuable advice and guidance to finish this "skripsi".
The writer also like rn convey her sincere gratitude particularly to:
I. Prof' Dr. H. Salman Harun, as a Dean of The Faculty of Tarbiyah and Teachers'
Training.
2. Drs. Nasrun Mahmud, M.Pd, as a Head of English Department and al:;o Drs.
Syauki, M.Pd, as the Secretary of English Department.
3. H. Alwi Rofi'i her beloved father and Rulianti Rohadi her beloved mother who
always encourage the writer with all of their heart and her beloved brothers
"Rofiq and Ozan" and her lovely sister" Datu!".
4. For her beloved "Mr. Jo", thanks for your love, suppo11, and encouragement to
finish this "skripsi" and all her friends, especially: Na.in, Sheren, Dian, Nina Ros.
Fido!, Ochid, Oshin, Hendra, Aly, and her classmates in A Class '99 that the
writer can't mention one by one here, thanks for your support and cooperation.
Finally, she realizes that this "skripsi" is far from being perfect. It is a
pleasure for her to receive constructive criticism and suggestion for improving this
There are several opinions given by some linguists to get clear
understanding about error. Dullay et al defined error as " flawed side of
learner speech of writing. They are those parts of conversation or composition
that deviate from selected norm of mature language perfonnance. "26
Pit Corder said: "... the term erroneous to mean other superficially
deviant or inappropriate in terms of the target language grammar ... " 27
Then, Douglas Brown said: ,. Put in another way, an error 1s a
noticeable deviation from the adult grammar or a native speaker, reflecting th~
'8 language competence of the learner."·
Sridhar stated: " Error, on the other hand, are systematic, consistent
d . ' . "J9 cv1ances stage o! Jearmng. •
Jn addition, Henry Guntur Tarigan and Djago Tarigan said :
...... , kesalahan disebalAan faktor kompetensi.
Artinya s1swd memang IJclum memahami sistem
linguistik bahasa yang digunakan. Kesalahan biasanya
terjadi sccara konsisten, jndi sccara sistematik ,,Jo ( ...
Error is caused by a competence factor. It means that the
students have not understood the use or the target
26 Dullay ct al. /,anguage lirn (New York, Oxford Universities Press, I %2 ),p. I 38 27 J.P.ll. Allen aod S. Pi! Corder (cd), Techniques i11 Applied l.i11g11islics (London: Oxford
University Press, I 974 ) vol .3, p. I 22 28 1-f. Douglas Brown. Op. Cit, p. 165 29 Jacek Fisiak (ed), (~onrrasth•e Linguistics and the La11g111.Jge l'eacJ11!r, (England: Perga1non
Press ltd , I 981) p. 224
30 1-Ienry Guntur Tarigan and f)jago 'farigan, Pe11g,rjara11 Analisis Kesalahan Berbahasa ( 13andung : Penerbit Angkasu, I 988) cct ke-10. p. 75. 76
language linguistic system yet. Error usually happens
consistently. Thus, it does systematically)
26
From the opinions above it can be concluded that error, which each
linguist explains is something to do with unacceptable and inappropriate
forms of the grammar of the target language and the competence of the second
language learner.
Error i~ usually compared with mistake. Both of them indicate that
forn1 or structure that the learner used is unacceptable and inappropriate
according to the native speaker. We should distinguish errors from mistake in
language learner." Mistakes are inconsistent deviation caused by performance
factors, e.g.; the slip of tongue.
According to Corder "Mistake refers to a perfonnano;e error such as a
fatigue and inattention, while the error itself is one caused by lack of language
rule knowledge (competence factor) or systematic deviation due to the learner
is still developing knowledge of the second language rule s.ystem. 31 Mistake
(the error of performance; will characteristically be unsystematic.
Pramono said: " it has no significant pedago,gical implication". 32The
learners are normally capable of recognizing and correcting such as lapses nr
mistakes, which are not the result of a deficiency in competence but the result
of imperfection in the process of producing speechH
The errors are systematic. It is natural for the learners to make errors;
even many native speakers make many mistakes in speaking.1·1 The errors are
necessary part of learning language and the process of leading to the errors is
clearly a creative one. Errors also believed lo be an indicator of the learners'
stage in their target language development and it can determine their level 'Jf
mastery of language system.
Relating lo students' error there is error analysis. To understand
about the meaning or error analysis some authors have de lined it
S. Pit Corder said:
But because the emphasis in 'error analysis', has, till now,
been almost wholly concerned with the practical objectives
of planning remedial syllabuses and devising appropriate
techniques of 'correction', it too has suffers from similar
inadequacies as a technique for describing the learner's
'eta! de dialecte', as proliciency test. 35
Jn addition, Henry Gunlur Tarigan and Djago Tarigan said:
Melalui kegiatan pengkitjian kesalahan itu dapat
diungkapkan berbagai ha! mengenai kesalahan berbahasa
yang dibuat atau dilakukan oleh siswa. Hal-hal yang
JJ l-1. Douglas Bro\vn . ()fJ.(:il. p. l 70 34 John Norri sh , Lan,ftUaKe I.earner.\' anti ll1eir 1~·rrors ( ... : l'vtacn1illan Press ltd, 1983 ) p. 44 .is S. Pit Corder, Op. Cit. p. 145
dimaksud antara lain latar belakang, sebab musabab dan
ragam kesalahim. Pada gilirannya, hal itu dapat d1gunakan
sebagai umpan balik dalam penyempumaan atau perbaikan
pengajaran bahasa. (Through error analysis it can be found
background, causes and types f error made by the students.
In turn, it can be used as a feedback in correcting and
planning language teaching, especially m planning
remed:al teaching). 36
28
It is clear that error analysis is used as an instrument for evaluating
teaching process and remedial activities conducted.
Errors are divided into "transfer error, analogical error and teaching-
induced error". These three types of errors are viewed from the psychological
process in acquiring a second language.
a. Transfer Error is error because of interference from a mother tongue. A
student that has not known the rules of the target language will use the
same rules as he obtained in his native language. S. Pit Corder stated:" It
is clear that on Ihis theory the making of errors is an inevitable, even
perhaps a necessar;1 part of the learning process. It also accounts llir ti· e
similarity of many errors to the forms or the mother tongue, we can call
these transfer error"37
J(i l--Ien1y Guntur Tarignn and Djago ·rarigan, OpC'it. P- 75 37 J. P B. Allen and S. Pit Corder, Up. Cit. p. I 30
29
b. Analogical Error is error because of misconception in applying the rules of
the target language. As S. Pit Corder stated:
"However, even hhen a learner has discovered a correct rule he may
still continue to make errors because he has not yet discovered the
precise set of categories to which the rule applies. Errors of this sort
f I. . I . I ' 1X are errors o over genera 1zat1on or ana og1ca errors. · ·
c. Teaching Induced Error is error that has something to do with the methods
or materials of the teaching. Pit Corder stated:
There is a third type of error whicJ, is more dif11cult to establish in any
particular case, namely errors arising from the methods or materials
used in the teachiPg ......... Only this class of error, teaching induced
error, is avoidable or redundant and represents in efficiency in the
I . I . 19 earrnng-tcac 11ng process.·
2. The Sources and the Goal of Error Analysis
The Sources of errors can be divided into two types. First, errors caused
by the interference of the learner's mother tongue, which are called
Interlingual. Henry Gunlur Tarigan stated: " a) Kesalahan antar bahasa
(interlanguage errors), yaitu kesalahan yang disebabkan ofeh interferensi
bahasa ibu sang siswa terhadap bahasa kedua yang dipelajarinya"·IO
38 Ibid 39 Ibid . 411 Henry Guntur Tarigan and Djago Tarii/a'l1, Op. Cir, p'.85
30
Second, Intralin1~ual errors which reflect the learners competence at a
particular stage and illustrate some of the general characteristic of language
acquisition. It is relate to a specific interpretation of the target language,
which is 111a11iF~sted as universal phenomena. They include generalization
(over-generalization and ignorance of rule restrictions), incomplete
application of rules and false concept hypothesis.
Jack C. Richards stated in his book: " An examination of the errors .
suggests that intralingual errors are those, which reflect the general
characteristics of rule learning, such as faulty generalization, incomplete
application of rules, and failure to learn conditions under which rules apply. 11
On the other hand, Brown ( 1987) divides sources of errors based on the
backgrounds that underline them, into four types. J11terli11gual Tramfer is
interference from the native language or second language when he is
attempting. Once learners have begun to acquire parts of the new system.
b1t.raling11a/ Tram/er Ge11eralh11rimr, within the tar»et c language 1s
manifested and a third major is source of error is the Context of Leaming.
Context refers for example, to the classroom with its teacher and its materials
in this case of school learning or the social situation in the case of untu~orcd
second language learning. Com1111m1mtio11 Strategy is the fourth source or
-1i Jack C. Richards (ed). Error Analysis, (London Long1nan (Jroup Lin1i11::d, !997). Third Impression, p. J 74
31
errors. It actually includes the former three sources as a learner tries to get a
I d -I' n1essage across to a 1carcr or rea er. -
The goal of error analysis is for prag111atic use. According to Corder, crrcr
analysis has two functions " the first is a theoretical one and the second is a
practical one .. u The most practical use of the analysis of error is for the
teacher. It is for feedback value in designing pedagogical material and
strategies. Sujoko in his book Error Analysis wrote:
....... Because (i) errors provide feedback, they tell
the teacher something about the effectiveness of his
teaching technique, (ii) show him what parts of the
syllabus he has been following have been inadequately
learned or taught and need further attention, (iii) they
enable hi111 to decide whether he must devote more time
to the item he has been working on, (iv) they provide
the information for designing a remedial syllabus or a
program of re-teaching. ,,H
It is a part of methodology of investigating the language learning process that
has a feedback to both descriptive linguistics and psycholinguistics.
42 H. Douglas Brown, Op. Cit. p. t77-183 43 S. Pit Corder, Op. Cit. p. 45 "' Sujoko, Error Analysis (SurakartaFKtP Univcrsitas Scbclas Maret, I 999) p. l 8
CHAPTER Ill
RESEARCH METHODOLOGY AND FINDINGS
A. RESEARCH c'vlETHODOLOGY
1. The Purpose of Research
The purpose of the research in this "skripsi" is to know the common
error that made by the participants of the TOEFL test in the structure section
of the TOEFL. Because so many students find it difficult lo complete structure
section of the TOEFL. So the writer hopes it can enhance the writer's
knowledge in English and also help the teacher and learner to improve their
English proficiency.
2. Time and Location
As stated in Chapter One on the method of study, besides library
research a field research was also conducted. The field research start~d from
October 2003 up to January 2004. It was conducted by using participants'
work on TOEFL test, which held from June to September 2003 at The Center
for Languages and Culture.
3. Technique of Sample Taking
In this research, the writer took the population from the participants of
the TOEFL test during the pcriod from June to September 2003. The total
number or the participants is 80. In this research 30 students or the population
were taken randomly
4. Techniqnc of Data Collecting
In collecting data, the writer use a question she·~t and student's answer
or the TOEFL test to be analyzed.
5. Technique of Data Analysis
In this part, the data or the studrnt's error in slructurc were analyzed.
The analysis is focused on the skill tested on structure and written cxpressien.
First, idcntirication or recognition of error. In this step, the items were
classified into each type or skill area that tested. The frequency of error of
each items were classified into each items.
The frequency of errors was calculated with statistical method. She
uses the relative frequency distributions, which the formula is:
I) = ~ l 00 0 ' x ,;, N
P = percentage
F =Frequency or error occurred
N =Number of sample which is observed
34
B. RESEARCH FINDINGS
1. Data Descriptions
As the writer has mentioned in the preceding chapter that this "skripsi"
discussed on the errors done by the participants of the TOEFL test. To get
data she took the question sheet and students' answer to be analyzed. The lest
covered 9 skill areas, which are broken down into 40 items. The following
table is the classification of each items based on its ski hi areas.