The analysis of grammatical error in recount text by the first year students of SMA Wachid Hasyim 2 Taman Sidoarjo

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Noviabahari, Jannatul Laily (2010) The analysis of grammatical error in recount text by the first year students of SMA Wachid Hasyim 2 Taman Sidoarjo. Undergraduate thesis, IAIN Sunan Ampel Surabaya.

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Abstract

Learning English becomes more and more important nowadays since we know that English is not only an international language but also the world language, which can be used to communicate around the world. In Indonesia, English is learnt as a foreign language. Learning a different language is sometimes difficult since the target language has different elements compared to the native language. These differences sometimes cause students to make errors when using it. Making errors is an inevitable part of learning; people could not learn language without first systematically committing errors. This final project primarily deals with grammatical error analysis. It describes the grammatical errors on recount texts made by the first year students of SMA Wachid Hasyim 2 Taman Sidoarjo in academic year of 2009/2010. I use the qualitative case study which the data were obtained from the students' recount text writing. The result of this study could not be generalizable when put in different context; other levels, other senior high schools, and other type of English text. These writings were then analyzed. The grammatical errors were classified into seven categories. They were errors in producing verb form, errors in auxiliary verb, errors in the use of articles, errors in the use of prepositions, errors in noun singular/plural, errors in the use of pronouns, and errors in the use of conjunctions. Those grammatical errors are classified into the types based on surface strategy taxonomy according to Dulay. They were omission, addition, misformation and misordering From the result I have found that the students produced a lot of errors. It could be because they are unfamiliar to this form and because English is still foreign for them and there is mother tongue interference. They first think in their mother tongue or native language first, and then they translate into English when they are writing in English. In other word, the students were still confused in dealing with English grammar systems. Those are the possible causes of their errors. Besides, the students' error also caused by the target language into overgeneralization, ignorance of rule restriction, incomplete application rule, and false concept hypothesized. The writer notes that the teacher strategy to overcome the students' error was by giving students exercising or worksheet. It is suggested that the students still need more practices dealing with verb forms since they were the basic knowledge needed for telling their past experiences.