CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher present findings of research and discussion. The research
findings show the data obtained from the result in order to see the errors made by the tenth
grade of Senior High School 1 Probolinggo in writing narrative text.
4.1 Research Finding

James proposes that the learners' erroneous version is different from the

presumed target version. This highlights the ways surface structures are altered. The

students may omit necessary items or add unnecessary one, they may mis form the

items or disorder them. Errors can be classified into four types: omission, addition,

mis formation and mis wording. After finishing the test, students sent the test in file.

The detail description of result the test described below:

1. Students made error in surface strategy taxonomy category.

2. Kinds of error made by students were in omission (63 errors), addition (62

errors), mis formation (56 errors), and miswording (23 errors) categories. (see

on table 4.1 below).

3. The dominant error made by students was in omission category with the

percentage 30,9 %. (see on the table 4.2 below)

Table 4.1

Classification of Students’ Error

Surface Strategy Taxonomy

Items Error
Omission Additi Mis Mis ording
on formation
Conjunction 11 8 0 6
Article 18 17 0 0

Singular/ 7 3 1 0
Plural
To be 10 15 1 0
Verb Tense 4 1 52 4
Adverb & 2 1 0 3
Adjective
Demonstrative 8 3 0 0
adjective
Pronoun 2 13 2 2
Preposition 1 1 0 8
63 62 56 23
Total
204

Based on identification towards students’ writing it was found that there were

various errors. Some types of error found in this research were caused by various

grammar aspects of simple sentences. The errors found in students writing were

classified into omission, addition, misformation and missordering.

Fisrt Errors of Omission, This kind of error was any form of the absence of an

item that must appear in a well-formed utterance. In the data, students made 63 errors

of Omission of to be, omission of adverb of place and third person singular verb in

writing narrative text. The following is the example of the omission. Example: “The

prince and the princess fell in love In the forest near the Lake.” As “ The prince and

the princess fell in love ” like the sentence above, is the lack of the word "were" as a

complement to "Omission of to be". so the correct sentence is "The prince and the

princess were fell in love". Next is omission of adverb of place, students write "In the

forest near the Lake" like the sentence above, it's not quite right because there should

be "to". so the correct sentence is, “In the forest near to the Lake”. The next omission

of singular verb, Example: “Mr. jhon drink a glass of water.” As “Mr. Jhon” is a third

person singular subject, the form of the verb should be attached with {-s} to indicate

third person singular verb. The correct sentence is: "Mr.jhon drink a glass of water

everyday”. From the table above, There were 63 frequencies omission errors of

omission with percentage 30,9%.

 Second Errors of Addition, Any unnecessary morphemes which appeared in an

utterance were then classified into addition error. After analyzing the data, the writer

found 62 errors that occurred in students writing. It is categorized as error of Addition

third person singular plural verb. In addition third singular-plural Verb, Subject of

pronoun is attached before verb. The verb can be in the form of bare infinitive with or

without -s/ -es/ -ed/ -ing depends on the subjects and the tenses used. The example

error of addition of third person singular “he studied magic all the time” The verb

attached after the third person singular pronoun in present tense should be written

without addition –ed. Thus, the addition “ed” of the verb from the example above is

not necessarily used.Then, the construction should be: “he studies magic all the time”.

From the table above, There were 62 frequencies addition errors of third person

singular person with percentage 30,4%.

Thirdhly Error of Misformation, Misformation errors were characterized by

the use of wrong form of the morpheme or the structure. The writer found 56 errors of

misformation in the data of research. Some substitutive errors found in the students’

writing included misformation of: 1) Misformation of Tense. The form of verb is much

influenced by tense used. Thus, when the form doesn’t represent the time when the

event occurs, it will cause error. The example of misformation of tense “I eat durian

two days ago” As the event occurred in the past, the correct formation should be: “I ate

durian two days ago”. 2) Misformation of singular and plural Verb. The example of

this error is shown in sentence “do he fly every time scaring people???” As this

sentence is singular subject, the form of verb should be in singular also to indicate

third person singular verb. Thus, the construction should be: “does he fly every time

scaring people???”. 3) Misformation of singular- plural be. The form of “to be” is

always influenced by the quantity of the subject. When the “to be” doesn’t fit the

subject, it will cause error. The example of this error is shown in sentence “The prince
 and the princess was fell in love”. As this sentence has plural subject, the form ofbe

should be in the form of plural also to indicate third person plural verb. Thus, the

construction should be: “The prince and the princess were fell in love”. Another

example of singular subject: “I is a student”. As the subject is “I”, the appropriate form

of “to be” should be “am”. Thus, the correct construction is:“I am a student”. From the

table 4.1 above, There were 56 frequencies misformation errors of tense with

percentage 27,2%.

Last fourth Missording, (Misording) which is an error in sorting that is marked

by incorrect placement of a morpheme or group of morphemes, both wording and

word writing. The writer found 23 errors of misordering in the data of research. The

following is the example of the misordering preposition. The example is “ She gave

him shelter and a meal”. This sentence is not correct because there is an "a". which

should be corrected to "She gave him shelter and meal". From the table above, There

were 23 frequencies omission errors of omission with percentage 11,3%.

4.2 Identification and Classification

Errors which had been identified and classified were then tabulated. The

tabulation was presented in the form of percentage. The tabulation in any errors in

students’ writing as follows;

Table 4.2

Tabulating of Dominant Error Made by Students

N Err Frequency Percentage

o. or Error (%)
1 Omission 63 30,9 %

2 Addition 62 30,4 %
3 Mis formation 56 27,4 %
4 Mis wording 23 11,3 %
 Total 204 100 %

From the table tabulation above, there were 63 frequencies error of omission

with percentage 30,9%, 62 frequencies error of addition with percentage 30,4%, 56

frequencies errors of misformation with percentage 27,4% and 23 frequencies error of

misordering with percentage 11,3%. Total errors in students writing are 272

frequencies.

Next, the researcher provides a detailed description of the error item with a

graph like the one below;

Figure 1

Items Error Made by Students

 70
60
50
40
30
20
10
0

Based on figure 1 below, there are 9 grammatical items found on students’

error in writing narrative text. But there are five item errors often appears on students’

grammatical; they are: verb tense (61 errors), article (35 errors), to be (26 errors),

conjunction (25 errors), and pronoun (19 errors).

And to make the readers understand the finding easily, the percentage

recapitulations of errors is converted into a pie chart. The chart shows the highest

number of errors until the lowest number of errors.

4.3 Disscussion

Based on data analysis above, error really made by students in writing

narrative text. Researcher counted there were 204 number of errors. They are nine item

errors that usually faced by students, they are on using conjunction, article, singular

and plural, to be, verb tense, adverb and adjective, demonstrative adjective, pronoun,

and preposition. Researcher found the highest errors which include into dominant
 errors was in omission category which has 63 or 30,9%. The lowest was in mis

ordering category which the number of errors was 23 or 11,3%.

The reason students made errors in writing narrative text due to less in grammar

mastery and confused how to differentiate of the verb. So, the lesson that must be

mastered by students firstly are about vocabularies and grammar. Without knowing

vocabularies in English and do not understand about grammar, the students will feel

difficult to write sentences or a text.

What have been found in this research was little different to the findings before. The

research who conducted by Reki Anggara, et.al found the first biggest error was in past

tense with the number of error was 84 or 4,35%. The second was in adjective with the

number of error was 87 or 4,20%. The third was in adverb with the number of erros

was 98 or 3,73%. The last was in conjunction with the number of error was 97 or

3,77%.

While the research who conducted by Eko Mulyono. There are three types of errors

namely lexical, syntactical, and discourse error. The types of errors have twenty four

categories of errors. The most dominant error is in syntactical error i.e. using simple

present tense refers to simple past with the percentage 22,37%.

Meanwhile, the research who conducted by Novita Sahara found the biggest number

of error was in capital letters category which has number 38 or 32,20%.

4.4 The threats of the Research

In conducting this research, the researcher realized that there were many

threats of the research. It started from arranging proposal until finishing the thesis. So,

the researcher knows this thesis still far from excellent thesis.
 The researcher has done the interview and gave the test to the students in via

online by using google classroom. There were threats of time in doing this research.

Because the students had many activities, so the process of collecting the data needed

long time. Therefore, to get a fix for this thesis, the researcher expected support and

helping from advisors and English lecturer.