This document is the thesis of Ririn Kusumawati submitted to the Faculty of Humanities and Culture at the Maulana Malik Ibrahim State Islamic University of Malang in partial fulfillment of the requirements for a degree. The thesis investigates morphological errors found in the English essays of fifth semester students in the English Letters and Language Department at UIN Malang in 2008. It identifies the types of morphological errors and determines the most dominant error. The results found all types of morphological errors except for two specific types. The most common error was omission, which accounted for over 40% of the total errors identified.
This document is the thesis of Ririn Kusumawati submitted to the Faculty of Humanities and Culture at the Maulana Malik Ibrahim State Islamic University of Malang in partial fulfillment of the requirements for a degree. The thesis investigates morphological errors found in the English essays of fifth semester students in the English Letters and Language Department at UIN Malang in 2008. It identifies the types of morphological errors and determines the most dominant error. The results found all types of morphological errors except for two specific types. The most common error was omission, which accounted for over 40% of the total errors identified.
This document is the thesis of Ririn Kusumawati submitted to the Faculty of Humanities and Culture at the Maulana Malik Ibrahim State Islamic University of Malang in partial fulfillment of the requirements for a degree. The thesis investigates morphological errors found in the English essays of fifth semester students in the English Letters and Language Department at UIN Malang in 2008. It identifies the types of morphological errors and determines the most dominant error. The results found all types of morphological errors except for two specific types. The most common error was omission, which accounted for over 40% of the total errors identified.
ENGLISH LETTERS AND LANGUAGE DEPARTMENT OF UIN MALANG IN 2008 THESIS
Presented to the Faculty of Humanities and Culture in Partial Fulfillment of the requirements for the Degree of SARJANA SASTRA
Advisor Dra. Hj. Syafiyah, MA
By: Ririn Kusumawati (04320134)
ENGLISH LETTERS AND LANGUAGE DEPARTMENT FACULTY OF HUMANITIES AND CULTURE MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY OF MALANG 2010
APPROVAL SHEET
This is to certify that the thesis of Ririn Kusumawati entitled Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language Department of UIN Malang in 2008 has been approved by the advisor for further approval by the board of examiners as one of the requirements for the Degree of Sarjana Sastra (S.S) in English Letters and Language department.
Malang, 22 nd of April 2010
Approved by The advisor Aknowledged by, The Head of English Letters and Language Department
Dra. Hj. Syafiyah, MA NIP. 19660910 199103 2 002
Galuh Nur Rohmah, M. Pd. M. Ed NIP. 19740211 199803 2 002
The Dean of Faculty Humanities and Culture
Drs. KH. Chamzawi, M. HI NIP. 19510808 198403 1 001
LEGITIMATION SHEET
This is to certify that the Sarjana's thesis of Ririn Kusumawati entitled Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language Department of UIN Malang in 2008 has been approved by the Board of Examiners as the requirement for the degree of Sarjana Sastra.
The Board of Examiners signature
1. Prof. Dr. H. Dimjati Ahmadin, M. Pd (Chair of Examiner) ( ) NIP. 19441003 196307 1 001
Drs. KH. Chamzawi, M. HI NIP. 19510808 198403 1 001
MOTTO
Alam Nasyrah: 5
Karena Sesungguhnya sesudah kesulitan itu ada kemudahan.
DEDICATION
My thesis is dedicuted to:
^, co.cv ^on vnv Ivv Thank you for Your endless love, advise, prayer, attention, and understanding To me
^, co.cv onc. vnv .i.c. M. Wildan Suyudi&wife M. Edy Suyanto&wife And Ari Indahwati&husban Thank you for The prayer and support. So, I can finish my study.
^, nic.c vnv ncnc. Reza, Huril, and Fia Thank you for your nice and sweet smile
^, nv.vnv who always company me in any kinds of situations thanks for the love and understanding me
ACKNOWLEDGEMENTS First, the researcher thanks Alloh SWT., who gives her ability to write this thesis. Sholawat and Salam are dedicated to the prophet Muhammad S.A.W., who has guided us from the darkness into the lightness that is Islam. This thesis is intended to fulfill the requirement for achieving the degree of Sarjana in English Letters and Language Department/S1 at Maulana Malik Ibrahim State Islamic University of Malang. Finishing this thesis was not a simple thing at all and she definitely spent her great deals of time but gave her valuable experience. This study would not have been completed without some contributions and support from many people. She wants to express her gratitude to: 1. Prof. Dr. H. Imam Suprayogo as the Rector of Maulana Malik Ibrahim State Islamic University of Malang, who allowed her to study in this university. 2. Drs. H. Chamzawi, M. Hi. as the Dean of Faculty Humanities and Culture. 3. Galuh Nur Rohmah, M. Pd. M. Ed. as the Head of English Letters and Language Department 4. Dra. Hj. Syafiyah, MA for her valuable guidance as well as her constructive suggestions. 5. All of lecturers of the States Islamic Maulana Malik Ibrahim University of Malang, especially English Letters and Language Department for being so kind, patient and generous in leading to the world that she never knows before with valuable knowledge.
6. Her beloved Mom and Dad who have been giving the opportunity to get the adequate education, both materials and spiritual supports to the researcher until she can finish her thesis. 7. Her beloved brother and sister (M. wildan Suyudi and wife, M. Edy Suyantoand wife, Ari Indahwati and husband), her niece and nephew (Reza, Huril and Fia) for his/her care, support and pray. I love you all... 8. Her friends in English Letters and Language Department, especially Ern, Irma, Pipe, Oshy, Alafah, Nita, lily, yu2n, imtilak, Eka and all friends in 2004. Thanks for being gathered and great moment. 9. My friends in AHAF, aspecially in MADIN (mb Arni, Pipe, Irma, Lia, Di2k, Chopy, Rina, Aim, Mery, Dwi, Choir, lelis, Eva, Sundus). Thanks for everything 10. My cute, funny, charming, and smart students in TPQ MADIN AL-HIKMAH Joyosuko. You teach me be a patient person. I love you. I miss you all 11. My entire friend who cannot I mention one by one. Thanks for your help. Finally, she truly realizes that this thesis still needs the constructive criticism and suggestions from the readers in order to make it perfect and hopefully it can be useful, especially for the English Letters students. Malang, 22 nd of April 2010
Ririn Kusumawati
ABSTRACT
Kusumawati, Ririn.2010. Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language Department of UIN Malang in 2008. Advisor : Dra. Hj. Syafiyah, MA Key word : Error, Morphology.
This study investigates morphological error in the essays of the fifth semester students of English Letters and Language Department of UIN Malang in 2008. The objectives of this study are to find out the kinds of morphological error in students writings and describe the dominant morphological error found. This study uses descriptive qualitative approach. The data collected from the essays of the fifth semester students of English Letters and Language Department of UIN Malang in 2008. The result of this study shows that there are several morphological errors in English students essays of UIN Malang in the fifth semester (2008). The researcher found all types of morphological error in students writings, they are; Omission, addition, misformation and misordering except contain morpheme and article which belong to the branch of omission. The total number of morphological errors is 61 times. Based on the findings, she found that the most dominant kind of morphological error is omission with 25 times used or 40.98 %. Since this study does not investigate the composition from native of other country, finally she suggestes to next researchers to conduce further research of English composition of various native from various country and compare them.
TABLE OF CONTENTS
COVER ................................ .............................................. .................. ........ i APPROVAL SHEET .................................................................................... ii LEGITIMATION SHEET .......................................................................... iii MOTTO ........................................................................................................ iv DEDICATION ............................................................................................... v ACKNOWLEDGEMENT ........................................................................... vi ABSTRACT ................................................................................................. viii TABLE OF CONTENTS ............................................................................. ix LIST OF TABLE .......................................................................................... xi LIST OF APPENDICES .............................................................................xiii
CHAPTER I: INTRODUCTION ................................................................ 1 1.1 Background of the Study .................................................................. 1 1.2 Statement of the Problem ................................................................. 5 1.3 Objective of the Study ...................................................................... 5 1.4 The Scope and Limitation of the Study............................................ 5 1.5 Significance of the Study ................................................................. 6 1.6 The Definition of the Key Terms ..................................................... 7
CHAPTER III: RESEARCH METHOD ................................................... 51 3.1 Research Design .............................................................................. 51 3.2. Data Sources................................................................................... 51 3.3 Research Instrument ........................................................................ 52 3.4 Data Collection................................................................................ 53 3.5 Data Analysis .................................................................................. 53
CHAPTER IV: FINDING AND DISCUSSION ....................... 54 4.1 Data Presentation and Analysis ....................................................... 54 4.2 Finding ............................................................................................ 66 4.1.1 The types of morphological errors ......................................... 66 4.1.1.1 Omission of Grammatical morpheme .......................... 66 4.1.1.1.1 Omission of preposition ...................................... 69 4.1.1.1.2 Omission of auxiliaries ....................................... 69 4.1.1.1.3 Omission of Noun inflection ............................... 70 4.1.1.1.4 Omission of verb inflection ................................. 70 4.1.1.2 Addition ........................................................................ 71 4.1.1.2.1 Simple Addition ................................................... 71 4.1.1.2.2 Regularization ...................................................... 72 4.1.1.2.3 Double Marking ................................................... 72 4.1.1.3 Misformation .................................................................. 73 4.1.1.3.1 Regularization Error ............................................. 74 4.1.1.3.2 Archi-Form ........................................................... 75 4.1.1.3.3 Alternating Form .................................................. 75 4.1.1.4 Misordering ...................................................................... 77
Table 2.1: Various Verbal Forms and Their use ........ ................................. 11 Table 2.2: Possibilities Irregular Verbs Form ............ ................................. 14 Table 2.3: Various Uses and Forms of Auxiliary do . ................................. 20 Table 2.4: Summary of Auxiliary Verbs .................... ................................. 22 Table 2.5: Kinds of Prepositions and Prepositional Phrases ........................ 27 Table 2.6: Error of Double Marking in L2 Production ................................ 44 Table 2.7: Simple Addition Error... ........................... ................................. 45 Table 2.8: Regularization Error in Misformation ...... ................................. 46 Table 4.1: Omission of Noun Inflection .................... ................................. 54 Table 4.2: Omission of Verb Inflection ..................... ................................. 55 Table 4.3: Omission of Auxiliary... ........................... ................................. 56 Table 4.4: Omission of Preposition ........................... ................................. 57 Table 4.5: Simple Addition Error... ........................... ................................. 57 Table 4.6: Regularizatiion Error in Addition ............. ................................. 58 Table 4.7: Double Marking .......................................................................... 59 Table 4.8: Regularization Error in Misformation ........................................ 59 Table 4.9: Archi form ................................................................................... 60 Table 4.10: Alternating Form ....................................................................... 61 Table 4.11: Misordering ............................................................................... 62 Table 4.12.1: Two Possible Errors (a) ......................................................... 62 Table 4.12.2: Two Possible Errors (b) ......................................................... 63
Table 4.12.3: Two Possible Errors (c) ......................................................... 63 Table 4.12.4: Two Possible Errors (d) ......................................................... 64 Table 4.12.5: Three possible Errors ............................................................. 64 Table 4.13 : Error of Grammatical Morpheme ............................................ 67 Table 4.14 : Error of Eddition ...................................................................... 71 Table 4.15 : Misformation............................................................................ 73 Table 4.16 : Misordering .............................................................................. 77 Table 4.17 : The Frequency of Error in Morphology Found in Students Essays of English Letter and Language Department of UIN Malang in the fifth Semester(2008) .......................................................................... 77
LIST OF APPENDICES
Appendix 1: Data Sourses Appendix 2: Summary of Finding Appendix 3: Evidence of Thesis Consultation Appendix 4: Certificate of Thesis Outhorship
CHAPTER I INTRODUCTION
In this chapter, the background of the study, the statement of the problems, object of the study, scope of limitation of the study, significance of the study, and the definition of the key terms are discussed.
1.2 Background of the Study Any language has its own system which is different from one another. As a foreign language, the system of English is different from Indonesian language. Therefore English is considered difficult to be learned. Corder (1950:22) said that it still remains to be shown that the process of learning second language is fundamentally different nature from the process of primary acquisition. As the learner of foreign language, students especially from English department expect to master English not only in one skill but also in any kinds of skills, as in listening, speaking, and writing. However they still have some difficulties using it, something like error in applying their second language as like English. Corder (1967:20) said we live in an imperfect world; consequently errors will always occur in spite of our best effort. It seems reasonable they make some errors. Students errors may occur in different components of language: in Grammar, lexicon, or pronunciation. In other words, students errors occur in
different linguistics categories such as phonology, morphology, syntax, and discourse. One language component which is crucial to be considered is grammatical structure. One of which is morphology. Morphological item is one of the important things dealing with word formation, as said in (Frank Palmer, 1984: 99) Morphology is essentially the grammar of words and deal with form of words, the relation between take and took, dog and dogs and etc. Matthews (1986:55) stated Morphology is the subfield of linguistics that studies the internal structure of words and the interrelationships among words. Morphology is study of how words are structured and how they are put together from smaller parts called as morpheme. Morpheme is the smallest meaningful part of word. Morpheme may either free or bound morphemes. Free morphemes can stand by themselves, while bound morphemes never occur in isolation. Free morphemes are usually bases, whereas bound morphemes are usually affixes. Yule(in Zuhriyah, 2005: 8) says that morphemes which can stand by them selves as single word e.g. sit, walk, door, etc, are called free morphemes. In contras, bound morpheme is morpheme that cannot stand alone, but typically attached to another form, e.g. ist, -ed, -s, etc. Akmajian et. al.(1984:119) said Both derivational and inflectional morphemes are bound forms and are called affixes. It shows that there are two kinds of affixes; inflectional and derivational. Both inflectional and derivational are important factors of making grammatical sentences. In addition, derivational affixes are one of efficient way in enlarging ones vocabulary. Yet, students often
face difficulties in using them appropriately. The difficulties in applying those affixes show the students grammatical competence in producing the language. Thus, the students difficulty in learning inflectional and derivational affixes needs more attention. One way to know the students difficulty is by analyzing their errors. As Corder said what has come to be known as error analysis has to do with the investigation of the language of second-language learner. The students difficulties in learning about inflectional and derivational affixes on morphological item have been examined by several studies; Written by Gabriele Miceli, Rita Capasso, Alfonso Caramazza(2003). The relationships between morphological and phonological errors in aphasic speech. The fact that phonological errors can occur either in isolation or in association with morphological errors could be attributed to the functional heterogeneity of phonological errors, and to the separability of the neural substrates involved in processing various aspects of phonological information. Akinmade Timothy Morphological Errors in the English Usage of Some Nigerian. The study revealed that (a) the pupils competence in English morphology is very low and (b) the errors were caused by such factors as the inconsistency in the morphological rules of English, overgeneralization of rules, misapplication of rules as well as the interference of the subjects mother tongue on English. Diah (1993), Morphological Errors Made by Fourth Year Students of the English Department IKIP Malang. She attempted to study errors on inflectional and derivational affixes. From her research she found that inflectional errors
occurred much more then derivational errors. On the basis of the Surface Strategy taxonomy, the 176 errors found in the students compositions revealed that the highest frequency of occurrence of inflectional errors was reached by omission (54.09%), while the highest frequency of occurrence of derivational errors was reached by misformation(47.06%). Anastasia (1989) studied inter lingual and intra lingual errors in English composition of S1 students of English department of IKIP Malang. She wanted to identify, classify, and describe the error in their English writing. She focused on the morphological and syntactical errors caused by interlingual and intralingual inferences. She administered free argumentative composition test. She found that the source of error which most interfered is the interlingual errors in syntax, and the most difficult grammatical categories are preposition and simple past tense. Due to the fact that students commonly face the problems in learning the target language and considers the importance of teaching learning strategy in producing well-formed sentences. Most of the previous studies studied about some component of morphological items such as affixes, Inflectional and derivational dealing with linguistics categories such as phonology and syntax. Here the researcher wants to focus on analyzing the component of Morphological item only not dealing with other linguistics study as like phonology and syntax; they are about inflectional affixes and the things related with functional morpheme. It all will be analyzed by using the theory taxonomy of Dulay. The researcher conducted this study to find the answer whether or not the students of English Letters and Language Department of UIN Malang who were
in the fifth semester(2008) face the problems in learning English as the target language, in learning morphological item as the word formation. From their compositions she classified it according to the theory of Dulay; surface strategy taxonomy. 1.2 Statements of the Problem From the statement above, the researcher wants to explore the following research problems: 1. What are the types of Morphological errors found in the students essays? 2. What is the most dominant type of morphological error found in the students essays? 1.7 Objectives of the Study The objectives of the studies are: 1. To find out the types of morphological errors in the students essays. 2. To find out the dominant type of morphological error in the students essays. 1.8 The Scope and Limitation of the Study To be well focused, the scope and limitation of this study needs to be classified especially the specific aspects discussed. This study focuses on the morphological error analysis especially in inflectional affixes and functional morpheme. The theory of error used in this study proposed by Dulay starategy taxonomy. The researcher chooses the Students compositions of English letters and language department of UIN Malang who were in the fifth semester (2008), when
they got final exam in writing III, as the data sources. She took only 8 writings from them that got trouble on morphology. Because she wanted to focuse on it. She does not analyze another types of error from other writing, since it only analyze morphological error on 8 writings as stated above. And the finding does not picture that all students in the fifth semester (2008) got trouble in morphology, except the 8 students whose writing were analized.
1.9 Significance of the Study Hopefully this study can give contribution to the related study both theoretically and practically. 1. Theoretical Significance The result of this study is expected to enlarge the view on linguistics especially on Morphology. 2. Practical significance Besides the theoretical, the result of this study is also expected to be more practical. For The students: a. The students who interested on Morphology are expected to recognize the well-formed or ill-formed word to make understanding and good sentences in their writing. For the teacher:
a. teacher understand the source of the errors so that he/she can be aware on giving explanation and example errors on morphology as appear in finding. b. Errors tell the teacher how far towards the goal the learner has progressed and what remains for him to learn (Corder, 1987). It is useful to measure and evaluate the successful of her/his teaching process.
1.10 The Definition of the Key Terms To avoid the ambiguity and misinterpretation in understanding this study, the researcher provides the following key terms: 1. Morphology Morphology is essentially the grammar of words and deals with the forms of words, the relation between take and took, dog and dogs. Frank Palmer (1984:99) 2. Grammar Error Brown (1987: 170) defined an error as noticeable deviation from the adult grammar of native speaker, reflecting the interlingual competence of the learner. They are the clearest evidence for the learner developing system (Littlewood, 1984: 22). 3. Morphological Error
From the definition in number one and number two above, it can be concluded that morphological error is the error on forming word either deleting or addition such an item which against the grammatical rules. 4. Compounding A compound is a word formed by the combination of two independent words. (Matthew, 1986:129-131). 5. Affixation Affixation is the processes of attached bound morpheme and free morpheme to other morphemes. They change the meaning or the grammatical function of the word. The kinds of Affixes are prefix, infix, and suffix. Matthew (1986:119). 6. Reduplication Reduplication is the processes word formation using either total reduplication or partial reduplication. Matthew (1986:130). 7. Suppletion Suppletion is the occurrence of a completely different stem form. Elson and Pickett (in Mualifatul Z., 2005:17)
CHAPTER II REVIEW OF THE RELATED LITERATURE
This chapter reviews the related literature of the study and the review comprises; the morphology, definition of error, category of errors, and previous studies.
2.4 Morphology Matthews (1986:55) stated Morphology is the subfield of linguistics that studies the internal structure of words and the interrelationships among words. While, Frank Palmer (1984:99) said that Morphology is essentially the grammar of words and deals with the forms of words, the relation between take and took, dog and dogs. From the definition above, the researcher can conclude that morphology is related with word formation process/the grammar of words where the words can be constructed from the smallest part, which usually called as morpheme in well- formed.
2.4.1 Morpheme Gleason (1950: 52-53) stated that, morpheme can be defined as the smallest unit which is grammatically pertinent. Or it can be described as the smallest meaningful units in the structure of language. Yule (1996:75) said that there are two kinds of morphemes; those are free and bound morphemes.
Free morphemes are morpheme that can stand by them as single word, e.g. open. And bound morpheme is those which cannot normally stand alone like -ist, -ed, -s, -en. Both free and bound morpheme will be explained breavely as follows.
2.1.1.1 Types of Morpheme Yule(1996:75) said that there are two kinds of morphemes; they are free and bound morpheme, for further explanation, the writer would like to describe them as below:
2.1.1.1.1 Free Morpheme Nida (1957:119) said that morphemes which can stand alone as words are said to be free morpheme, e.g. ripe. Free morphemes fall into two categories, first, is a set of nouns, adjectives, and verbs. They are categorized as lexical morphemes. For example: boy, handsome, walk etc. The second category is called functional morpheme, such as conjunctions, prepositions, articles pronoun. For example: but, of, by, in, the, a, etc. The first category will be presented as follows.
a) Verbs There are derivational suffixes that are typical of the class of verbs: -en : broaden, darken, and lengthen -ify : glorify, nullify, simplify -ize,lize : economize, nationalize, scandalize
Most English verbs can add four inflectional morphemes to the base: 1. S3 : 3 rd person singular present tense indication 2. ed1 : past tense 3. ed2 : -ed participle 4. ing : -ing participle The various verbal forms and their uses are exemplified in table below. Table 2.1: Various Verbal Forms and Their use Form Use Examples
BASE
BASE + {S3}
BASE + {ed1} BASE + {ed2} BASE + {ing} 1. infinitive
2. imperative 3. present tense indicative (except 3 rd pers. Sing.) 4. present tense subjunctive 3 rd person singular present tense indicative Past tense -ed participle -ing participle 1. he must live in London He used t live in London 2. Live now, pay later 3. I/you/we/they live in London
4. Long life the Queen! He lives in London
He lived in London He has lived in London He is living in London F.Aarts&J. Aarts(1982:32) The present tense morpheme {S3} is regularly realized in three ways: /s/ : after base ending in voiceless sounds except sibilant, eg: Walks, coughs, stops, prints /z/ : after bases ending in voiced sounds except sibilants, eg:
Frees, mars, chews, purrs, snores, destroys, dries, pays, glows, rubs, begs, climbs, grins, settles, breathes. /iz/ : after bases ending in a sibilant: /s/: mixes, promises, tosses /z/: freezes, loses, seizes //: fishes, rushes, washes / /: camouflages, rouges /t/: catches, screeches, touches /d /: alleges, budges, lodges The past tense morpheme {ed1} and the ed participle morpheme {ed2} of regular verbs are realized in three ways: /t/ : after bases ending in voiceless sounds except /t/, eg: Kissed, tripped, walked /d/ : after bases ending in voiced sounds except /d/, eg: Loathed, sinned, played /id/ : after bases ending in /t/ or /d/, eg: Parted, rotted, loaded, scolded The -ing form participle morpheme {ing} is always realized as /i/ Playing, nodding, kissing The regular spelling of the present tenses suffix {S3} is s or es. The letter spelling is found in: 1. Verbs ending in s, -z, -ch, -sh, and x eg: Hisses, buzzes, catches, fishes, taxes
2. Verbs ending in consonant symbol + o, eg: Echoes, goes, vetoes. Note the pronunciation of does /d 3. Verbs ending in a consonant symbol + y, (y change in to i), eg: Cries, fancies, tries. The regular spelling of the past tenses and ed participle suffixes {ed1} and {ed2} is -ed or d. spelling is found when the verb ends in mute e, eg: baked, loved, moved. In four cases the spelling of the base is affected before the ending ed: 1. in verbs ending in a consonant symbol + -y (where y changes in to i), eg: denied, fancied, pitied, tried; 2. in verbs ending in a consonant symbol preceded by a single vowel symbol the final consonant symbol is doubled if the verb is monosyllabic or ends in a stressed syllable, eg: hugged, nodded, rubbed, stopped, admitted, occurred, preferred, regretted. Note the following exceptions to this rule: humbugged handicapped, kidnapped, worshipped; 3. in verbs ending in l, preceded by a single vowel symbol, l is doubled: cancelled, quarreled, rebelled, signaled, traveled; 4. Final c is changed into ck: bivouacked, picnicked, and trafficked. In tree verbs final y is changed into i before the ending d: Lay - laid, pay paid, say said /sed/. The spelling of the ing participle suffix is always -ing. Before this ending the bases undergoes the spelling changes mentioned under 2, 3, and
4 above in connections with the past tense and ed participle suffixes. Hence we find: - Doubling of final consonant : nodding, stopping, admitting, regretting, worshipping. - Doubling of final l : cancelling, quarrelling, and travelling. - C => ck : picnicking, trafficking In addition, the spelling of the base is affected in the following cases: 1. mute e is dropped, eg: changing, having, taking Exception : age ageing, dye dyeing, hoe hoeing. 2. ie changes in to y, eg: dying, lying, vying. English has well over 200 irregular verbs. An irregular verb forms its past tense or ed participle (or both) in other ways than those described above for regular verbs. There are four possibilities, as illustrated in table below: Table 2.2: Possibilities Irregular Verbs Form BASE BASE + {ed1} BASE + {ed2} All three forms identical, eg:
Burst Cast Cost Cut Hit Put Set Burst Cast Cost Cut Hit Put Set Burst Cast Cost Cut Hit Put Set
All three forms different, eg:
{ed1}={ed2}, eg:
Base = {ed2} Begin Choose Do Drink Go Lie Swim Wear Bring Find Hang Keep Lead Sit Teach Win build come run Began Chose Did Drank Went Lay Swam Wore brought found hung kept led sat taught won built came ran Begun Chosen Done Drunk Gone Lain Swum Worn brought found hung kept led sat taught won built come run J.Aarts&F. Aarts(1982:34) A number of verbs (all of which are followed by to- infinitive), such as tend to, happen to, fail to, seem to, appear to, turn out to, be to, have to, and be going to, are sometimes treated as constituting a class (the so- called semi- auxiliaries) intermediate between auxiliary verbs and lexical verbs. We shall look upon them as lexical verbs.
a.1) Auxiliary verbs As a rule an auxiliary verb cannot stand on its own it must be followed by a lexical verb (sometimes with other sentence constituents) is understood: Can Harry come? Yes, he can (come) Will Marry meet us at the station? Yes she will (meet us at the station) Auxiliary verbs (or helping verb) fall into two classes: modal auxiliaries and primary auxiliaries. There are two differences between modal auxiliaries and primary auxiliaries. The former are always finite and invariably occur as the first element of the verb phrases. The primary auxiliaries have and be have finite as well as non- finite forms and may occur in initial as well as in medial position in the verb phrase. The primary auxiliary do always occurs initially, is in variably finite and does not generally co-occur with other auxiliaries. Compare: Finite/initial Non-finite/medial Lexical verb May May May May Has Is Does - Have Be Be Been Being - Write Written Writing Written Writing Written Write J.Aarts&F. Aarts(1982:36)
a.1.1) Modal Auxiliaries The class of modal auxiliaries comprises the following items: can, may, must, shall, and will. In English modal auxiliaries are mutually exclusive.
Dare, need, ought (to), and used (to), are marginal members of this class of auxiliaries because of the following reason: 1. dare and need, can be used both as auxiliaries and as lexical verbs: LV : He dares to ask me that! Aux : He darent ask me that LV/aux: He doesnt dare (to) ask me that Aux : Dare he ask me that? LV/Aux: Does he dare (to) ask me that? LV : He needs to be careful Aux : He neednt be careful LV/aux: He doesnt need to be careful Aux : Need he be careful? LV/Aux: Does he need to be careful?
2. Unlike the other auxiliaries ought and used are followed by to infinitive. In addition used may co-occur with do in negative and interrogative sentences: He usednt to drive a car Used he to drive a car? He didnt use(d) to drive a car Did he use(d) to drive a car?
a.1.2) Primary Auxiliaries English has three primary auxiliaries: do, have, and be. Do differs from have and be in that it usually co-occurs with lexical verbs only. This means that verb phrases with do contain only two verbs form, since verb phrases cannot have more than one lexical verb. Do come, John! Do you believe him? You dont believe him
Have and be co-occur not only with lexical verbs but also with modal auxiliaries; they always follow the letter: He may have escaped You will be punished You should be preparing the lecture. Have and be also co-occur with each other; have always precedes be: He has been sent abroad The children have been messing about in the library The prisoners have been being interrogated by the police
a.1.2.1) Do Do is used as an auxiliary of periphrasis. In the former function it occurs in negative sentences with not, in interrogative sentences (with the exception of WH- question opening with the subject) and in declarative sentences opening with the negative Adverbial. Example : He does not realize what he is doing I did not see John last night Interrogative : Do you think you can come? Who did he see? (of who saw him?) Negative/interrogative: why doesnt he leave tonight? Didnt you get up in time? Negative adverbial : Only then did he realize his position Rarely did they leave the house
Emphatic do can be used in declarative sentences, in WH-questions opening with the subject and in imperative sentence. Example: Declarative : He does know what he is talking about I did lock the door, you know WH-questions opening with the subject: but who does understand him? What then did cause the explosion? Imperative : Do try and be careful! Do be sensible! Note that the emphatic forms of periphrastic do also occur in sentence like the following in which do is required as an auxiliary anyway: Negative : but he doesnt know the answer! Interrogative : but does he know the answer? But does he know the answer? Negative/interrogative : but doesnt he know the answer? Periphrastic and emphatic do do not co-occur with be except in negative and emphatic imperatives, He doesnt be careful He does be careful Dont be a fool! Dont be tempted! Dont be saying things like that! Do be careful!
Periphrastic do is optional in negative and interrogative sentences containing the verb have meaning possess, eg: He hasnt any money He doesnt have any money Has she any money? - Does she have any children? The use periphrastic do is as a rule preferred in the past tense. Sentences like He didnt have any money and Did he have any children? Are more common than He hadnt any money and Had he any children? The various uses and forms of the auxiliary do are listed in table below: Table 2.3: Various Uses and Forms of Auxiliary do Use Forms Periphrastic do in: -negative sentences Interrogative -sentences(except WH- questions opening with the subject) - sentences opening with a negative adverbial Do, does, did Emphatic do in: - declarative sentences - WH-question opening with the subject - Imperative sentences Do, does, did J.Aarts&F. Aarts(1982:39) Apart from its use as an auxiliary there are two other uses of do (in both uses do has the full range of forms): 1. Lexical verb. Examples He is doing a good job Does Jennifer do the household?
2. Pro-verb substituting for the verb phrase (often together with other elements of the sentences). In this function do may co-occur with so, example: Who knows the answer? John does Peter knows the answer. So does John/So he does Who broke the vase? I think Marry did that Peter promised to send me his knew novel next week but I doubt if he will do it.
a.1.2.2) Have and Be Have and be function as auxiliaries of aspect. Have is auxiliary of the perfective aspect when followed by the ed participle of another verb. Be is auxiliary of the progressive aspect when it combines with the ing participle of another verb, example: He has written a new novel He ma have written a new novel He is writing a new novel He may be writing a new novel The following examples illustrate co-occurrences of have and be as aspectual auxiliaries: He has been writing anew novel He may have been writing a new novel Be is also used as auxiliary of passive voices when followed by the -ed participle of a transitive (lexical verb):
The theatre was built in 1970 The theatre may be built next year The following examples illustrate co-occurrences of be as auxiliary of the passive voice with the aspectual auxiliaries have and be: The theatre has already been built The theatre is being built The theatre has been being built for three years now. Both aspectual and passive be exhibit all finite and non-finite forms. So does aspectual have with the exception of the ed participle. Apart from their use as auxiliaries have and be also occur as lexical verbs. Example: Did you have a good time? He has two children Johns wife is a good cook The meeting is at six The above explanation of auxiliary verbs is summarized in this table: Table 2.4: Summary of Auxiliary Verbs A u x i l i a r y
Modal auxiliary CAN, MAY, MUST, SHALL, WILL, DARE, NEED, OUGHT (TO) Primary Auxiliary Do Auxiliary of periphrasis - Auxiliary of emphasis HAVE - Auxiliary of the perfective aspect BE - Auxiliary of the progressive aspect - Auxiliary of the passive voice J.Aarts&F. Aarts(1982:40)
b.) Nouns According to Thomson&Martinet (1986:24) there are four kinds of noun in English they are: 1. Common nouns : dog, man, table 2. Proper nouns : France, Madrid, Mrs. Smith, Tom 3. Abstract noun : beauty, charity, courage, fear, joy 4. Collective noun : crowd, flock, group, swarm, team A noun can function as: - The subject of a verb : Tom arrived - The complement of the verb be, become, seen: Tom is an actor - The object of a verb : I saw Tom - The object of preposition : I spoke to Tom - A noun can also be possessive case: Toms books
c) Adjectives Thomson&Martinet (1986:33) also explained that there are main Kinds of adjectives; The main kinds are: - Demonstrative : this, that, these, those - Distributive : each, every, either, neither - Quantitative : some, any, no, little, few, many, much, one, twenty - Interrogative : which, what, whose - Possessive : my, your, his, her, its, our, your, their
- Of quality : clever, dry, fat, golden, good, heavy, and square Participles used as adjectives Both present participles (ing) and past participles (ed) can be used as adjectives. Care must be taken not to confuse them. Present participle adjectives, amusing, boring, tiring, etc., are active and mean having this effect. Past participle adjectives, amused, tired etc., are passive and mean affected in this way. The play was boring (the audience was bored) The work was tiring (the workers were soon tired) The scene was horrifying (the spectator was horrified) An infuriating woman (she made us furious) An infuriated woman (something had made her furious) Many adjectives /participles can be followed by prepositions: good at, tired of, etc. The first category of free morpheme have axplained breavely above. Here is the second category of free morpheme(conjunction, preposition, and article) according to Thomson&Martinet(1986). 1. Conjunction Co-ordinating conjunctions: and, but, bothand, or, eitheror, neithernor, not onlybut also. Example: He plays squash and rugby. He is small but strong. She doesnt smoke or drink.
He cant (either) read or write He can neither read or write Not only men but also women were chosen Besides, however, nevertheless, otherwise, so, therefore, still, yet, though. These conjunctions can join clauses or sentences and are then often known as conjuncts. But they can also with the exception of nevertheless and therefore (conjunct), be used in other ways. Their position will vary according to how they are used. 1.a. besides (conjunct) means in addition . I cant go now; Im too busy. Besides, my passport is out of date. 1.b. however (conjunct) usually means but. I can precede or follow its clause or come after the first word or phrase: Ill offer it to Tom. However, he may not want it or He may not want it however or Tom, however, may not want it. 1.c. otherwise (conjunct) means if not/or else: We must be early; otherwise we wont get a seat. We must be early or (else) we wont get a seat. 1.d. so (conjunct) precedes its clause: Our cases were heavy, so we took a taxi. 1.e. therefore can be used instead of so in formal English. It can come at the beginning of the clause of after the first word or phrase; or before the main verb:
There is fog at Heathrow; the plane, therefore, has been diverted/the plane has therefore been diverted/therefore the plane has been diverted. 1.f. still and yet (conjunct) come at the beginning of clauses. Still means admitting that/nevertheless. Yet means in spite of that/all the same/nevertheless. You arent rich; still, you could do something to help him. They are ugly and expensive; yet people buy them. 1.g. though/although normally introduce clauses of concession Though/although theyre expensive, people buy it. Though (but not although) can also be used to link two main clauses. Though used in this way means but or yet and is placed sometimes at the beginning but more often at the end of its clause: He says hell pay, though I dont think he will or He says hell pay; I dont think he will, though.
2. Preposition According to Thomson&Martinet(1986:91) Preposition are words normally placed before noun or pronoun. Preposition can also be followed by verbs but, except after but and except, the verb must be in the gerund form: He is talking of emigrating They succeeded in escaping
The student has two main problems with prepositions. He has to know (a) whether in any construction a preposition is required or not, and (b) which preposition to use when one is required. The first problem can be especially trouble some to a European student, who may find that a certain construction in his own language requires a preposition, whereas a similar one in English does not, and vice versa: e.g. in most European languages purposed is expressed by a preposition + infinitive; in English it is expressed by the infinitive only: I come here to study. Here Kinds of Prepositions and Prepositional Phrases according to Betty Azar(1999:A3) as in table below. Table 2.5: Kinds of Prepositions and Prepositional Phrases PREPOSITIONS AND PREPOSITIONAL PHRASES Common prepositions About beyond since Above by through Across despite throughout After down till Against during to Along for toward(s) Among from under Around in until At into up After like upon Behind near with Below of within Beneath off without
Beside on Besides out Between over a) The student studies in the library (Noun)
b)We enjoyed the party at your house (Noun) An important element of English sentences is the prepositional phrase. It consists of preposition (Prep) at its object (O).The object of preposition is a noun or pronoun. In (a): in the library is a prepositional phrase. c)We went to the zoo in the afternoon (Place) (time)
d)In the afternoon, we went to the zoo In (c): In most English sentences, place comes before time. In (d): sometimes a prepositional phrase comes at the beginning of a sentence. (Betty Azar, 1999:A3)
3. Articles F. Aarts& J.Aarts (1982:41) said that English has two types of articles which exclusively as constituents of the noun phrase. The definite article is spelled the, the indefinite article is spelled a (before consonan) or an (before vowels) According to Martinet&Thomson(1986: 15-22) articles can be displayed as follows. 3.1. a/an (the indefinite article) The form a is used before a word beginning with the consonant, or a vowel with a consonant sound: A man A hat A University A European A one-way street
The form an is used before words beginning with a vowel (a, i, u, e, and o) or words beginning with a mute h: An apple An island An uncle
a/an is used: - Before a singular noun which is countable (i.e. of which there is more that one) when it is mentioned for the first time and represents no particular person or thing: I need a visa. They live in a flat. He bought an ice-cream.
- Before singular countable noun which is used as an example of a class of things: A car must be insured = All cars/Any car must be insured A child needs love = All children need/ any child needs love - With a noun complement. This includes names of professions: It was an earthquake. Shell be a dancer. He is an actor.
- In certain expressions of quantity: A lot of A great many A great deal of A couple A dozen(one dozen is possible)
- With certain numbers:
a hundred a thousand - In expressions of price, speed, ratio etc: 5p a kilo 10p a dozen Four times a day Sixty kilometres an hour
- In exclamations before singular, countable nouns: Such a long queue! Such long queues! What a pretty girl! What pretty girls! But,
- A can be place before Mr/Mrs/Miss + surname: A Mr Smith a Mrs Smith a Miss Smith A/an is ommited before plural nounsb, uncountable nouns, and names of meals, except when these are preceded by an adjective: We have breakfast at eight He gave us a good breakfast The article can be used when it is special meal given to celebrate something or in someones honor: I was invited to dinner (at their house, in the ordinary way) I was invited to a dinner given to welcome the new ambassador.
3.2. The (definite article) The is the same for singular and plural and for all genders: the boy the girl the day the boys the girls the days
The definite article is used: 1. When the object or group of objects is unique or considered to be unique: The earth, the sea, the sky, the equator, the star 2. Before a noun which have become definite as a result of being mentioned a second time: His car struck a tree; you can still see the mark on the tree. 3. Before a noun made definite by the addition of phrase or clause: the girl in blue the man with the banner 4. Before a noun which by reason of locality can represent only one particular thing: Ann is in the garden. (the garden of his house) Please pass the wine. (the wine on the table) The postman. (the one who comes to us) The car. (our car) The newspaper (the one we read) 5. Before superlatives and first, second, etc. used as adjectives or pronouns, and only: the first week the best day the only way
The + singular noun can represent a class of animals or things: The whale is in danger of becoming extinct. The can be used before a member of a certain group of people: The small shopkeeper is finding life increasingly difficult.
The + adjective represent a class of persons: The old = old people in general The is used before certain proper names of seas, rivers, group of island, chains of mountains, plural name of countries, deserts, regions: The Atlantic the Netherlands And before certain other names: The City the Mall the Sudan
The is used also before names consisting of noun + of + noun: The Cape of Good Hope the United States of America The is used before names consisting of adjectives + noun (provided the adjective is not east, west, etc). The Arabian Sea the new forest the high street The is used before adjectives east/west etc. + noun in certain names: The east/west End the East/west Indies
But it is normally omitted: South Africa North America West Germany The, however, is used before east /west etc. when these are nouns: The North of Spain
The is used before other proper names consisting of adjective + noun or noun + of + noun: The Tower of London The National Gallery
The with name of people has very limited use. The + plural surname can be used to mean the family The Smiths = Mr and Mrs Smith (and Children) The + singular name + clause /phrase can be used to distinguish one person from another of the same name: We have two Mr Smiths. Which do you want? I want the Mr Smith who signed this letter
Omission of The Here are the rule when we can ommit The as follows: 1. Before names of place except as shown above, or before names of people 2. Before abstract nouns except when they are used in particular sense: Men fear death but The death of the Prime Minister left his party without a leader. 3. After a noun in the possessive case, or possessive adjective: the boys uncle = the uncle of the boy 4. Before names of meals: the wedding breakfast was held in the fathers house. 5. Before names of games: He plays golf 6. Before part of the body and articles of clothing, as this normally prefer a possessive adjective: Raise your right hand he took off his coat
7. before home, Church, hospital, prison, school/collage/university etc. and before work, sea and town. The is not used before the nouns listed above when those places are visited or used for their primary propose. We go: To bed to sleep to hospital as patients To church to pray to prison as prisoners To court as litigants etc. to school/collage/university to study When these places are visited or used for other reasons the is necessary: I went to the Church to see the stained glass He goes to the prison sometimes to gives lectures. We go to sea as sailors. To be at sea = to be on a voyage (as passengers or crew). But to go to or be at the sea = to go to or be at the seaside. We can also live by/near the sea. work (= place of work) is used without the: He is on his way to work he is at work He isnt back from work yet Office (= place of work) needs the: He is at /in the office To be in office (without the) means to hold an official (usually political) position. To be out off office = to be no longer in power
town the can be omitted when speaking of the subjects or speakers own town: We go to town sometimes to buy clothes We were in town last Monday.
2.1.1.1.2 Bound Morpheme Morphemes which cannot normally stand alone, but typically attached to another form, e.g. ist, ed, s, etc are called bound morphemes. Bound morphemes also can be categorized into two types; derivational and inflectional morphemes. Some morpheme derives (create) new words by either changing the meaning (happy vs. unhappy, both adjectives) or the part of speech (syntactic category e.g. ripe an adjective, vs. ripen, a verb) or both. These are called derivational morpheme. Whether morpheme which serve a purely grammatical function, never creating different word, but only different form of the same word, are called inflectional morpheme( Nida, 1957:119). All bound morphemes have different way in attaching to kinds of words. It all will be expalined in morphological process as follows.
2.1.1.2 Morphological Process Nida Eugene (in Jamil, 2003: 9) sated that all languages so far as is known construct word. Various language employ different methods, but these are distinctly limited number of basic processes, when one has completed the study of these processes, one has analyzes all the possible ways in which any language in the world may form words. One may conveniences list this processes in the mathematical terms: 1) addition, 2) multiplication/reduplication, 3) subtraction, 4) change.
2.1.1.2.1 Addition Addition is words which are compounded in to two parts, they are compounding and affixation. Compounding is the processes addition of stem to stem. Matthew said a compound is a word formed by the combination of two independent words. The parts of the compound can be free morphemes, derived words, or other compounds, in nearly combination: Girlfriend blackbird Aircraft Air conditioner Working girl Looking glass Self-determination Well-formed Ill-formed
Affixation is the processes addition of bound forms to stem. There are basically three kinds of affixes: Prefixes (added to the beginning of free morphemes or other prefixes), suffixes (added to the end of free morphemes or other suffixes), and infixes (inserted into morpheme). English has many prefixes; re-, anti-, dis-, etc. and many suffixes; -ment, -ly, -ed, -s, -s, etc. but it has no infixes.
2.1.1.2.2 Multiplication/Reduplication Multiplication/reduplication is kind of addition involving the repetition of the underlying form. In reduplication either all of a morpheme is doubled (total reduplication) or part of reduplication (partial reduplication) e.g. to play => playful In English, total reduplication occurs only sporadically and it usually indicates intensity.
Thats a big, big dog! (Big is drawn out) (Young children frequently reduplicate words or part of words)
2.1.1.2.3 Subtraction It is just as significant to lose a part of the underlying form as to add or multiply such an element. In Indonesian For example: Laki : lelaki Merengek : merengek-rengek
2.1.1.2.4 Change/Suppletion Besides adding an affix to a morpheme (affixation) or copying all or part of the morpheme (reduplication) to make morphological distinction, it is also possible to make morpheme internal modifications or suppletion. For example: Man => men Goose=> geese Bit =>bit=> bit Cut=>cut=>cut Break=>broke=>broken Sing =>sang =>sung walk=>walked=>walked blat =>blatted =>blatted Break=>broke=>broken Sing =>sang =>sung walk=>walked=>walked blat =>blatted =>blatted (Nida, 1957:131)
According to Nida (1957: 133) there are also other ways to form new words, which do not put morphemes together in the familiar way. The parts which are put together are sometimes parts of morphemes or are not morphemes at all. They are;
1. Acronyms: these words are formed by taking the initial sounds (or letters) of the words of a phrase and uniting them into a combination which is itself pronounceable as a separate word. Thus NATO is an acronym for North Atlantic Treaty Organization, Laser for light amplification through the stimulated emission of radiation, and radar for radio detection and ranging. 2. Back Formation: back formation makes use of a process called analogy to derive new words, but in rather back words like revision and revise, supervision and supervise. Revision is formed by regular derivation from revise and ion. When television was intended, the verb televise was back formed on the basis of analogy with revision and revise, that is: Revision: Revise, television: X To cite another example, the verb donate was formed on the basis of pairs like creation create. We borrowed donation from French and back formed donate Creation: create, donation: X 3. Blending: A blend is a combination of the parts of two words, usually the beginning of one word and the end of another: smog from smoke and fog, brunch from breakfast and lunch, and chortle from chuckle and snort. (Lewis Carroll invented this blend and his poem Jabberwocky contains several other examples of interesting blends) 4. Clipping: frequently we shorten words without paying attention to the derivational morphology of the word (or related words).Exam has been
clipped from examination, dorm from dormitory, and either taxi or cab from taxi cab, it clipping from taximeter cabriolet. 5. Coinage: words may also be created without using any of the methods described above and without employing any other word or word parts already in existence; that is, they may be created out of thin air. Such brand names as Xerox, Kodak, and Exxon were made up without reference to any other word, as were the common words pooch and snob. 6. Functional shift: A new word may be created simply by shifting the part of speech to another one without changing the form of the word. Laugh, run, buy, and steal are used as noun as well as verb. While position, process, contrast are noun from which verb have been formed. 7. Morphological misanalysis (false etymology): sometimes people hear a word and misanalyses either because they hear a familiar word or morpheme in the word, or for other, unknown reason. These misanalyses can introduce words or morphemes. For example, the suffix burger results from misanalyzing humburger as hum plus burger. Humberger is a clipping from humberger steak. burger has since been added to other types of food: cheeseburger, pizza burger, and steak burger. 8. Proper names: Many places, inventions, activities, etc. are named for persons somehow connected with them; example, Washington D.C (for George Washington-and district of Columbia for Christopher Columbus), German Kaiser and Russian tsar (for Julius Caesar), and ohm and watt (for George Simon Ohm and James Watt).
Those are kinds of morphological precess which can enlarge the word.
2.2 The Definition of Error Errors are defined as any deviation from a selected norm of language performance, no matter what the characteristic or causes of the deviation might be. They are those parts of conversation or composition that deviate from some selected norm of mature language performance (Dulay et.al., 1982: 138-139). Brown (1987: 170) defined an error as noticeable deviation from the adult grammar of native speaker, reflecting the interlingual competence of the learner. Despite of the imperfection, errors are not seen as signs of failures. On the contrary, they are the clearest evidence for learner developing system (Littlewood, 1984: 22). According to Corder, errors are breach of the code, meaning that they are against the grammatical rules of the language, which result in acceptable utterances. They are not physical failures but the sign of imperfect knowledge of the code. Errors are systematic and provide the researcher insight into the learner process.
2.3 Categories of Errors Actually, it is hard to classify errors precisely. There has been no error categorization which is simple and agreed upon by all analysts. Every analyst seems to have his or her own approach. This may make researchers have different finding for the same data with respect to the ways in categorizing errors. To
counter those obstacles in categorizing and classifying errors, this present study limits itself to the descriptive aspect of error taxonomies based on assumption proposed by Dulay et. al. they stated that the accurate description of error is separate activity from the task of inferring the sources of those errors (Dulay, et. al., 1982: 145). Dulay et. al., (1982: 146-197`) stated that the most useful and commonly used bases for the descriptive classification of errors are: 1) linguistic category taxonomy; 2) surface strategy taxonomy; 3) comparative analysis; 4) communicative effect. Here the researcher uses Dulay surface strategy taxonomy, because this research wants to describe the error on morphological only. Furthermore, the object of this research is not in communication but in form of writing.
2.3.1 Surface Strategy Taxonomy This category highlights the way surface structures are altered. Analyzing errors from this taxonomy hold much promise for researchers for as it is concerned with identifying cognitive processes that underlie the learners reconstruction of the new language. This also gives us consideration that students errors are not the result of the laziness or sloppy thinking but are based on some logics, as the result of the learners use of interim principles to produce a new language (Dulay, et.al., 1982: 150). The types of errors which belong to surface strategy taxonomy are: 1) omission; 2) addition; 3) miss formation, and 4) miss ordering.
2.3.1.1 Omission This type of error is characterized by the absence of an item which must not appear in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of morpheme are omitted more than others. Contain morphemes carry the bulk of the referential meaning of a sentence: nouns, verbs, adjectives, adverbs. For example, in the sentence Mary is the president of the new company The words Mary, president, new and company are the content morphemes that carry the burden of meaning. If one heard Mary president new company One could deduce a meaningful sentence, while if one heard Is the of the One couldn't even begin to guess what the speaker might have had in mind. Is, the, and of are grammatical morphemes. Those little words play a minor role in conveying the meaning of sentence. From the explanation above we can conclude that; there are two main kinds of omission, they are:
2.3.1.1.1 Omission of Content Morpheme This type of omission is related to the major constituent of a sentence such as nouns, verb, and adverbs. For example: She him nothing
In this sentence, the writer omits a needed verb and third singular marker s. It should be She gives him nothing.
2.3.1.1.2 Omission of Grammatical Morpheme This type of omission does not carry the burden meaning. In other words, it places a minor role in conveying the meaning of sentence. It includes noun and verb inflections (e.g. the s in birds, the s in mothers book, the -ed in looked, the -ing in laughing, etc); conjunctions (and, or, but, because, if, although, etc); verb auxiliaries (is, will, can, etc); prepositions (in, on, under, of, by, ); and articles (a/an, the, those, these, etc), for example: Marry is beautiful girl In this sentence, indefinite article before a singular countable noun as omitted. It should be Marry is a beautiful girl.
2.3.1.2 Addition This type of error is characterized by the presence of an item which must not appear in a well-formed utterance. This error type is divided into subcategories namely: double marking, regularization, and simple addition (Dulay, 1982:156).
2.3.1.2.1 Double Marking This error is described as the failure to delete certain items which are required in some linguistic construction but in others. For example:
He doesnt knows your name This sentence shows the failure of deleting third singular marker s where the auxiliary does is required. This sentence should be He doesnt know your name.
Table 2.6: Error of Double Marking in L2 Production No Semantic feature Error Example of error 1 Past tense Past tense is marked in the auxiliary and the verb She didnt went/goed 2 Present tense Present tense is marked in the auxiliary and the verb He doesnt eats 3 Negation Negation is marked in the auxiliary and the quantifier Negation is marked in the auxiliary and the adverb She didnt give him none. He dont got no wings. They dont hardly eat. 4 Equational predicate Equation is marked in two copula positions Is this is a cow? 5 Object The object is both topicalized and expressed in the object pronoun Thats the man who I saw him 6 Past tense The auxiliary is produced twice Why didnt mommy dont make dinner? Taken from Dulay et.al. (1982: 157)
2.3.1.2.2 Regularization A rule typically applies to a class of linguistic items, such as the class of main verbs or the class of nouns. In most languages, however some members of a class are exceptions to the rule. For example the word eat does not become eated, but ate; the noun sheep is also sheep in plural, not sheeps. There are both regular and irregular forms in language; students some times get confuse to apply the correct form in certain construction. Sometimes, they apply the rule used to produce the regular ones to those that are irregular. This type of error is called error of regularization (Dulay, 1982:157). For example: I putted my bag on the table. The word putted is the example of regularization in which the regular past tense ed has been added to the item. It should be I put my bag on the table.
2.3.1.2.3 Simple addition Error This error is one of sub categories of addition that is neither a double marking nor regularization. For example: We stay in over there The addition of preposition in is not appropriate used. It should be We stay over there. Table 2.7: Simple Addition Error No Linguistic item added Example 1 Third person singular s The fishes doesnt live in the water
2 Past tense irregular The train is gonna boke it 3 Article a A this 4 Preposition In over here Taken from Dulay, et. al. (1982: 158)
2.3.1.3 Misformation This type of error is characterized by the use of the wrong form of morpheme or structure. While in omission errors the item is not supplied at all. In misformation errors the learner supplies something, although it is in correct. This error type has three sub categories , namely: regularization, archi- forms, and alternating forms (Dulay, 1982:158).
2.3.1.3.1 Regularization A regular marker is used in place of in a regular one. For example: She runned so fast The correct form of this sentence is She ran so fast. Table 2.8: Regularization Error in Misformation No Linguistic item misformation Example 1 Reflexive pronoun Hisself => himself 2 Regular past I falled => fell 3 Plural Gooses => geese Childs => children Taken from Dulay et. al. (1982: 159)
2.3.1.3.2 Archi-forms The selection of one member of a class of forms to represent others in class is often made by learners. The form chosen by the learners is called as archi- form. For example, a learner may temporarily select just one of the English demonstrative adjective (this, that, those, these). For example: That dog That dogs Here that is the archi-demonstrative which represents the entire class of demonstrative adjective. Learners may also select one member of the class of personal pronounce to function for several others in the class. For example: Give me that In the production of certain complex sentence, the use of the infinitive as an archi-form for the other complement types (e.g. gerunds and the clauses) has also been observed. For example: I finish to watch TV She suggested him to go
2.3.1.3.3 Alternating form As the learners vocabulary and grammar grow, the use of archy-forms often gives way to the apparently fairly free alternation of various members of a class each other. Thus, we see for demonstratives: Those cat
This cows In the case of pronouns, we see: 1) Masculine for feminine (or vice versa), as in: he for she 2) Plural for singular (or vice versa), as in they for it 3) Accusative for nominative case (or vise verse), as in her for she In the production of verbs, the participle form (-en, as in taken) is also being acquired. It may be alternated with the past irregular, as in: I see her yesterday He would have saw him
2.3.1.4 Misordering This type of error is characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example: What daddy is doing? The question is incorrect. It should be what is daddy doing? After discussing the kinds of errors above, the last discussion in this chepter is about previous studies which has relation with this research.
2. 4 Previous Studies Written by Gabriele Miceli, Rita Capasso, Alfonso Caramazza (2003). The relationships between morphological and phonological errors in aphasic speech. The fact that phonological errors can occur either in isolation or in association with morphological errors could be attributed to the functional
heterogeneity of phonological errors, and to the separability of the neural substrates involved in processing various aspects of phonological information. Akinmade Timothy Morphological Errors in the English Usage of Some Nigerian. The study revealed that (a) the pupils competence in English morphology is very low and (b) the errors were caused by such factors as the inconsistency in the morphological rules of English, overgeneralization of rules, misapplication of rules as well as the interference of the subjects mother tongue on English. Diah (1993) Morphological Errors Made by Fourth Year Students of The English Department IKIP Malang, she said that inflectional errors occurred much more then derivational errors. On the basis of the Surface Strategy taxonomy, the 176 errors found in the students compositions revealed that the highest frequency of occurrence of inflectional errors was reached by omission (54.09%), while the highest frequency of occurrence of derivational errors was reached by misformation(47.06%). Nur Chamimah (2007) discussed the lexical errors on the English writing made by students of UIN Malang who study from several departments. From her study she found 234 errors, the most prominent error from the data is distortion category with 136 errors, while in formal miss election has 72 occurrences, then followed by error miss formation with 26 errors. Anastasia (1989) studied inter lingual and intra lingual errors in English composition of S1 students of English department of IKIP Malang. She wanted to identify, classify, and describe the error in their English writing. She focused on
the morphological and syntactical errors caused by interlingual and intralingual inferences. She administered free argumentative composition test. She found that the source of error which most interfered is the interlingual errors in syntax, and the most difficult grammatical categories are preposition and simple past tense. The previous studies studied about some component of morphological items such as affixes, Inflectional and derivational dealing with linguistics categories such as phonology and syntax. Here the researcher wants to focus on analyzing the component of Morphological item only not dealing with other linguistics study as like phonology and syntax; they are about inflectional affixes and the things related with functional morpheme. it all will be analyzed by using the theory taxonomy of Dulay.
CHAPTER III RESEARCH METHOD This chapter presents the research method and the procedures designed to answer the research questions. The discussion covers: the research design, data sources, research instrument, data collection, and data analysis.
3.1 Research Design This study used descriptive qualitative method. It is called qualitative research because the data are in the forms of words in written language rather than number, and are taken in natural setting. This study is called descriptive research, because the data of this study are explained descriptively. This study analyzed sentences in students writings as the data source, and the data were the words, phrases or clauses taken from the students writings . This design is chosen because it is intended to describe the morphological error and the dominant error found in students writings. In analyzing the data, the researcher used the theory of taxonomy by Dulay .
3.2. Data Source The data sources of this study were from students writings of English Letters and Language Department of UIN Malang. These writing were the result of their assignment when they got writing III at the fifth semester (2008) in final exam.
The researcher has chosen those writings as the data sources of this study, because she wanted to know whether or not the students of English Letters and Language Department of UIN Malang still got difficulties on morphological processes even they were in writing III.
3.3 Research Instrument Research instrument is very important to obtain the result of the study. It is a set of methods, which is used to collect and analyze the data. The main instrument of this study was the researcher herself. She spent a great deal of time reading and understanding the composition to find the words or sentences as the data of this study. It aimed to identify and classify the morphological errors found in students compositions of English Letters and Language Department of UIN Malang in their final exam when they were in the fifth semester (2008).
3.4 Data Collection In the process of obtaining the data, the researcher used some steps as follows: First, the researcher read and observed the students writings thoroughly. Afterward, the researcher selected and picked up the data which are relevant to the problems of the study (morphological errors). Finally, the researcher classified the data selected based on the kinds of morphological errors (addition, missformation, and omission) and numbered them.
3.5 Data Analysis After getting the data, the data were analyzed through the following steps; first, she wrote down some data to present the types of morphological error. Then, the data were analyzed and classified according to the theory of Dulay surface strategy taxonomy. Afterward, she displayed all morphological errors found in students compositions. And finally she measured the frequency of each morphological error types to find the error which mostly appear in students writings. In this case, the function of percentage is to support the description of the data.
CHAPTER IV FINDING AND DISCUSSION This chapter presents the data presentation and findings of analysis based on formulated research questions as stated in chapter I. The finding is then continued to further discussion.
4.1 Data Presentation and Analysis Here are the data that researcher found in English students writing and followed by the data analysis as below:
4.1.1. Omission 4.1.1.1 Omission of Grammatical Morpheme Omission of grammatical morpheme is the absence of words that play a minor role in conveying the meaning of sentences. They include noun and verb inflections ex. (the-s in birds, the s in mothers, the ed in looked, the ing in laughing, etc); articles (a, the, etc); verb auxiliaries (is, will, can, etc); (is, was, am, etc); and preposition (in, on, under, etc).
4.1.1.1.1Omission of Noun Inflection Table 4.1: Omission of Noun Inflection Data Omission of Grammatical Morpheme Noun Inflection -s(pl) -ing Most of audience enjoy the program (1) x The danger of smoke still become marginal issue (2) X
Data Analysis In the datum (1) the learner omitted s as the plural marker, because the word audience is countable noun and the word before is most of that pictures plural form, so the word audience should be added by noun inflection s, most of audiences not most of audience. While in datum (2) the student omitted ing form after the word preposition of, The danger of smoke should be The danger of smoking
4.1.1.1.2 Omission of Verb Inflection Table 4.2: Omission of Verb Inflection Data Omission of Grammatical Morpheme Verb Inflection -s -ed Radar Malang sometimes make mistake in writing some words (3) x Any factor still need to be improve by the government (4) X
Data Analysis In datum (3) the student omitted s as the verb inflection, in other side she/he used the word sometimes as the adverb of time in the same sentence. In the fact sometimes is adverb of time of present tense. So, if the subject is noun as Radar Malang, the verb followed should be added by verb inflection s. Radar Malang sometimes make mistake should be Radar Malang sometimes makes mistake.
While in datum (4) the student omitted Ed in the verb be improve. It is kind of passive form, the correct form is be
+ V3 so it should be Any factor still need to be improved.
4.1.1.1.3 Omission of Auxiliary Table 4.3: Omission of Auxiliary Data Omission of Grammatical Morpheme Auxiliary is be Are That smoking forbidden (5) x They assume that boxing important for their children (6) x Some people get advantage of it and the others not (7) X The food will placed in the free market (8) x
Data Analysis In datum (5) is kind of passive sentence. The word Forbidden is V3 from forbid (V1). Here the student omitted tobe is before the word forbidden (V3). The correct one from the sentence That smoking forbidden is That smoking is forbidden. The datum (8) is also passive sentence, but it should be added by auxiliary be, because there is modal will before. While in datum (6) and datum (7) are nominal sentences. It should be added by auxiliary. Here because boxing is uncountable noun so the auxiliary is is the appropriate one before the noun important. The correct sentence is boxing is important not boxing important. And it should be added the auxiliary are after the word others in datum (7), because it identifies the plural one as others.
4.1.1.1.4 Omission of Preposition Table 4.4: Omission of Preposition Data Omission of Grammatical Morpheme Preposition of by Parents get difficulties in protecting their children because globalization (9) x
Data Analysis Thomson and Martinet in Practical English Grammar page 91 said that preposition are words normally placed before nouns or pronouns. However, Here the learner didnt put preposition of after the wordbecause and before the word globalization as the noun. The correct sentence is Parents get difficulties in protecting their children because of globalization.
4.1.1.2 Addition 4.1.1.2.1 Simple Addition
Table 4.5: Simple Addition Error
Data Additional Error Simple Addition The better in printing the better in quality (10) In In order we can breathed it in other tip (11) ed And it is can follow until he is become old (12) Is Adults has an important role in developing of our country (13) Of And it is proved in Olah Rasas Magazine (14) -s
Data Analysis In datum (10) the student added Preposition in in the word in printing, in quality. While in datum (13) the student added Preposition of in the word
developing of our country. Those are simple addition error that should not appear in well form sentence. The better in printing the better in quality (False) The better printing the better quality (Correct) And, developing of our country (False) developing our country (Correct)
In datum (11) the student added ed, an error verb inflection. The student did not pay attention that there is modal before the verb. So, the verb comes after the modal should be bare infinitive. Can breathed should be Can breath. In datum (12) the student added auxiliary is before modal. It is also simple addition error that should not come in well form sentence. We cannot put any kinds of auxiliaries together with modal in a sentence. Just omit is tobe it can not it is can. In datum (14) the student added possessive marker -s. Olah Rasa is identity or the name of magazine, not possessive one. And it is proved in Olah Rasas Magazine. Should be, And it is proved in Olah Rasa Magazine
4.1.1.2.2 Regularization Table 4.6: Regularizatiion Error in Addition Data Additional Error Regularization It proven happened that many medias such as Jawa Post (15) Medias
Data Analysis In datum (15) the learner applied the rule used to produce the regular one to those that are irregular. He/she added the plural marker s to the exceptional item that does not take the marker, as in the sentence; It proven happened that many medias such as Jawa Post It should be; It proven happened that many media such as Jawa Post
4.1.1.2.3 Double marking Table 4.7: Double Marking Data Additional Error Double Marking You will can make any kinds of food (16) Will can
The learner was failure on deleting double modal in a sentence. If both of them should be used in a sentence, one of them should be changed in to the similar one. You will can make any kinds of food should be; You will be able to make any kinds of food
4.1.1.3 Misformation 4.1.1.3.1 Regularization Table 4.8: Regularization Error in Misformation Data Regularization Most of man have to smoking (17) Men-man Government event elite figure also still confused to make low from this phenomena. (18) Phenomenon- phenomena We have know that TV is a box which produce good Known-know
pictures (19) It lied to us and make us in great imagination (20) Made-make Data Analysis The sentence (17) the learner put the word man for men. They wanted to say plural form but did not pay attention about the word identifying it. Most of man (sg) -> most of men (pl) In datum (18) from this phenomena, actually the student wanted to say the single thing, but she/he did not know the word form should come. Phenomenon(sg) => Phenomena(pl) In sentence (19) has cleared that after auxiliary have/has should be followed by past participle. So the correct forms from those data are; have know => have known In sentence (20) It lied to us and make us in great imagination, is content of parallelism so the verb from one another should be the same form; Lied and make => lied and made 4.1.1.3.2 Archi Form Table 4.9: Archi form Data Archy Form We know the cigarette there is specific character (21) Has-there is We must stopping to smoke (22) -ing The children has gotten bad influence (23) Have-has The people afraid to loosing their daily working (24) of-to Data Analysis Here the learner selected the wrong form on his/her sentences as follow; In sentence (21) the learner is still influenced by her/his first language. We know the cigarette there is specific character. should be, We know the cigarette has specific character
In sentence (22) actually the learner wanted to prohibit smoking, but she/he does not understand the usage of the word stop. There are two function of the word stop. The first is followed by to infinitive and the second is followed by - ing form. Each of them has different function; Stop to infinitive => invites to do something, while Stop verb ing => invites not to do something. So, the correct sentence from We must stopping to smoke is We must stop smoking, means that the learner invites the reader not to smoke anymore. In datum (23) the learner did not pay attention that the subject is plural, the auxiliary comes should be the same as the subject form; children(pl) has(sg) = (false) children(pl) have(pl) = (true)
In datum (24) afraid to losing. The student substituted preposition of for to. The correct preposition is afraid of losing.
4.1.1.3.3 Alternating Form Table 4.10: Alternating Form Data Alternating Form They are lazy to study. It will make he/her lazy (25) Him-he For the children who always watch TV, he less in their memory (26) They-he
Alternating form is kinds of misformation processes in forming word. Here the learner use the word he for him. He/she failure on choosing the correct form of pronoun as in this sentence;
It will make he/her lazy (25) For the children who always watch TV, he less in their memory(26)
It should be It will make him/her lazy (25) For the children who always watch TV, they less in their memory(26)
4.1.3.4 Misordering Table 4.11: Misordering Data Misordering Which having the meaning beneficial and useful (27)
Misordering errors are characterized by incorrect placement of morpheme or group of morpheme such as in this sentence; Which having the meaning beneficial and useful (27) Here the learner put the words beneficial and useful in incorrect place. Those adjective words actually pictures the noun word meaning, it should be Adjective + noun => beneficial and useful meaning Adjective noun
4.1.1.5 Two or three different Possible Errors Table 4.12.1: Two Possible Errors (a) Data Possible morphological errors Simple addition Omission of Noun Inflection There is two type of cigarette (28) Is -s
Here the student put wrong auxiliary. She/he wrote the word two (pl) but she/he used auxiliary is for are. Beside of that she/he also omitted plural
marker in the word type. The sentence There is two type of cigarette It should be There are two types of cigarette
Table 4.12.2: Two Possible Errors (b) Data Possible morphological errors Omission of Verb Inflection Omission of Preposition Warning smoker about the danger of health that causes smoking, for example; lung cancer or heart attack(29) -ed By
Here the student doing an error by omitting ed in the word cause and preposition by before the word smoking. To make well form sentence, the student should add ed and by as sentence below; the danger of health that causes smoking, for example; lung cancer the danger of health that caused by smoking, for example; lung cancer
Table 4.12.3: Two Possible Errors (c) Data Possible morphological errors Omission of Auxiliary Omission of Verb Inflection It must stop and erase from television program(30) be -ed
Here to make a passive sentence the student omitted be and -ed. It is an error sentence. More over she/he also put modal. She/he should add be after modal and -ed in the verb comes after. It must stop and erase from television program. Should be; It must be stopped and erased from television program
Table 4.12.4: Two Possible Errors (d) Data Possible morphological errors Simple addition of Auxiliary Simple additions of Verb Inflection It is cannot stopping the habit(31) Is -ing
As in table above, the student added two simple addition is and -ing. She/he did not pay attention about the modal there. We cannot add any kinds of auxiliary before modal and any kinds of verb inflection in the verb come after. So, Just omit is and -ing to get the well form sentence. The correct one from that sentence is It cannot stop the habit.
Table 4.12.5: Three possible Errors Data Possible morphological errors Omission of preposition Simple additions of Verb Inflection Simple addition of Noun Inflection Most Moslem scholar in Indonesia only giving advises(32) of -ing -s
In sentence Most Moslem scholar in Indonesia only giving advises, the student added three morphological errors, they are; 1. The student added verb inflection -ing in wrong case. Because it is not progressive sentence or gerund. So it should be omitted. 2. The student added noun inflection s in the word advice. The word advice is uncountable noun. So it does not need inflection s or plural marker.
3. The student omitted preposition of in the word most Moslem, because it pictures part of Moslem, so the student needed to add preposition of. Most Moslem scholar in Indonesia only giving advises. Should be, Most of Moslem scholar in Indonesia only give advice In this section, the researcher identified morphological errors made by the students from English Letters and Language Department. Here the researcher identifies morphological errors using Dulays Surface Strategy Taxonomy, which consists of four types: omission, addition, misformation, and misordering. Then, errors in omission are classified into two types: omission of content morpheme and omission of grammatical morpheme. Next, errors in addition are classified into three types: double marking, regularization, and simple addition. The same as errors in addition, misformation is classified into three types: regularization, archy-form, and alternating form. The last part from Dulays Surface Strategy Taxonomy is misordering. Here the learner found all types of morphological error based on Dulays Surface Strategy Taxonomy that is omission, addition, misformation, and misordering. Except omission of contain morpheme and omission of article which part of omission. To answer the research question number one, What are types of Morphological errors found in English students essays, the learner only take some data to present each error in presentation and analysis. But, more error in each part will be presented in finding and discussion to answer the research
question number two What is the most dominant type of morphological error found in English students essays.
4.2 Finding and Discussion After analyzing the data, the researcher found out that there are many kinds of morphological errors in their writings. Morphological errors found in English students writings will be presented more as follow:
4.1.1 The types of morphological errors The types of errors which belong to surface strategy taxonomy are: 1) omission; 2) addition; 3) misformation, and 4) misordering.
4.1.1.1 Omission Omission errors are characterized by the absence of an item that must appear in a well-formed utterance. Actually these omission errors are divided into two categories they are, omission of grammatical morpheme, and omission of content morpheme. However, the errors of omission of content morpheme did not appear in students writings. Here the researcher only found omission of grammatical morpheme.
4.1.1.1.1 Omission of Grammatical morpheme Omission of grammatical morpheme is the absence of words that play a minor role in conveying the meaning of sentences. They include noun and verb
inflections ex. (the-s in birds, the s in mothers, the ed in looked, the ing in laughing, etc); articles (a, the, etc); verb auxiliaries (is, will, can, etc); (is, was, am, etc); and preposition (in, on, under, etc). The researcher found some omission of grammatical errors; noun and verb inflection, auxiliaries, and preposition. Here the students made 25 errors of grammatical morpheme in their writing. It consists of 4 omissions of prepositions, 7 omissions of auxiliaries, 4 omissions of noun inflections, and 10 omissions of verb inflection. Table 4.13 : Error of Grammatical Morpheme Data Types of Omission Error Correct Sentences Grammatical Morpheme
Noun Inflection Verb Inflection Auxilia ries Preposition Radar Malang sometimes make mistake in writing some words (1) -s Radar Malang sometimes makes mistake in writing some words There is two type of cigarette (6) -s There are two types of cigarette Warning smoker about the danger of health That causes smoking, for example; lung cancer or heart attack. (7,8) -ed
By Warning smoker about the danger of health That cussed by smoking, for example; lung cancer or heart attack. On contrary if some one start to smoke at adolescent age. (9) -s On contrary if some one starts to smoke at adolescent age. The first reason just to try (13) Is The first reason is just to try The danger of smoke still become marginal issue (16) -ing The danger of smoking still become marginal issue The danger of smoke still become marginal issue (17) -s The danger of smoke still becomes marginal issue
That smoking forbidden (22) Is That smoking is forbidden, Dr. Yusuf Qordhawi make statement that cigarette proscribed (23) -s Dr. yusuf Qordhawi makes statement that cigarette proscribed Dr. Yusuf Qordhawi make statement that cigarette proscribed (24) Is Dr. Yusuf Qordhawi make statement that cigarette is proscribed It add of research of badness from habitually of smoke (25) -s It adds of research of badness from habitually of smoke It add of research of badness from habitually of smoke (26) -ing It add of research of badness from habitually of smoking Because that, the smoking is danger in our healthy (28) Of Because of that, the smoking is danger in our healthy They assume that boxing important for their children (38) Is They assume that boxing is important for their children It must stop and erase from television program (39,40) -ed be It must be stopped and erased from television program That program influence very much (41) -s That program influences very much Some people get advantage of it and the others not (44) are Some people get advantage of it and the others are not Most of audience enjoy the program (45) -s(pl) Most of audiences enjoy the program The program sometimes show about sex (46) -s The program sometimes shows about sex Any factor still need to be improve by the government (52) -ed Any factor still need to be improved by the government Parents get difficulties in protecting their Of Parents get difficulties in protecting their
children because globalization (55) children because of globalization The food will placed in the free market (57) Be The food will be placed in the free market Most Moslem scholar in Indonesia only giving advises(19) of Most of Moslem scholar in Indonesia only giving advises
a. Omission of preposition Thomson and Martinet in Practical English Grammar page 91 said that preposition are words normally placed before nouns or pronouns. However, Here the learners did not put two kinds of preposition in their sentences after the words (danger, because, afraid). The first and second is omitting the word of in datum (19), (28) and datum (55). And omission by which should come after the word cause as in datum (8). Actually the learner wanted to make passive sentence, however, she/he did not add past form -ed in the word cause and add the word by as the preposition comes after the verb participle and before an object as the sentence (8).
b. Omission of auxiliary be is used as auxiliary of passive when followed by the -ed participle. Here the student omitted be in verbal sentences as datum (57). While auxiliary is/are should come after subject in nominal and passive sentences as the sentences (13), (38), (22), (24), and (44). As stated above, the auxiliary be+ V3 is characteristic of passive sentence. In sentence (39), actually the learner intended to write passive sentence. However,
he/she ignored the rule of it. Consequently, he/she made an error word formation. For example; It must stop and erase from television program (39). Should be; It must be stopped and erased from television program (39).
c. Omission of Noun inflection In the sentence (45) the learner omitted -s as the plural marker, because the word audience is countable noun and the word before is most of, that pictures plural form, so the word audience should be added by noun inflection - s, as in datum (6) the word two type also needs noun inflection s as plural marker. While in datum (16) and (26) the student omitted ing form after preposition of. The danger of smoke should be The danger of smoking. habitually of smoke should be habitually of smoking.
d. Omission of verb inflection Here most of the learners made omission of verb inflection. There are 10 sentences found by researcher. 7 of them are omitted s as the verb inflection. as follow; in data (1), (9), (17), (23), (25), (41), (46), They did not pay attention if the subject is in the form of noun or the name of single person, the verb follows should be added by s/es in the present simple.
While others are 3 omission of verb inflection ed as in data (7), (40), and (52); because all those data saying in passive form, so the verb should be in the past participle.
4.1.1.2 Addition Addition errors are the opposite of omission. They are characterized by the presence of an item which must not appear in a well-formed utterance. Based on Dulays surface strategy taxonomy, there are three types of addition errors they are; double marking, regularization, and simple addition. After analyzing the students writing, the researcher found one double marking, one regularization, and 18 simple addition as follow: Table 4.14 : Error of Eddition Data
Types of Error Correct Sentences
Double Marking Regularization Simple Addition The better in printing the better in quality (2) In The better printing the better quality In order we can breathed it in other tip. (4) -ed In order we can breathe it in other tip. In Indonesia smoking is become popular culture (10) Is In Indonesia smoking becomes popular culture Most of man have to smoking (12) -ing Most of man have to smoke And it is can follow until he is become old (14) Is And it can follow until he is become old And it is can follow until he is become old (15) Is And it is can follow until he becomes old Most Moslem scholar in Indonesia only giving advises (20,21) -ing &-s Most Moslem scholar in Indonesia only give advises At journal of Annal -ing At journal of Annal
Internal of medicine concluding that (27) Internal of medicine conclude that It is cannot stopping the habit (29,30) Is & - ing It cannot stop the habit We must stopping to smoke (31) -ing We must stop to smoke Which having the meaning beneficial and useful (33) -ing Which have/has the meaning beneficial and useful It proven happened that many medias such as Jawa Post (35) Medias It proven happened that many media such as Jawa Post Adults has an important role in developing of our country (54) Of Adults has an important role in developing our country Those problems are also caused by lacking of sex education (56) -ing Those problems are also caused by lack of sex education It will caused the diseases attack our body (58) -ed It will cause the diseases attack our body You will can make any kinds of food (59) Can You will be able to make any kinds of food And it is proved in Olah Rasas Magazine (60) s And it is proved in Olah Rasa Magazine To manage their familys harmony (61) s To manage their family harmony
4.1.1.2.1 Double Marking The learner was failure on deleting double modal in a sentence. If both of them should be used in a sentence, one of them should be changed in to the similar one. As in datum (59) in table above.
4.1.1.2.2 Regularization Here the learner applied the rule used to produce the regular one to those that are irregular. He/she added the plural marker s to the exceptional item that does not take the marker, as in the sentence; It proven happened that many medias such as Jawa Post (35) It should be; It proven happened that many media such as Jawa Post (35)
4.1.1.2.3 Simple Addition Here the learners used an item that should not appear in a well-formed utterence which not belong to the double marking nor a regularization. There are 18 simple addition errors which found in students writing; as in datum (2), (4), (10), (12), (14), (15), (20),(21), (27), (29), (30), (31), (33), (54), (56), (58),(60), (61).
4.1.1.3 Misformation This type of error is characterized by the use of the wrong form of morpheme or structure. In misformation errors the learner supplies something, although it is incorrect. Here the learners made misformation on three sub categories, they are: 06 errors in regularization, 07 errors in archi-form, and 02 errors in alternating form as in table below; Table 4.15 : Misformation Data
Misformation Correct Sentences
Regularization Archy Form Alternating Form We know the cigarette there is Has- there is We know the cigarette has
specific character (3) specific character There is two type of cigarette (5) Are-is There are two types of cigarette Most of man have to smoking (11) Men-man Most of men have to smoking Government event elite figure also still confused to make low from this phenomena. (18) Phenomen on- phenomen a Government event elite figure also still confused to make low from this phenomenon. We must stopping to smoke (32) -ing We must stop smoking Makes children be egoisman and selfishman (36) Men-man Makes children be egoismen and selfishmen So many negative effects we was known (37) Have- was So many negative effects we have known TV has became the most favorite electronic (42) become- became TV has become the most favorite electronic The children has gotten bad influence (43) Have- Has The children have gotten bad influence We have know that TV is a box which produce good pictures (47) Known- know We have known that TV is a box which produce good pictures It lied to us and make us in great imagination (48) Mad-make It lied to us and made us in great imagination They are lazy to study. It will make he/her lazy (49) Him-he They are lazy to study. It will make him/her(them) lazy For the children who always watch TV, he less in their memory (50) They-he For the children who always watch TV, they less in their memory The people afraid to loosing their daily working (51) of-to The people afraid of loosing their daily working Adults has an important role in developing of our country(53) Have- Has Adults have an important role in developing of our country
4.1.1.3.1 Regularization Error In datum (11) and (36), the learner put the word man for men. They wanted to say plural form but did not pay attention about the word identifying it. Most of man(sg) => most of men(pl) Children be egoisman(sg) => children be egoismen(pl) In datum (18) from this phenomena, actually the student wanted to say the single thing, but she/he did not know the word form should come. Phenomenon(sg) => Phenomena(pl) In datum (42) and (47) have cleared that after auxiliary have/has should be followed by the past participle. So the correct form from those data are; has became => has become have know => have known In sentence (48) It lied to us and make us in great imagination, is content of parallelism so the verb form from one another should be the same; Lied and make => lied and made
4.1.1.3.2 Archi-Form The learners selected the wrong form on their sentences as follow; In sentence (3) the learner is still influenced by her/his first language. While in data (5), (37), (53) and (43), the learner did not pay attention that the subject is plural. The correct one is the auxiliaries come are the same as the subject forms. there is two types => there are two types we was known => we were known
children has => children have Adults has => Adults have In sentence (32) actually the learner wanted to prohibit smoking, but she/he did not understand the usage of the word stop. There are two functions of the word stop. The first is followed by to infinitive and the second is followed by - -ing form. Each of them has different function; Stop to infinitive => invites to do something, while Stop verb ing => invites not to do something. So, the correct sentence from We must stopping to smoke is We must stop smoking, means that the learner invites the reader not to smoke anymore. In datum (51) afraid to losing. The student substituted preposition of for to. The correct preposition is afraid of losing.
4.1.1.3.3 Alternating Form Alternating form is kinds of misformation processes in forming word. Here the learner use the word he for him. He/she failure on choosing the correct form of object pronoun as below; It will make he/her lazy (49) For the children who always watch TV, he less in their memory(50) It should be It will make him/her lazy (49) For the children who always watch TV, they less in their memory(50)
4.1.1.4 Misordering Table 4.16 : Misordering Original Misordering Revised Sentence Which having the meaning beneficial and useful (34) Which having the beneficial and useful meaning
Misordering errors are characterized by incorrect placement of morpheme or group of morpheme. Here the researcher only found one misordering such as in this sentence; Which having the meaning beneficial and useful (34) Here the learner put the words beneficial and useful in incorrect place. Those adjective words actually pictures the noun word meaning, it should be Adjective + noun => beneficial and useful meaning Adjective noun
Based on the finding of this study, it can be concluded as follow: Table 4.17 : The Frequency of Error in Morphology Found in Students Essays of English Letter and Language Department of UIN Malang in the fifth Semester(2008) No Types of Morphological Error Frequency % %% % 1. Omission 25 40,98 % %% % 2. Addition 20 32,79 % %% % 3. Misformation 15 24,59 % %% % 4. Misordering 01 1,64 % %% % TOTAL 61 100 % %% %
The table above shows that the total number of morphological error based on strategy taxonomy of Dulay found by the researcher in this writing is 61 times. Based on the findings, she found that the most dominant kind of morphological error is omission with 25 times used or 40.98 %. While frequency of addition error is 20 times or 32. 79 %. Then misformation is 15 times or 24. 59 %. And the smallest one is misordering with only one time or 1.64%.
CHAPTER V CONCLUSION
After analyzing the data, the researcher comes to the conclusion and suggestion formulated in this chapter as drawn below:
5.1 Conclusion Based on the research question and discussion of the data presentation, the following conclusion can be described. The researcher found all types of morphological error in Students writings of English Letters and Language Department of UIN Malang when they were in the fifth semester(2008). The types of morphological errors found are Omission, addition, missformation and missordering except contain morpheme and article which belong to the branch of omission. The total number of morphological errors is 61 times. Based on the findings, she found that the most dominant kind of morphological error is omission with 25 times used or 40.98 %. While frequency of addition error is 20 times or 32. 79 %. Then missformation is 15 times or 24. 59 %. And the smallest one is misordering with only one time or 1.64%.
5.2 Suggestion After analyzing the morphological Error in students Essays of English Lentters and Language Departement of UIN Malang in the fifth semester(2008), the suggestion are directed toward the lecturer and next researcher;
5.2.1 To the Lecturer Based on this research, because the dominant morphological error found in students Essays is omission, so it is expected to the lecturer to give more attention in morphological processes and give the example of possible errors especially about omission as found in chapter IV.
5.2.2 To the next Researcher Based on the result of this research in the analysis of error on morphology, it can be suggested that this research can be discussed from other topics by the next researcher, for instance using other writing, not the essays from Indonesions students but foreign students like Indian, Japan even English. And it will be more attractive if you compare them.
REFERENCES
Aarts,F & Aarts, J. 1982, English Syntactic Structures. Akmajian, Andrians et. Al.1984, Linguistics: An Introduction to Language Communication. The MIT Press: Massachusetts. Bloomfield, Leonard, 1933, Language, New York: Holt, Rinehart and Winston. Chamimah, Nur, 2007, Lexical Errors of English Writing Written by the Students of The State Islamic University of Malang at Al-Hikmah Al- Fathimiyyah, Thesis, Degree of Sarjana Sastra of UIN Malang. Nida, E,1956, Morphology: The Description Analysis of word, USA Fromkin, Victoria A, 1999, Linguistics, Florida: Harcourt Gleason, Jr. H.A, 1961, An Introduction to Descriptive Linguistics, New York: Holt Rinehart and Winston,Inc. Hockett, Charles F. 1960, A Course Modern Linguistics, New York: Macmillan Company. Huddleston, Rodney, 1984, Introduction to the Grammar of English, New York: Cambridge University Press. Indriati, Diah. 1993, Morphologycal Errors Made by Fourth Year Students of The English Department IKIP Malang, Thesis, Department of English Education, IKIP Malang. Jamil, BS, 2003, A Morphological Analysis on Reduplication of Sumenep Dialect Madurese, Theses, Degree of Sarjana Sastra of STAIN Malang. Matthews, P.H. 1986, Morphology: An Introduction to theTtheory of Word Structure. Cambridge University Press: New York. Miceli, Gabriele, 2003, Alfonso The relationships between morphological and phonological errors in aphasic speech, Harvard University USA. Nirmalasari, 1988, An Introduction to Linguistics, Jakarta: Proyek PengembanganLembaga Pendidikan dan Tenaga Kependidikan. Richards, Jack C, 1974, Error Analysis, Singapore: Ban Wash Press Pte Ltd. Samsuri, 1983, Analisis Wacana, Jakarta: Erlangga.
Thomson & Martenet, 1986, A Practical English Grammar, Berlin: Oxford University press. Vecide Erdogan, research assistant, Mersin University Faculty of Education. Mersin niversitesi Egitim Fakltesi Dergisi, Cilt 1, Sayi 2, Aralik 2005, ss. 261-270. Mersin University Journal of the Faculty of Education, Vol. 1, Issue 2, December 2005, pp. 261-270. Zuhriyah, Mualifah, 2005, A Morphological Study on Javanese Compounds Used in Blitar, Thesis, Degree of Sarjana Sastra of UIN Malang.
Appendix 2: Summary of Finding No
Sentence
Omission Addition Misformation Misordering GM CM DM Rn SA RE Ar AF 1 Radar Malang sometimes make mistake in writing some words X 2 The better in printing the better in quality X 3 We know the cigarette there is specific character X 4 In order we can breathed it in other tip. X 5 There is two type of cigarette X 6 There is two type of cigarette X 7 Warning smoker about the danger of health That causes smoking, for example; lung cancer or heart attack. X 8 Warning smoker about the danger of health That causes smoking, for example; lung cancer or heart attack. X 9 On contrary if some one start to smoke at adolescent age. X 10 In Indonesia smoking is become popular culture X 11 Most of man have to smoking X 12 Most of man have to smoking X 13 The first reason just to try X 14 And it is can follow until he is become old X 15 And it is can follow until he is become old X 16 The danger of smoke still become marginal issue X 17 The danger of smoke still become marginal issue X 18 Government event elite figure also still confused to make low from this phenomena. X 19 Most Moslem scholar in Indonesia only giving advises X 20 Most Moslem scholar in Indonesia only giving advises X 21 Most Moslem scholar in Indonesia only giving advises X 22 That smoking forbidden, X
23 Dr. Yusuf Qordhawi make statement that cigarette proscribed X 24 Dr. Yusuf Qordhawi make statement that cigarette proscribed X 25 It add of research of badness from habitually of smoke X 26 It add of research of badness from habitually of smoke X 27 At journal of Annal Internal of medicine concluding that X 28 Because that, the smoking is danger in our healthy X 29 It is cannot stopping the habit X 30 It is cannot stopping the habit X 31 We must stopping to smoke X 32 We must stopping to smoke X 33 Which having the meaning beneficial and useful X 34 Which having the meaning beneficial and useful X 35 It proven happened that many medias such as Jawa Post X 36 Makes children be egoisman and selfishman X 37 So many negative effects we was known X 38 They assume that boxing important for their children X 39 It must stop and erase from television program X 40 It must stop and erase from television program X 41 That program influence very much X 42 TV has became the most favorite electronic X 43 The children has gotten bad influence X 44 Some people get advantage of it and the others not X 45 Most of audience enjoy the program X 46 The program sometimes show about sex X 47 We have know that TV is a box which produce good pictures X 48 It lied to us and make us in great imagination X 49 It will make he/her lazy X 50 For the children who always watch TV, he less in their memory X 51 The people afraid to loosing their daily working X
52 Any factor still need to be improve by the government X 53 Adults has an important role in developing of our country X 54 Adults has an important role in developing of our country X 55 Parents get difficulties in protecting their children because globalization X 56 Those problems are also caused by lacking of sex education X 57 The food will placed in the free market X 58 It will caused the diseases attack our body X 59 You will can make any kinds of food X 60 And it is proved in Olah Rasas Magazine X 61 To manage their familys harmony X
Notes:
GM : Grammatical Morpheme CM : Content Morpheme DM : Double Marking Rn : Regularization in Addition SA : Simple Addition RE : Regularization in Omission Ar : Archi Form AF : Alternating Form
KARTU KENDALI KONSULTASI SKRIPSI
1. Nama : Ririn Kusumawati 2. NIM : 04320134 3. Jurusan/Fakultas : B. Inggris / Humaniora dan Budaya 4. Judul : Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language Department of UIN Malang in 2008 5. Pembimbing : Dra. Hj. Syafiyah, MA.
No Tanggal Materi Konsultasi Saran-saran Pembimbing TTD Mahasiswa Dosen 1 15/05/2008 konsultasi Bab 1 2 25/07/2008 Revisi Bab 1 3 24/10/2008 Konsultasi Bab 2-3 4 18/03/2009 Revisi Bab 2-3 5 30/04/2009 Pengajuan Bab 1-3 6 27/05/2009 Revisi Bab 1-3 7 02/08/2009 konsultasi Bab 4 8 02/09/2009 Revisi Bab 4 9 11/10/2009 Konsultasi Bab 4 10 04/04/2010 Konsultasi Bab 1- 5& Abstract
11 17/04/2010 ACC Keseluruhan
Mengetahui, Ketua Jurusan Bahasa dan Sastra Inggris
Galuh Nur Rohmah, M. Pd. M. Ed NIP. 19740211 199803 2 002
Appendix 4
CERTIFICATE OF THESIS OUTHORSHIP
Name : Ririn Kusumawati NIM : 04320134 Faculty/Departement : Faculty of Humanities and Culture/ English Letters and Language Departement
Certify that the thesis I wrote fulfill the requirement for the degree of Sarjana Sastra entitled Morphological Error Found in the English Essays of the Fifth Semester Students of English Letters and Language Department of UIN Malang in 2008 is truly my original work. It dose not incorporate any materials previously written or published by another person, except those indicated in the in notes and references. Due to this fact, I am the only person responsible for the thesis if there is any objection from others.
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