Beruflich Dokumente
Kultur Dokumente
PRONOUN
RAFIKA
101014020853
ENGLISH DEPARTMENT
JAKARTA
2006
ERROR ANALYSIS ON STUDENT' TEST RESULTS ON RELATIVES
PRONOUN
A' Skripsi'
By
RAFIKA
101014020853
Approved By
Advisor
ENGLISH DEPARTMENT
JAKARTA
2006
LEGALIZATON OF EXAMINATION COMMITTEE
2006. This Skripsi has fulfilled the requirements for the degree of Strata ( SI) at
English Department
h
Jakarta July, I i 2006
Examination Committee
\.
os ada MA
1356
/
Examiner I Examiner II
~~ I
" ,
,....I..
In the name of Allah, the most beneficent the most Merciful. Praise be to
Allah for the blessing given to the writer until she can finish and complete her
Skripsi. Peace and blessing be upon to the best people in the world the big prophet
2. Dr. Dede Rosyada MA, the Dean of Tarbiyah and Teacher's Training Faculty
3. Drs. Nasrun Mahmud M. Pd, the Head of English Department and writer's
advisor
4. All her lectures Tarbiyah and Teacher's Training as inspiring of spirit and
Inspiring of motivation
5. Mr. Madra; M.!'d and Drs. Zaenudin The Head Master and English Teacher at
6. All her best friends Bonita, Cacay, Manieza, Ina, Sopiah, Dj, Azis, Aa, and
perfect
The Writer
'TABLE OF CONTENTS
Acknowledgment i
CHAPTER I: INTRODUCTION .1
A. Background Study 1
B. Objective of Study .3
C. Limitation of Study .3
D. Organization of Writing 3
A. Test. 5
I. Df'finition of Test.. 5
2. Type of Test 6
B. Error
I. Meaning ofError 15
C. Relative Pronoun 17
I. Meaning of Relative 17
\\ \
2. Kinds of Relative 19
A. Research Methodology 20
2. Instrument of Research 20
B. Research Finding 22
I. Data Description 22
2. Data Analysis 23
3. Data Interpretation 28
A. Conclusion 29
B. Suggestion 29
BIBLIOGRAFY .
APPENDIXES .
LIST OF TABLES
Page
Error. 28
CHAPTER I
INTRODUCTION
A. Background Study
(-~\En~!ish as international language has been widely used ,and studied all over
the world, In Indonesia English has been taught from basic level to university.
one's mother tongue. The learner of English is mattlre, has already acquired a
Learning English in Indonesia often becomes problem for most high school
students although they have studied English since elemrl1tary school. Most of them
eventually are not interested in English anymore and English is likely to become
integral pmt of teaching. It gives results to the teacher and students. It is used to know
the effectiveness of school's progrmn instruction and to lmow how much progress
the pupil have made in achieving the materials that have been studied in other word
good evaluation of our tests can help us to measures student skill more accurately. It
to which instructional objective are achieve by pupil. l There are two important
aspects of this definition. First, note that evaluation implies a systematic process,
Test is the most obvious way to measure learner's competent and to provide
some indication of his or her ability. For teachers, testing is an important diagnostic
instrument. Not only does it allow them to keep track of the progress of their
students, but it enables them to measure their own success and failures in classroom
and lets them know when lesson plans must be modified to meet the students
unforeseen problem?
way. It is based on the rules which is either not fully analyzed or is only imagined.
And mistake is one of slip of the tongue or the finger ( Another case in the keyboard).
A mistake refers to a performance error that is either a random guess 'slip', in that it
I David Nunan, Research Method in Language Learning,( Cambridge University Press) , p.184
2 Rebecca M Vallete and David Allen,Classroom Technique :Fol'eign language and englishas a
second language (New York: HE Javamovich) pA8
3 Pit Corder, Language Learner and Theil' Errol', ( New York: Oxford University Press, 1982, p.
18
3
By using error analysis, the teacher tries to identifY, to describe and to explain
the errors made by students in the test. It can help the teachers to minimize the
Based on that explanation above, the writer would like to identify a problem
under the tittles 'Error Analysis on the Students' Test Results on Relative Pronouns'
B. Objective Study
pronouns error
pronouns.
C. Limitation of Study.
The writer limiHhis "Skripsi" on using Relative Pronouns and the errors made
D. Organization of Writing
To give more explanation about this paper the writer divides it into four
chapters.
In this chapter the writer divides it into three items, first item she describes
about Test: definition of test, type of test, type of test Item criteria of good test. The
4
second she describes about elTor analysis: the meaning of error, causes of error. and
the last describes about relative pronouns : the meaning and kinds of relative
pronouns.
Finding s
population and sample, research instrument and data collecting. recearch findings
THEORETICAL FRAMEWORK
A.TEST
1. Definition of Test
to the testee) How well the testee or can do something. This is in contrast to practice,
whose main purpose is sheer learning4 It is often conventionally assumed that tests
are mostly used for assessment: the tests gives a score which is assumed to define the
level of knowledge of the testee. This may be in order to decide the whether he or she
is suitable for a certain job or admission to an institution, has passed a course, can
enter a certain class. But in fact testing and assessment overiap only paliially : there
are other way of assessing student and there are certainly other reason These are
he main reason why the test in the classroom - not necessarily in order of
impoliance 5
I. Give the students information about what they know, so that they also have an
2. Asses for some purpose external to CutTent teaching ( a final grade for the
course, selection
4 Peny Ur,A Course in Language Teaching: Practice and Theory, ( Cambridge University Press)
5Ibid,p.34
6
5. Provide a clear indication that the class has reached a station in learning;
7. Give the students tasks which themselves may actually provide useful review
8. Provide the students with a sense of achievement and progress in their learning
2. Type of Test
There are many kinds of test, each with a specific purpose, a particular
test is needed at a certain stage or level in the student learning and what use will be
made of results 6
1. Placement Test
Placement test is design to sort new students into teaching groups, so that they
can start a course at approxim'ltely the same level as the other students in the class. It
is concerned with the student" s present and standing and so relates to general ability
Placing new student in the right class in a school is facilitated with the use of
placement test usually base on syllabus and material the student will follow and use
once their level has been decided on these test grammar and vocabulary knowledge
6 Dra Tomasow & Dra AlbeItine MA, Pengelolaan Pengajaran SlJhasa Inggris II : Modul - 5
(Jakarta: Universitas Terbuka, Depdikbud. 1999), p.5.2
7
2. Diagnostic Test
on the students progress in learning particular element of the course. While placement
test are design to show how a good a students' English is in relation to a previously
agreed system of level, diagnostic test can be use to expose learner difficulties, gap in
3. Achievement Test
This test are designed to measure leamer's language and skill progress in
relation to the syllabus. They have been following. Achievement test only work if
the contain item types which the student are familiar with. Achievement tests at the
end of term ( like progress test is a test like the end of unit a fortnight, etc) should
reflect progress not failures. This test is intended to show the standard which the
4. Proficiency Test
Proficiency test is a test to asses the student ability te. apply in achial situation
rather than measure progress). Proficiency test have a profound backwash effect
since, where here are external exanlS, the students obviously want to pass them, and
the teacher's reputation sometimes depend (probably unfairly) upon how many of the
aspects of the chapter the student has mastered and where remedial work is necessary.
This test Usually given at the end of a marking period and measures the sum
total of material covered. on this type of test the student are usually ranked and
graded.
students.
This test indicates whether the student has met predetermined objective or
criteria.
This test measures whether or not has mastered specific element of language.
This test measure student's ability to understand and use language in context.
, ibid.p.320
9 Arthur Huges, Testing for language Teacher, Second Edition( Cambridge University Press
2003) 0.11
9
In this test the student presented with a reading selection in which certain
previous unit, where the teatees are told in advance what they need to know what
criteria are for suc:cess, and so on. The search for objective testing method is the
traditional examination. Tests are set up so eliminate any differences in results due to
variation between markers or due variation in the judgment of one marker in different
1. Question - Answer
This can be uses to test almost anything. The more 'closed' the question is
(that is, the fewer the possible option for correct answers), the easier the item will be
to mark. It is fairly easy to compose and grade close-ended question ; more open,
thought - provoking ones are more difficult, but may actually test better. For example
what is the ( family) relationship between David Copperfield and Mr. Murdstone.
2. True / False
10 Peny Ur, A Course language Teaching: Practice and TheOlY (Cambridge University
Press, 1996) p.39
10
This does not directly test writing or speaking abilities : only listening or
marked true or false in which case the answer is yes or no. for example:
3. Multiple - Choice
This may be used to the same testing purposes as true / false item; it does test
rather more thoroughly since it offers more optional answers and obviously very easy
to mark. The question consists of a stem and a number of options ( usually four) from
sentence by filling a gap or adding something. A gap mayor may not be signaled by
blank or dash the word to be inserted mayor may not give or hinted at. For example
5. Matching
This usually tests vocabulary and is rather awkward to administer orally: thus
it is best presented written on the board or on paper, though responses may be either
oral or writing. This testee faced with two groups of words, sentences or phrase: each
Large Small
Unhappy Many
A lot Big
Little Sad
6. Dictation
The tester dictates a passage or set of word : testee writes them down. This
mainly test spelling, perhaps punctuation and perhaps surprisingly on the face of it.
7. Cloze
Word are omitted from a passage at regular interval. This tests ( intensive)
reading, spelling and some to extent knowledge of vocabulary and grammar. For
example. The family are all fine. Thought Leo had a bad about of flu iast week. He
8. Transfonnation
This item is relatively easy to design, administer and mark but its validity may
be suspect. It tests the ability of the testee to transform grammatical structure, which
is not the same as testing grammar. A sentence is given; the testee has to change it
I go to school by bus.
12
9. Rewriting
This test the same sort of thing as transformation, but is likely to reflect more
thorough knowledge of the target items, since it involves paraphrasing the entire
given the testee \rewrites it. Incorporating a given change of expression but
preserving the basic meaning. For example : He came to the meeting in spite of his
illness.
Although ..
10. Translation
II. Essay
The testee is given a topic, such as ' childhood IDlOmories' and asked to write
12. Monologue
The testee is given a topic or question and asked to speak about it for a minute
or two.
13
When the teacher considering to make a test he or she has to recognize the
various test of each case depend on purpose, time, subject and characteristic of a good
test.!!
1. Validity
that concerns most test designer is face validity this means that the test should look.
on the face of it as if it is valid!2.The validity of the test related to how well the test
does what it is supposed to do, namely to inform us about the examinee's progress
ability among various examinee on some task. Validity question is about what a test
A test is said to have content validity if its test content constitutes a representative
Content Validity - the extent the items on a test are representative of the
11 Mary finochiaro and Sidney Sako.Foreign Language Test A Practical Approach (New York
Regents Pnblishing Company Inc, 1983) p.24
12 Jeremy Harmer, The Practice ofEnglish Language Teaching ( London: Longman, 2001), p. I 79
13 Jhon. W Oller, Language Test at School: Pragmatic and Approach (London,1979) p. 179
14 Arthur Hnghes, Testlngfor language Teacher,( Cambridge University Press, 2003) p. 26
15 Anthony J. Nitko, Educational Tests and Measurement an Introduction (Harcourt Brace
Javanovich, New York: 1983)p. 413
14
Construct Validity - The extent a test measures the trait, attribute, or mental
Criterion - Related Validity - The extent scores on a test can be used to infer
2. Reliability
making the test instruction absolutely clear, restricting the scope for variety in the
answer, and making sure that the test conditions remain constant.
A reliable test is one that produce essentially the same results consistently on
different occasion when the condition of the test remain the same 16. Reliability is
also depends on the people who mark the test - the score clearly. The test is
unreliable if the results depends on any large extent on who is marking it. Much
thought has gone into marking the scoring of the test as reliable as possible. Question
of reliability have to do how consistently a test does what it snpposed to do and thus
can not be strictly separated i'om validity question. Moreover, a test can not be any
3. Practically
16 Jhon W. Oller, Language Test al School: Pragmatic and Approach (London, 1979) p. 179
15
and effort that is requires. This must include the preparation, administration, scoring
4. Instructional Value
Instructional value of the test pertains to how easily it can be fitted into an
B.ERROR
1. Definition of Error
Error is defined as a process based on analysis of learner error with one clear
objective, evolving, a suitable and effective teaching - learning strategy and remedial
measures necessary in certain clearly marked out areas of the foreign language l ?
H. D. Brown defines error as ' noticeable deviation ' from the adults grammar
someone learn a foreign language, the error that she! he makes indicates her! his level
of proficiency.
J7 SK Sharma, Error analysis: Why and How? English Teaching Forum, ( April 1982), vol.xxx p.
21
1 8 H. Douglas Brown, Principle oflanguage and teaching, Fourth Edition (Addison Wisley,
longman inc.2000) p.217
16
2. Causes of Error
Error can not always be easily identified, we must analyze the causes of errors
that happen the students, there are three major causes of error namely mother tongue
method l9
The sound system ( phonology) and the grammar of the first language impose
themselves on the new language and his leads to a foreign pronunciation, faulty
2. Overgeneralization
The mentalist claims that error are inevitable because they reflect various
stages in the language devebpment ofihe learner. It claims that the learner processes
new language data in his mind and produces rules for it,> production, based on
evidence.
3.Type of Error
19 Peter Hubbard, ef ai, A Training Course for Tefl ( New York: OXfJrd University Press) p. 141
20 Heidy Dullay, et ai, Language Two (New York: Oxford University PresR) p.146
17
Many error taxonomy have been based on linguistic item, which is affected by
an error according to either or both of the language component and the particular
Surface strategy taxonomy highlight the ways surface structures are altered:
learner may omit necessary item ( omission) or add unnecessary ones ( addition) they
successful communication, while error that effect a single element of the sentence
C. RELATIVE PRONOUN
( Relative Pronoun is pronoun that is used to combine two sentence and cut
the word modified by the relative clause. A relative pronoun relates a subordinate
clause to the rest of sentence. It may be found in adjective and noun clause.
2. Kinds of Error
Relative are usually introduced by the pronouns, Who, Which, Whose, Whom
and That22 there are three kinds of relatives, Defining Relatives, Non Defining
1. Defining Relatives
These describe the preceding noun in such way as to distinguish it from other
nouns of the same class, A class of this kinds is essential to the clear understanding
of the noun. The relatives clause is essential to the meaning because it define the
subject.
The relatives adds to our information but is no necessary; the main clause is
perfectly clear without it, non defining relative are placed after nouns which are
definite already. They do not therefore define the noun but merely add something to it
3. COlli1ective Relative
It has the same form as non defining relatives clause. They are usually placed
A. Research Methodology
Jalan H. Mawi no. 292 Parung Bogor. The Writer began this research on April 10,
and it ended on may 10,2006. the field research consist of two activities:
1. Observation
Before doing the research the writer first of all observed the location, the
2. Test
The test was given to the students on Wednesday May 10, 2006. The test
2. Instrument of Research
To collect the data, the writer gives a multiple choice test to the second grade
Penjualan I, Penjualan II the sample taken is only 54 students, the writer used a
The Writer gives a multiple choice test to the second grade of SMK
Muhammadiyah parung. The test was about grammar which is focused on Relative
Pronouns
The technique of data analysis that the writer uses is descriptive analysis
P= - - , - - - XIOO%
Notes P = Percentage
N = Nwtlber of Sample
22
B. Research Finding
1. Data Description
the error done by student the second years student ofSMK Muhamadiyah on Relative
Pronouns. To get the data the writer gives Multiple - Choice test which is focused on
Relative Pronoun.
The test consist of 20 items which is divided into four item ( 5 items for'
Who'), (5 Items for' Which' ), (5 Items for 'Whom') and (5 items for 'Whose' ).
4 Whose 3,6,10,14,17
23
2. Data Analysis
In this part, the data was analyzed and the description is as follows:
1 1 2 3,70 %
2 7 34 62,96%
3 12 16 29,62%
4 15 20 37,03%
5 19 7 12,96%
Total 79 29,25%
- -
The first Item IS about' Who' from table above we can see that:
After analyzing Relative Pronoun' Who' the next analysis is on ' Which'
Error
1 2 3 3,70%
2 5 14 25,92%
3 9 12 22,22%
4 13 16 29,62%
5 18 10 18,51%
'------
Total 54 J9,99%
I l
The second item is about' Which' from the table we can see that:
in this item 3 , 70 %
in this item 25 , 92 %
From the results above, it is shown that the total percentage of the
After analyzing relative pronoun' Which' the next analysis is on ' Whom'
1 3 8 14, 81 %
2 6 14 25,92%
"~ 10 38 70,37 %
4 14 49 90,74 %
5 17 49 90,74 %
From the results above, it is shown that the total percentage of the
1 4 11 20,37%
2 8 45 83,33%
r-
3 11 52 96,29%
4 16 22 40,74%
5 20 51 94,44%
The last item is about relative pronoun on 'Whose' and we can see
2. 45 students from 54 samples made error ill item 8 ; the percentage of etTOr
1 Who 79 29,25%
2 Which 54 19,99%
From the table we can see, the first most of students make error in relative
pronoun on ' Whose' with frequency 67,03% with those frequencies the teacher must
pay attention more in relative pronoun on ' Whose', the second level is about relative
pronoun on ' Whom' with frequencies 58,51%, the third level s about relative
pronoun on 'Who' frequency of error n this item is 29,25% and the last level is about
I. Conclusion
After finding out the results of the test and analyzing it. The Writer can take
conclusion that most of student made errors in pronoun' Whose' or 67, 03% ( made
it elTor in it) . According to the writer it could happen because the students have not
understoorl about the rules of relative pronoun especially part' Whose' so the
frequency of correction is 32,97 %. It means that 'Whose' is the most difficult item
in relatives pronoun for the students and it needs more attention in teaching- learning
Process.
2. Suggestion
Ir. this section, writer would like to give some suggestion to improve English
proficiency:
The teacher must pay attention to the material of rdative pronoun more
2000
zar, Betty Scrampher, Understanding and Using: English Grammar, New Jersey:
order, S. Pit. Language Learner and Their Error, New York: Oxford University
press 1982
Hubbard, Peter, et ai, A Training Course for TEFL, New York Oxford
1992
1979
;/
homson AJ. Martinet, a Practical English Grammar, Fourth Edition, New York:
im Penyusun UIN, Pedoman Penulisan Slo'ipsi, Tesis dan Desertasi, Jakarta: UIN
ommasow, Dra and Albertine, Dra, MA. Pengajaran Bahasa Inggris 11 : Modul - 5
'allete, Rebecca M., Modern Language Testing New York Harcourt brace
1. The Boy ( Who - Which - Whom - Whose) broke the window lives next door
2. The Music (Who - Which - Whom - Whose) we listened to last night was good
3. The man (Who - Which- Whom- Whose) I saw was Mr. Rahmad
repairing
5. The book ( Who - Which - Whom - Whose) is on the table is Bahasa Indonesia
8. There are t!1e man ( ( Who - Which - Whom - Whose) son has passed his
examination
9. Flies, ( Who - Which - Whom - Whose) <,re very annoying carry disease
10. Your brother ( Who - Which - Whom - Whose) I met yesterday did not
remember about me
11. The student ( Who - Which - Whom - Whose) composition I read writes well
12. I saw the man (Who - Which - Whom - Whose) closed the door
13. The tree ( Who - Which - Whom - Whose) stand in the river many fruits
14. The man ( Who - which - Whom- Whose) I met teaches biology
15. The lady ( Who - Which - Whom - Whose) was here yesterday is a teacher
16. The Man ( Who - Which - Whose - Whom) wife died last week is my uncle
17. The girl ( Who - Which - Whom -Whose) I saw told me to come back\
18. My white dog ( Who - Which - Whom - Whose) was lost has been found
19. Napoleon (Who - Which - Whom - Whose) is a great General of France was
also a writer
20. I know the man ( Who - Which - Whom - Which) money was stolen
Appendix II
Answer Key
1. Who
2. Which
3. Whom
4. Whose
5. Which
6. Whom
7. Who
8. Whose
9. Which
10. Whom
11. Whose
12. Who
13. Which
14. Whom
15. Who
16. Whose
17. Whom
18. Which
19. Who
20. Whose
lomor : Istimewa Ciputat, 12 Desember 2005
,ampiran : ( satu) Berkas
'erihal : Pengaj uan Judul Skripsi
(epada
{th. Ketua Jurusan Bahasa Inggris
)rs. Nasrun Mahmud
)i
Tempat
Assalamualaikum WI". Wb
Salam Silaturahmi kami sampaikan semoga Bapak senantiasa dalam lindungan
Allah SWT Serta sukses dalam menjalankan sehari hari.
Sehubungan dengan akan berakhimya masa studi program Strata satu (Sl) yang
saya tempuh, maka saya yang bertanda tangan di bawah ini:
Nama : Rafika
NIM :101014020853
Jurusan : Tadris Bahasa Inggris
Fakultas : Tarbiyah
Demikian judul Skripsi ini saya ajukan, dengan harapan bapak berkenan untuk
menyetujuinya dan sekaIigus menentukan dosen pembimbingnya, atas perhatiannya saya
ucapkan terima kasih
Wassalamualaikum Wr.wb
Ketua Jurusan Bahasa Inggris Pemohon
4~:#Airl,
.-
PtT
~,
~NA .-'""
~1~1.i'~AIfH
J)/fl II/~afika
./FJ. j/~ r NIM: 101014020853
~.
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Telp. : (62-21) 7443328, 7401925, Fax. (6221) 7402982
Nomor 95, Ciputnt 15412, Indonesia Email: uinjkt@cabi.netid
Kepada Yth.
Drs. Nasrun Mahmud, M.Pd
Dosen Pemb!mbing Skripsi
Fakultas lImu Tarbiyah dan Keguruan
UIN Syari f Hidayatullah Jakarta
Assalamu 'alaikum WI'. wb.
Dengan ini diharapkan kesediaan Saudara untuk menjadi Pembimbing 1/1I
(maleri/teknis) penulisan skripsi mahasiswa:
Nama : Ratika
NIM : 101014020853
Jurusdnl Semester : Pendidikan Bahasa Inggris IIX
JuclulSkripsi "Error Analysis on the Students' Test Results on Relative
Proi1ouns a Case Study Wita Second Grade ()l Senior High
School (SMK Muhammadiyah J Parung)"
Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pacla tanggal
12 Januari 2006 dengan abstraksiloutline sebagaimana terlampir.
Bimbingan skripsi ini diharapkan selesai c1alal11 waktu 6 (enam) bulan,
yakni sampai dengan tanggal 12 Juli 2006.
Atas perhatian dan bantuan Saudara. kami ucapkan terima kasih.
rVassalanIU 'ahdkum wr.ll'b.
Tembusan:
I. Dekan FITK
2. Ketua Jurusan ybs.
3, Mahasiswa yang bersangkutan.
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Telp. : (62.21) 7443328,7401925, Fax. (6221) 7402982
a Nomar 9~, Ciputnt 15412, Indonesia Email: uinjkt@cabi.nol.id
Kepada Ylh.
Kepala SMK Muhammadiyah I
di
Parung
Tembusan:
1. Dekan FITK
2. Ketua Jurusan ybs.
3. Mahasiswa yang bersangkutan.
MAJELIS PENDIDlKAN DASAR DAN MENENGAH
PIMPINAN DAERAH MUHAMMADIYAH KAB. BOGOR
SMK MUHAMMADIYAH PARUNa-------
Alamat: JI. H. Mawi No. 292. Bojong Indah, Parung - Bogar Kode Pos 16330
Telp. (0251) 542137
SURAT KETERANGAN
NomOI' : II.A/2.b/Skt/088/2006
'ang bertanJa tangan dibawah ini Kepala Sekolah Menengah Kejuruan (SMK)
'luhammadi:'ah Parung, menerangkan bahwa :
lama :RA F I KA
'empat Tgl. Lahir : Sukabumi, 19 April 1982
enis Kelamill : Perempuan
JIM . 101014020853
Uamat : Ds. Bojong Indah Rt.05/02
Kee.Parung Kab.Bogar
~ahwa nalila tersebut diatas telah melaksanakan Riset dan Wawaneara di SMK
vluhammadiyah Parung sejak tanggal 10 Apl"i12006 sampai dengan 10 Mei 2006 dengan
udul Skripsi . Error Allalysis 011 Studellt Test Resault 011 Relative Prolloull.
)emikianlah Surat Keterngan ini kami buat dengan sebenarnya, agar dapat dipergunakan
;ebagaimana mestinya.