An analysis of grammatical errors in adjective clauses made by the tenth grade students of SMA Hang Tuah 2 Sidoarjo

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Masita, Nofia Dewi (2011) An analysis of grammatical errors in adjective clauses made by the tenth grade students of SMA Hang Tuah 2 Sidoarjo. Undergraduate thesis, IAIN Sunan Ampel Surabaya.

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Abstract

An adjective clause as part of a complex sentence is one of topics taught in Senior High School. The difficulties of the students in learning adjective clause sometimes bring errors. The study of learner's errors is needed because the result of the study gives some contributions on attempts to deal with the students' difficulties. The aims of this study are: (1) to classify the types of grammatical errors in adjective clause made by the students, (2) to analyze the causes of grammatical errors in adjective clause made by the students, (3) to gain a deeper understanding about the teacher's strategies to overcome the students' grammatical errors. This study was conducted on May 20th 2011. This study is based on combination of descriptive quantitative and qualitative design. The subject of this study is the tenth grade students of SMA Hang Tuah 2 Sidoarjo in second semester 2010/2011. The sample which is chosen randomly is 49 students in class X-7. The result of this study shows that the students still make a lot of errors. From the calculation of grammatical errors, errors in relative pronoun whom and whose are the highest of all the errors with quantity 53 out of 275 or 19.272% errors, and the lowest is errors in relative pronoun who with quantity 16 out of 275 or 5.818% errors. Based on the surface strategy taxonomy proposed by Heidi Dulay, the most error is occurred in misformation with number 225 out of 473 errors or 47.568%. This means that the learners have wrong concept in applying the grammatical rules, so that, they misform the structure of sentence. Based on data analysis, there are four causes of errors, they are: over generalization, ignorance of rules restriction, incomplete application of rules and false concept hypothesized. The most frequently caused isfalse concept hypothesized. This means that the students usually misinterpret the use of certain structures of the target language. Besides, the interference of the first language into the second language also cause of errors. The teacher's strategy to overcome grammatical errors is giving the clues of who, which, whom, whose, when, where, and why, when the students must use each of them. Besides giving more explanation about adjective clause, the teacher also gives exercises to the students more than once. By knowing the area of errors made by the students, the writer hope it can give feed back to the teacher to predict more effective teaching methods for the next teaching.