CHAPTER I INTRODUCTION Background of the Study Learning a second or foreign language cannot be separated from creating errors.
Even the native speaker themselves are not free from creating errors. In second language learning, as Coders observe, the learner’s errors indicative of both the state of the learner’s knowledge and the way in which a second language is learned (Richard, 1973: 1). The error is natural, however, errors made by the learners and the native speaker is different. The difference is described by Corder (1973 : 1) States that the native speakers recognize their errors. On the other hand, learners do not always recognize their errors, thus when their attention drawn to it, they often cannot correct it, and they often commit another in trying to do. There are several factors that cause students to commit errors, errors connecting with the errors made by the language learners. In the study of English errors Richard (1974 : 174), points out that error are not only caused by the interference from the mother tongue, but also what he calls overgeneralization ignore of the rules restriction, incomplete application of rules, and false concepts hypothesized. These types of errors are developmental errors. By knowing and understanding the students’ errors, it is expected that teachers are able to improve their teaching skill and the instructional process. According to Dullay (1986), errors can be useful feedback for the teachers. In the case, teachers
will measure themselves how far he gets succeed in giving the instructional material to their students. In pre-survey on August 2009 the researcher found some errors in doing writing activities in writing composition. Most of students were not attention the procedure in writing composition or unstructured writing. The researcher or observer asked the main teacher or teacher supervisor of English language about students worked what they have done, the researcher found some categories that should be fixed and being perfect and no errors in doing writing composition again. The writing errors categories have found by the research such as; the uses of article, verb tense, preposition, punctuation, capital letter, spelling, word form; redundant word, and word order were making the researcher interested to know the causes of errors that they made. Based on the above points, the writer wants to present an analysis of grammatical errors in writing composition made by the second year students of Madrasah Aliyah Asmaul Husna Central Lombok West Nusa Tenggara as the subject of this study, furthermore Wise (1975: 5) points out that: Wrong of the common of everyday words is regularly missed by Indonesian who knows English. They make mistake either in speaking and writing. They are unhappy fact does not improve with the time. The more time they repeat their habitual errors, the more difficult it becomes for them to eliminate those errors and to replace them with normal English patterns (Wise, 1975:5).
Writing is one of four skills in language learning process; it gives many people give attention. Because writing skill can be improving measuring of literacy a country, also writing not yet become cultural, especial in Indonesia. Writing skill is seen as language skill which most difficult and complex because it’s required widely perception and involving thinking process and need good understanding on grammar and structures which extensive. Writing is a task that no two people do the same way. However, there are some logical steps that every writer seems to follow in the creation of a paper. The process described here outlines those basic steps. Keep in mind that these steps are not exclusive of each other, and at times, they can be rather liquid. In addition, writers will notice that most of these steps are reciprocal; that is, work done in one area may necessitate returning to a step that you have already "completed." In writing process that need grammatical and spelling understanding well to make the composition well and can be understood. Students of Madrasah Aliyah Asmaul Husna most of them are did not understand well about grammatical for making composition well. Since 2004 Competency- Based Curriculum (CBC) was applied as instead of 1994 curriculum which the 1994 curriculum was based on content. CBC was arranged based on competence and was composed by government. Institution Unit Curriculum (IUC) or KTSP was employed in 2006. Depdiknas (2004) governed the application of CBC in the replacement of the 1994 curriculum which it was grounded on content and IUC was regulated in 2006. IUC, on principle, was built based on 3
competence; however it was composed by the education unit (school), not the central government. It is aimed on accommodating the local prominences, special characteristics, and local needs. Madrasah Aliyah (MA) Asmaul Husna Tanak Beak has used IUC as the main reference in the teaching of English, especially the writing instruction (Curriculum of MA Asmaul Husna Tanak Beak, 2008). The perception of English teachers in MA Asmaul Husna Tanak Beak about the importance of writing does not seem to understand completely the curriculum. They think that writing has to be taught and has become more important because it is now included in the national examination. It cannot be denied that tests and examinations are still a strong influential factor for the teachers to teach the writing skills and for the students to study. So that, the English teachers are busy discussing what they will be teaching and how they have to teach the writing skills. They are highly concerned that their students will not be able to do the writing test in the examination. Whereas, both testing and teaching are so closely interrelated that is virtually impossible to work in either field without constantly concerned with the other (Heaton, 1984:01). For that reason, the writer will conduct research on the second year students of Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara to prove how often the students commit errors in writing composition. The Limitation of Problem of the Study The problems in this research are limited, this study is intended to analyze,
find out the types of errors, and the factors for grammatical errors in students Compositions. The uses of article, verb tense, preposition, punctuation, capital letter, spelling, word form; redundant word, word order, and missing words are the focus on the analysis. Problem Statement Based on the problem limitation above, the writer formulates research questions as follows. What forms are the difficulties in writing composition for the second years of Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara in academic year 2009/2010? What causal factors are difficulties in writing composition for the second years of Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara in academic year 2009/2010? What efforts should be done to improve the quality of the students’ in analyzing of grammatical error in writing composition in teaching-learning process at Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara in academic year 2009/2010? Objectives of the Study The research aims at describing to improve the student understanding in writing composition and hopped that be better in analyzing of grammatical errors in
writing composition by the second year students of Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara in academic year 2009/2010. The writer states the aims of study as follows: To find out the forms of difficulties in writing composition for the second years of Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara in academic year 2009/2010. To find out the causal factors are difficulties in writing composition f or the second years of Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara in academic year 2009/2010. To find out the way to improve the quality of the students’ in analyzing of grammatical error in writing composition in teaching-learning process at Madrasah Aliyah Asmaul Husna central Lombok West Nusa Tenggara in academic year 2009/2010. Significance of the Study This research is not only for theoretical application, but for also practical application as well. Theoretical application is that the result of this research is intended to be one consideration for English Teacher applying any strategy or increasing any technique of teaching English. Practical significance as follows: The research can be used by the English teacher of second year students of Madrasah Aliyah Asmaul Husna, Central Lombok, as a mean to improve the quality of the students’ in analyzing grammatical errors.
The research can be used by other teachers, either at Madrasah Aliyah Asmaul Husna, Central Lombok or at other schools, as a model in improving the quality of the students’ analyzing grammatical errors in the English teachinglearning process. The research can develop the researcher’s mind through the problem-solving process. To encourage the student’s motivation in learning English and writing composition. Giving the students chance to learn English by doing to write the composition.