Post on 14-Mar-2023
i
AN ANALYSIS OF GRAMMATICAL ERRORS IN WRTING
NARRATIVE TEXT AT PALOPO COKROAMINOTO
UNIVERSITY
TAUFAN JAYA
1301404081
FACULTY OF TEACHER TRAINING AND EDUCATION
COKROAMINOTO PALOPO UNIVERSITY
2020
ii
AN ANALYSIS OF GRAMMATICAL ERRORS IN WRTING
NARRATIVE TEXT AT PALOPO COKROAMINOTO
UNIVERSITY
A THESIS
Submitted to the English Education Study program
Faculty of Theacher Training and Education Cokroaminoto Palopo
University as a Partial Fulfilment of the Requirements
For the Degree of Sarjana Pendidikan
TAUFAN JAYA
1301404081
FACULTY OF TEACHER TRAINING AND EDUCATION
COKROAMINOTO PALOPO UNIVERSITY
2020
iii
THESIS APROVAL
Title : An Analysis of Grammatical Errors in Writing Narrative
Text at Second Semesters at Universities Cokroaminoto
Palopo
Name : Taufan Jaya
Student ID : 1301404081
Study Program : English Education
Examination Date : Agustus 20th
, 2020
Approved by,
Supervisor II, Supervisor I,
Juwita Chrestiani, S.Pd., M.Pd. Dr. Rusdiana Junaid, M.Hum., M.A.
Legalized by,
Head of English Education Dean of FKIP,
Study Program,
Dr. Hafirah Patang, S.S., M.Hum. Dr. Sehe, M.Pd.
Date : Date :
v
ABSTRACT
Taufan Jaya, 2020, An Analysis of Grammatical Errors in Writing Narrative
Text at Second Semesters at Universities Cokroaminoto Palopo ( supervised by
Rusdianan Junaid and Juwita Christiani).
The objective of the research is to find out the Grammatical Errors in
Writing Narrative Text at Second Semesters. The population of this research is the
second semesters at Universities Cokroaminoto Palopo. The researcher uses
cluster random sampling with 29 samples. The method of this research applies
descriptive qualitative and writing test as instrument of this research then the
researcher analyzes the data by using error analysis procedures which consist of
collecting the data, identifying student‟s errors, classifying errors, explanation
errors based on the sources of errors and evaluating errors. The result of the
research shows the errors made by the students based on surface strategy are
classified into omission, addition, misformation, and misordering, the researcher
found 150 errors consisting of 42 or 28% errors of omission, 33 or 23.22% errors
of addition, 51 or 34% errors of misformation, and 24 or 16% errors misordering.
The researcher found that dominant error is misformation. The researcher found
errors were caused by the interlingual transfer. In the intralingual transfer, the
researcher found 51 source of errors or 34% of over-generation, 33 source of erors
of 22% of ignorance of rule restriction, 42 source of errors or 28%% of
incomplete application of rule and the last 24 source of errors or 22% of false
hypyothesized. Based on the analyzing of the data, the dominant source of error is
over-generalization. It caused by the students often over-generalization in the
markering the sentence, especially in writing narrative text. The students still
often over-generalization in writing of narrative text.
Keywords: Error analysis, Surface strategy, Narrative text, Writing.
vi
ACKNOWLEDGEMENT
First of all, the researcher would like to express her sincerely gratitude to
the almighty God, and Muhammad SAW for the blessing so that time by time, the
researcher can start and finish writing this thesis at English Education Study
Program Faculty of Teacher and Education Cokroaminoto Palopo University.
The main point that the researcher spotlights in this thesis is talking about
the an analysis of grammatical errors in writing narrative text at fourth semesters
at universities cokroaminoto palopo.
The researcher gets some help, guidance, and supports from others.
Therefore in this occasion the researcher wants to dedicate thanks to Dr. Rusdiana
Junaid, M.Hum., M.A the dean of Teacher Training and Education, Andi
mangnguntungi, S.Pd., M.Pd, the Head of English Education Study Program.
Thanks to Dr. Rusdiana Junaid, M.Hum., M.A,. as the first consultant and Juwita
crestiani, S.Pd., M.Pd,. as the second consultant that have given their helps,
encouragement and suggestion.
The researcher also does not forget to appreciate her gratitude to all of
lectures in Cokroaminoto Palopo University for their helps and supports. The
researcher wants to dedicate her special gratitude to her family especially her
parents Sujiman and Jumasni, thanks to her siblings.
Last but not least the researcher delivers her to all of them who have
helped in writing this thesis, the researcher also expect some suggestions,
critiques, and supports for the improvement ot this thesis.
Palopo, 28 Agustus 2020
Taufan Jaya
vii
CURICULUM VITAE
Taufan Jaya born on 23th
October 1995 in Sassa. His parents‟
names are Sujiman and Jumasni. He has six brothers. He is the
first child from seven siblings. He began his study at
Elementary School at SDN 029 Sassa in 2001 and graduated
in 2007. Then he continued his study at SMPN 2 Sabbang and
graduated in 2010. After that, he continued his study at SMA
Negri 1 Baebunta and graduated in 2013. At the same year, he continued his study
at Cokroaminoto Palopo University and took English Education study Program
until now.
viii
TABLE OF CONTENTS
Page
TITLE PAGE ....................................................................................................... ... i
PROPOSAL APPROVAL ................................................................................... . ii
ACKNOWLEDGEMENTS ................................................................................. iii
TABLE OF CONTENTS ..................................................................................... . iv
CHAPTER I INTRODUCTION ........................................................................... .. 1
1.1 Background ................................................................................ .. 2
1.2 Problem Statements ................................................................... .. 2
1.3 Objectives of the Research ......................................................... .. 2
1.4 Significance of the Research ....................................................... .. 2
1.5 Scope of the Research ................................................................. .. 3
1.6 Operational Definition ................................................................ .. 3
CHAPTER II REVIEW OF RELATED LITERATURE .................................... .. 4
2.1 Some Pertinent Ideas .................................................................. .. 4
CHAPTER III RESEARCH METHOD .............................................................. 22
3.1 Research Method and Design .................................................... 22
3.2 Time and Location of the Research ........................................... 22
3.3 Population and Sample .............................................................. 22
3.4 Instrument of the Research ........................................................ 22
3.5 Procedure of Collecting Data ..................................................... 24
3.6 Technique of Analyzing Data .................................................... 23
CHAPTER IV FINDING ...................................................................................... 25
4.1 Research finding ........................................................................... 25
CHAPTER V CONCLUSION AND SUGGESTION ......................................... 45
5.1 Conclusion .................................................................................... 45
5.2 Suggestion .................................................................................... 46
REFERENCES .................................................................................................... 48
APPENDIX ........................................................................................................... 50
1
CHAPTER I
INTRODUCTION
1.1 Background
In learning English, the learners will learn two aspects that must be
mastered. Firstly, language components: vocabulary, sound and grammar.
Secondly, the four language skills: listening, speaking, reading, and writing. Most
of students think that writing is the most complex skill among the four basic
language skills. The difficulty not only in generating and organizing ideas, But
also in translating the ideas into readable text Students have to pay Attention to
higher level skills of planning and organizing as well as lower learn Skills of
spelling, punctuation, word choice, and soon. In the process of writing English
text, students often do some errors especially in Grammar.
Grammar is one of the sub-skills that influence our progress in learning
English. Grammar can help us to understand any kind of texts or sentences that
we hear or read. Learning grammar means that student learns about the structure
of the English and knowing the parts of grammar itself that can help student to
make sentences in written or spoken. It is possible in communicating successfully
if the students know how to build and use certain structures. Also without
knowing that matters, they would not make comprehensible sentences. It showed
that grammar is needed to be taught. Therefore, students have to learn grammar
first before they construct or make a sentence.
Writing English language is completely different from writing in
Indonesian form. In Indonesian form, there are no tenses; a verb appears in the
same form in all the times. There were many students who still made many errors.
In writing English paragraph and found difficulties in applying tenses, structure,
Syntax, semantic, lexical meaning, and phonology into sentences. Beginner writer
often feels a great frustration when they are asked to compose a Piece of writing
because they know quite a bit of grammar and vocabulary and Formulates
complex thoughts in English. They also have a difficult translating the
Information onto the writing page.
2
The mistakes made in Writing seem to clear when someone writes it and
will be read by readers. In learning English, it is common that students make
mistakes or error in written Form, especially in how to use the verb correctly
based on tenses. Writing also has to be elaborated in syllabus by employing the
Genres or types of text. It is in line with the research which deals with one of the
Genres, narrative text.
Narrative text is a story with complication or problematic events and it
tries to find the resolutions to solve the problems. An important part of narrative
text is the narrative mode, the set of methods used to communicate the narrative
through a process narration. In writing narrative text students have some problems
on grammar especially in tenses Based on the background above, the researcher is
interested to analyze the Grammatical errors in writing narrative text. Therefore,
the researcher entitles the research “an analysis of grammatical errors in writing
narrative text‟‟.
1.2 Problem Statement
Based on the background above the researcher formulated the research
question as follows: How is the grammatical errors make by students in writing
narrative text?”
1.3 Objective of the Research
In relations to the problem statements above, the objectives of this research as to
find out the grammatical errors make by students in writing narrative text.
1.4 Significances of the research
The researcher hopes that this result of this research can be useful for:
1. The teachers
This study is expected to give information about grammatical errors make
by student in writing text, especially in narrative text.
2. The students
This study is expected to help them in improving their understanding
about how to make a good text with the right grammar
3
3. The other researchers
The result of this study is expected to give other resources of the studies.
This study can help them in conducting the related research.
1.5 Scope of the research
In order to get focus in conducting this research, the researcher focused on
grammatical error in writing narrative text such as omission, miss ordering and
addition.
1.6 Operational Definition
To get the general understanding about the title of the research, the
researcher gives the definition of some important terms related to the title:
1. Writing is the primary part of language which used to convey information,
ideas, beliefs, and impression to others. As what people want to express too
complex orally and when the communication is needed to be permanent form
for the others to read
2. Error analysis is a branch of applied linguistics. It is concerned with the
compilation, study and analysis of errors made by second language learners
and aims at investigating aspects of second language acquisition.
3. Grammar is one of the sub-skills that influence our progress in learning
English. Grammar can help us to understand any kind of texts or sentences
that we hear or read.
4. Narrative text is a story with complication or problematic events and it tries to
find the resolutions to solve the problems.
4
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Some Pertinent Ideas
1. Writing
a. Writing Definition
writing is one of the language skills learned in class. Writing is an activity
that requires the ability to make words into sentences. This is also an activity to
compose sentences into text. Writing is not easy. This is the most difficult subject
in school because students have to make text in English. It takes a series of
exercises to develop a skill, it cannot be learned just once. Students should write
down what they think and state it on paper using the correct procedure. Learning
to write in the final year of junior high school or even high school is one of the
most difficult tasks a student faces and few people master. Moreover, writing
activity is the most important part of the four language skills.
Rimes (1983: 76) states that writing is a means of strengthening the use of
sentence structure and tenses, idioms and vocabulary correctly so that readers get
ideas clearly, then skills that express ideas, feelings, and thoughts are arranged in
words, sentences, and paragraphs.
According to Barton (2000: 5) writing is a complex and often mysterious
process. Writing is not just about arranging letters and words on a page, a
moment's reflection reveals that it's more than that. But writing is how to get the
message across.
Harmer (2004: 86) that something that is strongly influenced by genre
boundaries can also be called writing activities, so these elements must be present
in learning activities. Writing is a powerful tool for organizing sequences and
making events easy to manage. Writing is actually a form of thinking using the
written word.
Meanwhile, Mayers (2005: 2) how to produce language that the writer
does naturally when speaking can also be interpreted as writing. Writing is
speaking to others verbally and in writing on paper or on a computer screen.
5
Writing is also the act or process of finding or organizing ideas, putting them on
paper, reshaping, and revising them. On the other hand Palmer (1994: 5) states
that writing is recursive. It's back and forth we plan a little, put the words on
paper, stop the plan when we want to say the next one, go back and change the
sentence, or change their mind altogether, and translate the word into a sentence.
Boardman (2002: 11) states that writing is a process of thinking and organizing,
rethinking, and rearranging continuously.
Nation (1990: 84) a way to bring improvements to students' writing by
providing assistance at various stages of the process instead of focusing on the
finished product can be categorized by the writing process. process requires a
technique that allows students to improve their writing achievement. This
statement implies that writing is a process. Therefore, the existence of certain
techniques is necessary so that the writing process is valuable, rethinking, and
rearranging.
Writing enables the students to describe their ideas in sequence and
communicative way. Rimes (1983:3) states that writing also involves thinking and
the close relationship between thinking and writing makes writing as a valuable
part of any other skill. People generally write to either communicate something to
other people (the writing is meant to be read by others) or to be used for their own
personal use (the writing is not usually meant to be read by others).
Based on the opinions of the experts above, the communication process to
express feelings, ideas, communicative to convey messages to others can be
concluded as writing activities.
b. Writing Aspects
several aspects that must be considered by students in order to write well.
Brown (2001) content, organization, discourse, syntax, vocabulary, and
mechanics. The content relates to the thesis statement, related ideas, development
ideas, and the use of descriptions. Organization includes the effectiveness of the
introduction, the logical sequence of ideas, the occlusion, and the appropriate
length. The discussion includes topic sentences, paragraph unity, transitions,
discourse maker, cohesion, rhetorical conventions, references, fluency,
6
economics, and variety. The mechanics include spelling, punctuation, reference
citation, and display.
While Harris (1979: 68) suggests five aspects in writing a paragraph or
composing a writing, namely content (written substance), form (organizing
content), grammar (use of grammatical forms and syntactic patterns), and style
(constructing structures and lexical items for gives the writing a certain tone or
feel). Likewise Jacobson (2003) states that in order to be effective; the
composition of the spear must meet the following qualities:
1) Content
Content refers to the substance of the writing, the experience of ideas,
thoughts. Namely, a group of related statements that the author presents as a unit
in developing the subject. Paragraph content does the job of conveying ideas
rather than fulfilling the specific functions of transition, restatement, and
emphasis. As well as how to develop the content.
2) Organization
Organization refers to the logical organization of content. Scary is more
than just trying to put together a jumbled coalition of facts and ideas. Even in
early drafts it may still be looking for order, trying to make patterns in its material
and working to bring certain subjects in line with what is still only a half-formed
destination state.
3) Vocabulary
Vocabulary refers to the choice of words that are appropriate and
appropriate to their content and meaning. It begins with the assumption that the
writer wants to express his ideas as clearly and impliedly and directly as possible.
Choosing words that express their meaning is just the opposite rather than to
deflect or obscure them or in other words make between the lines.
4) Language use
Use of language refers to the use of correct grammatical forms and
synthetic patterns to separate, combine, and group ideas into words, phrases,
clauses, and sentences to bring out logical relationships in paragraph writing and
meaning and taste.
7
5) Mechanic
Mechanics refers to the convention of using language graphically, namely
the steps of arranging letters, words, and paragraphs using structural knowledge
and several other things that are related to one another.
Based on the categories of writing aspects above, the authors conclude that
in general writing is classified into five aspects, namely content, organization,
vocabulary, language use, and mechanics.
c. Element of Writing
Harris (1969:68-69) state that, there are four elements of writing, there are:
1) Mastering Vocabulary
Mastering vocabulary played an important role in a language, especially in
the writing activity. The choice of vocabulary could describe the writer‟s
knowledge. The number of words that is mastered by a writer could indicate that
he/ she mastered a number of concepts; mastery of vocabulary can improve by
reading and listening a lot.
2) Mastering Grammatical Rules/ Structure of sentences
Mastering grammatical rules/ sentence structure consist of phonology,
morphology and syntax. Phonological rules don‟t have any roles in writing
activity, while morphological and syntactical rules play some important roles in
the writing activity, it deals with the effective use of the right affixes,
conjunctions, prefixes and composition, the structure of the sentences.
3) Coherence
Coherence means that the writer‟s paragraph is easy to read and
understand because the supporting sentences are in some kind of logical order and
the ideas are connected by use of appropriate transition signals.
4) Spelling
One of the most difficult and confusing aspects of the English language is
spelling system. There is often a discrepancy between the pronunciation of a word
and its spelling. They cannot always know how to spell a word by its
pronunciation or how to pronounce it by its spelling, to avoid this problem; the
students are suggested to open dictionaries before they are going to write.
8
In conclusion, there are four elements of writing, they are important in
writing and usually to be something that difficult for the students when they will
begin to writing.
d. Teaching of Writing
teaching students how to express and process an idea or imagination in
written or oral form. Brown (1980: 7) states that teaching is showing or helping
someone learn how to do something with the knowledge they have to use, which
causes both know or understand.
Furthermore, Rimes (1983: 27) states that teaching writing is a unique way
to strengthen learning, why is that because writing is the main important aspect.
That is, teaching writing is very important to build students' language skills.
Rimes (1983) also adds that in order to be successful in writing, an English
teacher must guide and guide students in writing, where the material presented
should not conflict with the aspects of writing, it must match their needs,
capacities and ages so that they are able to make compositions with well. Because
teaching writing is teaching students how to express ideas or imagination in
written form, it is very important for teachers to provide material according to
students' interests and needs.
e. Important Elements of Writing
According to Emits in Crusade (2006:8), there are three important
elements of writing namely:
1) Topic is the “what” of the pieces of writing. What is the writing about?
2) Purpose refers to the “why”. Why you are writing this text? Perhaps you want
to make something you must write procedure.
3) Audience of course is the reader. In writing class reader is usually the teacher,
but sometimes intended audience is someone in the writer‟s mind.
2. Error Analysis
a. Error Analysis Definition
Error is something usual done by learners who are in learning process.
They usually made many mistake in writing process. To know the students
9
difficulties in writing, the teacher required the investigation of the errors by
analyzing the souses of errors. One way to identify the students‟ errors in using
the analysis method
Error analysis is an activity tee reveals error found in writing and
speaking. Richards (1985:96) state the error analysis is the study of error made the
second and foreign language learners. Error analysis may be carried out in order
to (a) find out how well someone knows a language, (b) find out how a person
learns a language, and (c) obtain information on common difficulties in language
learning, as an aid in teaching or in the preparation of teaching materials.
Brown, (1980:166), defined error analysis as the process to observed,
analyzed, and classified the deviation of the rules of the second language and then
to reveal the system operated by learner. It seems this concept is the same as the
one proposed by crystal (1987:112) i.e. error analysis is a technique for
identifying, classifying, and systematically interpreting the unacceptable forms
produced by someone learning a foreign language, using any of the principles and
procedures provide by linguistics.
According to Gas and Spelunker (2008:102), error analysis is a type of
linguistic analysis which focuses on the error made by learners. It starts from
learner production data. The comparison is between learners‟ error in producing
the target language and the target language itself. There were some steps in
conducting an error analysis are collecting data, identify error, classify error,
quantify errors, analyze source, and remediate.
Ellis (2008:47) says that error analysis succeed contrastive analysis, which
focus on the learner‟s errors by identifying the linguistic differences between
learner‟s first language and the target language. Contrastive analysis assumes that
error essentially occurs as a result of interference when learner transfers his first
language habit into the target language. Interference is believed to happen
whenever the habit of the first language differs from of the target language. It
means errors that occur because of learner.
Based on the definition above, the researcher clarifies error analysis is an
activity to identify, classify and interpreted or describe the errors made by
10
someone in speaking or writing and is carried out to obtain information on
common difficulties faced by someone in speaking or in writing English
sentences. Another thing which should be noticed is the procedure of error
analysis.
b. Error Types
There are four descriptive taxonomies most useful and commonly used as
the Basis for error classification; they are (1) Linguistic Category Taxonomy, (2)
Surface Strategy Taxonomy, (3) Comparative Taxonomy, and (4) Communicative
Effect Taxonomy However, the errors would be classified based on Surface
Strategy Taxonomy because analyzing errors from surface strategy perspective
Holds much promise for researcher concerning with identifying cognitive
Processes that underlies the learner reconstruction of the language. Through
communicative effect Taxonomy it would see the errors from the perspective of
their effect to the reader. So, in this research the researcher will use Surface
Strategy Taxonomy and Communicative Effect Taxonomy Below is the
explanation for Surface Strategy Taxonomy and Communicative Effect
Taxonomy
1. Surface Strategy Taxonomy
Surface strategy taxonomy highlights the ways surface structures are
altered:
“Learners may omit necessary items or add unnecessary, they may misfire items
Or disorder them” (Delay et. al. 1982: 150). Classifying errors using surface
Strategy taxonomy can give a clear description about cognitive processes that
Underlie the learner‟s reconstruction of the new language or language being
Learned it also makes us aware that learner‟s errors are the result of their active
Way in using the temporary principles to produce the target language. Below is
thedetailed description of each category used in surface strategy taxonomy.
a. Omission
Omission errors is characterized by the absence of an item that must
appear in a Well-form utterance It means that there is a sentence in which there is
one of its Aspects (word) or more is omitted.
11
Example:
The monkey on the back (incorrect). The independent clause “the monkey on the
back” of this sentence is incorrect Because the verb “is” is omitted. That should
be added the verb in the present Form “is”. It is because the subject “the monkey”
is third person singular. So, the Correct sentence is “The monkey is on the back.”
b. Addition
Addition errors are characterized by the presence of an item which must
not Appear in a well-formed utterance. Learners usually have already acquired
target Language rules and they often too faithful to use certain rules which cause
errors
Example:
He does not meet his children. (Incorrect). The independent clause “he does not
meets his children” is incorrect because there Is double present markings “does”
and “meets” The verb “meets” should be in Verb 1 so, the correct sentence is “He
does not meet his children”.
c. Malformation
Malformation errors are characterized the use of the wrong form of the
Morpheme it means that one or more of sentence‟s aspect has wrong formation. It
Can be caused by rule regularization.
Example:
The mouse deer eat cucumber when the farmers home. (Incorrect). The
independent clause “The mouse deer eat cucumber” is incorrect because the
Predicate has wrong form of verb. The verb “eat” should be in present form
“Eats” So, the correct sentence is “The mouse deer eats cucumber when the
Farmers go home”.
d. Disordering
Disordering errors are characterized by the incorrect placement of a
morpheme or
Group morpheme in an utterance it means that the sentence structure is ordered
Incorrectly the words are ordered in wrong structure.
Example:
12
Come the teacher to the class (incorrect). The sentence above is ordered
incorrectly. It has incorrect placement of its words. The verb “comes” should
follow the subject “the teacher”. So, the correct Sentence is “The teacher comes
to the class”.
2. Communicative Effect Taxonomy
While the surface strategy taxonomy focuses on the aspects of the errors
itself, the Communicative effect taxonomy deals with errors from the perspective
of their Affect on the listeners or readers. It focuses on the distinguishing between
errors
That seem to cause the miscommunication and those that do not (Dully et. al. the
1982: 189). This taxonomy classifies errors in two types, global and local errors.
Below is the detailed description of each category used in communicative effect
Taxonomy.
c. Mistake and Errors
Mistake and error has roughly the same meaning. But, to analyze the
learner‟s language and apply error analysis both have differences. Mistake is a
deviation that occurs because of the influence of the situation in language
learners.
Cored (1981:10), “mistake are of no significant to thru process of language
learning. However, the problem of determining what learner‟s mistake is and what
learner errors are is one of some difficulty and involves a much more
sophisticated study and analysis of errors than is usually accord them.”
According to Brown (2007:257), a mistake refers to a performance error
that is either a random guess or a slip, in that is a failure to utilize a known system
correctly. The mistake occurred because of fatigue, exhaustion, and lack of
concentration. Thus, the mistake causes the learners cannot apply the rule of
languages correctly.
Ellis (1997:17) states that “mistake reflect occasional lapse in
performance; they occur because, in particular instance, the learner is unable to
perform what he or she knows. From opinions above, we can learn that mistake is
caused by learner so that the mistake can be corrected by the learners with
13
concentrate. A mistake is also a deviation of the norms of the language but is not
systematic. It means that the use of the norms of the language in sentences is
sometimes true and sometimes wrong.
Norrish (1983:8) says that a mistake is an inconsistent deviation that is
sometimes the learner „gets it right‟ but sometimes wrong. Richards (1985:95)
states that mistake is made by a learner when writing or speaking which is censed
of lack of attention, fatigue, carelessness, or other aspects of performance. From
the definition, it can be concluded that a mistake is made by a learner because he
does not apply the rule (s) that he actually knows, in other words, a mistake is a
non systematic deviation from the norms of the language.
Knowing learner‟s error will provide useful evidence of the system of the
language (Cored, 1981:10). For beginner leaner certainly they do not understand
how to learn language so the teachers are very chive to help students with
knowing errors made by learner and follow the development of learners toward
the purpose of language learning.
Ellis (1997:17) stated that error reflect gap in a learner‟s knowledge which
arises because the learner does not know what is correct. Meanwhile, Brown
(2007:258) explains error as an “idiosyncrasies in the language of the learner that
are direct manifestations of a system within which a learner is operating at the
time”. An error is a noticeable deviation from the native grammar, it reflect the
competence of the learner.
Further it is necessary to differentiate between error and mistake.
According to Gas and Spelunker (2008:102), “error take place when leaner has
incorporated a particular erroneous form (from the perspective of target language)
into his or her system. Error is likely to occur repeatedly and is not recognize by
the learner as an error. Various definitions of error have been presented by expert.
In addition, Norrish (1987:7) he state the error is a systematic deviation,
when a learner has not learnt something and consistently gets it wrong. Then,
according to Cunnings worth (1987:87), he states that errors are systematic
deviations from the norms of the language being learned. It seems that the phrase
14
“systematic deviation” in these definitions is a keyword which can be interpreted
as the deviation which happens repeatedly.
From the information above, we know that error is the deviation that
occurs because language learners do not understand the rules of the language. It
can be helped by the teachers who provide additional exercise.
3. Narrative Text
a. Definition of narrative text
Narrative is story about person or a group of people overcoming problems
(Joyce & Fez, 2000, p. 24). They also explain that narratives show how people
react to experience, explore social and cultural values and entertain the audience.
It aims to entertain, to get and retain the attention of the reader or listener of the
story.
According Anderson and Anderson (in Tami, 2013:17-18) propose that the
structure of narratives includes orientation, complication, evaluation. Resolution
and coda furthermore, like any other texts that have their own linguistic features;
(1) Specific often individual participants with defined identities. Major
participants are human, or sometimes animal with human characteristic. (2)
Mainly use action verb (material processes), that describe what happens. (3) Many
narratives also use thinking verbs ( mental processes) that give as information
about what participants are thinking or feeling, such as wondered, remembered,
thought, felt, disliked. (4) Normally use past tense (5) Dialogue often includes and
uses a number of saying verb (verbal process) such as said, asked, and replied.
The tenses may change into the present or future said. F. descriptive language is
use to enhance and develop the story by creating image in the reader‟s mind. (6)
Can be written in the first person (I, We) or third person (he, she, and they). As
mentioned previously, narratives have several processes that exist in the story to
draw the character‟s experience. These processed can be classified into
experimental sub function, a sub function of ideational met function, one of the
met functions of language that SFL argues that all natural languages have (Emilia
in Tami, 2013:18). These experiential meanings are realized through the
transitivity patterns of the grammar.
15
Pardiyono (2007:94) defined narrative as a kind of text about activities
happened in the past. It appears about problematic experience and resolution; it
has purpose to amuse and sometimes to teach moral education to the reader.
Students in junior and senior high school level are learning many texts type. One
of texts used to be learnt in junior and senior high school is narrative text. It is
related to the experience or story in the past time. Relate to kinds of text, which
students have to complete studying in high school, narrative is a text which retells
the story or previous experiences. The purpose of the text is to entertain or amuse
reader or listeners about the story. Narrative is basically story and within this,
storytelling, there are many kinds of narrative comedy; mystery, romance, and
horror are some of the commoners type. A poem canals be a narrative if it tells a
story rather than just describing something. One of the most familiar texts is
narrative text. Brewer in Agusfera (2013:4) states, “Narrative text describes
events that occur through time that are related through a casual or thematic chain.”
It indicates that narrative text depicts about an event that happen sequent one and
based on the cause and effect. Another expert also added that in general,
“narrative text involves Reading presented as nonfiction (e.g. biographies and
memories) or fictions (e.g. novels and fables) stories that tell the reader who did,
what to, whom, and why” (Demo in Agusfera, 2013:4). It can be assumed that
narrative text also informs the readers about the participants of the story, setting of
place and time, how the problems arisen and solved. So the readers will
understand about the content of the story itself. Common forms of narrative text
which are studied in senior and high school are including:
a) Legend
A legend is a narrative of human actions that are perceived both by teller
and listeners to take place within human history. Typically, a legend is a short,
traditional and historicized narrative performed in a conversational mode. Some
define legend as folktale there are examples of legend in narrative text such as
follow:
(1) Sangkuriang
(2) Malin Kundang
16
(3) The Legend of Tangkuban Perahu
(4) The Story of Toba Lake
b) Fable
A fable is a short allegorical narrative making a moral point, traditionally
by means of animal‟s characters that speak and act like human beings. There are
example of fable in narrative text, they are:
(1) Mouse deer and crocodile
(2) The Ants and the Grasshopper
(3) The smartest parrot
(4) The Story of Money and Crocodile
c) Fairy Tale
Fairy tale is an English language term for a type of short narrative
corresponding to the French phrase “cone de fee”. A fairy tale typically features
such folkloric characters as fairies, goblins, elves, trolls, dwarves, giant or
gnomes, and usually magic or enchantments. Those are examples of fairy tale they
are as follow:
(1) Cinderella
(2) Snow White
(3) Pinocchio
(4) Beauty and the Beast
(5) The story of Rapine
d) Science Fiction
Science fiction is fiction based upon some imagined development of
science, or upon the extrapolation of a tendency in society. Science fiction is that
class of prose narrative treating of a situation that could notaries in the world we
know. Some examples of science fiction are as follow:
(1) To the Moon from the Earth by Jules Verne
(2) Starship Trooper by Robert Heinlein
(3) A Space Odyssey by Arthur C. Clarke
17
b. The Kinds of Narrative
Kersaf (1991:136) stated that “Narrative as a story tells or describes an
action in the past time clearly, so narrative is tried to answer the question: what
happened”. Narrative as a story should have the elements that can make the story
more interesting to the reader such as a conflicts and conclusion. Kersaf
(1991:136) defined those kinds of narrative such as follow:
1) Expository Narrative
Expository narrative is usually tells the information about the event based
on factual data. It also tells about the steps of the event to the reader. The object in
expository narrative is in the beginning until the end paragraph; it means that the
writer tells the story form the first until the end. The purpose of narrative is to
make the reader‟s knowledge about object of story is deeply.
2) Suggestive Narrative
Different from expository narrative, suggestive narrative can be unsuitable
with the factual data, because it emphasizes is on the suggestive sense/ the
purpose of suggestive narrative is to increase the reader‟s imagination. Hisami
(2005:290) said that “narrative suggestive is narrative that tried to give a certain
purpose and telling with an explicit message to readers so they feel that they are
involved in the story”
3) The Generic Structure of Narrative
The generic structure of narrative text consist of the following structure,
they are:
a) Orientation: Introducing the participants and informing the time and the place
b) Complication: Describing the rising crises which the participants have to do
c) Resolution: Showing the way of participant to solve the crises, better or worse
According to Michael (2002:126) stated that narrative text is the most
universal rhetorical form. Narrative follows a time event, narrative follows a time
event, change sequence that is understood and enjoyed by people in every culture.
Narrative is an unparalleled teaching device for culture values and facts as well as
for morals. Narrative also has great values as second language device. Meyers (in
Sari, 2014:20) stated that narrative is one of the most powerful ways of
18
communicating with others. A good written story lets its reader response to some
event in its life as if was own. They don‟t not only understand the event, but they
can almost feel it Semi (in Hisami, 2005:22) stated that narrative is conversation
or writing with the purpose tells about action or human experience based on the
development of time. Kersaf (1991:136) states that “narrative as a story tells or
describes an action in the past time clearly, so narrative is trying to answer the
question: what had happened?” narrative is like a story, it has elements that make
the story more interesting, generally, such as introduction, conflict and
conclusion. Referring to the explanation above, narrative tells the story based on
the human experience that consists of introduction, conflict and conclusion to give
a certain purpose that tells about the explicit message to the readers or give
knowledge about object of story deeply.
Anderson (in Sari, 2014:20) stated the narrative is a piece of text tells a
story, and entertains or inform the readers or listener
c. Strategies in Composing Narrative Writing
According to L. Spanker, in A step-by-step guide to narrative writing,
Rosen, 2005, in writing a narrative stated that students has a chance to make his
one her mark on the world by relating a story that only he or she can tell. Whether
it comes from a personal experience or is one that the write has imaged, the point
of a narrative is to bring one‟s subject to life. By using sensory details, the five
WH and H (who, what, where, when, why, and how) and basic story structure any
subject can be made exciting.
According to explanation about narrative, we can conclude that the
characteristics of narrative are as follow: (1) it is a story or it is usually human
experience; (2) it has a conflict and problem solving, 3) systematic. As Kersaf
(2000:136) states that the characteristics of narrative are: (1) concern to actions,
(2) set in the time sequences, (3) try to answer the question, what happened? (4) It
has conflicts.
Semi (in Hisami, 2005:27) stated that, the other characteristics of narrative
are: it has aesthetics; it should have imagery to increase the Reade‟s interest.
19
Then, to prepare the narrative writing, there are several steps that can be used to
set the writing process, they are:
1) Choosing the title
The first step to prepare narrative writing is by choosing title. Choosing
the title before do the writing makes easier to students specify their idea to write.
2) Setting of the narrative purpose.
Next step preparing narrative writing is setting up the purpose of the
narrative. It is easier to write or compose sentences when we knew the purpose of
our writing.
3) Setting the main characters of the narrative and how they develop.
Narrative is a story telling, is it is be better to develop the characters of the
story. A story cannot stand alone without characters.
4) Setting the main background of the narrative story.
The most important part of story is setting of the background, because it
will make the writing easier whether on defining the goal or purpose, characters,
the story and the message of the story.
5) Setting or planning the events that lead up to the problem or challenge (the
compilation)
The most interesting part of narrative is conflicts that appear on different
paragraph of the story. Many people attract to a story because of the conflicts.
6) Setting or planning the events that lead up to the problem/challenge being
solved (the resolution)
Every problem is needed problem solving. In a story, every conflict is
needed a resolution. The story will be more interesting if every conflict has its
resolution.
7) Setting the ending (the conclusion)
A story is not complete without conclusion or ending. Conclusion is the
last part in story in which readers is told about the end of the story.
d. Purpose of narrative text
Narrative writing appears in and is not limited to novels, stories,
biographies, autobiographies, historical account, essays, poem, and plays.
20
Narrative writing is also appears in our real life but sometimes we don‟t realize it.
If we try to remember our experience, weal it is directly and also indirectly we can
write our experience in narrative text. For example, sometimes when we are
dreaming, we see something that impossible to be happened well it is horror,
humor and also romance. From the dream, we can write a simple story in narrative
text. In addition, narrative also communicates ideas about the meaning of life
families, morals, values, and spirituality.
All of important events and details must be organized, clear, and
descriptive. A fully developed narrative story involves a main idea, which is
introduced in the beginning, more detailed and eventful in the middle, and wraps
up in the end.
Based on some opinions above, the researcher concludes that the purpose
of narrative text is not only entertained such as novels, stories, biographies,
autobiographies, historical account, essays, poem, and plays but also
communicate ideas about the meaning of life, families, values, and spirituality.
e. Types of narrative text
Neo (2005:58) stated that there many different types of narrative texts,
among others:
1) Humor
2) Mystery
3) Romance
4) Fantasy
5) Crime
6) Science fiction
7) Real life fiction
8) Diary novels
9) Theoretical fiction
10) Adventure
Neo (2005:58) stated that there can be a combination of narrative within
each of this different type. Sometimes, the term genre is used for the type of
21
narrative. A genre is some kind of a category. The notion of genre is to help you
generate story ideas.
f. Generic structure of narrative text
Neo (2005:2) stated that a narrative has a structure, a shape or a pattern as
follow:
1) The composition, it establishes and situation.
2) Rising action, it refers to series of complication lead to climax.
3) Climax is critical moment when problem or conflict demands something to be
done about.
4) Falling action is a moment away from highest peak of excitement.
5) Resolution consists of result or outcome.
22
CHAPTER III
RESEARCH METHOD
This chapter deals with method and design, time and place, population and
sample, instrument, the procedure of collecting data and techniques of analyzing
data of the research.
3.1 Method and Design of the Research
1. Method
This research applied qualitative method. It aimed to find out the
grammatical error make by students in writing narrative text.
2. Design
In this research, the researcher used descriptive qualitative design. The
researcher conducted the observation and asked to student to make task about
narrative text to find out the grammatical error in writing narrative text.
3.2 Time and Location of the Research
1. Time
The research was conducted in July 2020.
2. Location
The research was conducted at Palopo Cokroaminoto University.
3.3 Subject of the Research
The subject of this research was the second semesters tudents at Palopo
Cokroaminoto University. This class was chosen by researcher because this class
fills the criteria, the students were English department, they have learnt narrative
text, and it was related with the research. Then, the researcher took one class for
the sample to be Investigated about the grammatical errors made by student in
writing narrative text.
3.4 Instrument of the Research
The researcher gave writing test and the students make a narrative
paragraph by choosing the theme from researcher.
23
3.5 Procedure of Collecting Data
In getting the data, the researcher did the following steps:
The procedures of the research are as follows:
1. Determining the subjects of the research
The subject of this research was the second semester students in Palopo
Cokroaminoto University.
2. Giving the writing task
The researcher asked the students to make narrative text in order to get the
data
3. Identifying data
The data of error identified based on 2 steps of types of error analysis.
First, the data collected from the errors of narrative text made by the students.
Second, it identified the errors based on surface strategy taxonomy and
communicative effect taxonomy.
4. Giving score to students‟ writing tasks
Scoring students writing result to determine high level and low level
students.
5. Reporting the research finding
The last step the research finding and making conclusion based on the
result that had been gotten.
3.6 Techniques of Analyzing Data
In order to find out the grammatical errors, the researcher will analyze the
result
Of the students‟ writing, using the steps below to analyze the data according to
Abbot (1981:218):
1. Recognizing the data. The data collected from the errors of Narrative text made
by students.
2. Reconstructing the errors made by the students. In this step, the researcher
Identified the errors in students‟ narrative text writing by underlining the errors
3. Explaining the data, the researcher used the qualitative method to treat the data.
24
According to Amana (2015) Imitate (2004: 34) stated that the simplest
way to use qualitative data is through proportion. Therefore, the researcher
determined the most frequent up to the least frequent error type as the result of the
errors narrative text writing.
25
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
After the researcher collected the data by conducting writing test on july
2020, the research obtained the data needed to be analyzed in this chapter.
As stated in technique of analyzing the data in the procedures used by the
research after collecting the data are identifying errors from the students‟ answer
sheet, classifying errors on each type, explaining errors based on the causes of
errors and evaluating errors.
A. Research Finding
1. Types of Errors
From the identification of errors, the research concluded that students‟
who were used of the sample of the study could compose written narrative text
correctly. They tend to make errors. The errors types, based on Chapter II, can be
classified in four categories but in this research the researcher used surface
strategy taxonomy including: omission, addition, misformation and misordering.
The errors of students in writing as follows:
1) Student 1
Addition of preposition
He could live with luxury, it should be He could liveluxuriouly.
Misordering of adjective
He very was teful, it should be: He was very teful.
Misformation of word
He did not care and continued to spend money, it should be : He did not
care and how to continue spend money.
Misordering of noun
All the treasure that be had was running, it should be: All the treasure
he had it was running.
Ommision of tobe
26
There was wealthy widow who interested him, it should be: There was
wealthy widow who was interested him.
Addition of noun
He was happy to be living in luxury, it should be: He was happy to live
in luxury.
Based on the errors above, the errors are omission, addition, misformation,
and misordering.
2) Student 2
Misordering of subject
There lived a farmer‟s husband and wife, it should be: A husband
andwife lived there.
Misformation of verb
They live in a village, it should be: They lived in a village.
Misformation of verb
The giants hear their prayers, it should be: The giants heard their
prayers.
Misformation of verb
The giant give cucumbers, it should be: The giant gave cucumbers.
Misformation of verb
The giant gives condition to married couple, it should be: The giant
gave condition to married couple.
Misordering of verb
Everyday they take good care, it should be: Everyday they take
carewell.
Misformation of verb
They pick them and they cut the fruit, it should be: They picked them
and they cut the fruit.
Ommision of tobe
Year after year, golden cucumber adult, it should be: Year after year,
golden cucumber was adult.
27
Ommision of auxiliary
Later golden cucumber taken by the giant, it should be: Later golden
cucumber would be taken by the giant.
Misordering of verb
The giant fun eating cucumber fruit, it should be: The giant would
beeating cucumber fruit.
Misordering on of verb
Golden cucumber is not persued again by the giant, it should be:Golden
cucumber was persuaed by the giant.
Addition of adjective
They can live happily without fear again, it should be: They can live
happily without being afraid any more.
Based on the errors above, the errors are omission, addition,
misformation, and misordering.
3) Student 3
Misordering of adverb
Kraton Boko was a part of Pengging kindom, it should be: The place
ofPrabu Boko was a part of Pengging kindom.
Misordering of auxiliary
Therfore, togheter will be Patih Gubdo, it should be:Therefore,
PatihGubdo will be together.
Addition of possessive
Prabu Boko and an soldiers went to Pengging, it should be: Prabu Boko
and his soldiers went to Pengging
Based on the errors above, the errors are addition and misordering.
4) Student 4
Addition of pronoun
Hers mom was long died, it should be: Her mom was long died.
Addition of pronoun and Ommision of tobe
Hers child who called „Merah‟, it should be: Her child who was called
„Merah‟
28
Misordering of adverb
They always good with Putih if her father in there, it should be: They
always good with Putih if her father beside her.
Misordering of noun
She gave studied for them, it should be: She gave punishment for them
Misformation of possessive
He throw out her wife and his step child, it should be: He throw out his
wife and his step child.
Based on the errors above, the errors are addition and misordering.
5) Student 5
Misformation of adverb
An acciant time somewere in the island of java, it should be: An acciant
time there was in the island of java.
Addition of verb
He accepter their wish but in one condition, it should be: He accepted
their wish but in one condition.
Misordering of verb
When theirchild gad grown up, it should be: When their child
growingup
Based on the errors above, the errors are misformation, addition and
misordering.
6) Student 6
Addition of tobe
He is process two children, it should be: He has two children.
Ommision of tobe, Ommision of conjunction and addition of
article He a handsome, good, it should be: He is handsome and
he is good.
Misordering of adjective
He is a little decourus, it should be: He is a little dangerous.
29
Based on the errors above, the errors are addition ommision and
misordering.
7) Student 7
Ommison of verb
In the acciant time, lived a little family, it should be: In the acciant
time, there was lived a little family
Misordering of subject
One day, the happiness in this family was lost, it should be: One
day, the happiness in this family was lost.
Ommision of adverb
The widow often come with Bawang Merah to the Bawang putih‟s
home by bringing food, helping To clean the hous, it should be:
The widow often come with Bawang Merah to the Bawang putih‟s
home by bringing food, helping To clean the house.
8) Student 8
Misformation of auxiliary
He has very bad behavior, it should be: He is very bad behavior.
Ommision of verb
While his mother works hards to earn a living, it should be: While
his mother working hards to earn a living.
Misformation of verb
Of course it makes this situation makes her mother sad, it should
be: Of course, it made this situation made her mother sad.
Misformation of tobe and misformation of verb
Eventhought her mother is sad, she keep her request, it should be:
Eventhought her mother was sad, she kept her reuest.
Misformation of verb
Then she cries, it should be: Then she cried.
Misordering of possessive
She has done something bad againts his mother, it should be: She
has done a bad something to her mother.
30
Based on the errors above, the errors are misformation of auxiliary, ommisio
of verb, misformation of verb, misformation of tobe, misformation of verb,
misorderin of possesive.
9) Student 9
Misformation of tobe
If there is a flood you must save your self, it should be: If there was
a flood you must save your self
Addition of adverb
It is now known as rawa pening lake in Salatiga, Central Java
Indonesia, it should be: It is known as Rawa Pening lake in
Salatiga, Central Java, Indonesia.
Based on the errors above, the errors are misformation of tobe and addition
of verb.
10) Student 10
Misformation of possesive and Ommision of tobe
His name Mbok Rondo, it should be: Her name Mbok Rondo.
Addition of verb
She to meet with giant, it should be: She met with giant.
Ommision of subject
On the 12 years ago, will to take return, it should be: On the 12
years ago, she would take return.
Misformation of verb
Mbok Rondo go to home, it should be: Mbok Rondo went home.
Misformation of verb
She is see big cucumber, it should be: She saw big cucumber.
Addition of verb
She to get the name is Timun Mas, it should be: She named Timun
Mas.
Based on the errors above, the errors are misformation of possesive,
addition of verb, ommision of subject, misformation of verb, misformation of
verb, addition of verb.
31
11) Student 11
Addition of tobe
He is prosses three children, it should be: He has prosses three
children
Addition of adjective
Jack Roland, He is the most strong, it should be: Jack Roland, Ha is
the strongest.
Ommision of tobe
He a beautiful and gentle, it should be: He is beautiful and gentle.
Ommision of tobe
He arrogant, it should be: He is arrogant.
Misordering of object
There is a ring by posses morning star magij, it should be: There is
a ring possed morning by star magic.
Based on the errors above, the errors are addition of tobe, addition of
adjective, ommision of tobe, misordering of object.
12) Student 12
Misformation of tobe
If there is a flood you must save yourself, it should be: If there is a
flood you must save yourself.
Based on the errors above, the errors are classified based on the surface
strategy which consist of misformation of tobe.
13) Student 13
Misordering of verb
One day to happen battle, it should be: One day it happened a
battle.
Addition of article and misformation of verb
At the very moment Bandung Bondowoso To propose Roro
Jongrang to married, it shpould be: At that moment Bandung
Bondowoso proposed Roro Jongrang to married
32
Addition of preposition
Roro Jongrang to give condition, it should be: Roro Jongrang gave
condition.
Misformation of verb
Roro Jongrang andeavor to restraint effort Bandung Bondowoso, it
should be: Roro Jongrang andeavored to ristrict effort Bandung
Bondowoso.
Ommision of tobe and Ommision of verb
After angry, Bandung more and more cuminate an damn, it should
be: After being angry, Bandung Bondowoso is culminating an
damn
Misordering of verb
Roro Jongrang become a big stone image, it should be: Roro
Jongrang became a big statue.
14) Student 14
Misformation of adverb
Long long ago, there was a kindom in west java, it ahould be: Long
timeago, there was a kindom in west java.
Addition of article
Prabu was a kind and wise a king, it should be: Prabu was a kind
and wise king.
Misformation of verb
Nine months later, a princess was born, it should be: Nine months
later, a princess would have been born.
Based on the errors above, the errors are misordering of verb, addition of
article, misformation of verb, addition of preposition, misformation of verb,
ommision of tobe, ommision of verb, misordering.
15) Student 15
Misformation of article
A long time ago, are a man fishing in the lake, it should be: A long
time ago, there was a man fishing in the lake.
33
Misordering of verb
He bring the fish home, it should be: He brought the fish home.
Misordering of verb
Ater he wakes up, sudenlythere is food, it should be: After he woke
up, sudenly there is food.
Ommision of conjunction and Ommision of possessive
The child was told his mother to deliver food for father, it should
be: The child was told by her mother to deliver the food for his
father.
Based on the errors above, the errors are misformation of article,
misordering of verb, ommision of counjunction, ommision of possesive.
16) Student 16
Misformation of adverb
She kept silent thought her heart was crying aloud, it should be:She
kept silent thought her heart was crying loudly.
Misformation of tobe
A long the street everyone is passing kept asking the girl her
mother, it should be: A long the street everyone was passing kept
asking the girl her mother.
Based on the errors above, the errors are misformation of adverb,
misformation of tobe.
17) Student 17
Addition of auxiliary
I will make you rich, if you will promise me, it should be: I will
make you rich, if you promise me
Ommision of tobe
What can that be but my apple there, it should be: What can it be
but my apple is there.
Addition of subject
34
His wife come to meet him and said, it should be: His wife came to
meet him and said.
Misformation of verb
I know not how it happened, it should be: I don‟t know how it
happened.
Based on the errors above, the errors are addition of auxiliary, ommision of
tobe, addition of subject, misformation of verb.
18) Student 18
Ommision of adjctive
There lived a yong or phan farmer in the nort, it should be: There
lived a young or phan farmer in the nort.
Misformation of noun
There are is very day, it should be: The air is very fresh.
Misordering of object
He fished a fish so beautiful, it should be: He fished very beautiful
fish.
Ommision of verb
It turn into a princess, it should be: It turned out into a princess.
Ommision of adjective and Misordering of object
The yong man would not tell its origin from the farmer‟s ikan, it
should be: The young man would not tell its origin from the fish
farmer.
Misformation of subject
Pemuda the agreed term, it should be: The young man agreed term.
Ommision of verb
The couple was blesed with a son, it should be: The couple blessed
with a son.
Misformation of tobe and Ommision of adjective
He has a bad rabit that is never satiated, it should be:He is a bad
rabit that is never satisfied.
35
Misordering of possesive and Misformation of object
The statement by islef unlock the secrents of istrinya, it should
be:The statement itself was unclocked by his wife secret.
Based on the errors above, the errors are ommision of adjective,
misformation of noun, misformation of object, ommision of verb, misformation of
object.
19) Student 19
Ommision of object
Once upon time, there was a little poor boy came into a little hungry
and weak, it should be: Once upon a time, there was a little hungry
boy.
Ommision of noun
He knocked at every door and asked for some food, it should be: He
kocked at evert door and asked for some foods.
Ommision of tobe
Suddenly from the hole left by stick, it should be: Suddenly from
the hole was left by stick.
Based on the errors above, the errors are ommision of object, ommision of
noun, ommision of tobe.
20) Student 20
Addition of subject and Ommision of conjunction
Pengging kingdom was a prosperous and wealthy kindom led by a
wise, it should be: Pengging Kingdom was a prosperous and
wealthy kingdom and led by a wise.
Misformation of subject
King named Prabu Boko, it should be: His named Prabu Boko.
Based on the errors above, the errors are addition of subject, misformation
of subject.
21) Student 21
Misformation of object
Jonah‟s house was of five, it shoild be: Jonah‟s house was of fire.
36
Based on the errors above, the errors are classified based on the surface
strategy which consist misformation of object.
22) Student 22
Misformation of subject
Pengging kindom is gifted with a fertile, it should be: The kingdom
ofpengging was gift with a fertile.
Addition of object
Prabu Darmamoyo and han a male son, it shpould be: Prabu
Darmamoyo had a son.
Misordering of tobe
The boko king is very cruel, it should be: The king of Boko was
verycruel.
Misformation of object
Friece was happens of the border of the pengging territerial mark, it
should be: The frience was happened in the border of the pengging
teriterial mark.
Ommision of subject
The king of Bok want to rebels, it should be: The king of Boko
want to rebels.
Based on the errors above, the errors are misformation of subject, addition
of object, misordering of tobe, misformation of object, ommision of subject.
23) Student 23
Addition of adverb
At the very moment Bndung Bondowoso to propose Roro Jongrang
to married, it should be: At that moment Bandung Bondowoso
proposed Roro Jongrang married.
Misformation of verb
Roro Jongrang to give condition one to Bnadung Bondowoso, it
should be: Roro Jongrang gave condition one to bandung
Bondowoso.
37
Addition of verb
Bandung Bondowoso go to meet an ask abaout wheater already
finished temple made one for Roro Jongrang, it should be:
Bandung Bondowoso asked wheater already finished temple made
one for Roro Jongrang.
Ommision of tobe and Addition of adjective
After angry Bandung Bondowoso more and more culminate an
damn, it should be: After being Bandung Bondowoso is more
culminate an damn.
Based on the errors above, the errors are addition of adverb, misformation of
verb, addition of verb, ommision of tobe, addition of adjective.
24) Student 24
Misformation of auxiliary
A long time widow old goingto forest for seek wood., it should be:
A long time old widow to the forest for seek wood.
Misformation of subject and addition of preposition
Widow old meet with giant very big, it should be: Old widow met a
very big giant.
Misformation of verb
Last giant give seed cucumber, it should be: The last giant gave
cucumber seed.
Based on the errors above, the errors are misformation of auxiliary,
misformation of subject, addition of preposition, misformation of verb.
25) Student 25
Misformation of verb
Maling Kundang and his mother had to live hard, it should be:
Maling Kundang and his mother had lived hard.
Addition of object
When he was a babby, it should be: When he was a baby.
38
Misformation of subject
A band of pirates with his bravery, it should be: A bravery band of
pirates.
Based on the errors above, the errors are misformation of verb, addition of
object, misformation subject.
26) Student 26
Ommision of article
There was beautiful princes,it should be: There was a beautiful
princess
Misformation of verb
Her son to became a king in the future, it should be: Her son to
become a king in the future
Based on the errors above, the errors are ommision of article, misformation
verb.
27) Student 27
Misformation of subject
The are is very beautiful, it should be: there is very beautiful.
Misordering of object
One day he fished a flash so beautiful, it should be: One day he
fished very beautiful flash.
Ommision of subject
The yong man application is accepted on the condition, it should be:
The young man application is accepted on the condition.
Ommision of adjective and Ommision of adverb
The yong man would not tell its origin from the farmer ikan, it
shouldbe: The young man would not tell its origin from fish
farmer.
Based on the errors above, the errors are misformation of subject,
misordering of object, ommision of subject, ommision ofadjective, ommision of
adverb.
39
28) Student 28
Addition of adverb
His parent were no bleman, it should be: His parent did not blame.
Addition of auxiliriary
He was very was teful, it should be: He was very teful.
Addition of subject
The he did not care, it should be: he did not care.
Ommision of tobe
All the treasure that behind over running, it should be: All the
treasure that was behind over running.
Based on the errors above, the errors are addition of adverb, addition of
auxiliary, addition of subject, ommision of tobe.
29) Student 29
Misordering of subject
Wulan alone girl beautiful, it should be: Wulan herself is a
beautiful.
Misformation of verb
She to live seem mother and step father, it should be: She lived with
her mother and his father.
Addition of adverb and Misformation of possessive
Something day mother wulan lose jeweriry, it should be:
Somedayher mother lost jeweriry.
Misformation of subject
Something momentthere is alone man, it should be: Something
momentthere was alone man.
Misformation of subject
It like fishing, it should be: He like fishing.
Misformation of subject and misformation of verb
40
Then it find crail gold then it bring to home and input in table, it
should be: Then he found gold crail then he brought to home and
input in the table.
Ommision of article
Something opening wulan chara become be as human, it should be:
in the opening wulan charaoke become a human.
Ommision of verb , misformation of verb and misformation
of object Wulan cook an clean-clean home bowo, it should be:
Wulan cookedand cleaned bowo‟s house.
Misformation of verb and ommision of tobe
Then Bowo question for Wulan “who you”, it should be:Then
Bowo asked Wulan “ who are you”.
Misformation of tobe
Because Wulan beautiful bowo like, it should be:Because Wulan
was beautiful so Bowo liked her.
Misformation of verb
Bowo invite Wulan marry together, it should be: Bowo asked
Wulan marry together.
Misformation of verb, misformation of subject and ommisio of
verb
At last Wulan and Bowo marry and he a live happy, ity should be:
At last Wulan and Bowo married and They lived happy.
Based on the errors above, the errors are misordering of subject,
misformation of verb, addition of adverb, misformation ofpossesive.
After the researcher analyzed data above, the researcher make the table of
recapitulation of the students type of errors in writing narrative text.
41
Table 4.30 Recapitulation of student Type of Errors
Errors classification
Students Ommision
Mis- Mis-
Addition
Formation
Ordering
Students 1 1 1 2 2
Students 2 3 5 3 1
Students 3 - - 2 1
Students 4 1 2 2 2
Students 5 - 1 1 1
Students 6 2 - 1 1
Students 7 - - 1 3
Students 8 1 5 1 -
Students 9 - - - 2
Students 10 2 3 - 1
Students 11 2 - 1 2
Students 12 - 1 - -
Students 13 2 2 2 2
Students 14 - 2 - 1
Students 15 2 1 2 -
Students 16 - 2 - -
Students 17 1 1 - 2
Students 18 5 4 3 -
Students 19 3 - - -
Students 20 1 1 - 1
Students 21 - 1 - -
Students 22 - 2 1 2
Students 23 2 1 - 3
Students 24 1 4 - 2
Students 25 - 2 - -
Students 26 1 - - 1
Students 27 3 1 1 -
Students 28 1 - - 2
Students 29 6 10 1 1
Total 42 51 24 33
Total of
150
Errors
42
Based on the table of students errors above, it can be stated that:
Total errors of Ommision are 42 errors
Total errors of Mis-formation are 51 errors
Total errors of Mis-ordering are 24 errors
Total errors of Addition are 33 errors
The errors are classified based on the surface strategy which consist of
omission, addition, misformation, and misordering. The distribution of those
errors is presented and each of the categories is described in the table below:
Table 4.31 The Types of Errors
No Type of errors Number of Errors
1. Omission 42
2. Addition 33
3. Misformation 51
4. Misordering 24
Total 150
From the table above, there are four types of errors indentified from the
surface strategy of errors. They are omision, addition, misformation, and
misordering. It can be seen that errors in misformation has the highest errors
(52) then it is followed by ommision (50), addition error (39), and the lats
misordering (25). Total of type of Errors 167
43
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The researcher can take the conclusion of the research after the researcher
analyze the data which has been taken by written text test. Besides the researcher
have the suggestion of the reader. Therefore, in this chapter the researcher shows
the conclusions of the research which has done and give the suggestion
5.1 Conclusion
This research was designed to analyze the grammatical errors the students in
six semesters at Cokroaminoto Palopo University, in writing narrative text. Based
on the result of the test done, it was known that the ability of the students in
writing narrative text were low.
The researcher found that some students made errors because they were not
able to correct their first work. It means that they made errors. From the
identification of errors, the researcher found that there was no students who could
make the whole sentences of their narrative text correctly. Most of the students to
make errors.
From the data analysis in chapter IV, the researcher concludes that there are
some errors of writing in narrative text at six semesters at Cokroaminoto Palopo
University.
The researcher found 141 errors in six semesters at Cokroaminoto Palopo
University. These errors includes four types of errors, they are ommision,
misformation, addition, and misordering. These errors are analyzed based on
surface strategy taxonomy.
After analyzing the data, there are four types of errors identified from the
surface strategy of errors. They are omision, addition, misformation, and
misordering. It can be seen that errors in misformation has the highest percentage
(51 or 34% of 150 total errors) then it is followed by ommision (42 or 28% of 150
total errors), addition errors (33 or 22% of 150 total errors), and the last
misordering (24 or 16% of 150 total errors)
44
Based on the theory, there is causes of errors. There is interlingual. Transfer
in errors this research, researcher analyzed what the dominant causes of errors in
the sentence made by the six semesters at Cokroaminoto Palopo University. This
researcher obtained the data about causes of errors.
The total errors made by the students in six semesters at Cokroaminoto
Palopo University were 150 out of 29 texts of errors narrative text. The type of
errors were based on surface strategy which is classified into omission, addition,
misformation, and misordering. From the data above, it can be seen that
misformation errors were the dominant errors made by the students. It caused the
students often misformation in their sentences, espeacially in past tense because
the text is narrative.
Based on the analysis the data, the researcher found that the dominant
source of errors was over-generalization. The students often made over-
generalization in the sentences. In narrative text, the students should use past tense
form. Many of students often wrote double verb or the form is not based on the
concept. It was derived from faulty comprehension of distinctions in the target
language. These are sometimes due to poor gradation of teaching items.
5.2 Suggestion
The researcher finds that there are still some errors made by the students in
writing a narrative text. Therefore, the researcher wants to give the suggestion as
follows:
1. For the teachers
a. In teaching English writing, the teacher should pay attention to all errors
made by the students, but, their expected to emphasize properly in giving
extra explanation and exercise of errors which mostly accur.
b. To reduce student‟s errors that are related to the causes to errors, content
of learning, the teacher should give clear explanation about the English
structure and grammar that can be easily understood by the students.
Besides, the teacher may use a new teaching technique/ method in
delivering material in order to made better result of the teaching and
45
learning process. Regarding descriptive text, the writer has opinion that
the combination of controlled and guided writing practice with will be
good method of providing a means for students to be able to write
narrative well. With those methods, the students can build vocabulary,
sentences structure knowledge and self-confidence.
c. When the teachers give the explanation to their students, they should
explain clearly about the differences between Indonesian and English
rules to minimize student‟s errors influenced by interlingual transfer.
2. For the students
a. The students are suggested to pay more attention to their study of English
in order to improve their competence in writing.
b. The students should be awared of their errors and try to overcome their
problems or difficulties in studying English, especially in writing.
3. For other reseachers
a. The result of research shows that the students still have difficulties and
make many errors in narrative text writing. The difficulties and errors, of
course, should be solved. The writer suggests other researcher to find an
appropriate solution that can that can be used to minimize or reduce
student‟s errors.
Since this study is far of being prefect, it is expected that other researchers
can discuss and analyze the learners error deeply in the aspects of
linguistic categoty comparative taxonomy or communicative effect.
46
REFERENCES
(Unpublished) Sekolah Tinggi Keguruan Dan Ilmu Pendelikon Pringsewu.
Alfiyani, L. M. (2013). An analysis of grammatical errors in writing among the
second semester students of English Department of Yogyakarta State
University in the academic year of 2011/2012 (Undergraduate‟s Thesis).
Yogyakarta University. Yogyakarta, Indonesia.
Arbor: University of Michigan Press.
Bogdan, R. C., and Biklen, S. K.. 1982. Qualitative Research for Education: An
Brown, Douglas, 2007. Principles of Language Learning and Teaching, New
Brown, H. Douglas, 2001. Principles of language learning and teaching. New
Canyon, Djauhari. 1997. Master on English Grammar. Surabaya: Indah.
Carnegie Corporation of New York. Washington DC: Alliance for Excellent
Complex Sentence in Narrative Text at the First Semester of the Eleventh
Education.
Ferris, D.R. (2002). Treatment of Error in Second Language Student Writing. Ann
Galasso, Joseph. (2002). Analyzing English Grammar: An Introduction to Feature
Grade of State senior High School 1 Kalirejo. Pringsewu: Script
Graham, Steve.,& Perin, Dolores. (2007). Writing next: Effective strategies to
Hanani, Karni. 2013. Analysis of the Students’ Grammatical Error in Making
Harmer, Jeremy. 2002. The Practice of English Language Teaching 3rd Edition.
Hubbard, Peter, et al., 1983. A Training Course for TEFL, New York: Oxford
Improve writing of adolescents in middle and high school – A report to
Introduction to Theory and Methods. USA: Allyn Bacon Inc
James, Carl. 1998. Errors in Language and Use: Exploring Error Analysis.
Addison
Janna, R. (2016). Teaching narrative reading text by using SQ3R and ETR
47
strategies to the eighth grade students of MTS Paradigm Palembang. Educes:
Journal Pendelikon Dan Pengajaran, 3(1), 33-44. Retrieved from
http://eprints.radenfatah.ac.id/271/
Jersey: Prentice Hall Inc.Jived, M., Juan, W. X., & Nazi, S. (2013). A study of
students‟ assessment in writing skills of the English language. International
Journal of Instruction,
Jonah, M. (2015). Analyzing the students‟ grammatical error on writing narrative
text. Smart Journal, 1(2), 57-64. Retrieved
fromhttp://ejournal.stkipmpringsewu-lpg.ac.idLondon: Longman.
Rimes, A. 1983. Techniques in teaching writing. New York: Oxford University
Press.
Sentence. Thesis in Petra University Degree Program. Unpublished Thesis.
Surabaya: Petra University
Theory. California State University, Northridge.
Tourane, T. M. Y. (2008). An analysis of the grammatical errors in the English
writing made by 3rd secondary male students in the Eastern Coast of the
UAE (Undergraduate‟s Thesis). British University. Dubai, UAE.University
Press.
Victoria, S.D. (2009). The Grammatical Mistake Made by the English Department
of Petra Christian University. Thesis in Petra University Degree Program.
Unpublished Thesis. Surabaya: Petra University.Wesley Longman.
Wijaya, L. (2007). The Grammatical Errors Made by the Fifth Year Pupils of
Santa Theresia II in Making Interrogative
York: Longman.