ERROR MADE BY THE STUDENT OF STIKES AISIYAH IN WRITING COMPOSITION

• Main Author: Damayanti, inayah
• Format: Thesis
• Language: English
• Published: 2010
• Subjects: L Education (General)
• Online Access: https://eprints.ums.ac.id/10646/
• Summary: This research aims at analyzing error made by STIKES AISIYAH students in writing compositions, describing the error and accounting the frequency each type of error. This research belongs to descriptive qualitative research. In collecting the data, the writer uses document by asking the students to make composition in every meeting. Here, the writer takes fifty compositions as her data. To achieve the objective, the writer evaluates the error, then classifies the error based on the types of error, then analyzes the error based on the combination theory of linguistic category taxonomy and surface strategy taxonomy. Finally, the frequency of error can be accounted. The results of the study show that first, there are 18 errors or 10 % found in the noun, they are omission of {-s} and addition of {-s}, there are 9 errors or 5 % in pronoun, they are the use of subjective pronoun instead of objective pronoun, and the use of objective pronoun instead of subjective pronoun, there are 66 errors or 36, 67% found in verb, they are the use of VI in past tense, the use of VI in V-ing, the use of VI in passive voice, etc. There are 26 errors or 14, 44% found in BE, they are omission of BE as auxiliary, omission of BE as full verb, wrong selection of to be as auxiliary and wrong selection of to be as full verb. There are 26 errors also or 14, 44% found in vocabulary, they are wrong choice of diction, wrong choice of diction in noun phrase, and addition of morpheme in adjective (spelling). There are 2 errors or 1, 11% in adjective, they are addition of “more” and addition of “so”. In grammatical structure found 21 errors or 11, 67%, they are misordering of noun phrase and misordering of adjective phrase and in preposition found 15 errors or 8, 33%, they are omission preposition “of”, misformation of “a”. While in the source of error there are 20 errors which divide into two, they are interlingual transfer and intralingual transfer. Then, there are three pedagogical implication found in this research, they are identify strategies which learners use in language teaching, identify the causes of learners error, obtain information on common difficulties in language learning as an aid or in development of teaching materials.