THE STUDENT’S ERRORS IN USING PLURAL FORMS

MADE BY THE FIFTH YEARS STUDENTS AT SDN

MERGOSONO 1 MALANG

THESIS

BY

SRI WAHYUNINGSIH

MUHAMMADIYAH UNIVERSITY OF MALANG

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

2004
 THE STUDENT’S ERRORS IN USING PLURAL FORMS

MADE BY THE FIFTH YEARS STUDENTS AT SDN

MERGOSONO 1 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree

in English Education

By

Sri Wahyuningsih

NIM: 00360103

MUHAMMADIYAH UNIVERSITY OF MALANG

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

2004

i
This thesis written by Sri Wahyuningsih was approved on August 16, 2004

Advisors:

1. Drs. Nur Yasik (………………….)

2. Drs. Hartono, M.Pd (…………………)

ii
 This thesis was defended in front of the examiners of Faculty
of Teaching Training and Education of Muhammadiyah
University of Malang and accepted as the partial
requirement to Achieve Sarjana Degree
in English Education
on August 16, 2004

Approved by:

Faculty of Teacher Training and Education Muhammadiyah University of Malang

Dean

Drs. Ahsanul In’am, M.M

Examiners: Signatures:

1. Dra. Thathit Manon Andini 1.

2. Dra. Sri Hartiningsih, M.M 2.

3. Drs. Nur Yasik 3.

4. Drs. Hartono, M.Pd 4.

iii
 MOTTO AND DEDICATION

“Dan Bersabarlah Dalam Menunggu Ketetapan Tuhanmu, Maka Sesungguhnya

Kamu Berada Dalam Penglihatan Kami Dan Bertasbihlah Dengan Memuji

Tuhanmu Ketika Kamu Bengun Berdiri.“ (ATH-THUUR:48)

Barang Siapa Yang Menyenangkan Pada Orang Tuanya Sungguh Ia Telah

menyenangkan Allah SWT. Dan Barang Siapa Yang Telah Menjadikan Kedua

Orang Tuanya Marah Sungguh Ia Telah Membuat Allah SWT Marah.

DEDICATION:

I dedicate this thesis to :

My Beloved Parent’s H. Noerhalim & Hj. Noerhasanah

My Beloved brother $lamet, $ari and β@cthiaℜ

My Beloved $ister F@uza, m!m!n & $uℜt!

My Beloved nephew @n!$a, @hmad, d!ll@, V!n@, d@ff@’, dεV!nd@, T!@ℜa

iv
 ACKNOWLEDGEMENT

Alhamdulillah, the writer expresses her greatest thank to Allah, the lord
proclaim all of the world, for His mercy and blessing so she could finishes this
final requirement to achieve Sarjana degree in English Education of
Muhammadiyah University of Malang. She is aware that this thesis is too far for
perfection because there is none, which is really perfect in the world. So, she
wishes for further researcher who is interested in the same subject to continue her
step.
Then, she would like to express her gratefulness to many persons that have
contributed to her in finishing this thesis. First of all, she extends her deepest
gratitude to Drs. Nur Yasik and Drs. Hartono, M.Pd as her advisors for their
criticism as the inputs to deviation in the analysis process and suggestion that
make the result of this thesis better. Her appreciation also goes to the all lecturers
of English Department of Muhammadiyah University of Malang who have given
their useful knowledge to finish this thesis.
Second, she is also indebted to Siti Aminah S. Pd as the Headmaster of
SDN Mergosono 1 Malang, who gives permission to her to get the data.
Third, her special expression of gratitude must go to her parents; H.
Noerhalim and Hj. Noerhasanah who always give support to her through their
prayer every time, her beloved brother; Slamet, Sari and Bachtiar, her beloved
sister; Fauza, Mimin and Surti and her beloved nephew; @nisa, @chmad, D!lla,
Vina, Daffa’, Tiara and Devinda.

The Writer

v
 TABLE OF CONTENT

page

APPROVAL................................................................................................. iii

MOTTO ....................................................................................................... v

ABSTRACT................................................................................................. vi

ACKNOWLEDGEMENT ........................................................................... vii

TABLE OF CONTENT ............................................................................... viii

CHAPTER I: INTRODUCTION................................................................ 1

1.1 Background of the Study................................................. 1

1.2 Statement of the Problem ................................................ 2

1.3 Purpose of the Study ....................................................... 2

1.4 Significance of the Study ................................................ 3

1.5 Scope and Limitation ...................................................... 3

1.6 Definition of Key Terms ................................................. 3

CHAPTER II: REVIEW OF RELATED LITERATURE .......................... 5

2.1 An Overview of Errors.................................................... 5

2.2 Errors Analysis................................................................ 5

2.3 Types of Errors................................................................ 7

2.4 Kinds of Plural Forms ..................................................... 8

2.5 The Use of the Plural forms ............................................ 9

2.5.1 Regular Plural............................................................... 9

2.5.2 Irregular Plural ............................................................. 12

vi
CHAPTER III: RESEARCH METHODOLOGY ...................................... 14

3.1 Research Design........................................................... 14

3.2 Population and Sample................................................. 14

3.3 Research Instrument..................................................... 15

3.3.1 Test on plural Forms ................................................. 15

3.3.2 Try Out ...................................................................... 15

3.3.3 Interview ................................................................... 16

3.4 Characteristic of a Good Test....................................... 16

3.4.1 Reliability of the Test................................................ 16

3.4.2 Validity of the Test.................................................... 19

3.4.3 Practicality of the Test .............................................. 20

3.5 Data Collection............................................................. 20

3.6 Data Analysis ............................................................... 21

CHAPTER IV: RESULT AND DISCUSSION.......................................... 22

4.1 The Result .................................................................... 22

4.1.1 Types of the Using Plural Forms .............................. 22

4.1.1.1 Identification of Errors........................................... 22

4.1.1.2 Classification of Errors .......................................... 22

4.1.2 The Frequency of Noun Formation Errors Made by the

Students..................................................................... 25

4.2 Discussion .................................................................... 25

CHAPTER V: CONCLUSION AND SUGGESTION ............................... 27

5.1 Conclusion................................................................... 27

vii
 5.1.1 Types of Errors on Using Plural Forms .................... 27

5.1.2 The frequency of Noun Formation Errors Made by the

Students..................................................................... 27

5.2 Suggestion ................................................................... 28

5.2.1 The English Teachers................................................ 28

5.2.2 The Students ............................................................. 28

5.2.3 The Readers .............................................................. 28

BIBLIOGRAPHY ....................................................................................... 30

APPENDIXES ............................................................................................ 32

viii
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

English is one of the international languages and the most widely learned

by people in the world. In Indonesia, English is a second language. It is taught

from the Elementary School to University. It is accurate to say that English

has an important role in human beings’ life, such as business, academic, etc. In

learning and using English as a second language, the students often find

difficulties to master it. It is natural for language learners to make errors in

their learning process. Nichols (1964: 322) concluded that “Children begin to

speak no sooner and no later when they reach a given stage of physical

maturation”.

In the study of English, students must pay attention to the patterns and the

roles of it. Indonesian students as foreign language learners of English also

face many difficulties because of the difference of linguistic system between

Indonesian and English. One of the difficulties, for example; which is still

faced by student, is in using plural forms. It seems to the researcher that the

students’ difficulty in learning English in using plural forms should be given

more attention. One way to determine the area of difficulty in using plural

forms is by doing analysis of students’ errors.

The researcher tries to find out the type of errors in using plural forms

faced by the fifth year students at SDN Mergosono 1 Malang. The researcher

ix
 has learned from her experience that the Indonesian students still have

difficulties in using plural forms. For example, when the teacher gives a

question such a “what is the plural of tooth?” the students usually answer

“tooths or toothes”. It is probably because Indonesian students often to say

tooths or toothes instead of teeth.

By analyzing students’ errors, we can determine the class weakness so that

he/she can give more emphasis, for example by giving drills, more

explanation, etc.

1.2 Statement of the Problem

1.2.1 What kinds of errors are commonly made by the fifth year students at SDN

Mergosono 1 Malang in using plural forms?

1.2.2 What is the pattern of frequency of occurrence of each type of errors in

using plural forms made by the fifth year students at SDN Mergosono 1

Malang?

1.3 Purpose of the Study

This study is conducted to find out the kinds of errors and the frequency of

occurrence of each type of errors in using plural forms made by the fifth year

students at SDN Mergosono 1 Malang.

x
1.4 Significance of the Study

It is expected that the result of this study will be useful for both teachers

and the students. To the teachers, it is expected to give some information as a

feedback to improve or to construct more appropriate teaching materials. To

the students, the result of this study is expected to help their weakness in their

learning and encourage them to improve their ability, especially in using

plural forms.

1.5 Scope and Limitation

The researcher limits herself as suggested by the titles of the thesis. She

deals mainly with the finding of types of errors faced by the fifth year students

at SDN Mergosono 1 Malang in using plural forms. There are 70 students of

the fifth year of SDN Mergosono 1 Malang that have taken English subject.

She takes all of the students as population in this study.

1.6 Definition of Key Terms

To avoid misunderstanding of the terms used in this study, the following

definitions of the terms are given:

- Error is an unwanted form, that is a form that a particular teacher or course

designer does not want (George, 1973:31)

- An error type is classification of errors based on surface strategy taxonomy in

which errors can be classified into errors of omission, errors of addition, and

errors of misformation (Dully, 1982:150)

xi
- A plural noun is usually formed by adding –s or –es to the singular noun.

(Ronald Cramer, 1984:32)

- Omission is the absence of an item that must appear in a well-formed utterance.

- Addition is the presence of an item that must not appear in a well formed

utterance.

- Misformation is the use of the wrong form of the morpheme or structure.

(Dulay, 1982:150)

xii
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 An Overview of Errors

In learning a foreign language, the learners often face many difficulties in

this attempt to master the target language. According to George (1972:31) an error

is an unwanted form, especially a form which a particular course designer or

teacher does not want.

Corder (1973:151) states that errors are breaches of the code, meaning

they are against the grammatical rules of the language learning and result in

unacceptable utterances. In second language learning, they occur because the

students have not internalized the grammar of the second language. According

Bever, Fodor, and Weksel (1956:126) errors would happen if the children had

incompletely mastered transformational roles.

Dulay and Burt (1972:1) state that an error is a noticeable deviation from

the result grammar of a native speaker, reflecting the interlanguage competence of

the learner.

2.2 Errors Analysis

The fact is that the learners do make errors and that these errors can be

observed, analyzed, and classified to reveal something of the system operating

within the learner. It is called errors analysis. Error analysis became distinguished

5
xiii
from contrastive analysis by its examination of errors attributable to all possible

sources, which result from negative transfer of the native language.

Corder (1974:48) suggests the following steps in errors analysis:

1. Collection of a sample of the learner’s language

The first step is to collect a massive, specific, or incidental sample of

the learner’s language. The sample consists of natural language use.

2. Identification of errors

The second stage involves identifying the errors in the sample. A

procedure for identifying errors by reference to normal, authoritative and

plausible interpretations.

3. Description of errors

The third stage consists of description. Two types of description

taxonomies have been used: linguistic and surface strategy. The former

provides an indication of the number and proportion of errors in either

different levels of language (i.e. lexis, morphology, and syntax) or in specific

grammatical categories.

4. Explanation of errors

This stage involves an attempt to explain the errors psycho-

linguistically. Competence errors can result from transfer, intralingual, or

unique processes.

xiv
5. Evaluation of errors

Evaluation of error studies entail establishing the effect that different

errors have on the person addressed either in terms of comprehension or

affective response.

2.3 Types of Errors

In using the target language, the language learners must pay attention to

types of errors. Errors made by language learners may be classified into various

error types based on taxonomies. They may be classified according to linguistic

category, surface category, comparative analysis and communicative effect

(Dulay, 1982).

According to Dulay (1982:150) three types of errors, which belong to

surface strategy taxonomy are omission, addition and misformation. To give detail

explanation, the researcher takes some examples as follows:

a. Omission

These types of errors are characterized by the absence of an item that must

appear in a well-formed utterance.

e.g. The computer are mine

In the sentence above, there is an omission of plural “s”. The plural form of

computer is computers.

The sentence should be:

The computers are mine.

xv
b. Addition

Addition errors are characterized by the presence of an item, which must not

appear in a well-formed utterance.

e.g. The deers are eating grass in the field.

This sentence shows that the mistake is on “the deers”. We know that the word

must be “deer” because the word is an irregular noun which has the same form

as the singular form.

The sentence should be:

The deer are eating grass in the field.

c. Misformation

Misformation errors are characterized by the use of the wrong form of

morpheme of structure.

The incorrect sentence:

e.g. The geese is in the pond

This sentence should be “ The geese are on the pond”.

We know that the word “geese” is plural because this word is one of irregular

nouns which changes in spelling from “goose”. So, in this sentence must use

be “are”.

2.4 Kinds of Plural Forms

Ronald Cramer and Chris (1984:32) state that a plural noun is usually

formed, by adding –s or –es to the singular noun.

There are many kinds of plural forms:

xvi
1. Regular Plural

1.1 Add –s to most nouns.

1.2 Add –es to nouns ending in –s, -x, -ch, -sh, -ss.

1.3 If singular nouns end y, change y to i and add –es, unless a vowel precedes

y.

1.4 If singular nouns end in f or fe, change f to v and add –es, some add –s.

1.5 If singular nouns end in o, add –es and some add –s.

2. Irregular Plural

2.1 Nouns with changes in spelling.

2.2 Nouns that do not change.

2.5 The Use of Plural Forms

The use of plural forms is to distinguish the plural and singular. There are

several roles in using plural forms that the researcher wants to explain the use of

plural forms in the following example.

2.5.1 Regular plural

a. Add –s to most noun

book - books

cat - cats

cake - cakes

door - doors

elevator - elevators

Pen - Pens

xvii
 Student - Students

Example: - I have some books

b. Add –es to nouns ending in –s, -x, -ch, -sh, -ss

bus - buses

box - boxes

brush - brushes

bush - bushes

church - churches

lass - lasses

Example : - My Mother buys some brushes in the market.

c. If singular nouns end in y, preceded by a consonant, the plural is formed by

changing y to i and add ending –es.

baby - babies

city - cities

country - counties

duty - duties

family - families

lady - ladies

Example : - Indonesia has many countries.

But, If the singular noun form ends in y, preceded by a vowel, the

plural is made adding only –s.

boy - boys

day - days

xviii
 donkey - donkeys

key - keys

monkey - monkeys

toy - toys

way - ways

Example : - They are going to camping for 3 days

d. If the singular nouns end in f or fe, the plural is formed by changing f or fe to v

and adding –es.

calf - calves

half - halves

life - lives

knife - knives

self - selves

thief - thieves

wife - wives

wolf - wolves

Example : - The restaurant needs a lot of knives.

Exception : For a certain nouns end in f, the plural is made by adding –s.

belief - beliefs

chief - chiefs

proof - proofs

roof - roofs

safe - safes

xix
 Example : - Jake will paint the roofs in his house

e. If the singular forms end in o, not human being made, the plural form is made

by adding –es.

buffalo - buffaloes

mango - mangoes

mosquito - mosquitoes

potato - potatoes

tomato - tomatoes

Example : - She gives me some mangoes

If the singular forms end in o, human being made, the plural form is

made by adding only –s.

piano - pianos

photo - photos

radio - radios

studio - studios

shampoo - shampoos

Example : - They have some studios in this city.

2.5.2 Irregular Plural

a. Nouns with changes in spelling

child - children

foot - feet

goose - geese

mouse - mice

xx
 man - men

tooth - teeth

woman - women

Example : - The men who are working in this factory are strong.

b. Nouns that do not change (certain nouns are always in the plural forms, they

have the same forms as well as in the singular form)

cod - cod

deer - deer

salmon - salmon

sheep - sheep

Example : - We see several deer in the park.

xxi
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents research methodology that deals with research

design, population and sample, research instrument, characteristic of a good test,

data collection, and data analysis.

3.1 Research Design

This research design is conducted by means of descriptive research design,

because the research describes phenomena on the students’ errors in using plural

form. As stated by Ary (1979:295) descriptive studies are designed to obtain

information concerning status of phenomena. They are directed toward

determining the nature of a situation as it exits at the time of the study and the aim

is to describe what exits with respect to variable or condition in a situation.

The current study is in an attempt to portray the present state of some

errors in using plural form, which are made by the fifth year students at SDN

Mergosono 1 Malang. So, that the researcher tries to figure out the frequency or

occurrence in using the plural forms.

3.2 Population and Sample

The target population of this study is the fifth year students at SDN

Mergosono 1 Malang. The accessible population consisted of two classes: A and

B. Class A consists of 36 students and class B consists of 34 students. The total

number is 70 students. Because of the total number of population is under 100, it

14
xxii
is better for the researcher to take all population as sample in this study. Related to

this, Arikunto (1989:107) states:

Untuk sekedar ancer-ancer, maka apabila subyeknya kurang dari 100, lebih
baik diambil semua sehingga penelitiannya merupakan penelitian populasi,
selanjutnya jika jumlah subyeknya lebih besar dari 100 dapat diambil
diantara 10-15% atau 20-25% atau lebih.

3.3 Research Instrument

In this study, the researcher uses a test to get data from the subject that an

objective test on the plural nouns and an interview for English teacher. Before the

researcher gives the test, she has to know the standardized instruments which are

prepared by professional testing services to assist institutions in the selection,

placement and evaluation of the students.

3.3.1 Test on plural form

It is given in the plural form of words in sentences in which the subject is

asked to choose one of the correct answers. This test asks the subject to use the

plural forms and singular forms according to the given sentences. The test items

are constructed based on the plural exercises in three English grammar books that

is Language Skill and Use by Linda (1920), Language Structure and Use by

Ronald L (1984) and English for the Elementary School by Ali Saukah (2001).

The tests consist of 50 items. It was held on June, 28 2004 by the fifth year

students at SDN Mergosono I Malang.

3.3.2 Try out

The try out test is conducted to the fifth year students at SDN Mergosono

II Malang, with assistance of the English teacher. The purpose of conducting the

xxiii
try out is to establish the test reliability and avoiding ambiguous items. The time

allocated to them to do the objective test is 75 minutes. It means that the

researcher gives allocated I.5 minutes for the students to do test in each option.

The noun formation of the try out test like this below:

Noun Formations: a. Singular noun: 12 items

b. Plural noun

- Regular : 29 items

- Irregular : 9 items

The total : 50 items

3.3.3 Interview

Interview is designed to collect the data by using direct conversation to the

respondent. Ary (1979:74) states interviewing is a well-established method of data

collection, which because of some unique qualities, is still widely used. There are

two types of interviews that are structured and unstructured. In this study, the

researcher used unstructured interview to get data because the researcher gave

free question to the subject that possible regarding his/her views, attitudes,

beliefs and other information in his/her own words.

3.4 Characteristic of a good test

Harris (1969:13) states that there are three qualities of a good test. They

are reliability, validity, and practicality.

3.4.1 Reliability of the Test

Harris (1969:14) defines that reliability as the stability of the test scores. A

test can not measure anything well unless it measures consistently. Another

definition, according Ary (1979:206), reliability is the extent to which an

instrument measures whether it is consistent in measuring whatever it measure.

xxiv
The reliability of the whole test can be estimated by using the formula:

N  m(N - m ) 
Reliability = 1 −  Heaton,1983:164
N -1 N x2 

Where N = the number of items in the test

m= the mean score on the test for all the testers

x = the standard deviation of all the testers’ scores

This formula is simple to use since (i) it avoids troublesome correlation

and (ii) in addition to the number of items in the test. It involved only the test

mean and standard deviation, both of which are normally calculated anyhow as a

matter of routine. It is possible for measuring instrument to be reliable without

being valid. However, it can not be valid unless it is first reliable.

In the final form of the test consists 50 items. In order to know which of

the try out test items would be selected for the final form, more detailed

investigation was made of the items concretizing on the analysis of the difficulty

level and the discriminating power.

For to know the try out test scores, each item difficulty was computed by

applying formula:

Correct U + Correct L
F. V = ( Heaton, 1989:164)
2n

Where:

F.V = the index of difficulty

U = the upper or top 27.5 % of the students who answer correctly on the

particular item.

xxv
L = the lower or bottom 27.5 % of the students who answer correctly on the

particular item.

n = the number of the students in one of the group.

Index of difficulty can be classified as follows:

Difficulty: 0.00 – 0.30

Moderate: 0.31 – 0.71

Easy : 0.71 – 1.00 (Arikunto, 1989:212)

But the item discrimination power was calculated by using the following

formula:

Correct U − Correct L
D= n (Heaton, 1989:164)

Where:

D = the discrimination power.

U = the upper or top 27.5 % of the students who answer correctly on the

particular item.

L = the lower or bottom 27.5 % of the students who answer correctly on the

particular item.

n = the number of the students in one of the group.

So the discrimination power can be classified as follows:

Poor : 0.00 - 0.20

Satisfactory: 0.21 - 0.40

Good : 0.41 – 0.70

Excellent : 0.71 – 1.00 (Arikunto, 1989:221)

xxvi
3.4.2 Validity of the test

According Auer (1959:155) validity refers to the capacity of measurement

to measure what it is supposed to and is usually expressed in terms of the

relationship (coefficient of correlation) of a set of measurement to some accepted

criterion.

Heaton (1983:159) stated that validity of a test is the extent to which it

measures what it is supposed to measure. So, Heaton divides validity into four

parts: face validity, content validity, construct validity and empirical validity.

1. Face validity

Condition or situation in which the item looks right to the tester, other teachers,

other examiners, other authorities.

2. Content validity

The content in this test is appropriate or depends on the analysis of the

language being tested and depends on the objective of the course.

3. Construct validity

Capability of the test is to measure specific characteristic in accordance with

theory of language behavior and learning.

4. Empirical validity

Comparison between the results of the test with the result of some criteria. It has

two parts: they are (a) predictive reliability which can be achieved between the

result of the test with the teacher rating or any other form of independent

assessment; (b) concurrent validity, by comparing of the result of the test with

teacher’s rating and the rating is conducted the same time.

xxvii
3.4.3 Practicality of the test

A third characteristic of a good test is its practicality or usability. Harris

(1969; 21) states that a test may be a highly reliable and valid instrument but still

beyond our means or facilities. Thus, in the preparation of a new test or the

adoption of an existing one, we must keep in mind a number of very practical

considerations. Practicality is divided into three parts: they are economy, ease of

administration and scoring, and ease of interpretation.

In this case, the researcher gives the test just for measuring the ability of

the students to distinguish between the plural form and singular form on English

subject. The test has been given appropriate criterion of the face validity because

the test item looks right to other testers, other teachers and other examiners in

using plural forms.

3.5 Data Collection

The data of this study are gathered from the result of the test administrated

to the students in doing the test. The data of this study are collected as follows:

1. The researcher asks to the teacher to construct the test for the students.

2. The researcher waits for the students in doing the test.

3 Finally, the students collect the test and the researcher tries to identify,

classify, describe the errors of using plural form and score the students’

test.

xxviii
3.6 Data Analysis

The data of this study are analyzed by using the identification of errors,

classification of errors, and frequency of occurrence errors.

1. Identification of errors

The identification of errors here refers to the identification of any

deviation in using plural form. That is when plural forms do not agree with

structural of patterns of plural forms.

2. Classification of errors

After identifying of errors, the research classifies them into their types of

plural form.

3. Frequency of occurrence errors

The current study also tries to find out the frequency of occurrence of

errors. In this step the frequency of errors previously identified, classified,

counted and tabulated. The number of errors is presented in the form of

percentage.

The formula is described below:

Number of errors of each number of items

× 100%
Total number of tries of each formula

The average percentage of errors for the whole items is calculated by using this

formula:

Total number of errors

× 100%
Total number of items

xxix
 CHAPTER IV

RESULT AND DISCUSSION

This chapter discusses all of the result of the analysis of the test in using

plural forms and discussion.

4.1 The result

4.1.1 Types of Errors in Using Plural Forms

4.1.1.1 Identification of Errors

The test was administered to 70 subjects. The result of the test shows that

there are 1583 occurrences of errors in using noun formations (singular and

plural), comprising 1096 occurrences of errors in regular plural forms, 301

occurrences of errors in irregular plural forms and 186 occurrences of errors in

singular forms. It can calculated on 69.2 % errors in regular plural forms, 19 %

errors in irregular plural forms and 11.7 % errors in singular forms.

4.1.1.2 Classification into Error Types

For the classification, it is based on the surface strategy taxonomy which

covers errors of misformation, errors of omission and errors of addition.

Based on the result in using noun formations (singular and plural), it is

found out that there are 53.9% errors of omission, 47.8% errors of misformation

and 22.1% errors of addition.

22
xxx
a. Omission

This type of errors is indicated by the absence of -s/-es in plural forms in

certain reconstruction where they are required. For example:

1. A library contains a lot of bookϕ.

2. Ali has two penϕ.

3. Mawar looks at twin babiϕ.

4. Ve need some tomatoϕ to make soup.

The reconstructed sentences in target language are:

1. A library contains a lot of books.

2. Ali has two pens.

3. Mawar looks at twin babies.

4. Ve need some tomatoes to make soup.

b. Misformation

It is indicated by incorrect use of noun formation (singular and plural) in

the sentences. If the students use an incorrect irregular plural form, they make

misformation. Some example sentences containing errors of misformation are like

below:

1. Roni finds many mouse in his house.

2. The farmer has many sheeps.

3. We can some goose in the fond.

4. He caught some fishes.

xxxi
 The sentences above are considered as errors of misformation since the

students use the errors form in using irregular plural forms in such constructions.

The correctly reconstructed sentences in target language are as follows:

1. Roni finds many mice in his house.

2. The farmer has many sheep.

3. We can some geese in the fond.

4. He caught some fish.

c. Addition

It is indicated by using the plural forms in a sentence where the plural

form is not actually required. The errors appeared when the students put -s/-es in

the end of nouns but the nouns are singular forms. The examples are as follows:

1. There is a cats in our house.

2. We have a toys in our home.

3. I like to eat a mangoes.

4. I see a ladies.

The sentences above do not need plural forms (-s/es) to express

relationship in space because in the nouns are preceded by a/an indicating that

they are singular. The reconstruction of these sentences in the target language is

presented below:

1. There is a cat in our house.

2. We have a toy in our home.

3. I like to eat a mango.

4. I see a lady.

xxxii
4.1.2 The Frequency of Noun Formation Errors Made by the Students

The result of study shows that there are 1583 errors in using noun

formations which are singular and plural forms. It is classified into errors on

regular forms of 69.2 %, errors on irregular forms 19 % and errors on singular

forms 11.7 %. The result of the test shows that the students’ mastery get 45 % on

average. Based on the types of errors in using noun formations that they found out

that there are 53.9 % errors of omission, 47.8 % errors of misformation and 22.1%

errors of addition.

4.2 Discussion

Based on the result of the study above, the researcher can discuss her

research.

The students’ errors in using plural forms are due to the fact that they

could not recognize the characteristics or the signal of the singular forms. For

example, item number 15: We have a toy in our home. Most of the students do not

know/understand that article a/an must be followed by singular countable noun.

In the item number 25: The farmer has many sheep. In the case, the

students conclude that all of the plural forms are added by –s/-es. Even though,

this rule could not be applied for the word” sheep” because there is no addition

form for this word.

In the item number 24: Roni finds many mice in his house, the students

make errors in misformation because they do not know that the word “mice” is the

plural irregular form which changes in spelling form “mouse”.

xxxiii
 Based on the IKIP Grading System, the students’ mastery in using noun

formation is poor. The reason why the students’ mastery is poor, it is caused by

them selves.

First reason is because the students don’t have an English book, so they

are difficult to follow the lesson to be discussed.

Second is because the students are lazy to study, then if the teacher gives

the examination, they will be difficult to find out the correct answers.

Finally, based on the reason above, it may be concluded that the students

make less preparation on the lesson of noun formations (singular and plural).

xxxiv
 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents some conclusions with the results of study discussed

in the previous chapter and provides some suggestions concerning the teaching

and learning in using plural forms in order to improve the student’s mastery on

using noun formations (singular and plural).

5.1 Conclusions

5.1.1 Types of Errors in Using Plural Forms

In the study of errors in using plural forms, the researcher used two

manners, that is, identification of errors and classification of errors. In the

identification of errors, she expresses on using noun formation (singular forms

and plural forms which are regular and irregular).

In order to know the classification types of errors in using plural forms,

she uses surface strategy taxonomy, that is; errors of omission, errors of addition,

and errors of misformation.

5.1.2 The Frequency of Noun Formations Errors Made by the Students

Based on the calculated percentage of errors of each noun formation

(singular and plural) it can be concluded that the higher percentage of error is on

regular plural form, that is 69.2 % and the errors on irregular plural form that is,

19%. Further, the lowest percentage of errors in using singular form is 11.7 %.

Based on the IKIP grading system, that the students’ ability in using noun

27
xxxv
formation (singular and plural) is poor; see appendix 3. It is due to the fact that

they have not mastered the concept of where and when a noun formation should

or should not be used in a sentence.

5.2 Suggestion

Based on the result of the present study, it can be concluded that the use of

plural forms are really a problem for the students at SDN Mergosono 1 Malang.

Therefore, she offers the following suggestions:

5.1.2 The Teacher of English

She suggests the teacher of English to pay attention to teaching of noun

formations (singular and plural). Although the noun formations are an only small

group of words, they are frequently used in written as well as in spoken English.

As the English teachers have to have various ways in teaching material, especially

in teaching noun formation, such as: using picture which the students can arise

motivation in learning English process.

5.2.2 The Students

The researcher suggests that the students pay more attention to English

noun formation, in order to improve their level of mastery in using noun

formations (singular and plural). After knowing that noun formations are difficult

for the students, they are expected to be able to overcome their weakness by

reviewing those noun formations (singular and plural) with have some books. The

students is expected to have some books in following English learning that is can

borrow in library of their school.

xxxvi
5.2.3 The Reader

In order to get more a representative result, a replication study with a

broader population is suggested. It is also suggested that other studies will be

conducted to investigate problems of other noun formations which are not

included in the present study. Giving more attention in using the instrument that

use for the students at elementary of school, because the English lesson is a new

lesson for them.

xxxvii
 BIBLIOGRAPHY

Arikunto, Suharsimi 1992. Dasar-dasar Evaluasi Pendidikan. Jakarta; Bumi

Aksara.

Ary, Donald, Lucy Cheser Jacobs; Asghar Razavieh 1972. Introduction to

Research In Education. New York: Holt, Rinehart and Winston.

Brown, H. Douglas 1987. Principles of Language Learning and Teaching. Second

Edition. Englewood Cliff. New Jerry: Prentice-Hill.

Corder, S.P. 1967. “The Significance of Learner’s Errors” Errors Analysis:

Perspective On Second Language Acquisition, Edited by Jack C.
Richard. London: Longman Group Ltd.

Cramer, Ronald; Linda Ward Beech; Chris Welles Feder 1982. Language Skill
and Use. New York: The United States of America.

Cramer, Ronald; Linda; Crhis . 1984. Language Structure and Use. New York:
The United Stated of America.

Dulay, Heidi, Mariana Burt, Stephen Krashen 1982. Language Two. New York:
Ox fort University Press.

George, H. V. 1972. Common Errors In Language Learning. Massachusetts:

Newbury House Publishers.

GBPP. Mata Pelajaran Bahasa Inggris. 2001. Kurikulum Muatan Lokal. DIKNAS
Jawa Timur

Heaton. J B. 1989. Writing English Language Tests. New York: Longman Inc.

Harris, David P. 1969. Testing English as a second Language. New York: Mc

Graw-Hill Book Company.

Hallahan, Daniel P 1991. Exceptional Children. Massachusetts: Allyn and Bacon.

Robert, Paul 1954. Understanding Grammar. New York: Harper and Row.

Robert, L. Solso 1979. Cognitive Psychology. New York: Harcourt Brace

Jovanovich.

Rod Ellis. 1994. The Study of Second Language Acquisition. Oxford university
Press.

xxxviii
Saukah, Ali 2001. English for Elementary School I. Malang: Universitas Negeri
Malang

Susilo, Ganjar.1994. A Study on Errors in English Prepositions Made by Sudents

at SMA I Tulungagung. Unpublished Thesis: MUM

xxxix
 APPENDIX 1

Reliability of Tryout Test

Subject X (scores) Mean =X - X X 2=(X- X )2

1 80 25,3 640,1
2 78 23,3 542,9
3 76 21,3 453,7
4 74 19,3 372,5
5 70 15,3 234,1
6 66 11,3 127,7
7 66 11,3 127,7
8 62 7,3 52,1
9 56 1,3 1,7
10 52 -2,7 7,1
11 52 -2,7 7,1
12 50 -4,7 22,1
13 50 -4,7 22,1
14 48 -6,7 44,9
15 48 -6,7 44,9
16 48 -6,7 44,9
17 46 -8,7 75,7
18 46 -8,7 75,7
19 44 -10,7 114,5
20 44 -10,7 114,5
21 40 -14,7 216,1
22 40 -14,7 216,1
23 38 -16,7 278,9
24 38 -16,7 278,9

xl
 25 38 -16,7 278,9
26 36 -18,7 349,7
27 36 -18,7 349,7
28 30 -24,7 610,1
29 30 -24,7 610,1
30 30 -24,7 610,1
1482 6299,4

X 1482
a. m= m= = 49,4
n 30

2
2 X 6299,4
b. x= x2= x2= 209,9 x2= 14,5
n 30

N  m(N - m ) 
Reliability= 1 − 
N -1 N x2 

50  49,4(50 - 49,4) 
= 1 − 
50 - 1  50 (14,5) 

50  49,4 (0,6 ) 
= 1 − 
49  716,3 

 (29,64) 
= 1,021 − 
 716,3 
= 1,02(1 − 0,04)
= 1,02(0,96)
= 0,98

xli
 APPENDIX II
Reliability of Try out Test

Correct Answer
ITEM U+L F. V U-L D
U L
1 15 8 16 0.76 6 0.46
2 12 7 19 0.63 5 0.33
3 13 5 18 0.60 8 0.53
4 9 4 13 0.43 5 0.33
5 8 3 11 0.36 5 0.33
6 12 7 19 0.63 5 0.33
7 7 3 10 0.33 4 0.26
8 10 3 13 0.43 7 0.46
9 11 4 15 0.50 7 0.46
10 9 5 14 0.46 4 0.26
11 7 3 10 0.33 4 0.26
12 10 5 15 0.50 5 0.33
13 13 5 18 0.60 8 0.53
14 9 3 12 0.40 6 0.40
15 14 4 18 0.60 10 0.66
16 13 6 19 0.63 7 0.46
17 10 3 13 0.43 7 0.46
18 11 5 16 0.53 6 0.40
19 7 4 11 0.36 3 0.20
20 9 4 13 0.43 5 0.33
21 15 1 16 0.53 14 0.93
22 13 3 16 0.53 10 0.66
23 6 3 9 0.30 3 0.20
24 7 3 10 0.33 4 0.26
25 8 4 12 0.40 4 0.26

xlii
26 12 4 16 0.53 8 0.53
27 5 2 7 0.23 3 0.20
28 7 3 10 0.33 4 0.26
29 8 4 12 0.4 4 0.26
30 9 2 11 0.36 7 0.46
31 8 5 13 0.43 3 0.20
32 5 2 7 0.23 3 0.20
33 7 3 10 0.33 4 0.26
34 6 2 8 0.26 4 0.26
35 9 3 12 0.40 6 0.40
36 5 1 6 0.20 4 0.26
37 4 0 4 0.13 4 0.26
38 10 5 15 0.50 5 0.33
39 5 1 6 0.20 4 0.26
40 11 3 14 0.46 8 0.53
41 7 2 9 0.30 5 0.33
42 12 6 18 0.60 6 0.40
43 6 2 8 0.26 4 0.26
44 12 3 15 0.50 9 0.60
45 10 4 14 0.46 6 0.40
46 7 3 10 0.33 4 0.26
47 12 4 16 0.53 6 0.40
48 14 2 16 0.53 12 0.80
49 7 3 10 0.33 4 0.26
50 13 4 17 0.56 9 0.60

xliii
Number and Percentage of Errors in Using Plural Forms Made by
Each Subject

Class A
No Subject Number of Using Number of Percentage
Noun Formations Errors %
1 504 50 12 24
2 505 50 25 50
3 506 50 16 32
4 508 50 28 56
5 509 50 10 20
6 510 50 24 48
7 511 50 14 28
8 512 50 17 34
9 513 50 31 62
10 514 50 11 22
11 515 50 13 26
12 516 50 25 50
13 517 50 17 34
14 519 50 17 34
15 520 50 35 70
16 521 50 12 24
17 522 50 17 34
18 523 50 13 26
19 524 50 21 42
20 525 50 15 30
21 526 50 17 34
22 527 50 22 44
23 528 50 19 38

xliv
 24 529 50 10 20
25 530 50 13 26
26 531 50 12 24
27 532 50 21 42
28 533 50 19 38
29 535 50 25 50
30 536 50 17 34
31 537 50 26 52
32 538 50 23 46
33 539 50 18 36
34 540 50 24 48
35 541 50 18 36
36 542 50 19 38
36 1800 676 1352

Total number of errors

Mean = × 100%
Total number of subject
676
= × 100%
36
= 1877,8

1352
Percentage = = 37%
36
It shows that the students at class A is poor. See at appendix III.

xlv
Number and Percentage of Errors in Using Plural Forms Made by
Each Subject

Class B
No Subject Number of Using Number of Percentage
Noun Formations Errors %
1 501 50 33 66
2 502 50 28 56
3 503 50 34 68
4 504 50 30 60
5 505 50 21 42
6 506 50 24 48
7 507 50 30 60
8 508 50 20 40
9 509 50 26 52
10 510 50 22 44
11 511 50 18 36
12 512 50 26 52
13 513 50 28 56
14 514 50 35 70
15 515 50 34 68
16 516 50 23 46
17 517 50 32 64
18 520 50 26 52
19 521 50 22 44
20 522 50 24 48
21 523 50 25 50
22 524 50 35 70
23 526 50 21 42

xlvi
 24 526 50 35 70
25 527 50 24 48
26 528 50 24 48
27 529 50 29 58
28 531 50 24 48
29 532 50 32 64
30 533 50 22 44
31 534 50 23 46
32 535 50 22 44
33 536 50 29 58
34 537 50 26 52
34 1700 907 1814

Total number of errors

Mean = × 100%
Total number of subject
907
= × 100%
34
= 2667,6

1814
Percentage = = 53%
34

It shows that the students at class B is very poor. See at appendix III.

xlvii
 The Total of Population

Total number of errors

Mean = × 100%
Total number of subject
1583
= × 100%
70
= 2261,4

3166
Percentage = = 45%
70

It shows that all of the students at class A and class B is poor. See at
appendix III.

xlviii
 Appendix III

Students Mastery Level in Terms of Errors

Based on IKIP Grading System
Errors Mastery
0 % - 10 % Very good
11 % - 20 % Good
21 % - 35 % Fair
36 % - 45 % Poor
46 % -100% Very poor

The Frequency of Errors in using Noun Formations Made by the

Students
(Singular and Plural)

80
70
60
Percent

50
40
30

20
10

Singular Regular Irregular

xlix
 TEST PLURAL NOUNS
Time : 75 Minutes
Name:
Class :
Perintah: Berikut ini adalah soal-soal pilihan dari bentuk “Noun” (bentuk tunggal
dan bentuk jamak). Setiap pertanyaan terdiri dari 2 pilihan jawaban. Berilah tanda
silang pada pilihan yang salah untuk setiap pertanyaan.
1. A library contains a lot of (book, books).
2. Ali has two (pens, pen).
3. There is a (cat, cats) in our house.
4. The fifth class consists of 43 (students, student).
5. Veri saw many (buses, bus) in the road.
6. The man needs a (box, boxes).
7. There are many (church, churches) in Malang.
8. We need a (brushes, brush).
9. I see a (lady, ladies).
10. The teachers have many (duty, duties) to teach the students.
11. Mawar looks at twin (babies, baby) in the hospital.
12. How many (brother, brothers) do you have ?
13. There are seven (day, days) in a week.
14. I can see many (monkey, monkeys) in the zoo.
15. We have a (toys, toy) at our home.
16. There is a (thieves, thief) in police station.
17. My mother needs a (knife, knifes).
18. Ve needs some (tomato, tomatoes) to make soup.
19. There are many (mosquitoes, mosquito) in the garden.
20. I like to eat a (mango, mangoes).
21. Ica listen a (radio, radios).
22. My uncle has four (studio, studios).
23. Hari looses two of his (tooth, teeth) in accident.
24. Rony finds many (mouse, mice) in his house.

l
25. The farmer has many (sheep, sheeps).
26. Mr. Budi has three (child, children).
27. He caught some (fish, fishes).
28. We spend several (hour, hours) there.
29. Please, give me some (glass, glasses).
30. I want to buy a red (roses, rose).
31. The mother cooks some (cakes, cake).
32. The students ate their (lunch, lunches).
33. I like to see many beautiful (waitress, waitresses) in the shop.
34. The (team, teams) are entering to the stadium.
35. There are six (class, classes) in our school.
36. The braves are (heroes, hero).
37. The man hunted many (deer, deers).
38. I see two (library, libraries) near the office.
39. There are four (men, man) sitting under the tree.
40. We look for two (door, doors).
41. Indonesia has many (city, cities).
42. There are four (seasons, season).
43. We can see some (goose, geese) in the pond.
44. Her aunt needs ten (eggs, egg) to make cake.
45. There is a (factory, factories) beside Adi’ house.
46. Each team has won many (victory, victories).
47. I want to buy some (flowers, flower) in the market.
48. I find a (keys, key) under the table.
49. They plowed the field with cart pulled by (ox, oxen).
50. There are many (boy, boys) playing a football.

-----GOOD LUCK-----

li
 KEY ANSWERS

1. books 26. children

2. pens 27. fish
3. cat 28. hours
4. students 29. glasses
5. buses 30. rose
6. box 31. cakes
7. churches 32. lunches
8. brush 33. waitresses
9. lady 34. teams
10. duties 35. classes
11. babies 36. heroes
12. brothers 37. deer
13. days 38. libraries
14. monkeys 39. men
15. toy 40. doors
16. thief 41. cities
17. knife 42. seasons
18. tomatoes 43. geese
19. mosquitoes 44. eggs
20. mango 45. factory
21. radio 46. victories
22. studios 47. flowers
23. teeth 48. key
24. mice 49. oxen
25. sheep 50. boys

lii
 FORM OBSERVATION

1. Berapa jumlah siswa setiap kelas lima di SDN Mergosono I Malang?

2. Apakah ibu menggunakan bahasa Inggris dalam proses belajar mengajar?
3. Bahasa Inggris diajarkan mulai dari kelas berapa?
4. Setiap hari apa bahasa Inggris diajarkan di kelas lima?
5. Kendala apa yang ibu hadapi dalam mengajar bahasa Inggris, terutama
dalam penggunaan Noun Formation?

liii