AN ANALYSIS STUDENTS’ GRAMMATICAL ERROR AND

PARAGRAPH DEVELOPMENT ERROR IN PAPER ON

PAPER THESIS WRITING SUBJECT

(The Descriptive Study at English department of FKIP UMMY Solok

in 2012/2013 academic year)

By :

NENEN ELFITA
091000488203052

Advisor I Advisor II

Dra. ZULFARIATI, M.Pd FITRI HANDAYANI, M.Pd

ENGLISH DEPARTMENT
FACULTY OF TEACHING TRANING AND EDUCATION
MAHAPUTRA MUHAMMAD YAMIN UNIVERSITY
SOLOK
2013
 TABLE OF CONTENTS

CHAPTER I INTRODUCTION
A. Background of the Problem...................................... 1
B. Identification of the Problem.................................... 4
C. Limitation of the Problem......................................... 5
D. Formulation of the Problem...................................... 5
E. Research Questions................................................... 5
F. Purpose of the Research............................................ 6
G. Significance of the Research..................................... 6
H. Definition of the Key Terms..................................... 7

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Nature of Grammar............................................ 9
B. Errors and Mistakes................................................... 10
C. Error Analysis........................................................... 12
D. Definition of a Paragraph.......................................... 16
E. The Component of Paragraph................................... 16
F. Elements of Paragraph.............................................. 18
G. Relevant Studies........................................................ 24
H. Conceptual Framework............................................. 25

CHAPTER III RESEARCH METHODOLOGY

A. Design of the Research.............................................. 27
B. Data dan Sumber Data.............................................. 28
C. Population and Samples............................................ 29
D. Instrumentation of the Research................................ 29
...................................................................................
E. Technique of Data Collection................................... 30
F. Technique of Data Analysis...................................... 30
BIBLIOGRAPHY

2
 CHAPTER I

INTRODUCTION

A. Background of the Problem

English is a very important language which is used to communicate

between one country to another. Nowadays, English becomes very important

especially in education because English is important subject that should be

learned in teaching in school, begin to elementary school up to university

level. In learning English, there are some components such as grammar,

vocabulary, pronoun, and spelling. So, grammar is one of important

components in English.

Grammar is the system of language and set of logical structural rules

that govern of composition of sentence, phrases, words, and any give natural

language. In teaching and learning, language is the central idea, it is also one

of the must difficult element of language to teach well.

Nunan (1989: 35) points out, “It has been argued that learning to write

fluently and expressively is the most difficult of the macro skills for all

language users regardless of whether the language in question is first, second,

or foreign language.” Another opinion comes from Heaton (1989: 138). He

explain that the writing skills are complex and sometimes difficult to teach,

requiring mastery not only of grammatical and rhetorical devices but also of

conceptual and judgment elements. It means that ability to write needs a

special skill and process in organizing language material by using learners’

1
own words and ideas and to be a good composition. Moreover, grammar must

be mastered by every English learner, especially university level. At university

level, all topics of grammar is teached and learned intensively.

According to the results of the research done by the students of FKIP

UMMY Solok show that in learning English, most of the students find

difficulties, especially in applying grammar in writing paragraph . So, they

will make mistakes and errors. It describes that learners’ ability in English is

still poor and they need to be taught more effectively.

The learners often make mistakes and even errors in learning English,

especially when in applying grammar in paragraph well. As a result, they will

write paragraph ungrammatically. Actually, ungrammatical paragraph have

great influence when the learners are writing paragraph. That can be

influenced by the first language which is different from the second language in

written form. Therefore, the first language can interfere learners in the process

of the second language. Abbort (1981: 216) wrote,

For pedagogic purposes, teachers and others more likely to be

concerned with the performances of whole groups and especially with
the problems they have in commons. For these purposes, we need to
ensure that the data comes from fairly homogeneous groups as regards
mother tongue, age, previous teaching, and if possible, intelligence.
Perhaps the most important of these factors is the mother tongue,
particularly if phonological errors arte being studied

From the statement above, it can be seen that errors in learning a

second language are caused by the interference of the learners’ mother tongue.

In other words, errors made by the learners sometimes are caused by use of

the first language.

2
 Making Errors are a natural and unavoidable part of the process of

learning English. Many kinds of errors arise when the learners write because

they do not master the English structure well. Also, errors are the inability of

the students in using rules of the components and elements of the second

language. Brown (1987: 170) Said that ”second language learning is a process

that is clearly not unlike first language learning in its trial and errors nature”.

It means that the learners cannot avoid errors in learning second language.

That statement is supported by Wiganti (2000: 11)

Many linguist and researcher have found out that learners’ errors may
account the process of learning a target language, in other words,
making errors is considered to be natural to the learners. More
extremely, they hypothesize that errors should not be viewed as
problems to be overcome, but rather as normal and inevitable features
indicating the strategies that learners use.

So almost all learners must make errors when they are learning English

because it is difficult to separate error in the process of learning English.

To make a good composition, the students must be able to master and

apply the structure correctly, especially about paragraph development. In this

case, the grammar correctly. If they cannot do that, of course, errors will arise.

Automatically their writing will cause misunderstanding for the readers,

because the readers cannot receive the massage or expression of their idea

well. Most of the students still find problems in . First, there are so many

student confuse to use correct structure. Second, many tenses in English that

the students are difficult to differentiate when using in paragraph. The last, the

student is difficult to developing paragraph.

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 In writing paragraph there are some aspects that should be know by the

students such as grammar, choice of word, style, and paragraph development

of paragraph. In paragraph development. Paragraph development is difficult

by students to learn because there many characteristics of paragraph

development. It means that paragraph development have more than one

characteristics. Based on curriculum, at university level, the students shoud be

mastered in grammar when writing a paragraph. But in fact, related to the

researcher preliminary observation while studying at UMMY Solok. The

researcher found some problems. Almost the entire students do not understand

about paragraph development.

Therefore the writer wants to analyze the errors made by the students

and tries to give solutions to overcome their problems. “An analysis of

grammatical error and paragraph development error in students’ paper on

paper thesis writing subject of English department of FKIP UMMY Solok in

2012/2013 Academic Year”

B. Identification of the Problem

Based on the background of the problem mentioned above, the

reseacher identifies some factors of the problem that influences students’

paragraph development.

The first problem is so many patterns in English that make student

confuse to use correct structure. The student not have writings’ skill is well.

make the student can not write good sentence in paragraph. Second, many

tenses from in English, the student difficult to differentiate when using in

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 paragraph. And the last, the students difficult to developing paragraph. And

the student do not know how to developing paragraph.

C. Limitation of the Problem

Based on identification of problems above, the researcher limited the

problems on the third year of English department on grammatical error and

paragraph development error in students’ paper on paper and thesis writing

subject at FKIP Solok.

D. Formulation of the Problem

Based on limitation of the problem above, the problem is formulated

follow:” what is the students’ grammatical error and paragraph development

error in students’ paper on paper and thesis writing at the third year of English

department”?

E. Research Questions

Based on the formulation of the problem above, some research should

be proposed as the following:

1. What is the students’ grammatical error in paper on paper and thesis

writing at the third year student of English department UMMY Solok at

2012/2013 academic year?

2. what is the students’ paragraph development error in paper on paper and

thesis writing at the third year student of English department UMMY

Solok at 2012/2013 academic year?

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F. Purpose of the Research

The purpose of this research is to describe the students’ grammatical

errors and paragraph development errors in paper on paper and thesis writing

subject at the third years student of English department of FKIP UMMY

Solok.

G. Significance of the Research

1. Theory

The findings of the study are expected to provide information

about grammatical errors and paragraph development error made by the

third years students of English department of FKIP UMMY Solok.

2. Practice

In general, through this research, the researcher expects that the

result can share contribution for the following people:

a. Internal stakeholder of the university

1) The lecture

The result of this research is useful for the lecture. The

lecture can know the grammatical error and paragraph

development error made by the students. It is expected to be able

to provide feedback information to the lecture to improve the

technique in teaching English.

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 2) The students of UMMY Solok

The result of this research is also useful for the students.

They can know their capability about grammar and paragraph

development, so they can retry to study the grammatical rules and

paragraph development rules in paper better than before.

b. External stakeholder of the university

1) The researcher

By conducting this research, the researcher also

gets some advantages. The researcher can know the types of

grammar error and paragraph error in paper made by the

students. After knowing those, the researcher can anticipate by

choosing the appropriate technique and materials in order to

prevent errors in teaching and learning process as well as possible.

2) The reader

The result of this research is expected to be able to give

more information about an analysis of grammatical errors and

paragraph development errors, and than also about paper. In

addition, they can take some information for their previous

studies.

H. Definition of the Key Terms

In order information, so in this research there are some terms that

should be defined:

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Analysis of grammatical errors is error analysis in grammatical rules.

1. Errors are mistakes which cannot correct themselves. Therefore they

need explanation. Errors are flowed side learned speech or writing they

are those parts of conversation or writing that deviated from some

selected of nature language performance.

2. Mistakes are due to memory, lapses, physical static such as tiredness and

psychological condition such as strong emotion of the language the

learner is making errors are systematically made, it is due to do the

learners still developing the knowledge of the target language rule system.

3. Paragraph development error is mistakes can not correct themselves.

Therefore they need explanation.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Nature of Grammar

Grammar is one rules or principles in language that must be mastered

by every learner. The term refers to the study of such rules and this field

includes morphology, syntax, and phonology often complimented by

phonetics, semantics, and pragmatics. Byrne (1980) says that grammar is

concerned with choices of the first kind, where that is small fixed of

possibilities and clear line between what is possible and what is not.

Grammar is very important to study, because it has influence to all of

skills and all of aspect in English. Smedley (1983) states that teaching correct

English means teaching the English appropriate to formal written word. It is

mean that spelling and punctuation are teacher correctly. According to Ur

( 1991) grammar is sometimes defined as ‘the way word are put together to

make correct sentences’. Celce-Murcia (1996), argue against teaching

grammar at the sentence level, the sentence is a fundamental building block of

English prose. It is the simplest recognizable and useable element of written

communication.

Radford (1997) says that grammar is traditionally subdivided into two

different but inter-related areas of study morphology and syntax. Morphology

is the study how word are formed and syntax is concerned with the way in

which word can be combined together to form phrases and sentences.

9
 Thombury (1999) says that grammar is a description of the rules for

forming sentences, including an account of the meanings that these forms

convey. Thombury (1999) also states that grammar process of making a

speakers’ or reseachers’ meaning clear when conceptual information is

lacking. It is mean that to inform or to write a good sentences need grammar.

According Brown (2001) grammar is the system of rules governing the

conventional and relationship of words in sentences. It means than in sentence

need all of component of the word, so that is sentence indeed part of rules in

grammar. Nunan (2003) says that grammar is generally thought to be a set of

rules specifying the connect ordering of word at the sentence level. Distenrheft

(2004) says that grammar as the system of rules that every speaker formulates

through the process of the first language acquisition. It is this system of

knowledge that linguists refer to as grammar. Learning about grammar does

not have to be a mindless process of memorizing rules that make little sense.

Based on the theories above, the reseacher conclude that grammar is

the way of language which can words change into sentences, and it has

relationship between sentences, phrase and words.

B. Errors and Mistakes

Error Analysis (EA) is the study of learner errors, providing the way to

examine learner language, being a part of language teaching, finding out

whether errors were caused by L1 interference or developmental factors (Reid,

1993).Error Analysis studies can be divided into five processes: collection of a

10
sample of learner language, identification, description, explanation, and

evaluation of errors (Ellis, 1997).

Many linguists have defined differently what an error is based on their

own concept. Vicki Fromkin and Robert Rodman (1978: 361) states that the

human brain is able not only to acquire and store the mental grammar, but also

access that linguistic store house to speak and understand what is spoken,

meaning they are against the grammatical rule of the language and result in

unacceptable utterances, in second language learning they occur because the

learner has not internalized the grammar of the second language. In order

words, the student arise out of lack of competence, therefore errors are

systematical. Furthermore, they make a distinction between errors, mistakes,

and lapses.

Mistakes arise when the speaker fails to match the language to the

situation and result in appropriate utterances. Lapses, in the other hand, arise

out tiredness, nervousness; or stain which result in slip of tongue, false starts

confusion of structure, etc. Both mistake and lapses are not systematical and

belong to phenomena of performance.

Unlike the two definitions mentioned above, Dullay in Brown (1987:

170) uses the term “errors” to refer to any deviations from a selected norm of

language performance, and matter what the characteristics or causes of the

definitions might be. They also explain that the norm used to identify the

errors may be anyone of the dialect of other varieties of language the native

speaker uses.

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 The terms errors, as noted by Dullay above is used for the systematic

deviations due to the learners still developing knowledge of the target

language rule, system or for idiosyncrasies in the inter language of the learner

which are direct manifestations of system with which a learner is operating at

the time.

In this present study the researcher prefer to use the definition of errors

given by him on the consideration that this study is not intended to

differentiate between errors and mistakes.

C. Error Analysis

1. The Role of Error Analysis in Language teaching and Learning.

In language learning the study of the learners has become very

important and has always been a cause of much concern to the teacher and

text-book writers alike. It has been used as indicator of learning and guide

in teaching. The study or learners errors are known as error analysis. Error

analysis shows the significance of learner’s errors and three ways:

a. They tell the teachers how far the learners have progressed and what

remains for them to learn.

b. They provide evidence to researchers of how language is learned of

acquired and what strategy or procedure the learner is employing to

learn the language, and

c. They serve as feedback to the learner of hypothesis he is using

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d. Further more, Sue loarch (1984: 11) states that error analysis is not

confronted with the complex theoretical problem encountered by

contrastive analysis, e/q/ the problems of equivalence.

According to Soetikno (1996: 187) contrastive analysis has in

many case, failed to predict learning problems, despite the claim that

contrastive analysis has not only predicated difficulties in the areas where

the mother tongue and foreign differ but also in the case of linguistic

features that are unknown in the sources language.

However, there are weaknesses of error analysis are also started by

Zuchrudin Surya Winarta and Hariyanto in their book “Translation”

(2003: 17) The points out of their major weaknesses of error analysis are:

a. The confusion of error description with error explanation (the process

and product aspect of analysis).

b. The lack of precision and specificity in the definition of error

categories and

c. Simplistic categorization of the causes or learning’s errors.

d. As stated by Baradja (1990: 96), there are three major difficulties in

conducting error analysis. There are:

1) Difficulty in giving meaning to the student utterances. If often

happens that the researcher are usually and other activities that he

does not have time to make reconstruction of students wring

utterances or to return them to their original sentence or corpus,

These often cause mistake and produce unmeaning finding.

13
 2) Difficulty in creating instrument, which can be used to obtain the

information that we need. If the instrument we make is not good

and systematic, we will get invalid and unmeaning data. In other

words the information Data we do not contain error since students

may avoid using difficult items.

3) Difficulty in classifying the errors.

To classify errors into types is not easy work and it takes

much time. Sometimes students are wrong utterance cannot be

regarded as ‘error’.

2. Categories of Errors in Error Analysis

To categorize error into classification based on the types or the

sources of errors is not easy work. Many times error cannot be traced back

into one source. More over, the boundaries between different sources of

error many sometimes be unclear that the arbitrary classification decision

unavoidable

According to the process editing written by Sue Loarch in her book

(1984: 181) the writer concludes that there are two categories of errors,

global and local errors.

Global errors are thus which affect the over all sentence

organization significantly, while local errors are those affect single

element (constituent) in a sentences.

Suotikno (1996: 181) made a classification of errors in

comparative taxonomy based on comparisons between the structure of L2

14
errors and certain other types of constructions there comparisons result in

four types of errors; developmental, inter-lingual, ambiguous and other

errors Further more, based on surface strategy taxonomy, Soetikno (1996:

181) give emphasis on the ways surface structure is altered. Learners may

omit necessary items or add unnecessary ones, they may misfire item or

miss order them. Thus, the errors may be in the form of omission,

addition, miss formation, and miss ordering errors types.

Omission errors are characterized by the absence of an item that

must 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 than others.

Additional errors are the opposite of omission. They are

characterized by the presence of an item, which must not appear in a well-

formed utterance. Additional errors include double marking, regularization

and simple addition that is an addition that is not double marking or

regularization.

Misformation errors are characterized by the use of the wrong from

of morpheme or structure, while in omission errors the items is not

supplied at all, in miss-formation errors the learners. Supplies something

although it is in correct.

Misordering errors are characterized by the incorrect placement of

a morpheme or group morphemes in a utterance.

15
 This study has the same purpose as Dulay’s statement in the

classification of error types. The error classification is intended as an aid

to present data rather than to create a basic for extensive speculating

concerning the source of errors.

D. Definition of a Paragraph

According Oshima and Hogue (1991:16) state that paragraph is a basic

unit of organization in writing in which a group of related sentences develops

one main idea.

E. The Component of Paragraph

Reid and Burns (1986), state that a paragraph has a very clear-cut

structure. It has three major parts. The first part of paragraph called the topic

sentence. It introduces the reader to the main idea of paragraph. The second

part of paragraph is called the body. The body is made up of several sentences

which support, prove, o explant the statement made in topic sentence. Third

part of paragraph is called the concluding sentence. This sentence summarizes

what has been said if a paragraph contain all this part it will be structure.

Accoding to Oshima and Hogue (1991: 17), a paragraph has three

major structural parts: a topic sentence, supporting sentence, and a concluding

sentence.

1. Topic Sentence

The topic sentence tells the reader what the paragraph is about. The

topic sentence contains word that need to be explained, described, and

16
 supported in the sentence that follow in the paragraph. Oshima and Hogue

(1991: 17) state that topic sentence the main idea of the paragraph the

definition comes fom Reid (1994:36), topic sentence is the most important

sentence in the paragraph.

Topic sentence contain controlling ideas that need to be explained,

described, and supported that follow in the paragraph. That is, these

controlling ideas are word about which readers can ask questions that they

expect will be answered in the paragraph (Reid: 1994:36).

According Oshima and Hogue (1991: 19-20), thee are thee

important points to remember about topic sentence:

a. A topic sentence is complete sentence that is contains a subject, a verb,

a complement.

b. A topic sentence contain both a topic and controlling idea. It means the

topic sand the limits the topic a specific area to be discussed in the

space of a single paragraph.

c. A topic sentence is the most general statement in the paragraph,

because it gives only the main adea.

2. Supporting Sentence

Oshima and Hogue (1991: 17), state that supporting sentence

develops the topic sentence. That is they the topic sentence to giving

reasons, for example, facts, statistics, and quotations.

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 3. Concluding Sentence

Oshima and Hogue (1991:21), add that the concluding sentence

signals the end paragraph and leaves the reader with impotant points to

remember.

Concluding sentence serves three purposes:

1. It signals the end of paragraph.

2. It summarizes the main points of the paragraph.

3. It gives a final comment on r topic and leaves the reader with the most

important idea to think about.

F. Elements of Paragraph

According Oshima and Hogue ( 1991: 17), state that a good paragraph

also has the elements of paragraph. There are unity and coherence.

1. Unity

Unity means that discuss only one main idea in a paragraph. The

main idea is started in topic sentence, and than each and every supporting

sentence develops that idea. Oshima and Hogue (1991:29), state that unity

has two part of unity:

a. The first part of unity is only has one main idea. It is discussed only

one main idea each paragraph. If start to discussed a new idea, begin a

new paragraph. However, sometimes it is possible to discussed two or

even three aspects on the some idea in one paragraph, if the are closely

related to each other. For example, it is possible to discuss both “better

job” and “better salary” in the same paragraph, because they are

18
 closely related. But it is not good idea discuss about both “better job”

and “ better general knowledge about the word” in the same paragraph

because they are not so related.

b. The second part of unity is that every supporting sentence must

directly explain or prove the one main idea. which is started in the

topic sentence. Sometimes student write supporting sentences that are

“off the topic”. For example, if are writing a paragraph about the high

cost of college tuition, could mention inflation as a factor. But if a

write several sentences about inflation, are getting “ off the topic”, and

r paragraph will not have unity.

2. Coherence

According Oshima and Hogue (1991: 17), state that coherence

mean that r paragraph is easy to read and understand. Because coherence

are:

a. The supporting sentences are in same kind of logical order.

b. The ideas are connected by the of appropriate transition signal.

There are four ways to achieve coherence. The first two ways

involve repeating key nouns and using pronouns which refer back to key

nouns. The third way is to use transition signal to show how one idea is

related to the text. The fourth way to achieve coherence is to arrange r

sentences in logical order ( Oshima and Hogue,1991:39).

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1) Repetition of key nouns

The most natural and, therefore, and the easiest way to achieve

coherence is to repeat key nouns frequently in paragraph. There is no

fixed rule about how often to repeat key nouns of when to substitution

pronouns. At the very least, need to repeat a key noun instead of using

a pronoun when the meaning is not clear.

2) Use of consistent pronoun

According to Betty, an adjective clause uses pronouns to

connect the dependent clause to the independent clause. The adjective

clause pronouns are who, whom, whose, which and that. Adjective

clause pronouns are also called relative pronoun.

George and Julia say adjective clauses are usually introduced

by relative pronouns who, whom, whose, which and that. They

may also be introduced by relative adverbs when, where and why,

When to use pronouns instead of key nouns, make sure that to use the

same person and number throughout your paragraph. Don not change

from you to he or she ( change of person) or from he to they (change of

number).

a) Relative Pronoun As Subject

Subject here is the subjects of pronoun in sub clause,

they are: I, you, we they, she, he it.

The conjunctions used: who for person, which for non-

person, and that for all nouns.

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 For example : The man is friendly. He lives next to
me.
The man who lives next to me is
friendly.

b) Relative pronoun as object

Object here is the objects of pronoun in sub clause, like

me, you, us, them, her, him, it.

The conjunctions used: whom for person, which for

non-person, and that for all nouns.

For example: The man was friendly. I met him.

The man whom I met was friendly.

c) Relative pronoun as possessive adjective

Possessive adjective: my…, your…, our…, their…, her…,

his…, its… The conjunctions used: whose for all nouns, and of

which for non- person.

For example: The man called the police. His car was stolen.

The man whose car was stolen called the police.

d) Relative Adverb

Relative adverb is clause to explain noun which shows

11
the meaning of place, time or reason. There are three kinds of

relative adverb, they are:

1 ) Adverb of time

The conjunctions are when, preposition + which, that +

21
 preposition. For example:

This market was renovated in 2007. My nephew was born in

that year. This market was renovated in 2007 when my

nephew was born.

This market was renovated in 2007 in which my nephew

was born. This market was renovated in 2007 that my

nephew was born in.

2 ) Adverb of Place

The conjunctions are where, preposition + which, that +

preposition. For example:

The building is very old. He lives in that building (there). The

building where he lives is very old.

The building in which he lives is very old. The building that he

lives in is very old.

3 ) Adverb of Reason

The conjunction is why and that. For example:

Only scientists can explain the reason. It is caused this

disaster happened.

Only scientists can explain the reason why this disaster

happened. Only scientists can explain the reason that this

disaster happened.

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3. Transition Signals

Transition signals are words such as first, second, next, finally,

therefore, and however, or phrase such as in conclusion, on the other hand,

and as the result.

Think of transition signals as traffic signs that tell the reader when

to go forward, turn, slow down, and stop. In other word, tell the reader

when giving a similar idea (similar, however, moreover, furthermore, in

addition), an apposite idea ( on the other hand, however, and contrast), an

example (for example)a result (as a result), or a conclusion (in

conclusion).

4. Logical Order

In addition to using transition signals and repeating key nouns and

pronouns, a this way to achieve coherence is to arrange the sentences in

some kind of logical order.

Some common kinds of logical order in English are:

a. Chronological order

First, next, after that, finally, before the last war, after 1950, since than,

in 1990 while working on the project, etc.

b. Comparison and contras

The most noticeable difference, larger than, unlike, on the other hand,

in contrast, differ from.

c. Similarities

23
 Similarity, similarly, as expensive as, just as, just like, compare with,

in comparison.

G. Relevant Studies

In the research, the researcher takes some relevant to support and

strong the perception, as follow:

The first research is written by Novi Nofrita (2012) under the tittle of

“Kesalahan Penggunaan Ejaan Yang Disempurnakan dalam Skripsi Program

Studi Pendidikan Bahasa Indonesia Periode Juni-Desember 2010/2011

Universitas Mahaputera Muhammad Yamin Solok”. The research was

descriptive research , in which the researcher tried to identify the enhanced use

of spelling mistakes in the Education Studies Program thesis Indonesian June -

Desember period 2010/2011 University Mahaputera Muhammad Yamin,

regarding errors capital letters, italics, and punctuation (a colon, semicolon,

and colon). The research objective was to describe the use of spelling mistakes

in this paper enhanced Indonesian Education Program June until Desember

2010/2011 University Mahaputera Muhammad Yamin.

The Second is An Analysis of Grammatical Errors Made by the

Senior High School Students in Understanding Adjective Clause through

Reading Text, by Mukhamad Efendi year 2004 from State University of

44
Surabaya. He concludes that defining adjective clause is more difficult than

non-defining adjective clause. He includes the number of percentages of

each type of errors and also explains the factors causing of errors. According

to the writer, his study is very detail in the explanation of the result, but he did

24
 not consistent between understanding adjective clause and constructing

adjective clause. Understanding is only read to understand without making

the new thing, in which it is so different with constructing. Related to the

writer’s study, his study also focuses on adjective clause, but he uses reading

text as the test to find out the errors of adjective clause. He does not include

the teacher’s strategies to overcome the students’ grammatical errors in

adjective clause like the writer’s study. He also takes the third class as the

sample, which is different with the writer’s study.

H. Conceptual Framework

This diagram shows the conceptual framework of this research:

Paper

Grammar

Paragraph
Development

Elements of
Parts of Grammar Paragraph

Topic Supporting Concluding Unity Coherence

Sentence Sentence sentence

An analysis of grammatical error and paragraph

development error in students’ paper on paper thesis
writing subject of English department of FKIP UMMY
25 Academic Year
Solok in 2012/2013
 In grammar of the paragraph, tha students must be able to comprehend

the paragraph structure like: the topic, the main idea, and supporting details of

paragraph. Beside that, the students must be able to elements of paragraph,

such as unity and coherence.

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 CHAPTER III

RESEARCH METHODOLOGY

A. Design of the Research

The design of this research is descriptive research. And the method of

this research is qualitative research . Quantitative research is explaining

phenomena by collecting numerical data that are analyzed using

mathematically based methods in particular statistics” (Muijs,2004: 1).

In other words, quantitative data refers to data which are altered into

numbers by measurement; counting or scaling or both (Punch, 1998: 59). Its

purpose is to describe the third year of English department students’

grammatical error and paragraph development error at FKIP UMMY Solok.

The main characteristics of quantitative research are as follows: the

first one is the quantitative researcher sees is that reality is out there, being

able to be measured objectively by conducting a questionnaire or an

instrument. The second one is the relationship between the researcher and that

which is being researched should be distant and independent. The researcher

tries to avoid bias by choosing a systematic sample and being objective. The

third one is the process of the qualitative research is deductive. This means

that the researcher tests hypotheses or theories which are selected before the

study is conducted. The fourth one is without the researcher own values, the

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 research results are reported based on the facts gathered from the evidence in

the research data collected (Creswell, 1994).

According to Gay (1987) descriptive research is as same as they

survey research that concerned with assesment of attitudes, opinions,

preperences, demographic, practice, and procedure. States that descriptive

research involves collecting data in order to test hypothesis or to answer

question concerning the current status of the subject of the study (Gay 1987).

In addition Gay (1987: 187-188) says the descriptive research is useful in

investigating many kinds of educational problem. In this research, the

researcher analyzes the students’ grammatical error and paragraph

development error on paper.

According Arikunto (2003:310), states that descriptive study was not

intended to test a specific hypothesis, but simply describe what it is about an

object variable symptoms or condition.

According Sugiyono (2009:9), states that qualitative research method

is a method of research used to examine the condition of natural objects,

where the researcher is a key instrument, data collection techniques performed

triangulation (combined), data analysis is inductive / qualitative emphasize

meaning rather than generalizations.

B. Data dan Sumber Data

According Arikunto (2003:129) state that is the source of data is the

subject from which data can be obtained. The display data on this research is

about grammatical errors and paragraph errors on paper. The data on the

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 research is students’ paper on Paper Thesis Writing subject English

department of FLIP UMMY Solok 2012/2013 academic year.

C. Population and Samples

According Arikunto (2006:130) population is a whole subject of study.

Also state “sample is the most or representative of the population studied

(Arikunto, 2006:131).

Population in this research is paper on Paper Thesis Writing subject at

third student FKIP UMMY 2012/2013 academic year. And sample of this

research is all students in English department at FIKP UMMY Solok

2012/2014 academic year. The total samples is 25 students.

D. Instrumentation of the Research

The instrument of this research is the researcher herself (human

instrument). In qualitative studies, the human instrument is the primary

instrument for the gathering and analyzing of data. Lincoln and Guba

(1985:76) introduce the concept of human as instrument to emphasize the

unique role that qualitative researchers play in their inquiry.

According Nasution (2009:223) states that in qualitative no other

choice than to make people as the primary research instrument. Because is

that, everything else does not have any definite shape. Everything still needs

to be developed throughout the study. In this study, the instrument is the

researcher's own research and assisted with the table.

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 In addition, they believe that only a human instrument was capable of

this task. It is because to identify the grammatical error and paragraph

development error in paper need intensive grammar and intensive analyzing.

And the only instrument that can do it is the researcher herself (human

instrument) who using all of her richness as closely as possible to analyze the

data to the form in which they were noted.

E. Technique of Data Collection

According Moeliono (1990:916), The technique is a method or system

to do something, data collection techniques are the steps taken by investigators

in obtaining the data, because the main goal of researchers is to get the data.

Sugiyono (2006: 225), state that explained that the range of data

collection techniques are observation, interviews, documentation, and

triangulation / combined.

To collect the data for this research is qualitative research especially

grammar and paragraph analysis, the data collection used is usually reading

process. Because the data of this study in the form of text, so it can be done by

reading. And its steps are; firstly, intensive reading the whole passages.

Secondly, scanning and identifying the grammatical errors and paragraph

development errors on paper. After that take noted.

F. Technique of Data Analysis

After the data were obtained, the next step is the text analysis. It was

done based on these criteria: first, classifying the types of grammatical

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 mistakes based on Yarber theory. Second, describing the types of grammatical

mistakes that have been classified. Third, identifying the dominant of

grammatical mistakes that are often occurred. The last, summarizing and

concluding the research finding.

BIBLIOGRAPHY

Afrildayenti. 2007. ”The Students’ Ability in Using Punctuation in Structure

Essay”. Unpublished Thesis. Solok. Mahaputra Muhammad Yamin
University.

Arikunto, S. 1996. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Brown, H. Douglas. 1994. Teaching by Principles. Englewood Cliffs, New Jersey.

Gay, L. R. 1987. Educational Research. United States: Merrill Publishing

Company.

Gay, L. R. 2000. Educational Research. Ohio: Meril Publishing company

Noertjahjono, Mochamad, 2007.An Error Analysis on the Use of Simple past

Tense Among the Ninth Year Students of SMPN 3 Pare. Unpublished
Thesis. Malang. Institute of Teaching Training And Education Budi Utamo.

Nofrita, Novi. 2012. Kesalahan Penggunaan Ejaan Yang Disempurnakan dalam

Skripsi Program Studi Pendidikan Bahasa Indonesia Periode
Juni─Desember 2010/2011 Universitas Mahaputera Muhammad Yamin
Solok. Unpublished Thesis. Solok. Mahaputra Muhammad Yamin
University

Oshima, Alice & Ann Hogue. 1981. Writing Academic English: A Writing and
Sentence Structure Handbook. USA: Addison-Wesley Publishing Company.

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