SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2010

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THE GRAMMATICAL ERRORS IN THE DESCRIPTIVE TEXTS MADE BY THE EIGHTH GRADERS of RSBI PROGRAM at SMPN 5 MALANG

Evi Asmarawati

Abstrak


ABSTRACT
Asmarawati, Evi.2010. The Grammatical Errors in The Descriptive Texts Made by The Eight Graders of RSBI Program at SMPN 5 Malang.Thesis, Undergraduate Study Program of English Language Education, Faculty of Letters, State University of Malang. Advisor: Nur Hayati, S. Pd, M. Ed.
Key words: grammatical errors, descriptive writing
As a foreign language in Indonesia, English is mostly used in the teaching and learning process only. It is not used in day to day communication.It causes EFL learners tend to make errors. The errors are more obvious in their writing.
This study is intended to find out students’ grammatical problems in writing. It was conducted at SMPN 5 Malang. In line with the purpose of the study, the design of the study was descriptive qualitative. The subjects were 30 students in the eight grade of RSBI program at SMPN 5 Malang. The instrument used to collect the data is the students’ descriptive compositions on the topic of favourite actor/actress. The errors found in the students’ compositions are then classified based on the surface strategy taxonomy on errors of omission, addition, misformation, and misordering.
The study reveals the following findings: the students’ grammatical problems on writing paragraphs are numerous. Omission errors appear as the errors with the highest frequency (61.54 %). Errors of omission consist of omission of be, omission of article, omission of third person singular verb marker(s/es), omission of preposition, omission of –ing, omission of subject and verb, omission of adverb, omission of adverb, and omission of plural marker(s/es). Misformation errors make up 19.23% of all errors. They consist of misformation of verb, misformation of preposition, misformation of noun, misformation of be, misformation of pronoun, misformation of gerund, misformation of article, and misformation of adjective. Addition errors come next with the percentage of 14.42%. They are addition of plural marker(s/es), addition of article, addition of be, addition of preposition, addition of adverb, addition of possessive marker and possessive pronoun, and addition of third person singular marker (s/es). The type of errors with the lowest frequency is misordering errors (4.81%). They consist of misordering of noun phrase and misordering of adverb. These errors seem to be caused by interlingual and intralingual interference.
Based on the findings, some suggestions are proposed to improve the students’ mastery in English especially in writing skill. The teachers are suggested to pay attention to the stages in teaching grammar. Furthermore, the students are supposed to pay more attention to the grammatical areas where the errors occur. Additionally, it is recommended that further researchers conduct similar studies in different contexts with and/ or broader scope by using not only students’ compositions, but also other data sources.
ABSTRAK
Asmarawati, Evi.2010. Kesalahan-kesalahan Tata Bahasa dalam Teks Deskriptif yang Dibuat oleh Murid-murid Kelas VIII Program RSBI di SMPN 5 Malang. Skripsi, SI Pendidikan Bahasa Inggris, fakultas Sastra, Universitas Negeri Malang. Pembimbing : Nur Hayati, S. Pd, M. Ed.
Kata Kunci : kesalahan-kesalahan tata bahasa, teks deskriptif
Sebagai bahasa asing di Indonesia, Bahasa Inggris sering digunakan hanya dalam proses belajar mengajar. Bahasa Inggris tidak dipakai dalam komunikasi sehari-hari. Hal itu menyebabkan pembelajar Bahasa Inggris cenderung membuat kesalahan-kesalahan dalam tata bahasa Inggris.
Penelitian ini bertujuan untuk menemukan masalah-masalah tata bahasa dalam menulis Bahasa Inggris. Penelitian ini dilakukan di SMPN 5 Malang. Metode yang digunakan adalah deskriptif kualitatif. Subyek dalam penelitian ini adalah 30 murid kelas VIII RSBI. Instrumen yang digunakan untuk mengumpulkan data adalah teks deskriptif tentang actor dan aktris favorit yang dibuat oleh murid. Kesalahan-kesalahan dalam karangan deskriptif tersebut diklasifikasikan berdasarkan Surface Strategy Taxonomy, yang meliputi kesalahan pengurangan, kesalahan penambahan, kesalahan formasi, dan kesalahan susunan.
Penelitian ini menemukan bahwa kesalahan tata bahasa dalam karangan deskriptif bervariasi. Kesalahan pengurangan muncul dengan prosentase sebesar 61,54%, yang meliputi to be, article, third person singular verb marker (s/es), preposition, -ing, subject and verb, adverb, dan plural marker (s/es). Kesalahan formasi muncul dengan prosentase sebesar 19,23%, yang meliputi verb, preposition, noun, be, pronoun, gerund, article, dan adjective. Kesalahan penambahan muncul dengan prosentase sebesar 14,42%, yang meliputi plural marker (s/es), article, be, preposition, adverb, possessive marker dan possessive pronoun, dan third person singular marker (s/es). Kesalahan susunan muncul dengan prosentase terendah sebesar 4,81%, yang meliputi noun phrase dan adverb.
Berdasarkan penemuan, beberapa saran ditujukan kepada beberapa pihak untuk meningkatkan penguasaan murid dalam Bahasa Inggris, terutama aspek menulis. Para guru diharapkan memperhatikan tahap-tahap dalam pengajaran grammar. Para murid disarankan untuk memperhatikan aspek-aspek kesalahan tata bahasa. Peneliti selanjutnya disarankan untuk melakukan penelitian serupa dengan konteks yang berbeda dengan menggunakan summber-sumber data yang bervariasi.

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