CHAPTER I

INTRODUCTION

This chapter explains several points which covers (1) background of the study, (2)

reason for choosing the topic, (3) research questions, (4) purpose of the study, (5)

significance of the study, (6) outline of the study.

1.1 Background of the Study

Communication isfirst human inventory. As human beings, they need to

communicate each other to deliver their purposes in life. People use itto interact

with surroundings in daily routine. In order to communicate each other, they need

language as a medium. Ramelan (1999:1) states that “man speaks language; he

uses language as means of communication with other people, as tool to express

his ideas and wishes. Thus, language is a tool for human beings in achieving their

needs as social creatures.

Recently, researchers suggest more than 200 million people

communicate in English. Therefore, English is known as one of the most popular

languages used by most people around the world. The general truth that English is

spoken and studied by many people around the world leads it to be an

international language. Thus, it makes a lot of countries integrate English as one

of the subjectsfrom the elementary school to university level.

Since English is foreign language, Indonesian students need to master to

able to use English as a communication medium. There are four basic skills in

learning English that should mastered by Indonesian student, they are speaking,

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writing, reading, and listening. Speaking and writing are productive skills while

listening and reading are receiving skills. Basically Indonesian students will find

difficulties when dealing in productive skill, for example in writing: putting

improper grammatical structure that will drive reader misunderstanding.

As mentioned before, writing is the most difficult language skills to be

learned. Usingappropriate grammatical structure is needed to make the meaning

of the sentence more accurate, clearly deliver and easy to understand. Moreover,

to create a good English written text needs many aspects to fulfill. We have to pay

attention to everything: audience, sentence structure, transition, choice of

example, and half dozen of other consideration.” As a result, applying good

knowledge on language writing components such as genre feature, text

development, diction, spelling, word order and punctuation is also key factor to be

a good writer.

However, language foreign learners often make an error on the use of

English grammatical structure. Due to first language grammatical structure

interference, Indonesian students tend to produce the grammatical error in all

English aspect. Thus, the writer want to examine a common errors made by 4th

semester of english university student in writing report texts. The purpose of

report text itself can be achieved when the writer is able to describe natural,

artificial and social things after getting careful observation, as stated in ‘Making

Sense of Functional Grammar’ by Gerot(1994:155), “to describe the way things

are, with reference to a range of natural, man-made and social phenomena in our

environment ”. In short, report text describes the way of certain things and
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frequently refer to phenomenon of nature, animal and scientific object. To

produce a good report text, the writer must aware on the use of structure of the

text, grammar, word diction and punctuation. Thus, the reader has the clear

information and factual condition about described things in general.

To talk about creating a good report text, Indonesian learners often have

issue facing the grammatical structure in written form. Douglas (1980:264) once

stated “In learning a language we must know the grammar rules for forming

correct sentence” means that comprehending target language grammar rules is a

must attained provision. Consequently, the possession of well grammar skill is

also one of many aspects that Indonesian English language learner should master.

By interviewing some students, the problems of writing were also found

in Genre Based Writing Class student. They said that creating a good writing text

is almost impossible for them. Most of the students were having difficulties in

explaining contents of their writing into good constructed sentences. Furthermore,

the language features and generic structure of the text confused them in the

process of writing. The common error that appear in student written text is the use

of tenses. In creating report text, simple present tense is the exact tense they

should put it on. They might have known the pattern of simple present tense, but

implementing it in a sentence is another one.

A student phrases a instant noodle, so he writes:

Instant noodle are dry food product made from dough.

The student has difficulty in putting the right to be as relating verb. Altough he

know the verb to be of present tense, he misplaces it. He should put is not are as
 4

relating verb. Hence we can draw a conclusion that the student made a verb tense

error.

From the example above, we can draw that English learners may form

many errors in writing process. Truthfully, the errors they make is natural in

learning process.Indeed, it is part of learning.. Corder, in Ellis and Barkhuizan (in

Adi Jaya Putra 2008;13), stated that “It means that errrors contain a lot of

information about which part of students Difficulties that are hard to produce

correctly.”

Focusing on errors made by the students will help not only the students

themselves but also the teacher to overcome the problem into a solution.

According to Ellis (1997:15), there are good reasons for focusing on errors, first

they are conspicuous feature of learner language, raising the important question of

“Why do learners make errors?” Second, it is useful for teachers to know what

errors learners make. Third, paradoxically, it is possible that making errors will

actually help learners to learn when they do self-correction to the errors they

make. It will be very useful for teacher to know what kind of errors that might be

produced by students. The teacher can give more attention in subjects that cause

the errors.

To analyze students’ grammatical errors in writing needs appropriate

method and approach. In this case, the researcher uses genre based approach as

studied subject. This reasearch is going to use a report text as student written

task.All the students were asked to create report text of their interest and should

meet the language features of the report text. It could be hand written text or typed
 5

text. After all, the main focus of this research is on the error of the grammatical

patterns made by the student. Those errors are classified into five categories of

errors.

Based on the explaination above, researcher would like to find common

errors which made by 4th semester English Education students In Genre Based

Writing class of English Department Academic Year 2013 Semarang State

University in writing report text.

1.2 Reasons for Choosing the Topic

Some reasons why the writer chooses the topic “A Grammatical Error Analysis of

Report Texts (A Case Study of 4th Semester English Education Students in Genre

Based Writing Class of English Department Academic Year 2013 Semarang State

University)” are:

a. Measuring students’ English mastering skill can be done by checking their

writing. The errors that they made indicating which grammatical aspects they

have not mastered yet.

b. Identifying grammatical errors aspect which made by 4th Semester English

Education Students in Genre Based Writing Class of English Department

Academic Year 2013 Semarang State University is researcher concern.

Although students of English Department have learned English since 1st

semester, they still make grammatical errors especially in writing.

c. The researcher wants to know causes students’ errors in writing report text.
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1.3 Research Questions

The problems in this research are stated as follows:

a. What kind of the grammatical errors that occur on writing report text on

4thSemester English Education Students in Genre Based Writing Class of

English Department Academic Year 2013 Semarang State University?

b. What are possible causes of errors made by 4thSemester English Education

Students in Genre Based Writing Class of English Department Academic

Year 2013 Semarang State University?

1.4 Purposes of the Research

The purposes of this study are stated as follows:

a. To find out kind of grammatical errors those occur on writing report text on

4th Semester English Education Students in Genre Based Writing Class of

English Department Academic Year 2013 Semarang State University.

b. To find out possible causes of errorson writing report text on 4th Semester

English Education Students in Genre Based Writing Class of English

Department Academic Year 2013 Semarang State University.

1.5 The Significance of the Research

After doing the research, the result of the study is expected to give the reader

thesefollowing advantages:

a. Theoretically, the findings of this study will give additional information about

the students’ errors in writing report.

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b. This research can motivate the student to improve their writing ability.

c. This research can be used as reference to other researches in writing error

analysis of university students, especially in study of grammatical error

analysis in wrriten production..

1.6 Outline of the Study

The writer orginizes the study as follows:

Chapter I covers general background of the study, reasons for choosing

topic, resesarch questions, purposes of the study, significances of the study, and

outline of the study.

Chapter II presents review of the previous studies, review of the

theoretical background and theorerical framework.

Chapter III discusses methos of Investigation. It consists of Research

Method, Subject of the Study, Data Sources, Research Intrument, Data Collection,

Method of Analyzing and Research Activity.

Chapter IV is the most important chapter in this research. It serves the

discussion of the research findings.

The last chapter, chapter V, draws the conclusion and sugestions

related to the findings.

 CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter consists of review of the previous study, review of the theoretical

study, and theoretical framework. It also presents several related literature

aboutreport text, and grammatical error analysis.

2.1 Review of the Previous Study

To support my study about grammatical error analysis, I take some studies

focused on errors analysis in writing.

Cahyaningrum (2011) conducted a research on errors analysison the use of

to be as auxiliary and linking verb in the students’ recount text (the case of the 8th

grade students of SMP N 19 Semarang). The objective of this study is to find out

errors students made in their writings, and to find out the causes of the errors. The

research used writing test as the instruments to assess the ability of the students in

expressing their competenceinapplyingto be as auxiliary and linking verb. The

result of the study showed that the most frequent errors occurred is on the use of

linking verb and mostly happened in the misinformation type. This study gives the

writer sources of how to analysis students’ errors in their written product.

Indrawati (2006)classified the students’ error made by second grade

students of SMU N 8 Semarang into two categories. Those were grammatical and

semantic errors. Moreover, Indrawati also foundspelling errors on the students’

written work. These errors could not be classified into one of the grammatical and

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semantic errors. It could happen when the students used their first language

asEnglish words. They also wrote some words based on the way they pronounce

it. The grammatical errors that she found in her research have similarity in the

writer research in the contexts type of errors.

Santoso (2011) conducted a research about the errors made by Semester

3 of English Department STAIN Surakarta. The aim of the research is to describe

and analyze writing errors made by the students. The research shows that there are

5 types of errors made by students, which are; error about the absence of ‘be’, an

error about the addition of ‘be’, error on the application of ‘be’, error about the

placement of ‘be’, and complex error in the using of ‘be’.

Mulyoko in 2014 conducted a research aboutgrammatical error analysis

of descriptive texts written by eight grade students of SMPN 3 Ungaran. The

result of Mulyoko’s research was there are 7 error categories made by 8 grade

students of SMPN 3 Ungaran. The errors he found are; errors in the production of

verb group, errors in the agreement between subject and verb, errors in the use of

article, errors in the use of preposition, errors in the pluralisation, errors in the use

of pronoun, and errors in the use of conjunction. Since Mulyoko worked on

descriptive text, it gives the writer a look of how to use same approach but in

different kind of text.

Kariadi (2008) in his final project analyze errors in using finite verbs in

recount text written by 8th grade students of SMP N 1 Semarang the academic

year of 2007/2008. The objectives are to identify the errors in using finite verb

and the dominant errors made by students. As a result, he found 107 finite errors
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made by students. The errors consist of 34 errors in omissions of finite, 9 errors in

additions, and 64 errors in misinformation.

One of similarities that the writer can draw to those previous studies is

we all use descriptive qualitative research. Besides, the writer would like to focus

on analyzing students’ errors in writing report text.The writer concerns on

findingany grammaticalerrors in students’ writings. The erorrs can be misused in

using prepositions; rules of simple present tense, mistyped, or any other possible

errors in student of English Department.

2.2 Review of the Theoretical Study

In this section, the writer would like to explore aboutreport text, grammar, errors

analysis, and causes of errors.

2.2.1 Report Text

Report is a text which presents information about something. It is as a result of

systematic observation and analysis. Mary and Kathy Anderson (1997; 1-3) state

there are two broad categories of text, those are:

(1) Literary texts are texts which explore and interpret human experience in such

a way as to evoke in the reader or listener a reflective, imaginative or emotional

response. Literary texts include narrative, dramatic, poetic texts, and many

combinations of these.

(2) Factual facts are texts which present information, ideas or opinions in such a

way as to inform. Enlighten or persuade the reader or listener. The main text types
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of this category are procedure, response, recount, explanation, discussion,

information report and procedure

In accordance with factual textwriting, Barker (2000:23) explains that

report text is a piece of writing which aims to describe something in a general

way. Often it is non-chronological and written in the present tense. This theory

implies that report text refers to kind of text that describes the information by

explaining the general information which is used to report the information.

Furthermore, it is kind of text which is written in chronological order and

constructed in present tense. Report text must include important information that

is considered to write as a report form. Moreover, Lehman ( 2011:76) defines that

the generic structures of report text are;

(1) Title, a title states a subject to be discussed,

(2) General identification or classification of subject, this part as an

introduction to the main discussion,

(3) Descriptions, the phenomena in whole paragraph are involved.

Based on the statements above, the writer can conclude that generic

structure of report text consists of two main points, they are; General

Classification, and Description.

2.2.2 Grammar

Since English grammar and Indonesian grammar are different, Indonesian

students have to master to able to use it. There are a lot of definitions

aboutgrammar. Chomsky in 1950 and 1960 as cited by Richard (1985:144) said:

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Knowing a language was equated with knowing the grammar of

thatlanguage. Grammatical competence was the knowledge underlying our
ability to produce and understand sentences in a language. We call upon our
grammatical performance to express meaning in ways that there are native
like in the target language.

An other expert says “grammar is as the description of the ways in which

words can change their forms and can be combined into sentences in that

language”(Sabatova2006: 10). Therefore, grammar is a part of language that

cannot be separated. Someone can be said mastering one language untill he is able

to put the grammar rule of that language. As I mentionedit before that every

language has its own grammar, Indonesian language surely has one. The

differences between English grammar andIndonesian grammars can be really

significant and can be found in syntax, phonemes, pronunciation, meaning,

grammar and tenses.

To mention the few, in English, we know about personal pronoun, such

as I, me, my, mine, myself. It is used based on its function in sentence, namely as

subject, object, possesive, or reflective. But in Bahasa Indonesia, there are no

differences about it. We use “Saya” in all part of sentence. Examples of this case

are:

1. Saya pergi ke sekolah = I go to the school

2. Kakak saya membuat secangkir kopi = My sister makes a cup of

coffee

3. Ini tas saya = It is mybag

4. Ini milik saya = It is mine

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Theother differences can be found in using singular and plural nouns. In

Indonesian language, we use repetitionof its singular word, namely in the nouns to

show the reader that the noun is more than one, i.e.“murid – murid” and “buku–

bukuitu”. When we use plural nouns in English, some of nouns only add s/es in

their singular such as in the words “students” and “the books”.

Based on the illustration above, the writer draws a conclusion that every

language comes with its grammar. This opinion is supported by Cook and Sutter

(1980). They said “Grammar is a written description of the rules by speaking and

writing. Therefore, learning English grammar cannot be avoided if one wants to

learn the language”. Since there are so complex and many differences of English

and Indonesia language, so in learning English, Indonesian students should really

understand its languages to use correctly and properly.

2.2.3 Error Analysis

Errors are considered to be the product of learning since they are involved in the

learning process. Moreover, Error is one of indicators that students still do not

understand on some parts of the language they’ve learnt.

The study of errors is called Error Analysis. James (1998:7) states that

error analysis is a methodology for dealing with data rather than a theory of

acquisition. To support this idea, Brown (1980:166) writes:

The fact that learners do make errors and that these errors can be
observed, analyzed, and classified to reveal something of the system
operating within the learner, led to a surge of learner’s error called error
analysis.
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Error analysis is a sequence of scientific steps, starting from collecting the data,

and ending by the evaluation of the data. According to Ellis and

Barkhuizen(2006), there are some steps to be followed to conduct an error

analysis, namely (1) Collection of a participant of learner language, (2)

Identification of errors, (3) Description of errors, (4) Explanation of errors, and

the last (5) Error evaluation.

From those explanations,itcan be concluded that error analysis is a

methodology for dealing with the datataken byconductinga test with the students

as the respondents.The data result can be observed, analyzed, and classified to

examine the error that learners made.

Through the error analysis, researcher expects to reveal the causes behind

the students’ errors in learning language. Ellis (1994:48) notes that analyzing

errors has three advantageous. First, they provided the teacher with information

about how much the learners had learned. Second, they provided the researcher

with the evidence of how language was learned. Eventually, they served as

devices by which the learner discovered the rules of the target language.

The use of error analysis is to show some problems faced by students. The

common errors made by students is translating first language into second

language. When students learn a foreign language, usually they tend to transfer

their first language habits of their native language. Relating to the error translation

made by students, Littlewood(1989) divides the causes of errors into two groups.

Firstly, they are errors because of transferring rules from the mother tongue or the

so-called inter lingual errors and secondly, errors which show that the learners are
 15

processing the second language in its own terms. Errors of this second type are

often called as intra lingual errors.

Although the errors made by students cannot always be easily identified

but the study of error anlysis helps the teacher and the students in the process of

learning. Through the study of error analysis, teacher can evaluate whether

students succeed in learning the language or not. Then, for the students

themselvesmaking errors may help them to get self-correct to the errors they

make.

2.2.3.1 Concept of Errors and Mistakes

In the process of learning language, a learner usually makes errors.In order to

analyze learner’s error in a proper prospective, it is important to distinguish the

difference between errors and mistakes.Ellis (1997: 17) inSecond Language

Acquisition distinguished between errors and mistakes. Ellis stated “Errors reflect

gaps in a learner’s knowledge; they occur because the learner does not know what

is correct.” While mistakes according to Ellis (1997:17) reflect occasional lapses

in performance; they occur because, in a particular instance, the learner is unable

to perform what he or she knows. To be able to use the correct form, learners have

to learn the material which they do not understand yet.

From the statements above it can be drawn that if learners make an

errorbecause of lack of knowledge. It represents a lack of competence, whereas

mistake occurs whenthey fail to perform their competence.

To distinguish errors and mistakes we must check the consistency of

learners’ performance. If they consistently substitute ‘go’ for ‘went’ this would
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indicate a lack of knowledge so it is called an error. However, if they sometimes

produce ‘go’ and sometimes ‘went’, this would suggest that they have knowledge

of the correct form and are just slipping up so it is called a mistake.

The another way is by asking learners to self-correct their deviant

utterances. If they success to do it, it is mistake. If they cannot correct the deviant

it is considered as error.

2.2.3.2 Types of Errors

In many cases, there are several types of errors made by Indonesian students in

writing.According toLinville (2009), it consists offive items, namely subject-verb

agreement, verb tense errors, singular/plural nounendingerrors,word-formerrors

and sentence structure error . Most students made errors in those items when they

write. These items mostly will impact the reader when they read the writing

product. In this sub-chapter, those types of errors that are possibly made by

Indonesian will be elaborate.

(1) Subject-Verb Agreement Errors

It occurs when the subject does not agree with the verb in person or number.

Example: He walk every morning.

Correction: He walks every morning.

Another Example: Every teenager knows how to choose clothes that flatters

her.

(2) Verb Tense Errors

It occurs when an incorrect time marker is used.

Example: I was working on my paper since 6:00 am.

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Correction: I have been working on my paper since 6:00 am.

Another Example: Even though this is my first day on the job, I have already

found out that there were some difficult people here.

(3) Singular/Plural Noun Ending Errors

It often occurs when there is confusion about which nouns are countable and

which aren’t.

Example: I have turned in all my homeworks this week.

Correction: I have turned in all my homework this week.

Another Example: I set up six more desk for the afternoon class.

(4) Word Form Errors

It occurs when the wrong part of speech is chosen.

Example: I’m happy to live in a democracy country.

Correction: I’m happy to live in a democratic country.

Another Example: I feel very confusing this morning.

(5) Sentence StructureErrors

It occurs when a word (often a to be verb) is left out; an extra word (often a

duplicate subject) is added;word order is incorrect; or clauses that don't

belong together are punctuated as one sentence.

Example: Although the result of the study was inconclusive.

Correction: Although the result of the study was inconclusive, the committee

decided to implement the policy

Another Example: If the result of the study confirmed the writer’s hypothesis.
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2.2.4 Causes of Errors

Many experts of error analysis classifiy the learners’ errors into two

catagories.Littlewood (1989) divides the causes of errors into two groups. Firstly,

they are errors because of transferring rules from the mother tongue or the so-

called inter lingual errors and secondly, errors which show that the learners are

processing the second language in its own terms. Errors of this second type are

often called as intra lingual errors.

According to Touchie (1986: 77), “Errors are generally divided into two

categories. The first category is interference from the native language which is

called as interlingual errors, while the second category can be attributed to

intralingual.” Based on those theories about errors categories, there are two kinds

of errors. The first one emerges from the native language itself (interlingual) and

the second comes from the target language (intralingual). The theory will be

explained below.

2.2.4.1 Interlingual Errors

The native language of learners plays a significant role in learning a second

language. Errors due to the influence of the native language are called interlingual

errors. These kinds of errors are influenced by the native languages which

interfere with target language learning.There are interlingual errors when the

learner's L1 habits (patterns, systems or rules) interfere or prevent him/her, to

some extent, from acquiring the rules and patterns of a second language.As stated

by Brown (1980: 160), most of the learner’serrors in the secondlanguage result

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primarily from the learner’s assumption that the second language forms are

similar to the native language.

To talk about the interfere of native language to Indonesian students, it

needs the knowledge of Indonesian culture. It is known that culture is one of

aspect that shapes language. Different languages will create different limitations,

therefore a people who share a culture but speak different languages, will have

different world views. Still, language is rooted in culture and culture is reflected

and passed on by language from one generation to the next. From this, one can see

that learning a new language involves the learning of a new culture.

Consequently, teachers of a language are also teachers of culture (Byram

1989). Language teachers must instruct their students on the cultural background

of language usage, choose culturally appropriate teaching styles, and explore

culturally based linguistic differences to promote understanding instead of

misconceptions or prejudices, we call it as errors.

The errors due to the aspect of culture in Indonesian students mostly come

in form of grammatical errors. The most distinguish deference between Bahasa

Indonesia as native language of Indonesian student with English is the presence of

copula in English. Copula is a word used to link the subject of a sentence with

a predicate, such as the word is in the sentence "The sky is blue." In many

languages the principal copula is a verb, such as English to be (Stassen 1997).

However, Bahasa Indonesia knows no copula, that’s why Bahasa Indonesia is

called as zero copula language. This state tends to confuse Indonesia students.

Hence, they usually produce errors in creating English sentences which requires to
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be as linking verb. For example, when Indonesian students are asked to write Budi

murid yang pandai in English they write “Budi clever student.” It is clearly seen

that Indonesian students made a grammatical error by dropping the linking verb.

They should write “Budi is clever students.” Whereas the word isconsiders as

linking verb. This is one example of interlingual error made by students.

2.2.4.2 Intralingual Errors

Intralingualinterference occurs during the learning process of the second language

at a stage when the learners have not really acquired the knowledge. According to

Richards (1976) they are "items produced by the learner which reflect not the

structure of the mother tongue, but generalizations based on partial exposure to

the target language. The learner in this case, tries to "drive the rules behind the

data to which he/ she has been exposed, and may develop hypotheses that

correspond neither to the mother tongue nor to the target language." Therefore the

process study of the target language is very important.

Intralingual and developmental errors are due to the difficulty of the

second/target language.Hanna, Y. T. (1986).Second Language Learning Errors

Their Types, Causes, and Treatment.JALT JournaL Volume 8, No. I. 77.States that

intralingual and developmental factors include the following:

(1) Simplification: Learners often choose simple forms and constructions instead

of more complex ones. An example of simplification might involve the use of

simple present instead of the present perfect continuous.

(2) Overgeneralization: This is the use of one form or construction in one context

and extending its application to other contexts where it should not apply.
 21

Examples of overgeneralization include the use of corned and goes as the past

tense forms of come and go and the omission of the third person singular s.

(3) Hypercorrection: Sometimes the zealous efforts of teachers in correcting their

students' errors induce the students to make errors in otherwise correct forms.

Stenson (1978) calls this type of error "induced errors." For example, the

teacher's insistence that Indonesian ESL learners produce the phoneme IpI

correctly prompts them to always produce IpI where the phoneme Ibl is

required. Thus learners say pird and pattie instead of bird and battle.

(4) Faulty teaching: Sometimes it happens that learners' errors are teacher-

induced ones, i.e., caused by the teacher, teaching materials, or the order of

presentation. This factor is closely related to hypercorrection above. Also, it

is interesting to note that some teachers are even influenced by their pupils'

errors in the course of long teaching.

(5) Fossilization: Some errors, especially errors in pronunciation, persist for long

periods and become quite difficult to get rid of. Examples of fossilized errors

in ESL learners are the lack of distinction between IpI and Ibl in English and

the insertion of the presumptive pronoun in English relative clauses produced

by these learners.

(6) Avoidance: Some syntactic structures are difficult to produce by some

learners. Consequently, these learners avoid these structures and use instead

simpler structures. Some ESL learners avoid the passive voice and some

learners avoid relativization in English.

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(7) Inadequate learning: is mainly caused by ignorance of rule restrictions or

under differentiation and incomplete learning. An example is omission of the

third person singular s as in: He want.

2.3 Theoretical Framework

The theoretical review presented in the previous subchapter assumes that students

have some problems in writing report text. As we know, the major problem in

writing is the tendency of creating errors. Those errors made by learners will help

us to breakdown the problem of English Learner and create a tool to overcome it.

In this research, I will investigate what kind of grammatical errors made by

student of 4th semester of English Department in writing report text.

In conducting this research, I will use a written test to collect the data of

the errors made. The design will be illustrated in following diagram:

Students' Works

Error Analysis

Types of Errors Possible Causes of Errors

1. Interlingual Errors
1.Subject Verb Agreement 2. Intralingual Errors
Errors a. Simplification
2. Verb Tense Errors b. Overgeneralization
3. Verb Form errors Results of the Study c.Hypercorrection
4. Singular/Plural Noun Endings d. Faulty teaching
Errors e. Fossilization
5. Word Form Errors f. Avoidance
g. Inedaquate Learning
Percentage of Errors Interpretation of Data

Figure 2.1 the Scheme of Steps of the Research

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The diagram explains the way to conduct the research. It is started by

collecting the data. Then, the researcher analyses and classifies the data. They are

classified into 6 types of errors, namely subject-verb agreement, verb tense errors,

verb form errors, singular/pluralnounendingerrors,wordformerrors and sentence

structure errors. Most students made errors in those items when they write

descriptive. The data that have been classified will be calculated to get the

percentage of each error. Next step is the interpretation of data. Here the

researcher will explain each type of errors made. Supporting the explanation, the

researcher will present some real examples of errors made by students. The result

of researchwill elaboratethe causes of errors. They are divided into two,

Interlingual errors and Intralingual errors covered Subject verb Agreement Errors,

Verbs Tense Errors, Verb Form Errors, Singular/Plural Noun Endings Errors,

Word Form Errors.

 CHAPTER III

METHODS OF INVESTIGATION

This chapter deals with the research methodologies. It consists of six sub-

chapters. They are (1) research design, (2) setting and participant, (3) role of the

researcher, (4) type of data, (5) instrument for collecting data, (6) procedures of

analysing data, and (7) technique of reporting data.

3.1 Research Design

This research is designed as descriptive qualitative research. It involves gathering

data that describe events and then organizes, tabulates, depicts, and describes the

data collection. The descriptive qualitative research offers depth contextualized

quality of qualitative research and compelling predictive power of quantitative

research. This research is a case study which focuses on a particular phenomenon

or situation. What is meant by particular phenomenon or situation in this research

is written production made by the subject of the study. In this case, the situation is

kind of errors that might appear in students’ writing text. Those errors are main

subject of this research.

The researcher observes the students’ errors in writing English report text

by checking grammatical errors made by the subject of the study in their writings.

Research instrument employed in this study was written test. In order to acquire

the data needed, students had to write report texts about their interest. The text

could be in hand written or in typed text.

24
 25

3.2 Setting and Participants

This study was conducted at genre based writting class of English Department of

Semarang State University in academic year 2013. There are total 5 classes of

Genre-based Writing in which there are 25-30 students for each class. Thus the

total number of the students is 165.

In conducting the research, the writer selected participants to ease the

research. According to Best (1981: 8) “a participant is a small proportion selected

for observation and analysis.” In other word, participant is the source of the data

in the research where the data can be obtained. The researcher, therefore, chose

class 303 of Genre-based Writing as the setting in this research. The research

setting refers to the place where the data are collected. The research setting can be

seen as the physical, social, and cultural site in which the researcher conducts the

study in which research is carried out. Moreover, the reason for choosing them to

be the subject of the research is that because they have been taught report text and

learnt language feature of report text.

3.3 Role of the Researcher

In this research,the writer was the data collector. Therefore,the writer collected

the data from the Genre-based Writing class as the participants of the study. In the

process of preparation for collecting the data, the writer decided report text as the

genre of the text that would be written by students and let them freely chose the

topic to write. To make it easy to be analysed, the writer compiled the data on the
 26

table. Then, the collected data were analyzed and classified into 5 groups of

errors. Analyzing the data will help the writer to find out the errors of the texts

and its causes. Lastly, the writer calculated the classified errors to get the

percentage of frequent errors made by students.

3.4 Types of Data

Data are plain facts. When data are processed, organized, structured or presented

in a given context so as to make them useful, they are called information. It is

information obtained during the course of an investigation or process of study. In

addition, research data that is collected, observed, or created, for purposes

ofanalysis to produce original research results. According to

http://www.socialresearchmethods.net/kb/datatype.php, data are divided into two,

qualitative data and quantitavie data.Qualitative and quantitative data are

intimately related to each other. All quantitative data is based upon qualitative

judgments, and all qualitative data can be described and manipulated numerically.

In this research, qualitative data is applied to find out possible causes of

errors and kind of grammatical errors that occur on writing report text. The

qualitative data in this research are in the form of report texts written by 4th

Semester English Education Students in Genre Based Writing Class of English

Department Academic Year 2013 Semarang State University. There are total26

texts of writings. Another data is quantitative data. Quantitative data in this

research are the total number of errors which were found in the descriptive texts

written by students and also statistical calculation of the errors.

 27

3.5 Instrument for Collecting Data

Instrument has an important role in collecting the data. Arikunto (2006:150-8)

explains that there are 6 types of instruments. They are test, questionnaire,

interview, observation, rating scale, and documentation. Further, Instrument is

equipment for collecting the data. According to Saleh (2001, 9:31), the word

instrument refers to research tools for data collecting.

In this research, I use the written test to collect the data. The students will

be asked to write report texts which consists at least ten sentences for each text.

They freely choose the topic of their writings in a worksheet.

3.6 Procedures of Analyzing Data

Once the data are gathered, the data are examined closely to find out what errors

made by students and then classified the errors into five categories. The researcher

could conclude the causes of errors made by students by analysing and classifying

the errors.

The researcher uses qualitative and quantitative method while doing the

analysis. The combained method is a tool for analysing and classifying the errors,

so we could conclude the causes of errors made by students. There are five steps

in analyzing the data to describe the factual condition of the object.

Here are some steps to analyse the data:

(1) Collection of a participant of learner language,

Deciding what participants of learner language to use for the analysis and how

to collect these participants

 28

(2) Identification of errors,

Studying the acquired data and finding out the errors by underlying the errors

in the written test produced by students.

(3) Description of errors,

Describing the errors that have been found by classifying errors made by

participant; they are subject-verb agreement, verb tense errors, verb form

errors, singular/pluralnounendingerrors, wordformerrors.

(4) Explanation of errors,

Explaining the errors by establishing the source of the errors and calculating

how often the errors appear. In this step, the writer calculated the errors to

know the frequency of errors made by4th Semester English Education

Students in Genre Based Writing Class of English Department Academic Year

2013 Semarang State University. In order to get the percentage of the

frequency of errors, the writer employed the following formula;

n1 ×100%
P=
∑N

In which:

P : Percentage of each error

n1 : Total of the given error

∑N : Total of whole errors

(Sukestiyarno and Wardono, 2009)

 29

The researcheris able to identify the most frequently errors and the least

frequently errors made by students in their writing production by calculating the

frequency of each error.

(5) Error evaluation.

There are two steps in evaluating the errors. The first step istabelizing the

errors and second step is drawing conclusion. The writer tabelized the result of

the analysis once after the errors are calculated and arranged.The use of

tabelizingin error evaluationis to ease the identification of the percentage of

error. The last step is drawing conclusion. In this step, the researcher has to

make a valid conclusion of the analysis which consists of a brief description of

the errors.

3.7 Procedures of Reporting the Results

All the result of the research would be reported in a form of journal, quantitative

data and further explanations in qualitative data. To state it clearly all the results

are reported in the form of calculation, description and interpretation. To know the

composition of grammatical errorsmade by student, the data is calculated by

covering5 classifications of errors; they are subject-verb agreement, verb tense

errors, verb form errors, singular/pluralnounendingerrors,wordformerrors. Each of

them is reported in the form of percentage number.

Further, the table will be used to make iteasy for the researcher and

reader in getting the authentic information of the research result. The table is in

the form of percentage of each error.Moreover, the research results are also
 30

reported in the form of description. The real examples which are taken from the

students writing are provided in each classification of explained errors. The last,

interpretation of the research results will bring the conclusion of what influence

students and cause them to make errors in the production of their writings. Due to

intralingual errors theory byHanna, Y. T. (1986), there are eight categories of

possible causes of errors, they are; simplification,overgeneralization,

hypercorrection, faulty teaching, fossilization, avoidance, inadequate

learning,false concepts hypothesized.

 CHAPTER IV

RESULTS OF THE STUDY

This chapter deals with the research results. It consists of two sub-chapters, (1)

finding of the analysis and (2) discussion of the analysis.

4.1 Finding of the Analysis

This chapter describes the result of data analysis, which is expected to be the

answer of problems in this research. This analysis will answer the question of

grammatical errors aspect which made by fourthsemester of English Education

Students in Genre Based Writing Class of English Department.

Based on the analysis, there are five errors found in the data. Those are subject-

verb agreement errors, verb tense errors, singular or plural noun ending errors,

word form errors, and sentence structure errors. The findings can be seen as

follows.

Table 4.1Number of Students’ Errors

NO Types Of Errors Number of Errors
1. Subject Verb Agreement Errors 43
2. Verb Tense Errors 24
3. Singular/Plural Noun Ending Errors 19
4. Sentence StructureErrors 7
5. Word Form Errors 5
Total 98
From the table above, it can be seen that there are 98 grammatical errors

found in the data. The subject verb agreement errors have the highest number with

43 errors. It happens because the students mostly hard to differentiate the

31
 32

countable and uncountable noun; so the verbs are not suitable with the subject.

The verb tense errorsbecome the second with 24 errors. Then, singular/plural

noun Ending Errors is the third. It has 19errors. Next, the fourth is structure

sentence errors with 7 errors. The last isword formerrors with 5 errors. It becomes

the least number of errors because the students sometimes make errors in using

passive voice.In order to calculate the percentage of each error category, the

researcher employed the following formula:

n1 ×100%
P= ∑N

In which:

P : Percentage of each error

n1 : Total of the given error

∑N : Total of whole errors

(Sukestiyarno and Wardono, 2009)

The formula above was applied to know the frequency of each error. Therefore, it

led the researcher to find what the most and the least frequent errors made by

students.

To ease the identification of the percentage of errors, the following table

presents the results of the calculation above. The table is as follow:

Table 4.2 Frequency of Errors

No. Type of errors Total of each errors Percentage
1. Subject Verb Agreement Errors 43 43.87%
2. Verb Tense Errors 24 24.49%
3. Singular/Plural Noun Ending Errors 19 19.39%
4. Sentence StructureErrors 7 7.14%
5. Word Form Errors 5 5.1%
Total 98 100 %
 33

It shows in the table that almost 39.81% errors made by student is subject

verb agreement errors. The second most frequent errors are in the verb tense

errors with 25%. The next is the errors in the singular/plural noun ending errors

with total of 18.2% of the whole errors. Errors in the word form takes the fourth

place with 16.6 % of the whole errors. Then, the fifth place belongs to errors in

the sentence structure which is equal to 4.63%.

4.2 Discussion of the Analysis

The analysis is used to answer the statement of the problem in chapter I. First, it is

to find out kind of grammatical errors that occur on writing report text on 4th

Semester English Education Students in Genre Based Writing Class of English

Department Academic Year 2013 Semarang State University. Second, it is to

analysepossible causes of errorson writing report text on 4th Semester English

Education Students in Genre Based Writing Class of English Department

Academic Year 2013 Semarang State University. Further explanation can be seen

as follows.

4.2.1 Subject Verb Agreement

In the data, there are 43 errors which are categorized as subject verb agreement

found in the data. As stated in Chapter II, agreement between subject and verb is

influenced by the subject of a sentence. A verb must agree with its subject in

number (singular and plural) and in person (first, second, or third). When subject

and verb are correctly matched, it can be said that they are grammatically agree.

Having no competence in identifying the subject of a sentence whether the subject

 34

is singular or plural will cause students to make errors in the production of verb.

Below are some illustrations of subject verb agreement errors:

Excerpt 1:

Student 1

Error Sentence Constructed Sentence

Instant noodles are dry food products Instant noodleis dry food product made
made from dough of flour or other flour from dough of flour or other flour as
as the main ingredient with or without the main ingredient with or without an
an addition of other materials. addition of other materials.

From the excerpt 1 above, it is seen that the student makes an error in the

verb. The sentence is “Instant noodles are dry food products made from dough of

flour or other flour as the main ingredient with or without an addition of other

materials.” The subject is ‘instant noodles’. Furthermore, ‘instant noodles’ is

categorized uncountable noun because it cannot be counted. The sentence should

be “Instant noodles is dry food products made from dough of flour or other flour

as the main ingredient with or without an addition of other materials.” So, the to

be ‘are’ should be changing into‘s’. However, the subject can be plural if the

student gives a container such as ‘two packs of instant noodles’. As the result, this

error is categorized as subject verb agreement error.

Based on the explanation it can be concluded that the reason of the

student’s error is because the student directly translated the sentence without

giving any concern to the subject and the predicate of the sentence. So, student 1

did not put the correct pattern in the sentence. In the end, the subject and the verb

as the predicator are not synchronized. Furthermore, the researcher considers this
 35

error happens due to interlingual error. Student 1 doesn’t know about countable

and uncountable error which doesn’t exist in his native language.

Excerpt 2:

Student 3

Error Sentence Constructed Sentence

There is over 100 species. There are over 100 species.

The example above shows that there is a subject verb agreement error in

the student 3’s writing. The sentence is “There is over 100 species.” Moreover,

the word ‘is’ is categorized asto singular word. However, the verb should be in

plural form. It happens because the subject ‘there’ is categorized as the plural

noun since the object of the sentence is plural noun. The sentence should be

“There are over 100 species.” Based on thatreason, this is categorized as the

subject agreement verb error. Moreover, there is a reason why the student 3 does

error in writing because s/he directly translated from Bahasa Indonesia into

English language without giving consideration into the verb that becomes the

predicator.

The word there in Bahasa Indonesia isn’t singular or plural form. It

made student 3 was failing to put the right to be as relating verb in the sentence.

As the result, the subject and the verb are not synchronized. Student 3

overgeneralizes the meaning of therewithout considering the amount of the

subject. Consequently student 3 produced an error which was caused by

intralingual error as stated by Hanna (1986).

 36

Excerpt 3:

Student 5

Error Sentence Constructed Sentence

A bee colony consistof one queen, a lot
of worker bees and some drones,
stingless male bee in a colony of social
bees (especially honey bee) whose sole
function is to mate with the queen.
A bee colony consists of one queen, a
lot of worker bees and some drones,
stingless male bee in a colony of social
bees (especially honey bee) whose sole
function is to mate with the queen.

The next example is found in the writing of the student 5. Here, it is seen

that the error sentence is “A bee colony consistof one queen, a lot of worker bees

and some drones, stingless male bee in a colony of social bees (especially honey

bee) whose sole function is to mate with the queen.” From the sentence, it is

clearly seen that the subject is a singular noun. It is indicated by the using of

article a- that is only followed by the singular noun. However, the student 5

creates an error by not using singular verb. It means that the verb ‘consist’ should

become ‘consists’. As the result, this error is categorized as subject verb

agreement error. Furthermore, the cause of this error is because student 5’s mother

tongue is not English. So, it influences the student’s writing. This interfere by

mother language is called interlingual error.

Excerpt 4:

Student 7

Error Sentence Constructed Sentence

After so many years, smartphone not After so many years, smartphone not
only provide us with simple cell phone only provides us with simple cell phone
tasks but also give us more choice in tasks but also gives us more choice in
using its features. using its features.
 37

The next example can be seen in the sentence, “After so many years,

smartphone not only provide us with simple cell phone tasks but also give us more

choice in using its features.” Here, the student tries to explain about smartphone

and its development. From the sentence, it is clearly seen that the subject of the

‘sentence is a singular noun that is ‘smartphone’. However, the student as the

writer does not use singular verb for the sentence. The verb ‘provide’ and ‘give’

should be used for the plural noun. The verb should be ‘provides’ and ‘gives’.

Based on that reason, the student’s writing has a grammatical error that is subject

verb-agreement.

Moreover, the researcher tries to find out the cause of that error. It can be

the student is miswriting because the other sentences of the text use the

appropriate verb or the subject verb agreement is followed the rule of English

tense. This conclusion comes after the researcher finds that in the next sentences,

the writer are able to create correct sentences using the verb ‘provides’. Though

this is count as mistyping error, the researcher considers it as errors causes by

interlingual error since Bahasa Indonesia as student’s first language doesn’t

recognize extra suffix s/es for related verb.

Excerpt 5:

Student 9

Error Sentence Constructed Sentence

Most of the days is spent by feeding, Most the days are spent by feeding,
resting and travelling. resting and travelling.
 38

The next example is seen in the table above. Here, the student tries to

explain about the most orang utan’s activities. The error sentence is “Most of the

days is spent by feeding, resting and travelling.” The bold underlined word is an

error found in the data. It is categorized as subject verb agreement. It is happened

because the student is wrong in using the ‘to be’. Actually, the student wants to

use passive voice. The passive voice form in that sentence is correct, but the

student does not use an appropriate ‘to be’. The passive form ‘is spent’ should be

‘are spent’ since the subject of the sentence is the plural form.

Furthermore, the researcher tries to find out the cause of this error. It

happens because the student directly translates the sentence from Bahasa

Indonesia to English language. In fact, in Bahasa Indonesia, the passive form of

the singular and plural noun is not influenced by the verb. In addition, the passive

voice can be made by just putting prefix di-. On the other hand, in English the rule

of making passive voice is by using to be + V3. The use of ‘to be’ depends on the

subject of the sentence. So, the explanation above shows the cause of the error

which is interlingual error as explained in by Brown (1980:160).

Excerpt 6:

Student 11

Error Sentence Constructed Sentence

And the most bad disease of liver is
cancer, because liver absorb all “bad
things” from blood, so it can
accidentally absorb cancer and grow in
the liver.
And the most bad disease of liver is
cancer, because liver absorbs all “bad
things” from blood, so it can
accidentally absorbs cancer and grows
in the liver.
 39

From the excerpt 6 above, it is seen that there is an error. Here, the word

‘absorb’ and ‘grow’are categorized as subject verb agreement errors. It happens

because the student does not use a right verb for singular noun. Furthermore, the

word ‘liver’ means an organ of human and it is only one. However, the student

does not put sufix –s to show that the verb is for singular noun. So, the sentence

“And the most bad disease of liver is cancer, because liver absorb all “bad things”

from blood, so it can accidentally absorb cancer and grow in the liver” should

become “And the most bad disease of liver is cancer, because liver absorbs all

“bad things” from blood, so it can accidentally absorbs cancer and grows in the

liver.”

Then, the researcher finds the cause of the error. It is because the student

does not know the rule of the simple present tense. He does not aware of the verb

for simple tense. Besides, when the student tries to translate the sentence from

English language to Bahasa Indonesia, the meaning is as similar as the sentence

that he made. So, the student thinks that his sentence is already correct. This

assumption by student is categorized as Inadequate learning error.

Excerpt 7:

Student 13

Error Sentence Constructed Sentence

If the outfield player touch the ball If the outfield player touches the ball
with their hands, it will be a handball with their hands, it will be a handball
foul. foul.
 40

The next example can be seen in the table above. There is an error found

in the data. The Error sentence is “If the outfield player touch the ball with their

hands, it will be a handball foul.” The word ‘touch’ is included in the subject verb

agreement error. It happens because the subject of the sentence is singular but the

verb as the predicator does not use the singular verb by adding sufix -es. The

sentence can be constructed into “If the outfield player touches the ball with their

hands, it will be a handball foul.”Moreover, the researcher finds the cause of the

student does the error. It happens because the student is mistyping. It is proven by

seeing the other sentences in the text. They used correct verbs related with the

subject. Consequently, the researcher considers it as errors causes by interlingual

error. Though student 13 knows the rule of simple present tense, but sometimes

s/he are mistyping it because the addition of suffix –s/es doesn’t exist in student

13’s native language.

Excerpt 8:

Student 20

Error Sentence Constructed Sentence

It is celebrated through families and It is celebrated through families and

friends gathering to eat and give good friends gathering to eat and gives good
luck. luck.

The example above shows that there is a grammatical error found in the

sentence. It is the sentence‘It is celebrated through families and friends gathering

to eat and give good luck’. Moreover, the error is categorized as the subject verb

agreement. In addition, this error happens because the student does not use

singular verb. From the sentence, it is clearly seen that the subject is ‘it’. It is
 41

obviously a singular noun.Based on the language feature of report, the student

must use simple present tense; so, the infinitive verb must be added with suffix -

s/-es. As the result, the sentence should become “It is celebrated through families

and friends gathering to eat and gives good luck.”

Moreover, the student does the error because she is not careful in recheck

the sentence. Besides, she also directly translated the sentence from Bahasa

Indonesia into English language; so, the verb has actually similar meaning but the

structure is not correct. This is considered as overgeneralization cause of error.

The error of extending one context to other where it should not apply.

Excerpt 9:

Student 23

Error Sentence Constructed Sentence

Meanwhile, KucingKampung which Meanwhile, KucingKampung which

are from Indonesia usually live only are from Indonesia usually lives only
between 2 until 5 years. between 2 until 5 years.

The last example is seen above. From the sentence, “Meanwhile,

KucingKampung which are from Indonesia usually live only between 2 until 5

years”, are found two errors in verb. First is the verb ‘are’ and second is the verb

‘live’. Basically, both verbs have similar subject that is ‘KucingKampung’. Here,

the subject is singular because even it used Bahasa Indonesia, but the form of the

noun is also singular in Bahasa Indonesia. As the result, as the writer, the student

must use singular verb since noun is singular too. So, the correct sentence should
 42

be “Meanwhile, KucingKampung which are from Indonesia usually lives only

between 2 until 5 years.”

Then, the researcher tries to identify the cause of the error. It happens

because the writer has similar problem with the previous students that she directly

translated Bahasa Indonesia into English. Then, she denied the rules of simple

tense because in dictionary the word is always in infinitive form. So, the suffix –s

as the singular verb marker and to be ‘is’ not in the singular form. This is also

considered as overgeneralization since student 23 knows the rule of present tense

but fail to perform it correctly due to overgeneralize the meaning of his sentence.

4.2.2 Verb Tense Errors

There are 24errorsare identified as the tense errors. It occurs when an

incorrect time marker is used. Some of explanations as follow:

Excerpt 10:

Student 2

Error Sentence Constructed Sentence

It is built on an archipelago of 117 It was built on an archipelago of 117
island formed by about 150 canals in a island formed by about 150 canals in a
shallow lagoon since a hundred years shallow lagoon since a hundred years
ago. ago.

The example of the verb tense error is seen in the excerpt 10. It is seen

that the Error sentence is “It is built on an archipelago of 117 island formed by

about 150 canals in a shallow lagoon since a hundred years ago.” However, it

should be revised as “It was built on an archipelago of 117 island formed by about
 43

150 canals in a shallow lagoon since a hundred years ago.” Here, it is clearly seen

that the passive voice of the sentence must be in the past form since there is a time

maker ‘a hundred years ago’. It means that the event happened in the past. As the

role of the passive voice that past tense’s pattern is ‘to be (was/were) + V3’. In the

end, that sentence is included into verb tense error.

Furthermore, the cause of that error is because the student is avoided the

time marker. The student is too focusing in language feature of the report; so, s/he

thinks that it always uses present tense. So, it creates an error in her sentence. This

is called as avoidance as stated by Hanna (1986).

Excerpt 11:

Student 9

Error Sentence Constructed Sentence

They start the day feeding for 2-3 hours They are starting the day feeding for 2-
in the morning. 3 hours in the morning.

The excerpt 11 shows that there is a verb tense error. The sentence is

“They start the day feeding for 2-3 hours in the morning.” This shows that the

student is not aware in the time marker. The adverb of time, ‘in the morning’, is to

indicate present continuous tense or present progressive. So, the sentence should

be “They are starting the day feeding for 2-3 hours in the morning.” The sentence

should not use present tense because it does not show a schedule of the turtle but

it shows the turtle activity during the morning in 2-3 hours. In the end, this

sentence is included into the verb tense error.Moreover, the researcher finds the

cause of the error. It appears because the student could not differentiate the adverb
 44

of time. She is confused to recognize the time maker, as the result she is failed to

use a correct verb. This is error shows that student 9 performed simplification of

the text by using present tense which is simpler than present continuous tense

though there is time marker of duration of activities.

Excerpt 12:

Student 23

Error Sentence Constructed Sentence

Then they opened the eyes when they Then they opened the eyes when they
have aged 8 – 10 days. had aged 8 – 10 days.

In this time the student tells about a cat. In paragraph two, he explains

about the condition of the cat when it was born. The first sentence uses past tense

because the adverb of time is when the cats were born. However, the next

sentence as in the table above has inconsistent of the use of the tense. The Error

sentence is “Then they opened the eyes when they have aged 8 – 10 days.” It

should become “Then they opened the eyes when they had aged 8 – 10 days.”The

reason is because there are two clauses in a sentence. Then, the first clause uses

simple past tense. As the result, the second clause must be parallel. So, it should

be use the past perfect tense not the present perfect. However, it gives different

the time of the event. The adverb of time also has shown that the time is in the

past. Moreover, the cause of this error is the student is not aware in the time

marker. In the end, it creates inconsistency of the student as the writer. The

parallel sentences have been categorized as grammar rule. Hence, this error is

caused by inadequate learning, student 23 shows his incomplete learning.

 45

Excerpt 13:

Student 26

Error Sentence Constructed Sentence

She is produces 2-3 liters/year. She produces 2-3 liters/year.

The last example is written by student 26. From the table above, it is

found that there is an error. The sentence “She is produces 2-3 liters/year” should

be “She produces 2-3 liters/year.” Here, the student puts two verbs in the

sentence. Since the sentence must apply present verb. So, the sentence is the verb

tense error. She wanted to use a verb but she uses two verbs.

However, the error is mistyping because it didn’t find in another

sentence. Though the error above is mistyping, the researcher still categorizes it as

interlingual error that is error due to the influence of native language. It is clearly

seen that student 26 doesn’t know the use of to be and verb as relating verb in

habit that might causes the error.

4.2.3 Singular or Plural Noun Ending Errors

There are 19 errors recognized as singular or plural noun ending errors. Often

occurs when there is confusion about which nouns are countable and which are

not.Some of the explanations are seen below.

Excerpt 14:

Student 6

Error Sentence Constructed Sentence

Turtlehave some types. Turtleshavesome types.

 46

One example of singular or plural noun ending errors is shown in excerpt

14. From the example above, it is seen that there is anerror, ‘turtle’ in the error

sentence. It is categorized as singular or plural noun ending errors because the

writer does not put any suffix –s as the plural marker. The noun ‘turtle’ should be

‘turtles’; so. The other identification is the cause of the error. The researcher finds

that the error is caused by mistyping. So, the writer does not type the morpheme –

s in the sentence.

Excerpt 15:

Student 11

Error Sentence Constructed Sentence

The function of liver are to turns The functions of liver are to turns
protein and fat into glucose, and spread protein and fat into glucose, and spread
the glucose to the blood when it the glucose to the blood when it
glucose less (when we not eat yet). glucose less (when we not eat yet).

According t excerpt 15, it is found that the student’s sentence is singular

or plural noun ending errors. The word in the bold shows that the subject in the

noun should be in the plural form because based on the sentence that the function

is more than one. So, the sentence “The function of liver are to turns protein and

fat into glucose, and spread the glucose to the blood when it glucose less (when

we not eat yet)” should become “The functions of liver are to turns protein and

fat into glucose, and spread the glucose to the blood when it glucose less (when

we not eat yet).” Because of the missing morpheme –s, the error is categorized as

singular or plural noun ending. Furthermore, the student’s has a reason why she

does the error because she mistypes.

 47

Excerpt 16:

Student 12

Error Sentence Constructed Sentence

Sandals is different with shoes. Sandal is different with shoes.

According to excerpt 16 above, it is found that the student makes an error

in his sentence. It is categorized as singular or plural noun ending errors. In fact,

the noun ‘sandals’ is always in the plural form because ‘sandals’ are always in

pair. The word ‘sandals’ can become singular by adding ‘a pair of’. However, if

the student wants to make ‘sandal’ as the singular word, she must change the

sentence into “Sandal is different with shoes.” On the other hand, the cause of the

error is the student does not know if sandals are always pairing.

Those three excerpt before is mainly caused by interlingual errors. The

native language of students which is Bahasa Indonesia prevents them to perform

the rules and patterns of English, in this case is plural and singular form. Bahasa

Indonesia doesn’t recognize singular and plural noun form, whereas English

recognize it as one of their culture as one of language aspects. This leads the

theory of Byram(1989), that teachers of a language should teach culture of target

language.

4.2.4 Structure Sentence Errors

The next error is structure sentence errors. It is 7 errors found in the data. The

structure sentence errors occur when a word (often a ‘to be’ verb) is left out; an
 48

extra word (often a duplicate subject) is added;word order is incorrect; or clauses

that do not belong together are punctuated as one sentence. Some explanations are

seen below.

Excerpt 19:

Student 13

Error Sentence Constructed Sentence

It held on every four years. It is held on every four years.

From the excerpt 19 above, it is seen that the student does a structure

error. It happens because the student omits ‘to be’ as the passive voice marker.

The Error sentence “It held on every four years” should be “It is held on every

four years.”The researcher can classify the errors in sentence pattern as the errors

in omission because the student sometimes forgets to put the subject or the verb

whereas it is very important in making a sentence. This error is caused by

interlingual error due to the native language of the learner. Student 13 dropped to

be as related verb in passive form due to the absence of relating verb in his native

language that is Bahasa Indonesia. Dropping the copula is found in Bahasa

Indonesia since it is categorized as zero copula language (Stassen 1997).

Excerpt 20:

Student 14

Error Sentence Constructed Sentence

Based on the techniques, Batik divided Based on the techniques, Batik is

into three kinds; they are write, stamp divided into three kinds; they are write,
and printing. stamp and printing.
 49

The next example is seen above. Here, the student explains about batik.

The sentence, “Based on the techniques, Batik divided into three kinds; they are

write, stamp and printing” should change into “Based on the techniques, Batik is

divided into three kinds; they are writing, stamping and printing.” It is clearly seen

that the writer dropped the verb ‘to be’ in the sentence. However, if the ‘to be’ is

not dropped the structure of the passive form in the sentence will be obviously

seen. In addition, the cause of this error is because certain linguistic forms may be

omitted by the learners because of their complexity in production. This is

considered as inadequate learning as stated by Hanna (1986) because student 14

could write passive form in another sentence. This error is mainly caused by

ignorance of rule restrictions or under differentiation and incomplete learning.

Excerpt 21:

Student 15

Error Sentence Constructed Sentence

They called Tabloids which have a lot They are called Tabloids which have a
of pictures and sometimes entertaining. lot of pictures and sometimes
entertaining.

The other example is seen in excerpt 21. The student drops the verb ‘to

be’. The sentence “They called Tabloids which have a lot of pictures and

sometimes entertaining” should become “They are called Tabloids which have a

lot of pictures and sometimes entertaining.”Based on that explanation, this error is

called structure errors. On the other hand, the student sometimes forgets to put the

subject or the verb whereas it is very important in making a sentence.It is caused

 50

by inadequate learning. It is like the finding in excerpt 19. The student know the

rule of passive sentence but isn’t able to construct it correctly due to the omission

of to be.

Excerpt 22:

Student 18

Error Sentence Constructed Sentence

It could reach 70 km/hour. It can reach 70 km/hour.

The last example is seen above. The sentence “It could reach 70

km/hour” should be changing into “It can reach 70 km/hour”. It means that there

is an error of sentence structure. Here, the writer uses the past form of the

auxiliary verb that should be in the infinitive form. Furthermore, the student does

the error because s/he tries to use politeness by using ‘could’. Here, the sentence

is categorized as statement that is usually found in the report text must use simple

present tense. The context between his/her understanding and the sentence

structure are totally different. Consequently, this disability of creating content and

structure of the sentence is caused by overgeneralization error which the

application of on grammatical rule in case it shouldn’t apply.

4.2.5 Word Form Errors

The last is word form errors. They are5 errors found in the data. In addition, the

word form errors occur when a verb is incorrectly formed.One of the examples is

seen below.
 51

Excerpt 23:

Student 11

Error Sentence Constructed Sentence

Because of the many important Because of the many important
function of liver, so its important to function of liver, so it’s important to
keep our liver health. keep our liver health.

The last example is seen in excerpt 23. The student uses the wrong word

order. The sentence “Because of the many important function of liver, so its

important to keep our liver health.” should become “Because of the many

important function of liver, so it’s important to keep our liver health.” Here, the

error sentence uses possessive adjective word. The word must be in form of

subject + ‘to be’.

Based on that explanation, this error is called word form errors. On the

other hand, the student sometimes forgets to put the punctuation single quotation

mark whereas it is very important in making a sentence. Without the punctuation

the meaning of the sentence will be different with the context. This error purely is

caused by interlingual error as stated by Brown (1980). Bahasa Indonesia doesn’t

use punctuation single quotation as mark of possession or related verb, while

English does. Therefore, it confuses student 11 to create the correct sentence.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data, the objectives of the research were achieved. The results

of the data analysis shows that the fourth semester English students in Genre

Based Writing class of English Department Academic Year 2013 made errors

dealing with five categories which were used by the researcher to classify the

whole found errors in students’ report writings.

The result of the study shows that there were 91 errors made by students.

The most frequent errors made by students are errors in the subject verb

agreement errors have the highest number with 43.87% of errors. The second

most frequent errors are in the verb tense errors with 24.49%. The next is the

errors in the singular/plural noun ending errors with total of 19.39% of the whole

errors. Errors in the sentence structure takes the fourth place with 7.14 % of the

whole errors. Then, the fifth place belongs to errors in the word form which is

equal to 5.1%.

The errors made by students mostly were influenced by the mother

tongue which is called interlingual errors. It was also influenced by the target

language cause which is called intralingual errors. The intralingual errors occurred

when students overextends one rule which actually does not exist

(overgeneralization), some students also construct the simple form of the language

52
 53

(simplification). In addition, the intralingual errors also came up when students

failed to observe the restrictions of certain structures (inadequate learning).

5.2 Suggestions

Having analyzed the students' errors dealing with grammar and tense in their

writings production, the researcher would like to give some suggestions for both

teacher and students.

(1) For English teachers

The teachers should give more clear explanation about the tense and language

features which are used in the report texts. The more clear explanation will

give students a clear understanding about the tense and the language features

used in report. Some examples should also be provided by the teacher in

appropriate contexts. Teacher should encourage the students to memorize the

regular and irregular plural form of nouns. It is necessary for students so they

can avoid to over generalizing any words and it will enrich their vocabulary

mastery.

(2) For students

The students should read more English texts to enrich their vocabulary

mastery. They should also learn English grammar thus they will know how to

write a better English text and minimalize errors in their written production.

Furthermore, they should do more practice in applying of what they have

learnt by writing some simple sentences and asking of what they have not

understood to their English teacher.

 54

BIBLIOGRAPHY

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Research in Business and Social Sciences, 1.Hlm. 185 – 2.
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Barker, Ray. 2000. Literacy Connections. New York.
Brown, H.D. 1980. The Principle of Language Learning and Teaching. New
Jersey: Prentice Hall, Inc.
Brown, Douglas. 2004. Language Assessment - Principles and Classroom
Pratice. United States of America: Longman.
Byram M (1989) Cultural studies in foreign language education. Clevedon:
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Cook, Stanly and Richard W. Sutter. 1980. The Scope of Grammar: A Study of
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and Treatment. JALT Jounal, 8/1. Hlm. 76 – 2.
 56

APPENDIX 1

LIST OF GENRE BASED WRITING CLASS STUDENTS OF ENGLISH

DEPARMENT SEMARANG STATE UNIVERSITY
ACADEMIC YEAR 2013/ 2014

KET
NAMA
NO. L/ P

1. P NurulKurnia

2. P LailatulNurulAniq

3. P MatsyaAvataraPrasetya

4. P IsmiSuciatiMaghfiroh

5. P RisydaItsna Sari

6. L Muhammad RozinMuhafidz

7. L SeptianPrawisuda Putra

8. L Agung Yoga Baskara

9. P Selma HemasMahardika

10. Student 10

11. L YusakKristianSamosir

12. L M. Ali Azhar

13. L GanangEki B.

14. P UlfaSafitriRizkiani

15. L Banggala Puja Sena

16. P Inggid Hana Rizavega

17. L DilisPriyuana H.

18. L InuHanendra
 57

19. P NurulPuspitasari

20. P YunitaFatma K.

21. P Pradnya Samarra Putri

22. P RatriPamuji

23. L AndraSukmalahiSarasmara

24. P Ann Janet

25. P AnisaFitrianingtyas

26. P RilaFajarPangestika
 58

APPENDIX 2

GRAMMATICAL ERROR CLASSIFICATION OF REPORT TEXT

WRITEN BY 4TH SEMESTER OF ENGLISH DEPARTMENT SEMARANG
STATE UNIVERSITY IN ACADEMIC YEAR 2013/2014

1. Subject Verb Agreement

Student
No. Error Sentence Construction Sentence
Code
1. Student 1 Instant noodles are dry food Instant noodles is dry food
products made from dough products made from dough of
of flour or other flour as the flour or other flour as the
main ingredient with or main ingredient with or
without an addition of other without an addition of other
materials. materials.
2. Student 1 Instant noodles themselves Instant noodles themselves is
are characterized by addition characterized by addition of
of seasoning and drying seasoning and drying process
process requires to be requires to be consumed
consumed
3. Student 1 Instant noodles are generally Instant noodles is generally
cooked quickly. cooked quickly.
4. Student 1 Instant noodles are usually Instant noodles is usually
wrapped in plastic packaging wrapped in plastic packaging
with unappetizing noodles with unappetizing noodles
picture. picture.
5. Student 1 In a package of instant In a package of instant
noodles consist of dried noodles consists of dried
noodle, flavoring powder and noodle, flavoring powder and
dried vegetables. dried vegetables.
6. Student 2 The islands on which the city The islands on which the city
is built… are built…
7. Student 3 Rose plant range in size Rose plants range in size
from compact, miniature from compact, miniature
roses, to climbers that roses, to climbers that
8. Student 3 There is over 100 species. There are over 100 species.
9. Student 4 The very high pressure gases The very high pressure gases
forces the magma through force the magma through
weak parts in the earth’s weak parts in the earth’s crust
crust and finally from and finally from volcanoes.
volcanoes.
10. Student 4 The eruption of sea The eruption of sea
volcanoes cause high waves, volcanoes causes high
flooding religions on the waves, flooding religions on

coasts.
11. Student 5 A bee colony consistof one
queen, a lot of worker bees
and some drones, stingless
male bee in a colony of
social bess (especially honey
bee) whose sole function is
to mate with the queen.
12. Student 5 Each group have its specific
duty.
13. Student 6 Turtle have some kind of
type.
14. Student 6 The Diamondback
Terrapinlive in brackish
(slightly salty) lowland
coastal waters of the eastern
and southern United States,
has fully webbed feet and
stays in the water most of the
time.
15. Student 6 Some turtles such as the
American and Asian box
turtles, have a hinge on the
lower shell which allows
them to go inside their shells
and then close up the
“doors”, front and rear.
16. Student 7 Smartphone have become
today’s global era culture.
17. Student 7 Almost everyone in every
country have them.
18. Student 7 After so many years,
smartphone not only provide
us with simple cellphone
tasks but also give us more
choice in using its feature.
19. Student 7 After so many years,
smartphone not only provide
us with simple cellphone
tasks but also give us more
choice in using its feature.
20. Student 9 Most of the days is spent by
feeding, resting and
travelling.
21. Student 10 Adult grow to a length of
59
the coasts.
A bee colony consistsof one
queen, a lot of worker bees
and some drones, stingless
male bee in a colony of social
bess (especially honey bee)
whose sole function is to
mate with the queen.
Each group has its specific
duty.
Turtle has some kind of type.
The Diamondback
Terrapinlives in brackish
(slightly salty) lowland
coastal waters of the eastern
and southern United States,
has fully webbed feet and
stays in the water most of the
time.
Some turtles such as the
American and Asian box
turtles, have a hinge on the
lower shell which allows
them to go inside their shells
and then closes up the
“doors”, front and rear.
Smartphone has become
today’s global era culture.
Almost everyone in every
country has them.
After so many years,
smartphone not only provides
us with simple cellphone
tasks but also give us more
choice in using its feature.
After so many years,
smartphone not only provide
us with simple cellphone
tasks but also gives us more
choice in using its feature.
Most of the day are spent by
feeding, resting and
travelling.
Adult grows to a length of

1.60 meters and weigh over
90 kilos.
22. Student 11 The function of liver are to
turns protein and fat into
glucose, and spread the
glucose to the blood when it
is glucose less (when we not
eat yet)
23. Student 11 Liver also metabolize many
things in the blood such as
hemoglobin, protein, insulin,
ammonia, and reduce toxins.
24. Student 11 Cirrhosis also one of liver
disease like hepatitis
25. Student 11 And the most bad disease of
liver is cancer, because liver
absorb all “bad things” from
blood, so it can accidentally
absorb cancer cell and grow
in the liver.
26. Student 11 And the most bad disease of
liver is cancer, because liver
absorb all “bad things” from
blood, so it can accidentally
absorb cancer cell and (it)
grow in the liver.
27. Student 12 Sandals is a footwear that
used largely around the
world, particularly in Asia.
28. Student 12 Sandals has many
advantages such as simple,
unique and cheap.
29. Student 12 Sandals is different with
shoes.
30. Student 12 Sandals protects our foot
from something on the
ground that can damage our
foot and make our
appearance better or simpler.
31. Student 12 Sandals is always available
in anywhere even where we
can find a shop to make our
own sandals like our
favorite.
32. Student 13 If the outfield player
60
1.60 meters and weigh over
90 kilos.
The function of liver is to
turns protein and fat into
glucose, and spread the
glucose to the blood when it
is glucose less (when we not
eat yet)
Liver also metabolizes many
things in the blood such as
hemoglobin, protein, insulin,
ammonia, and reduce toxins.
Cirrhosis also one of liver
disease likes hepatitis
And the most bad disease of
liver is cancer, because liver
absorbs all “bad things” from
blood, so it can accidentally
absorb cancer cell and grow
in the liver.
And the most bad disease of
liver is cancer, because liver
absorb all “bad things” from
blood, so it can accidentally
absorb cancer cell and (it)
grows in the liver.
Sandals area footwear that
used largely around the
world, particularly in Asia.
Sandals have many
advantages such as simple,
unique and cheap.
Sandals are different with
shoes.
Sandals protect our foot from
something on the ground that
can damage our foot and
make our appearance better
or simpler.
Sandals are always available
in anywhere even where we
can find a shop to make our
own sandals like our favorite.
If the outfield player
 61

touchthe ball with their touchesthe ball with their

hands, it will be a handball hands, it will be a handball
foul. foul.
33. Student 15 Based on the techniques, Based on the techniques,
Batik have three kinds, they Batik has three kinds, they
are write, stamp and printing are write, stamp and printing
batik. batik.
34. Student 16 Also people useshandphone Also people usehandphone to
to access a social media like access a social media like
facebook, instagram, twitter, facebook, instagram, twitter,
etc. etc.
35. Student 20 It is celebrated through It is celebrated through
families and friends families and friends gathering
gathering to eat and give to eat and gives good luck.
good luck.
36. Student 23 Meanwhile, Meanwhile, KucingKampung
KucingKampung which are which is from Indonesia
from Indonesia usually live usually lives only between 2
only between 2 until 5 years. until 5 years.
37. Student 25 Carotenoids give yellow or Carotenoids gives yellow or
orange in color at specific orange in color at specific
time. time.
38. Student 25 Beside glucose, Beside glucose,
photosyntheis also produce photosyntheis also produces
oxygen which is important to oxygen which is important to
human life. human life.
39. Student 25 Moreover, leaf have many Moreover, leaf has many
kinds of benefit for our life. kinds of benefit for our life.
40. Student 25 Rabbits is the funny animal. Rabbits is the funny animal.
41. Student 25 They lives in medows, They lives in medows,
woods, forests, grasslands, woods, forests, grasslands,
desserts, mountains, pairies, desserts, mountains, pairies,
and Artic snow. and Artic snow.
42. Student 25 She produce to 3 litre/year. Sheproducesto 3 litre/year.
43. Student 25 The smallest rabbit species The smallest rabbit species is
are The Mini Lop weigh The Mini Lop weigh about 5
about 5 ounces… ounces…

2. Verb Tense Error

Student
No. Error Sentence Constructed Sentence
Code
1. Student 2 It isbuilt on an archipelago of It wasbuilt on an archipelago
117 island formed by about of 117 island formed by
150 canals in a shallow about 150 canals in a shallow
lagoon since a hundred years lagoon since a hundred years

ago.
2. Student 4 Our earth was sphere of
gases, which slowly cooled
off from outside, forming a
this crust of cold, solid
materials containing hot
liquid, magma and gases.
3. Student 5 The Holy Koran says that the
bee stomach produces some
liquid that is very beneficial
for human health.
4. Student 6 It is one of the oldest reptiles
in the earth because it has
been around since 230 years
ago.
5. Student 7 Although basic compared to
today’s standards “Simon”
had a touch screen that was
capable of accessing email
and sending faxes.
6. Student 7 Although basic compared to
today’s standards “Simon”
had a touch screen that was
capable of accessing email
and sending faxes.
7. Student 7 Because of its rich features
and is so easy to get,
smartphone’s usage will
always rising overtime.
8. Student 9 They start the day feeding
for 2-3 hours in the morning.
9. Student 11 Liver also can be
malfunction if the liver
owner didn’t have healthy
life.
10. Student 11 Cirrhosis also one of liver
disease, it is caused by death
of liver cells that happen
regularly, the liver structure
is damages and liver not
work as well or may be not
work at all.
11. Student 12 Sandals is only has the
bottom side and two or more
62
ago.
Our earth is sphere of gases,
which slowly cooled off from
outside, forming a this crust
of cold, solid materials
containing hot liquid, magma
and gases.
The Holy Koran said that the
bee stomach produces some
liquid that is very beneficial
for human health.
It is one of the oldest reptiles
in the earth because it had
been around since 230 years
ago.
Although basic compares to
today’s standards “Simon”
had a touch screen that was
capable of accessing email
and sending faxes.
Although basic compared to
today’s standards “Simon”
has a touch screen that was
capable of accessing email
and sending faxes.
Because of its rich features
and is so easy to get,
smartphone’s usage always
rises overtime.
They are starting the day
feeding for 2-3 hours in the
morning.
Liver also can be
malfunction if the liver
owner doesn’t have healthy
life.
Cirrhosis also one of liver
disease, it is caused by death
of liver cells that happen
regularly, the liver structure
is damages and liver doesnot
work as well or may be not
work at all.
Sandals only have the bottom
side and two or more belts or
 63

belts or ropes to clamp our ropes to clamp our foot.

foot.
12. Student 15 Serious newspaper is Serious newspaper is
newspaper which containing newspaper which
full of gossips and strange iscontaining full of gossips
stories about everyday life and strange stories about
are not serious newspaper. everyday life are not serious
newspaper.
13. Student 15 They called tabloids which They called tabloids which
have a lot of pictures and have a lot of pictures and
sometimes entertaining. sometimes (they)
areentertaining.
14. Student 16 Moreover, it provides many Moreover, it provides many
kind of games, it gives kind of games, it gives
camera, music player and camera, music player and
also there’s handphone also there’s handphone
which providing a television which isproviding a
program. television program.
15. Student 17 The governments of Canada, The governments of Canada,
the United States, and Russia the United States, and Russia
say that no one can kill polar said that no one can kill polar
bears now. bears now.
16. Student 19 Raccoons are omnivorous, Raccoons are omnivorous,
they usually feeding on they usually arefeeding on
fruits, meat, eggs, etc. fruits, meat, eggs, etc.
17. Student 22 Chrysanths not only for Chrysanthsis not only for
adornment but also medicinal adornment but also medicinal
purposes and tea-making. purposes and tea-making.
18. Student 22 Because of the flower is Because of the flower is
sweet-smelling, so it usually sweet-smelling, so it usually
used for tea-making. uses for tea-making.
19. Student 22 Chrysanthemum which can Chrysanthemum which can
made a beverage with a make a beverage with a
floral aroma and only for floral aroma and only for
yellow and white yellow and white
chrysanthemum. chrysanthemum.
20. Student 23 Then they opened the eyes Then they open the eyes
when they have aged 8 – 10 when they had aged 8 – 10
days. days.
21. Student 23 Then they opened the eyes Then they opened the eyes
when they have aged 8 – 10 when they had aged 8 – 10
days. days.
22. Student 23 They can live up to the age They can live up to the age
of 20 years, and the world’s of 20 years, and the world’s
oldest cat lived about 36 oldest cat lived about 36

years.
23. Student 26 She is produces 2-3
liters/year.
24. Student 26 He has two wider ears that
used to hear clearer even
some expert said that rabbit
is more responsive to catch
the sound from external.
3. Singular/Plural Noun Ending Errors
Student
No. Error Sentence
Code
1. Student 4 Our earth was sphere of
gases, which slowly cooled
off from outside, forming a
this crust of cold, solid
materials containing hot
liquid, magma and gases.
2. Student 4 The very high pressure gases
forces the magma through
weak parts in the earth’s
crust and finally form
volcanoes.
3. Student 4 Around 18 cubic kilometer
of solid materials were
thrown up.
4. Student 6 Turtle have some types.
5. Student 6 All turtle have some type of
shell, but there are big
differences in the protection
those shell provide.
6. Student 7 After so many years,
smartphone not only provide
us with simple cellphone
tasks but also give us
morechoice in using its
features.
7. Student 8 A floods can also be caused
by blocked sewage pipes and
waterways, such as the
Jakarta flood.
8. Student 11 The function of liver are to
turns protein and fat into
glucose, and spread the
glucose to the blood when it
64
years.
She produces 2-3 liters/year.
He has two wider ears that
areused to hear clearer even
some expert said that rabbit
is more responsive to catch
the sound from external.
Constructed Sentence
Our earth is sphere of gases,
which slowly cooled off
from outside, forming a this
crust of cold, solid materials
containing hot liquid,
magma and gas.
The very high pressure gas
forces the magma through
weak parts in the earth’s
crust and finally form
volcanoes.
Around 18 cubic kilometers
of solid materials were
thrown up.
Turtles have some types.
All turtles have some type of
shell, but there are big
differences in the protection
those shell provide.
After so many years,
smartphone not only provide
us with simple cellphone
tasks but also give us
morechoices in using its
features.
A flood can also be caused
by blocked sewage pipes and
waterways, such as the
Jakarta flood.
The functions of liver are to
turns protein and fat into
glucose, and spread the
glucose to the blood when it
 65

glucose less (when we not glucose less (when we not

eat yet). eat yet).
9. Student 11 There are some common There are some common
liver disease like hepatitis, liver diseases like hepatitis,
liver inflamed because of liver inflamed because of
virus or alcohol toxins. virus or alcohol toxins.
10. Student 11 Cirroshis also one of liver Cirroshis also one of liver
disease, it is caused by death diseases, it is caused by
of liver cells that happened death of liver cells that
regularly. happened regularly.
11. Student 11 To take care liver is easy,just To take care liver is easy,just
eat vegetables, fruit, and eat vegetables, fruits, and
vitamin K food like scallop vitamin K food like scallop
for example. for example.
12. Student 12 Sandals is different with Sandal is different with
shoes. shoes.
13. Student 12 Sandals protects our foot Sandals protect our feet from
from something on the something on the ground that
ground that can damage our can damage our foot and
foot and make our make our appearance better
appearance better or simpler. or simpler.
14. Student 12 Sandals protects our foot Sandals protect our foot
from something on the from something on the
ground that can damage our ground that can damage our
foot and make our foot and make our
appearance better or simpler. appearance better or simpler.
15. Student 13 They try to score goals by They try to score goals by
kicking and heading the ball kicking and heading the ball
into the other’s goal. into the other’s goals.
16. Student 13 They are the main referee, They are the main referee,
and two linesman. and two linesmen.
17. Student 25 Almost all of plants in the Almost all of plants in the
world have leaf with various world have leaves with
color and shape. various color and shape.
18. Student 26 Rabbits are small mammal Rabbits are small mammals
that can be found in South that can be found in South
Africa, South America, Africa, South America,
Sumatra, Japan, and Europe. Sumatra, Japan, and Europe.
19. Student 26 One litter is 4 to 6 baby. One litter is 4 to 6 babies.

4. Sentence Structure Errors

Student
No. Error Sentence Constructed Sentence
Code
1. Student 11 Liver is the place where Liver is the place where
vitamin and minerals vitamin and minerals

collected.
2. Student 12 There are many forms of
sandals those used for
many activities such as
mountaineering, daily use,
official, etc.
3. Student 13 It held on every four years.
4. Student 15 They called tabloids which
have a lot of pictures and
sometimes entertaining.
5. Student 18 It could reach 70 km/hour.
6. Student 26 The female rabbit called a
doe.
7. Student 26 He has two wider ears that
used to hear clearer even
some expert said that
rabbit more responsive to
catch the sound from
external.
5. Word Form Errors
Student
No. Error Sentence
Code
1. Student 1 Instant noodles are packed
in tightly closed containers,
safety during storage and
transport.
2. Student 7 Because of its rich features
and is so easy to get,
Smartphone’s usage will
always rising overtime.
3. Student 11 And the most bad disease of
liver is cancer, because liver
absorb all “bad things” from
blood, so it can accidentally
absorb cancer cell and grow
in the liver.
4. Student 11 Because of the many
important function of liver,
so its important to keep our
liver health.
5. Student 12 The clamp holds our foot in
order to make its keep
patched, so we do not need
to bind something like
66
iscollected.
There are many forms of
sandals (that) those areused for
many activities such as
mountaineering, daily use,
official, etc.
It isheld on every four years.
They arecalled tabloids which
have a lot of pictures and
sometimes entertaining.
It can reach 70 km/hour.
The female rabbit iscalled a
doe.
He has two wider ears that
areused to hear clearer even
some expert said that rabbit
more responsive to catch the
sound from external.
Constructed Sentence
Instant noodles are packed in
tightly closed containers,
safety during storage and
transportation.
Because of its rich features and
is so easily to get,
Smartphone’s usage will
always rising overtime.
And the worse disease of liver
is cancer, because liver absorbs
all “bad things” from blood, so
it can accidentally absorb
cancer cell and grow in the
liver.
Because of the many important
function of liver, so it’s
important to keep our liver
health.
The clamp holds our foot in
order to make it keep patched,
so we do not need to bind
something like shoes
 67

shoes