AN ANALYSIS ON STUDENTS’ ERRORS IN USING

RELATIVE PRONOUNS

(Who, Whom, Which, Whose)

(A Case Study in the Second Year of Fatahillah Senior High

School)

By

Musonah

108014000013

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

Musonah, 108014000013, An Analysis on Students’ Errors in Using Relative

Pronouns (Who, Whom, Which, Whose); A Case Study in the Second Year of

Fatahillah Senior high School Jakarta Selatan, Skripsi of Department of English

Education, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State

Islamic University, Jakarta, 2014.

Advisor I: Sunardi Kartowisastro Dipl. Ed

Advisor II: Ummi Kultsum M. Pd

The objectives of the research were to know whether the students make

errors in using relative pronouns (who, whom, which, whose) in adjective clause

and to know the types of errors by the Second Year of SMA Fatahillah. The

problem was formulated into do the students make errors in using relative

pronouns (who, whom, which, whose) in adjective clause? What the types of

errors that the students make? And What kind of relative pronoun which the

students often make errors?

This research used descriptive qualitative and the intruments of this

research were written test and interview. Furthermore, after the writer collected

the data, then analyzed them by using formula: % =

x 100% So, the writer

described and interpreted the data about what the types of errors that the students

made in using realtive pronouns (who, whom, which, whose).

The finding of this research were about the students’ errors on using

relative pronouns (who, whom, which, whose) by describing the frequency of

error in the squence based on the most to the least frequency of errors, there were:

whose, who, whom, and which. Meanwhile, the most students made error in the

relative pronoun whose with the highest precentage error 39.75%. Furthermore, in

the type of error, most studetns made error in misselection with 70.94%, omission

20.9%, and addition 8.97%. It can be concuded that the most students of the

Second Year (Social) of Fatahillah Senior High School have not mastered yet in

using relative pronouns (who, whom, which, whose) of adjective clauses

especially in using relative pronoun whose.

ii

ABSTRAK

Musonah, 108014000013, An Analysis on Students’ Errors in Using Relative

Pronouns (Who, Whom, Which, Whose); A Case Study in the Second Year of

Fatahillah Senior high School Jakarta Selatan, Skripsi of Department of English

Education, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State

Islamic University, Jakarta, 2014.

Pembimbing I: Sunardi Kartowisastro Dipl. Ed

Pembimbing II: Ummi Kultsum M. Pd

Penelitian ini bertujuan untuk mengetahui apakah siswa membuat

kesalahan-kesalahan dalam menggunakan kata ganti penghubung (who, whom,

which, whose) dalam adjective clause dan untuk mengetahui jenis-jenis kesalahan

yang dibuat oleh siswa kelas XI SMA Fatahillah. Masalah dalam penelitian ini

adalah apakah siswa-siswa membuat kesalahan dalam penggunaan kata ganti

penghubung (who, whom, which, whose) dalam adjective clause? Apa saja jenis

kesalahan siswa dalam pengguanaan kata ganti penghubung (who, whom, which,

whose)? Dan apa saja macam-macam kesalahan dalam penggunaan kata ganti

penghubung (who, whom, which, whose) yang sering dibuat siswa?

Penelitian ini menggunakan deskriptif kualitatif dan instrumen yang

digunakan dalam penelitian ini adalah tes tulis dan wawancara. Selanjutnya,

setelah penulis mengumpulkan data, kemudian menganalisis data tersebut

menggunakan rumus: % =

x 100% Jadi, penulis mendeskripsikan dan

menginterpretasikan data tersebut tentang apakah jenis-jenis kesalahan-kesalahan

yang siswa buat dalam penggunaan kata ganti penghubung (who, whom, which,

whose).

Hasil penelitian ini tentang kesalahan-kesalahan yang dibuat oleh siswa

dalam menggunakan kata ganti penghubung (who, whom, which, whose) dengan

jumlah tingkat kesalahan yang digambarkan secara berurutan dari hasil yang

tertinggi sampai terendah, meliputi: whose, who, whom, dan which. Sementara itu,

kesalahan yang paling banyak dibuat siswa adalah dalam menggunakan kata ganti

penghubung whose dengan presentase kesalahan tertinggi 39,75%. Selanjutnya,

dalam jenis-jenis kesalahan, sebagian besar siswa membuat kesalahan dalam

misselection dengan presentase 70,94%, omission 20,9%, dan addition 8,97%.

Jadi dapat disimpulkan bahwa sebagian besar siswa kelas XI (IPS) SMA

Fatahillah belum menguasai dalam menggunakan kata ganti penghubung (who,

whom, which, whose) dalam adjective caluses terutama dalam menggunakan kata

ganti penghubung whose.

iii

ACKNOWLEDGEMENT

In the name of Alloh, the Beneficient, the Merciful.

Praise be to Alloh almighty the lord of the universe who has given chance

to the writer to complete this paper. Peace and blessing be upon our prophet

Muhammad SAW, his family and his followers.

The writer realizes that she would never finish writing this paper without

the help of some people around her; therefore, she would like to give special

thanks to: her beloved parents Suparjo and Rodiyah, who always pray and support

her in every part of her life especially in finishing this paper, to her brother

Muamar Ma’ruf and his wife, to her sister Qurotul Aini and her husband, And

then to her twins sisters Nurhidayah and Nurhasanah, and her husband M. Amri

Mabruri who always help, support, and motivate her in doing this paper.

The writer would like to address her gratitude to Mr. Sunardi

Kartowisastro, Dipl. Ed. and Mrs. Ummi Kultsum, M. Pd. as the writer’s advisors

for their time, guidance, kindness and patience in correcting and helping her in

finishing this paper.

She would also like to express her deep appreciation and gratitude to:

1. All lecturers, especially those of English Education Department, who have

taught and educated her during her study;

2. The chairman of English Education Department, Drs. Syauki, M.Pd and his

secretary, Zahril Anasy, M.Hum;

3. Nurlena Rifai, MA, Ph.D., the Dean of Faculty of Tarbiya and Teacher’s

Training;

4. The head master of Fatahillah Senior High School, Mr. H. Maskuri, S.Ag,

and the English teacher at Fatahillah Senior High School, Mrs. Niken

Saraswati, S.Pd;

5. Her beloved friends Dyah Puji Utami, Dewi Purwanti, Shofa Shofwatul

Humairah, Roghibah, Rizky Juwitasari, Lili Alfiani, Rahmy Yuniarti,

Hammam Nasrudin, and Hidayatulloh. Thank you for these wonderful

partnership. You all are much appreciated more than just friends;

iv

For the last, she realizes that her research paper is far from being perfect, so she

will accept constructive suggestion to make this research paper better.

Jakarta, September 2014

The writer

v

TABLE OF CONTENTS

ABSTRACT ......................................................................i

ACKNOWLEDGEMENT ......................................................................iii

TABLE OF CONTENTS ......................................................................iv

LIST OF TABLES ......................................................................vi

LIST OF CHARTS ......................................................................vii

LIST OF APPENDICES ......................................................................viii

CHAPTER I : INTRODUCTION

A. Background of Study ......................................................................1

B. Identification of the Problem ...................................................................4

C. Limitation of the Problem ......................................................................4

D. Formulation of Problem ......................................................................5

E. Objectives of Study ......................................................................5

F. Significance of Study ......................................................................5

CHAPTER II: THEORETICAL FRAMEWORK

A. Adjective Clause ......................................................................7

1. The Definition of Adjective ................................................................7

2. The Types of Adjective Clause............................................................8

B. Relative Pronouns ......................................................................9

1. The Understanding of Relative Pronous ...........................................9

2. The Types of Relative Pronouns ......................................................9

3. Error Analysis ......................................................................10

1. The Definition of Error Analysis .........................................................10

2. The Differences Between Errors and Mistakes ...................................11

3. The Sources of Error ....................................................................12

4. The Types of Errors ....................................................................13

5. The Procedure of Error ....................................................................18

vi

D. Thinking Framework ........................................................................20

E. Previous Study ........................................................................21

CHAPTER III: RESEARCH METHODOLOGY

A. Place and Time of Research ......................................................................23

B. Method of the Study ......................................................................23

C. Population and Sample ......................................................................23

D. Data Collecting Technique ......................................................................24

E. Instrument of the Research ......................................................................24

F. Technique of Data Analysis .....................................................................25

CHAPTER IV: RESEARCH FINDINGS AND DATA INTERPRETATION

A. Finding ......................................................................26

B. Interpretation ......................................................................35

CHAPTER V: CONCLUSION AND SUGGESTIONS

A. Conclusion ......................................................................37

B. Suggestions ......................................................................37

BIBLIOGRAPHY ......................................................................38

APPENDICES

vii

LIST OF TABLES

1.1 The Examples of Student’s Error in Using Relative Pronouns (who, whom,

which, whom)3

2.1 The characteristics of restrictive and non restrictive relative clause8

3.1 Kinds of Relative Pronouns and the Number each Item24

3.2 The Number of Multiple Choice Items25

3.3 The Number of Completion Items25

4.1 Recapitulation of Students Types of Error in Using Relative Pronouns

which Students’ Made of Multiple Choice and Completion Items26

4.2 Frequency of Errors in Using Relative Pronouns that the Students Made of

Multiple Choice Items30

4.3 Frequency of Errors in Using Relative Pronouns that Students Made of

Completion Items31

4.4 Kinds of Error in Using Relative Pronouns that Students Made of Multiple

Choice Items32

4.5 Kinds of Errors in Using Relative Pronouns that Students Made of

Completion Items33

4.6 Recapitulation of Errors’ Data in Using Relative Pronouns which Students’

Made of Multiple Choice and Completion Items34

4.7 Recapitulation Frequency and Precentage Types of Errors in Using Relative

Pronouns which Students’ Made of Multiple Choice and Completion

Items 35

viii

LIST OF CHARTS

4.1 Recapitulation Frequency of Students’ Type of Error in Using Relative

Pronouns which Students’ Made of Multiple Choice and Completion

Items .............................................................................................................. 27

4.2 Recapitulation Precentage of Students’ Type of Error in Using Relative

Pronouns which Students’ Made of Multiple Choice and Completion

Items ...............................................................................................................28

4.3 Recapitulation Frequency of Errors in Using Realtive Pronouns which

Students’ Made of Multiple Choice and Completion Items .........................34

4.4 Recapitulation Precentage of Errors in Using Realtive Pronouns which

Students’ Made of Multiple Choice and Completion Items .........................35

ix

LIST OF APPENDICES

1a Interview for The English Teacher .......................................... 41

1b The Result of English Teacher Interview .......................................... 42

2a Structured Interview for The Student .......................................... 44

2b The Result of Students’ Interview .......................................... 45

1

CHAPTER I

INTRODUCTION

A. Background of the Study

In Indonesia, English language should be learnt and it is one of

complusory subject in every education level, that is Junior High School or

Sekolah Menengah Pertama (SMP), Senior High School or Sekolah Menengah

Atas (SMA), and even in Universities. In addition, English language includes as

local content subject in educational level of Elementary School or Sekolah Dasar

(SD) in the country. In teaching process in education levels is based on the

guideline of rules that stated by the goverment in the curriculum.

The Curriculum provides some rules about teaching English material for

each level or education. It states the objective of the teaching learning process that

held in Draft of Badan Standarisasi Nasional Pendidikan (BNSP) April, 12nd

2006 which consist of Standar Kompetensi (SK) or Standard Competence and

Kompetensi Dasar (KD) or Basic Competence for each language skill – Listening,

Reading, Speaking, and Writing. Two of them divided into two categories,

receptive skills (listening and reading) and productive skills (speaking and

writing). Besides, the four skills, the language components or sub-skills such as

grammar, vocabulary, pronunciation and so on. Grammar is one of the sub-skills

that should be mastered in English learning by the students.

Like any other language learning situations, Indonesian students face some

difficulties in learning English. The problem may have been caused by some

factors that are related to one another to achieve its goals. The students are

expected to develop their English skills (reading, listening, speaking, writing),

memorizing vocabularies, and using appropriate structures. The material is

becoming the main difficulty that students faced. Because most students assumed

that English grammar is the most difficult part to be learnt.

The English grammar is different from Indonesian grammar. In English

there are many types of relative pronouns and they also have different function

and usage. First, for person used relative pronouns who, whom, whose, or that;

2

who has function as subject, whom has function as object, whose has function as

possessive adjective, and that has function as subject or object. Next, for a thing

used which or that; which/that has function as subject or object. In Indonesia,

relative pronoun yang used in any position in sentence and doesn’t change, and it

also make the students are confused to use English grammar.

For example:

Perempuan yang memakai baju warna merah adalah adik saya.

And

Laki-laki yang saya temui kemarin adalah paman saya.

Possible responds:

*The woman whom wears red shirt is my little sister.

(correct: the woman who wears red shirt is my little sister.)

And

*The man who I met yesterday is my uncle.

(correct: the man whom I met yesterday is my uncle.)

According to Penny Ur, ”There is no doubt that knowledge – implicit or

explicit – of grammatical rules is essential for the mastery of language: you cannot

use words unless you know how they should be put together.”1 It’s very clear that

learning grammar is important for students.

In English grammar, all the English words are devided into nine great

classes. These calsses are called Part of Speech; they are article, noun, adjective,

pronoun, verb, adverb, preposition, conjuntion, and interjection. Of these,

Pronoun is the important one that occurs in a sentence. A pronoun is a word used

in place of one or more than one noun. It may stand for a person, place, thing, or

idea.2 Then, Frank explained that there are five classes of pronouns: personal,

relative, interrogative, demonstrative, and indefinite.3 Relative pronoun is a word

that is preceding a relative clause. It is an introductory word that has noun

1Penny Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press, 1988), p. 4

2 John E. Warriner, English Grammar and Composition: First Course, (New York: Harcourt

Brace Jovanovich Publisher, 1982), p. 40 3 Marcella Frank, Modern English excercises for no- native speaker: Part II, Sentences adn

Complex Structures , (New Jersey: Prentice Hall Inc., 1972), p. 19

3

antecedent meanings as a person, a thing, a time, a palce, or a reason functioning

as subject, object of verb, object of preposition, or possesive adjective.4

Relative pronouns is one of material that should be learnt by the students

at Senior High School. The writer would like to show the common errors that the

students of Fatahillah Senior High School made when they used relative

pronouns. She conducted on April, 1st 2014. She gives pre-test to the students that

consist of 20 questions, it is devided into two parts. First, it consists of 10

questions of multiple choice, to choose the right one whether A, B, C, or D.

Second, it also consists of 10 questions asking the students to complete the

sentences by filling in the blank spaces with the right relative pronouns (who,

whom, which, whose). The test is conducted for knowing wether the students do

errors in using relative pronouns or not. For examples of completing sentences;

Table 1.1

The Examples of Student’s Error in Using Relative Pronouns

(who, whom, which, whom)

*Aminah whom won the English

debate came to my home.

Aminah who won the English debate

came to my home.

*The person who I phoned last night

is my uncle.

The person whom I phoned last

night is my uncle.

*The letter whose came from Andi is

on the drawer.

The letter which came from Andi is

on the drawer.

These sentences in left column are definitely incorrect, and the right

column are correct one. The first sentence in left column is incorrect because the

students use relative pronoun ‘whom’ instead of ‘who’ the function as subject

(Aminah came to my home. She won the English debate). The second sentence is

also incorrect, because they use relative pronoun ‘who’ instead of ‘whom’ the

function as object (The person is my uncle. I phoned him last night). And the last

sentence is incorrect, because they use relative pronoun ‘whose’ instead of

‘which’ the usage is for thing (the letter).

4 Frank, Ibid., p. 47

4

Commonly, the various difficulties will be faced by students at school.

One of the reason why the students faced difficulties in learning, it is because their

learning attitude. When the teacher explained the materials some students give

their attention fully, and some other did not. Furthermore, some students can

receive the materials easily, and some other cannot.

From the background above, the writer would like to try to write about

“An Analysis on Students’ Errors in Using Relative Pronouns (Who, Whom,

Which, Whose)” (A Case Study in the Second Year of Fatahillah Senior High

School).

B. Identification of The Problem

Based on the background of the study above, there are some problems that

can be identified:

1. Most of students in Fatahillah Senior High School still have some

errors how to apply the correct relative pronouns in adjective clause.

2. The students cannot differentiate the function of relative pronouns

whether it is subject, object or possesive.

3. The students cannot differentiate the usage of relative pronouns whether

it is for person, or a thing.

C. Limitation of the Problem

To avoid misunderstanding in interpreting the problem, it is necessary to

make limitation of the problem. The writer limited the problem only on the

students’ errors in using relative pronouns (which, who, whom, whose) of

adjective clauses at the second year of Fatahillah Senior High School.

D. Formulation of the problem

Based on the statement above, the writer formulates her problems as

follows:

5

1. Do the students make errors in using relative pronouns (who, whom,

which, whose) in adjective clause?

2. What are the types of error that the students make?

3. What kind of relative pronoun which the students often make errors?

E. The Objectives of The Study

According to the statement of the problem above, the objectives of the

study are as follows:

1. to know whether the students make some errors in using relative pronouns

(who, whom, which, whose) in adjective clause or not.

2. to find out the frequency of occurence of each type of errors in using

relative pronouns (who, whom, which, whose) in adjective clause.

3. to find out the frequency of each kind of relative pronouns errors such as;

who, whom, which, whose in adjective clause.

F. The Significances of The Study

The results of this study are expected to provide useful information for:

1. English teachers

The result of this study for English teachers to get clearly information

about the types and sources of students’ errors in using relative pronouns

(who, whom, which, whose), so they will give proper treatment to

decrease students’ errors in using relative pronouns (who, whom, which,

whose).

2. Students

The students will get proper treatment in decreasing their errors in using

relative pronouns (who, whom, which, whose), so they can express

relative pronouns (who, whom, which, whose) effectively and correctly in

their communication whether spoken or written.

6

3. Further researchers

Other researchers who are interested in analyzing of students’ errors at

Senior High School can get the basic information from this study, so they

can do their research in deeper, further, and better technique.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Adjective Clause

1. The Definition of Adjective Clause

English is a foreign language which has different characteristic from our

language. Learning new language means establishing new system of the language

where learners have to learn many aspects of new language which are very

different from their native language such as vocabulary, sound of the words

(pronunciation), spelling, semantics, rules of grammar and so on.

Although grammar does not belong to English skills, it is no doubt that

knowledge of grammatical rules is essential to be learnt for mastering a language

and it would be impossible to learn language effectively without knowing the

grammar.

First, before the writer giving the definition of relative pronoun, she would

like to explain about adjective clause. To know adjective clause is essential

because in the English Textbooks, magazines, newspapers, and the other

frequently use the adjective clauses.

There are many experts who state the definition of adjective clause.

According to Elbaum said An adjective clause is a group of words (with subject

and verb) that describes a noun.1 As Huddleston and Pullum said that a relative

clause is a special kind of subordinate clause whose primary function is as

modifier to a noun or nominal.2 In addition, an adjective (or relative) clause is one

type of dependent clause. It modifies a noun or pronoun or occasionally a whole

sentence.3 Altenberg and Vago said that a relative caluse (adjective clause) is a

kind of dependent clause; it provides additional information about a noun phrase

1 Sandra N. Elbaum, Grammar in Context 2: Fourth Edition, (Boston: Thomson Heinle, 2006),

p. 354 2 Rodney Huddleston and Geofrey K. Pullum, A Student’s Inroduction to English Grammar,

(New York: Cambbridge University Pres, 2010), p.183 3 Patricia k. Werner and John P. Nelson, Mosaic 2 Grammar Forth Edition, (New York:

McGraw-Hill Companies, 2002), p.115

8

in the main clause.4 An adjective clause is a dependent clause that modifies a

noun. It describes, indentifies, or gives further information about a noun. (An

adjective clause is also called a relative clause).5

From the definitions above, the writer concludes that adjective clause is a

clause which modifies or decribeds noun or pronoun as antecedent.

2. The Types of Adjective Clauses

According to Yule, relative caluse can be divided into two types restrictive

clause and non restrictrive clause relative clauses. Restrictive relative clause is

term for rlative clause which defines or restricts the reference of the noun.6

Furthermore, it can be understood; restricted relative caluse serves to restrict the

reference of the noun phrase modified. A non-restrictive relative clause give extra

information aboout antecedent.7 Non-restrictive relative clause is indicated

commass arroud it. The characteristic is used because the noun‘s reference is

already clear and thus the clause does not restrict it.

Tabel 2.1

The characteristics of restrictive and non restrictive relative clause

Restrictive Non-restrictive

Defining

Necessary information

No separation makers

Not usually after proper noun

Not as additional comments

Not with quantity expressions

Initial that and zero relative

With general antecedents

Shorter and more common

Non-defining

Extra information

Separations maker (e.g. commas)

After proper noun

Provide additonal comments

With quantity expression

Not with that or zero relative

Not with general antecedents

Longer and less common

4 Evelyn P. Altenberg and Robert M. Vago, English Grammar, (New York: Cambbridge

University Pres, 2010), p. 121 5 Betty Scrampfer Azar, Understanding and Using Grammar Third Edition, (London: Prentice-

Hall, Inc, 1999), p. 267 6 George Yule, Explaining English Grammar, (New York: Oxford University Press, 1998), p.

240 7 Yule, Ibid, p.249

9

B. Relative Pronouns

1. The Understanding of Relative Pronouns

The students used relative pronouns to join two statements that refer to the

person or thing in adjective clause (relative clause). According to Frank, relative

pronouns refer to noun antecedents which immediately precede them. They

introduce adjective clauses in which they serve as subjects or objects.8 In the other

definiton ―A relative pronoun is a pronoun that introduces a dependent clause.‖9

Example: I met a woman. She can Speak six languages.

I met a woman who can Speak six languages.10

Based on the definition above the writer concluded, relative pronoun is a

pronoun that is used to combine two sentences and cut the same part on it become

one sentence.

2. The Types of Relative Pronouns

In her Modern English Grammar, Frank explained that there are five noun

antecedent meanings functioning the relative pronouns, they are:

a. A person: relative pronouns used here are who (whom or whose) and that.

Illustrative sentences:

1) He paid the money to the man who (or that) had done the work.

(The introductory word functioning as subject)

2) He paid the man whom (or that) he had hired. (the introductory

word functioning as object of verb)

3) He paid the man from whom he had borrowed the money. (The

introductory word functioning as object of preposition)

4) This is the girl whose picture you saw. (The introductory word

functioning as possessive adjective)

b. A thing: relative pronouns used here are which and that.

Illustrative sentences:

8 Frank, op. cit., p. 21

9 John E. Brewton et al.,The Using Good English Series 9, (Ilinois:Laidlaw Brothers

Publishers, 1962), p. 355 10

Raymond Murphy and Willian R. Smalzer, Basic Grammar in Use, (New York: Cambridge

University Press, 2007), p. 230

10

1) Here is a book which (or that) describes animals. (The introductory

word functioning as subject)

2) The chair which (or that) he broke is being repaired. (The

introductory word functioning as object of verb)

3) She was wearing the coat for which she had paid $2,000. (The

introductory word functioning as object of preposition)

c. A time: relative adverb used here is when.

Illustrative sentence:

This is the year when the Olympic Games are held.

d. A place: relative adverb used here is where.

Illustrative sentence:

Here is the house where I live.

e. A reason: relative adverb used here is why.

Illustrative sentence:

Give me a good reason why you did that.11

C. Error Analysis

1. Definitions of Errors and Errors Analysis

Learning foerign language is different from learning our mother tongue,

and it is possible that the learners make errors in a foreign language. In this case,

Dullay, Burt and Khrasen mention that errors are the flawed side of learner speech

or writing. They are those part of conversation or composititon of that deviate

from some selected norm of mature language performance.12

Errors in learning a

new language are related to the learners‘ competence. Although it is a common

thing, having poor understanding of target language will lead the learners to do

mistakes and errors.

When the students learn about target language, they make lots of error. It

is natural part of language accquistion prosess. How to know the students‘ errors

are needed the error analysis.

11 Frank, op. cit., p. 47 12

Heidi Dulay, Mariana Burt, and Stephen Krashen, Language Two, (New York: Oxford

University Press, Inc., 1982), p.138

11

The fact that learners do make errors and that these errors can be observed,

analyzed, and classified to reveal something of the system operating within the

learner, led to a surge of study of learners‘ error, called error analysis13

Error analysis is the process based on analysis of learner‘s error in their

process of second language learning. Error analysis is valuable source of

information to teachers. It provides information on learner‘s error which helps

teachers to correct it and also improves the effectiveness of their teaching. In other

words, errors give sign to teacher and researcher whether the learning process is

successful or not.

2. The Differences Between Errors and Mistakes

In order to analyze learners‘ language in a proper perspective, it is

important to distinct between mistakes and errors. Errors and mistakes are the two

synonyms, that a little bit have same meaning, but in learning language, these

words have different in meaning. There are various definitions of errors and

mistakes that have been presented by linguists. However, basically those

definitions have same meaning while the difference lies only on the way they

formulate it.

Brown states that a mistake refers to a performance error that is either a

random guess a ―slip‖, in that it is a failure to utilize a known system correctly.

Whereas errors of a second language learner, idiosyncrasies in the language of the

learner that are direct manifestations of a system within which a learner is

operating at the time. An error, a noticeable deviation from the adult grammar of a

native speaker, reflects the competence of the learner.14

James stated an error

arises only when there was no intention to commit one.15

Furthermore, an

erroneous utterance is that which was made unintentionally, whereas when there

is an intention to produce a deviant utterance call it deviance. However, Richard

13

H. Douglas Brown, Principles of Language Learning and Teaching: Third Edition, (New

York: prentice Hall, Inc,. 1994), p. 224 14

Ibid p. 257 15

Carl James, Errors in Language Learning and Use: Exploring Error Analysis, (New York:

Wesley Longman Inc., 1998), p. 77

12

sated mistake is made by a learner when writing or speaking which is caused of

lack of attention, fatigue, carelessness, or other aspects of performance.16

Based on the definition above, the writer concluded that mistakes in using

language because they slip their tongue or their spelling, lack of attention,

carelessness, sick or some other factors of performance. These are easily

coorected by the students themselves since they understand the concept of the

language system. An error is made by a learner because of lacking ability of the

target language.

3. The Sources of Error

An error analysis is usesd to identify errors in second language learner

production, and errors are something that cannot be avoided in learning new

language. Its a natural process in this condition where it is caused of some factors.

Hubard identified three causes of errors: mother-tongue interference,

overgeneralization and errors encouraged by teaching material or method.17

Meanwhile, Brown identifies that there are four sources of errors, namely

interlingual transfer, intralingual transfer, context of learning, and communication

strategies.

a. Interlingual Transfer

Interlingual transfer is a significant source of error for all learners. It is

influenced by the interference of students‘ mother tongue. The knowledge and

the culture of the first languge are really affecting them, so they often make

errors caused by the intrerlingual factor. Students frequently use or even, mix

up their first language in producing the target language.

Learner may do errors as the following examples:

Indonesian sentence : Laki-laki tua yang saya jumpai kemarin malam

adalah tetangga baru saya.

English sentence : *The old man who I meet last night is my new neighbour.

16

Jack C. Richards, Error Analysis: Perspective on Second Language Acquisition, (London:

Longman Group, Ltd., 1985), p. 95. 17

Peter Hubbard, et.al., A Training courses for TEFL, (Oxford: Oxford University Press,

1983), p. 140-142.

13

This error happens because the learners apply their native language

structure into their L2. They just translate the word yang to who, and jumpai to

meet in English, so, they will attempt to make *The old man who I meet last

night is my new neighbour. This sentence are definately wrong the learner

because they use relative pronoun ‗who‘ instead of ‗whom‘ the function as

object, and use V1 (meet) instead of V2 (met) that show in the past time. Here,

the correct sentence: The old man whom I met last night is my new neighbour.

b. Intralingual Transfer

Intralingual transfer directly related to the target language. This is the

major factor in second language learning. Students have to learn a new

language and acquire its new system in every aspect which is commonly

different from their first language. Therefore, sometimes they will face

difficulties and make errors in learning.

c. Context of Learning

This source of error is beyound the context of language. It refers to the

learning process which is affected by the circumtance, the teacher, the source

of learning, for example textbook and the learner itself. Students can make

errors because of the teacher‘s wrong explanation that have been given to the

students. Then, the textbook also can contribute to the students‘ errors if it is

fault to present good content such as structures of words.

d. Communication Strategies

Learning style also related to the students‘ errors. The way they learn

language could be source of errors if they are careless to produce utterences or

sentences using the target language. The focus of the language improvement

should not make the unnecessary errors.18

4. The Types of Error

Dulay, Burt, and Krashen described consideration of errors into three

major types of taxonomy, 1. Error Types based on linguistic category, 2.

18

Brown, op. cit., p. 265—266

14

Surface strategy Taxonomy, 3. Error types based on comparative of

Taxonomy.19

The surface strategy taxonomy highlights the ways surface structures are

occur. The students may omit necessary items (omission), or add unnecessary

ones (additions), they may misformation items (selection) or misorder them

(misordering).20

a. Omission

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 morphemes are

omitted more than others.

For example omission of to be: *Aminah a smart student.

Aminah is a smart student.

b. Additions

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. It

usually occurs in the later stages of L2 acquisition, when the learner has already

acquired some target language rules. In fact, additions errors result from the

all-too-faithful use of certain rules.

For example addition In present error: *Aisyah and Andi goes to library.

In morphology : *The books is here.

c. Double Marking

Many addition errors are more accurately described as the failure to delete

certain items which are required in some linguistic constructions, but not in

others. For example in past tense error: *She didn‘t went/goed

In present tense error: *He doesn‘t knows my name

d. Regularization

A rule typically applies to a class of linguistic items, such as the class of

main verbs or the class of nouns. In most languages, however, some members

19

Dulay, op. cit., p. 146 20

Ibid, p. 150

15

of a class are expectations to the rule. For example, the verb eat does not

become eated, but ate; the noun sheep is also sheep in the plural, not sheeps.

e. Simple addition

Errors are the ―grab bag‖ subcategory of additions. If an addition error is

not double marking or regularization, it is called a simple addition. No

particular features characterize simple additions other than those that

characterize all addition errors—the use of an item which should not appear in

a well-formed utterance.

For example in 3rd

person singular –s: * The fishes doesn‘t live in the water

in past tense (Irregular): * The train is gonna broke it

f. Misformation

Misformation errors are characterized by the use of the wrong form of the

morpheme or structure. While in omission errors the item is not supplied at all

in misformation-errors the learner supplies something, although it is incorrect.

For example: * The dog eated the chicken.

In a past tense marker was supplied by the learner; it was just not the right

one. As in the case of additions, misformation is usually not random. Thus,

three types of misformation have been frequently reported in the literature: (1)

regularizations; (2) archi-forms; and (3) alternating forms.

1) Regularization errors

Regularization errors that fall under the misformation category are those in

which a regular marker is used in place of an irregular one, as in runned for ran

or gooses for geese.

For example in the regularization errors in the misformation category observed

in child L2 production:

Linguistic Item Misformed Example

Reflexive Pronoun *Hisself (himself)

Regular Past *I falled (fell)

Plural *Childs (Children)

16

2) Archi-forms

The selection of one member of a class of forms to represent others in the

clas is a common characteristic of all stages of second language acquisition.

We have called the form selected by the learner an archi-form. For example, a

learner may temporarily select just one of the English demonstrative adjectives

this, that, these, and those, to do the work for several of them:

* That dog

* That dogs

For this learner, that is the archi-demonstrative adjective representing the

entire class of demonstrative adjectives.

Learner may also select one member of the class of personal pronouns to

function for several others in the class. For example:

* Give me that

* Me hungry

3) Alternating Forms

As the learner‘s vocabulary and grammar grow, the use of archi-forms

often gives way to the apparently fairly free alternation of various members of

a class with each other; Thus, we see for demonstratives:

* Those dog

* This cats

g. Misordering

Misordering errors are characterized by the incorrect placement of a

morpheme or group of morphemes in an utterance. For example, in the

utterance.

He is all the time late. (all the time is misordered)

James stated there are five types of errors based on target modification

taxonomy, they are:

a. Omission ( O )

Here James makes distinction about Elipsis (E) and from Zero (Z)

elements which are allowed by grammar, whereas omission is ungramatical.

Compare two sentences below:

17

He‘ll pass this exam but I won‘t [pass my exam]. Elipsis

He‘ll pas his exam and I‘ll [ O ] too. Omission

The learners tends to affect function words rather than content words in

early stages. Moreover, advanced learners tend to be aware of their ignorance of

content words, rather than omit one.

b. Addition

First, regularization which involves overlooking exceptions and spreading

rules to domain where they do not apply. For example producing regular *buyed

for bought.

Second, double marking, defined as ‗failure to delete certain items which

are required in some linguistic constuctions but not in other. Example: He doesn’t

know*s me contains a redundant third person –s on the main verb know, redundant

because the auxiliary do already carries that maker.

Third, simple addition, which caters for all additions not describable as

double markings or regularizations. Example: The young woman *whom sits in

the corner is my sister. The learners use relative pronoun whom rather than who

The young woman *whom sits in the corner is my sister. The student add

morpheme –m in that sentence. The correct one is relative pronoun who which has

function as subject. The young woman who sits in the corner is my sister.

c. Misformation (Misselection)

This is Dulay, Burt and Krashen‘s third category, they define misformation

as use of the wrong form of a structure or morpheme, and give example:

I *seen her yesterday.

It is indeed that seen for saw is use of the wrong form, but they are call it

misformation. It is not misformation, what the learner who produced this error has

done is not misform but misselect, and these should be called misselection.

d. Misordering

This category is relatively uncontroversial. Some languages have stricter

word-order regulation than others. Russian is freer than English. Modern English

is less free in itd word order than old English. In English certain word classes

seem to be especially sensitive to misordering, for instance adverbials,

18

interrogatives, and adjectives, example: *He every time comes late home. James

called misordering with misplacement.

e. Blends

This is one category that complements the target modification taxonomy. It

is typical of situations where there is not just one well-defined target, but two. The

learner is undecided about which of these two targets he has ‗in mind‘. In such

situations the type of error that materializes is the blend error, sometimes called

the contamination or cross-association or hybridization error. Example:

*according to Erica’s oppinion, which arises when two alternative grammatical

forms are combined to produce an ungrammatical blend. In this example

according to Erica‘s and in Erica‘s oppinion seem to have been blended.21

5. The Procedure of Error

The methodology of error analysis, consisted of the following steps:

a. Collection of data (either from a ‗free‘composition by students on a given

theme of from examination answers);

b. Identification of errors (labelling with varying degrees of precision depending

on the linguistic sophistication brought to bear on the task, with respect to the

exact nature of the deviation, eg dangling preposition, anomalous sequence of

tenses, etc);

c. Classification into error types (eg errors of agreement, articles, verb forms, etc)

d. Statement of relative frequency of error types;

e. Identification of the areas of difficulty in the target language;

f. Therapy (remedial drills, lessons, etc).22

Moreover, Gass and Selinker identified four steps followed in conducting

an error analysis: identifying errors, describing errors, explaining errors, and error

evaluation.23

a. Identifying errors

21

James, op.cit., p. 106-111 22

Jacek Fisiak, Contrastive Linguistics and the Language Teacher, (Oxford: Pergamon Press,

1981), p.222 23

Susan M. Gass & Larry Selinker, Second Language Aquisition: An Introductory Course,

(New York: Taylor & Francis, 2008), Third Edition, p. 15

19

The first step in analysing learners error is to identify them. Look at the

example below:

Go to the Zoo

My family and I go to the zoo yesterday. We saw many animals there, like tiger,

giraffe, camel, elephant, birds, etc. I rode the horse. We are very happy to visit the

zoo.

In the first sentence the student do error,

*My family and I go to the zoo yesterday.

It is no difficult to see that the correct sentence should be:

My family and I went to the zoo yesterday.

The student write the infinitive ‗go‘, but the correct one is past

tense ‗went‘.

The last sentence is also incorrect,

*We are very happy to visit the zoo.

By comparing the two sentences we can see that the student has

used are instead of were – an error in subject-verb agreement.

b. Describing errors

After all the errors have been identified, they can described and calssified

into types. One way is to classify errors into gramatical catagories. James stated

there are four types of errors one of all is error based surface structure taxonomy,

which are omission, addition, misformation, misordering, and blends.

c. Expalining errors

After identified and described the errors, next step is to explain why the

errors occur. By trying to identify source errors. Pit corder (in Hubbard, 1983)

calims that there are three major causes of error, which he labels ‗transfer errors‘,

‗analogical errors‘, and ‗teaching-induced errors‘. While Hubbard propposed a

different names; mother-tongue interference, overgeneralization, and errors

encouraged by teaching material method.24

24

Hubbard, op.cit., p. 140-142

20

d. Error evaluation

In this step, the researcher must decide the criteria of errors which will be

corrected because some errors can be considered more serious than other.

In short, the aim of evaluating errors is to distinct which errors will be corrected

so the learner, which made an error, will not be stress of getting correction.

D. The Previous Related Study

This research is relevant to three previous researchers. They are Ahmad

Syarif, Hanifah Lestyawati and Rina Wahyu Andriyani.

First study, Ahmad Syarif in his research An Analysis of Students’ Errors

in Using Adjective Clause (2011) which conducted at the second year students of

MAN 4 Cijeruk Bogor. The objective of his study are to know the students‘ errors

in using adjective clauses and to know why do the students face such difficulies in

using adjective clauses. He used the analysis by using descriptive method. He

foud that most of students made error on ‗whom‘ with the average of error is

82.80%. On the other hand, the lowest one is ‗who‘ with the average 30.11% and

the causes of students‘ difficulities in using adjective clause came from internal

and external factor.25

Afterwards, Hanifah lestyawati conducted a case study about An Analysis

on Students’ Error in Using Adjective clause (Who, Whose, Whom). The objective

of her study is to identify wheather the students make error in using adjective

clause with relative pronoun who, whose, whom and to find the source of errors

which affects the students to make errors in using adjective clauses with relative

pronoun who, whose whom in second grade of Madrasah Aliyah Pembangunan

UIN. He used qualitative research which research design was a case study. The

finding shows that the totals of errors produced by the learner was 175 times and

misformation which recurred 107 times or 60% and misorder was commited by

25

Ahmad Syarif, An Analysis of Students’ Errors in Using Adjective Clause. 2011

21

the learner 70 times or 40%. Furthermore, the source of error that influenced in

her research were interlingual, intralingual, and contex of learning.26

Furthermore, the other study was by Rina Wahyu Andriyani in An Anlysis

on Students’ Error in Using Adjective Clause by second year of SMA Nusantra

Plus Ciputat-Tangerang (2012). Her study categorized as a decriptive qualitative

research. The objectives of her research are to know the types of errors made by

the Second Year Students of SMA Nusantara Plus in using relative pronouns of

adjective clause and to know the causes of errors made by the Second Year

Students of SMA Nusantara Plus in using relative pronouns of adjective clause.

The result of her study, the reseacher found four types of errors that students made

in using relative pronoun of adjctive clause, they are; misselection (270 or 64%),

misordering (88 or 21%), addition (37 or 9%), and omission (25 or 6%).

Moreover, the students‘ error were caused by ignorance of rule restriction (210 or

49%), false concept hypotesized (89 or 21%), over generalization (70 or 16%),

and incomplete application of rules (58 or 14%).27

Based on the related research above, it was almost same as Rina Wahyu

Andriyani research that found the type of error and the method of study is

descriptive qualitative. In her research, she also found the causes of error in using

relative pronouns that occur in adjective clauses. Different from her research, this

research only find out the type of error.

E. Thinking Framework

Grammar is one of language components which is taught intensively in

learning English process. It is because grammar shows some rules that describe

how words and groups of words can be arranged to sentences in a particular

language.28

Grammar involves a lot of language elements, relative pronouns is

one of students should be master. The students used relative pronouns to join two

26

Hanifah Lestyawati, An Analysis on Students’ Error in Using Adjective clause (Who, Whose,

Whom). 2012 27

Rina Wahyu Andriyani. An Anlysis on Students’ Error in Using Adjective Clause by second

year of SMA Nusantra Plus Ciputat-Tangerang.2012

28 Ron Cowan, The Teacher’s Grammar of English: A Course Book and Reference Guide,

(New York: Cambridge University Press, 2008), p. 3

22

statements that refer to the person or thing in adjective clause (relative clause).

Language system differences between Indonesian and English in expressing

relative pronouns of adjective caluses. These differences sometimes influence

students to apply Indonesian grammar rule in expressing English relative

pronouns of adjective caluses.

Based on explanations above the writer encouraged to conduct this

research. She analyzed students‘ errors in using relative pronouns of adjective

clauses. This analysis has been carried out to recognize the errors that were made

by second year students of SMA Fatahillah.

In order to find out the types of errors produced. She clasiffied the errors

based on Target Modification Taxonomy proposed by James, which consists of

omission, addition, misselection, misordering, and blends.

23

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

This research began by doing the observation at school, this research was

conducted on February, 27th

to May, 6th

2014. The writer took her research at

Fatahillah Senior High School, which is located on Jl. Raya Buncit – Amil No. 67

RT 02 RW 05 Jakarta Selatan.

B. Method of the Study

The method of this study is descriptive qualitative. It is used to describe

the students’ errors. First, the writer gave the written test to the students in the

classroom. Second, the writer collected the student’ test, furthermore she analyzed

them by describing the precentage of students’ errors in using realtive pronouns

(who, whom, which, whose). The last, the writer interpreted the data about what

are the types of errors and the most errors that students made.

C. Population and Sample

Population is a significant factor in conducting research. It is the whole

subject of research. Based on Encyclopedia of Educational Evaluation in

Arikunto, “A population is a set (a collection) of all elements possessing one or

more atributes of interest.”1

In this case, the subject of the research is the second year of Fatahillah

Senior High School with the total number of the students are 146 and are divided

into three classes that is both Science and Social. The writer only took one class,

XI Social class, which consists of 24 students.

1 Suharsimi Arikunto, Prosedur Penelitian (Suatu Pendekatan Praktek). (Jakarta: Rienka Cipta,

1998), p. 115

24

D. Data Collecting Technique

In this part, the writer used three techniques in collecting the data, they

are: observation, test, and interview.

1. Observation

The writer observed the students’ activity in teaching-learning process.

2. Test

The writer gave the students worksheet to be done based on the writer’s

instuctions. After they finished and collected the worksheet, the writer

checked their worksheet.

3. Interview

To meet the reason of students’ error in using relative pronouns, the writer

used interview to teacher and to students as the technique.

E. Istrument of the Research

In her research, the writer used a test on relative pronouns as an instrument

to obtain the data. The test consists of 25 questions. It is divided into two parts.

First, it consists of 10 questions of multiple choice, asking the students to choose

the right one whether A, B, C, or D. Second, it also consists of 15 questions

asking the students to complete the sentences by filling in the blank spaces with

the right relative pronouns. The distribution of test and number of each items can

be seen in the table below;

Table 3.1

Kinds of Relative Pronouns and the Number each Items

No. Kinds of Relative Pronouns Number of items

1. Who 6

2. Whom 6

3. Which 6

4. Whose 7

Total 25

25

Table 3.2

The Number of Multiple Choice Items

No. Kinds of Relative Pronouns Number of items

1. Who 2,3,9

2. Whom 5,7

3. Which 1,6

4. Whose 4,8,10

Total 10

Table 3.3

The Number of Completion Items

No. Kinds of Relative Pronouns Number of items

1. Who 2,6,14

2. Whom 1,4,8,12

3. Which 7,9,11,13

4. Whose 3,5,10,15

Total 15

F. Technique of Data Analysis

To analyze students’ answer in using relative pronouns (who, whom,

which, whose) of adjective clauses, the writer identified the error by using the

formula as below:2

% =

x 100%

Explanation

% = Percentage

f = frequency of each error (frequency of wrong answer)

n = sum of the Errors

2 Allan G. Bluman, Elementary Statistics: A Step by Step Approach, 5

th edition, (New York:

The McGraw-Hill Companies, Inc., 2004), p. 68.

26

26

CHAPTER IV

RESEARCH FINDING AND DATA INTERPRETATION

A. Finding

The writer took one class in second year (social) of Fatahillah senior high

school as the sample consisting of 24 students. The writer gave 25-items test

which focused in using relative pronouns (who, whom, which, whose). From the

test, it is obtained the data of errors which are described as follows.

Table 4.1

Recapitulation of Students Types of Error in Using Relative Pronouns which

Students’ Made of Multiple Choice and Completion Items

Students

Name

Types of Errors

Omission Addition Misselection

1 2 3 4

1 1 - 4

2 1 2 6

3 1 2 6

4 1 - 10

5 2 2 11

6 3 1 5

7 1 2 6

8 1 2 8

9 3 - 6

10 2 - 6

11 1 2 7

12 2 1 7

13 3 - 3

14 3 - 5

15 4 - 9

27

16 2 - 10

17 2 - 10

18 3 1 4

19 2 3 8

20 1 - 6

21 3 - 6

22 3 - 6

23 - 2 12

24 2 1 5

Total 47 21 166

Note:

1. Students Number 2. Omission 3. Addition 4. Misselection

Chart 4.1

Recapitulation Frequency of Students’ Type of Error in Using Relative

Pronouns which Students’ Made of Multiple Choice and Completion Items

After the writer classified the frequency students’ type of errors in using

relative pronouns (who, whom, which, whose) of adjective clauses based on the

target modification taxonomy, such as; addition, ommision, and misselection. The

writer calculated the number of each error type to know the precentage of

occurence of each error.

166

47

21

0

20

40

60

80

100

120

140

160

180

Misselection Omission Addition

28

1. Misselection

% =

x 100% =

= 70. 94%

2. Omission

% =

x 100% =

= 20.09%

3. Addition

% =

x 100% =

= 8.97%

Furthermore, to make easier to read, she presents it in following chart

below:

Chart 4.2

Recapitulation Precentage of Students’ Type of Error in Using Relative

Pronouns which Students’ Made of Multiple Choice and Completion Items

After classifying the types of error into each type, the writer would like to

describe the frequency of error in using relative pronouns which students’made of

multiple choice and completing items from the highest to the lowest.

First, the students’errors are misselection with 166 errors or 70.94%. For

example in multiple choice item number 4:

70.94 %

20.09 %

8.97 %

0

10

20

30

40

50

60

70

80

Misselection Omission Addition

29

4. You have a cat ................... tail is very long. a. Which c. Whom b. Whose d. Who

The students choose a. Which (*You have a cat which tail is very long). However,

the right answer is b. Whose (You have a cat whose tail is very long). In

completion item number 5:

5. This is a book ........................ author J.K Rowling. The student writes relative pronoun Whom (*This is a book whom author J.K

Rowling). However, the right answer is Whose (This is a book whose author J.K

Rowling).

Second, in omission found in the students’ writing with 47 errors or

20.09%. For example in completion item number 8.

8. The person ............................ I phoned last night is my teacher.

The student writes relative pronoun Who in their worksheet (*The person who I

phoned last night is my teacher). The student ommited morpheme “m”. The right

answer is Whom (The person whom I phoned last night is my teacher).

Third, in addition found in the students’ writing with 21 errors or 8.97%.

For example in completion item number 6.

6. The writer .......................... won the competition studied in Australia. The student writes relative pronoun Whom in their worksheet (*The writer whom

won the competition studied in Australia). The student add morpheme “m”. The

right answer is Who (The writer who won the competition studied in Australia).

After knowing the precentage each type of errors in using relative

pronouns (who, whom, which, whose), the writer would like to express the

frequency of errors in using relative pronouns that the students made of multiple

choice items. Furthermore, to make easier to read, she presents it in following

table below:

30

Table 4.2

Frequency amd Precentage of Errors in Using Relative Pronouns that the

Students Made of Multiple Choice Items

No. Kinds of Relative

Pronouns

Item

Number

Frequency of

Error

Precentage of

Error

1. Who

2 8 25.00%

3 11 34.37%

9 13 40.63%

Total 3 32 100%

2. whom

5 11 61.11%

7 7 38.89%

Total 2 18 100%

3. Which

1 6 54.55%

6 5 45.45%

Total 2 11 100%

4. Whose

4 15 39.47%

8 10 26.32%

10 13 34.21%

Total 3 38 100%

The table above shows the frequency of error in using relative pronoun

such as who, whom, which, and whose that students made of multiple choice

items. There were 25.00% or 8 students who made error in item number 2. There

are 11 students or 34.37% who made error in item number 3. There are 40.63% or

13 students who made error in item number 9.

There are 61.11% or 11 students who made error in item number 5. There

are 7 students or 38.89% who made error in item number 7.

Next, there are 54.55% or 6 students who made error in item number 1.

There are 5 students or 45.45% who made error in item number 6.

There are 39.47% or 15 students who made error in item number 4. There

are 41.66% or 10 students who made error in item 8. There are 26.32% or 13

students who made error in item number 10.

31

After knowing the frequency and precentage of errors in using relative

pronouns that the students made of multiple choice items. The writer would like

to express the frequency and precentage of errors in using relative pronouns (who,

whom, which, whose) that students made of completion items. Furthermore, to

make easier to read, she presents it in following table below:

Table 4.3

Frequency and Precentage of Errors in Using Relative Pronouns that

Students Made of Completion Items

No. Kinds of Relative

Pronouns

Item

Number

Frequency of

Error

Precentage of

Error

1. Who

2 5 20.83%

6 10 41.67%

14 9 34.56%

Total 3 24 100%

2. whom

1 9 25.71%

4 8 22.86%

8 10 31.43%

12 7 20.00%

Total 4 34 100%

3. Which

7 4 18.18%

9 6 27.27%

11 5 27.73%

13 7 31.82%

Total 4 22 100%

4. Whose

3 15 27.27%

5 16 29.09%

10 10 18.18%

15 14 25.46%

Total 4 55 100%

32

The table above shows the frequency of error in using relative pronoun

such as who, whom, which, and whose that students made of completion items.

First, there are 20.83% or 5 students who made error in item number 2. There are

10 students or 41.66% who made error in item number 6. There are 9 students or

34.56% who made error in item number 14.

Second, there are 25.71% or 9 students who made error in item number 1.

There are 8 students or 22.86% who made error in item number 4. There are 11

students or 31.43% who made error in item number 8. There are 20.00% or 7

students who made error in item number 12.

Third, there are 18.18% or 4 students who made error in item number 7.

There are 6 students or 27.27% who made error in item number 9. There are

27.73% or 5 students who made error in item number 11. There are 31.82% or 7

students who made error in item number 13.

The last, There were 27.27% or 15 students who made error in item

number 3. There were 29.09% or 16 students who made error in item number 5.

There were 18.18% or 10 students who made error in item number 10. There were

25.46% or 14 students who made error in item number 15.

Table 4.4

Kinds of Error in Using Relative Pronouns that Students Made of Multiple

Choice Items

No. Kinds of Relative Pronouns Frequency

of Error

Total Precentage

of Error

1. Whose 38 38.39%

2. Who 32 32.32%

3. Whom 18 18.18%

4. Which 11 11.11%

Total 99 100%

33

The table above shows that many students made error in using relative

pronouns (who, whom, which, and whose) of adjective clauses in multiple choice.

The highest frequency of errors occured in relative pronoun whose with 38 errors

or 38.39%. Next, relative pronoun who with 32 errors or 32.32%. Furthermore,

relative pronoun whom with 18 errors or 18.18%. The last, relative pronoun which

with 11 erorrs or 11.11%.

Table 4.5

Kinds of Errors in Using Relative Pronouns that Students Made of

Completion Items

No. Kinds of Relative Pronouns Frequency

of Error

Total Precentage

of Error

1. Whose 55 40.74%

2. Whom 34 25.18%

3. Who 24 17.78%

4. Which 22 16.30%

Total 135 100%

The table above shows that many students made error in using relative

pronouns (who, whom, which, and whose) of adjective caluses in completing

items. The highest frequency of errors occured in relative pronoun whose with 55

erorrs or 40.74%. Next, relative pronoun whom with 34 errors or 25.18%.

Furthermore, relative pronoun who with 24 erorrs or 17.78%. The last, relative

pronoun which with 22 erorrs or 16.30%. So, the recapitulation shows many

students made error in using relative pronoun;who, whom, which, and whose of

multiple choice and completion item described as follow;

34

Table 4.6

Recapitulation of Errors’ Data in Using Relative Pronouns which Students’

Made of Multiple Choice and Completion Items

No. Kinds of Relative Pronouns Frequency

of Error

Precentage

of Error

1. Whose 93 39.75%

2. Who 56 23.93%

3. Whom 52 22.22%

4. Which 33 14.10%

Total 234 100%

Chart 4.3

Recapitulation Frequency of Errors in Using Realtive Pronouns which

Students’ Made of Multiple Choice and Completion Items

93

56 52

33

0

10

20

30

40

50

60

70

80

90

100

Whose Who Whom Which

35

Chart 4.4

Recapitulation Precentage of Errors in Using Realtive Pronouns which

Students’ Made of Multiple Choice and Completion Items

B. Interpretation

In this part, the writer would like to show the result of data analyzed that

the type of errors in using relative pronouns (who, whom, which, whose) f

adjective caluses as follows:

Table 4.7

Recapitulation Frequency and Precentage Types of Errors in Using Relative

Pronouns which Students’ Made of Multiple Choice and Completion Items

No. Type of Errors Frequency

of Errors

Precentage

of Errors

1. Misselection 166 70.94%

2. Omission 47 20.09%

3. Addition 21 8.97%

Total 234 100%

The table above shows that there are students did errors in the type of

misselection with 166 errors or 70.94%. Second, in omission with 47 errors or

20.09%. The last, in addition with 21 errors or 8.97%.

39.75%

23.93% 22.22%

14,10%

0

5

10

15

20

25

30

35

40

45

Whose Who Whom Which

36

The students also made such errors because they learned and proceed new

language data in their mind, it also produces a new rules, so they made errors in

using relative pronouns (who, whom, which, whose) of adjective clauses because

they still confused to diferenciate the usage of relative pronouns whether it is as a

person or a thing, they also cannot determine the function whether it is as subject,

object, or possesive. Furthermore, they did not know the meaning of the

sentences. Therefore, from their written test result which consisting multiple

choice items and completion items, most of Second Year (Social) of Fatahillah

Senior High School got the wrong in using relative pronouns (who, whom, which,

whose) in a sentence. In conclusion, the students have not mastered yet in

understanding relative pronouns (who, whom, which, whose) of adjective caluses.

37

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

Based on the data from finding research, it is concluded that many

students make errors both in the multiple choice items and completion items on

using relative pronouns (who, whom, which, whose) of adjective clauses.

From the result of the data type of errors in multiple choice items and

completion items of relative pronouns (who, whom, which, whose) that the

students make error in misselection (166 errors or 70.94%). Then, in omission (47

errors or 20.09%). Furthermore, in addition (21 errors or 8.97%). Moreover, the

most students made error in using relative pronoun whose with the highest

precentage 39,75% or 93 errors.

The study reveals there are many students that do not understand how to

use relative pronouns (who, whom, which, whose) correctly. Espesially on using

relative pronoun whose. They are still confused and find difficulties differencing

the usage of relative pronouns (who, whom, which, whose) whether they are

functioning as persons or things, they also cannot determine the function whether

they are as subject, object, or possessive. Furthermore, they do not know the

meaning of the sentences. So, the process of teaching-learning in using relative

pronouns (who, whom, which, whose) of adjective clauses at Second Year

(Social) of Fatahillah Senior High School was not done successfully by the

researcher as observer.

B. SUGESSTION

By knowing the types of the students’ error, the writer would like to give

some suggestions as follow:

1. The teacher should give more explanation and example related to relative

pronouns material.

2. The teacher should give many excercises about relative pronouns (who,

whom, which, whose) of adjective clauses.

38

3. The teacher should prepare the material teaching for students and remind

her students: to have more times in practicing English and to give more

attention about the function and the usage of relative pronouns (who,

whom, which, whose) of adjective clauses.

4. It would also, hopefully useful for other researcher to know the students’

gramatical errors of relative pronouns (who, whom, which, whose)

especially in relative pronoun whose.

39

BIBLIOGRAPHY

Altenberg, Evelyn P. and Robert M. Vago, English Grammar, New York:

Cambbridge University Pres, 2010.

Arikunto, Suharsimi. Prosedur Penelitian (Suatu Pendekatan Praktek). Jakarta:

Rienka Cipta, 1998.

Azar, Betty Scrampher. Understanding and Using Grammar Third Edition,

London: Prentice-Hall Inc., 1999.

Bluman, Allan G. Elementary Statistics: A Step by Step Approach, 5th

edition,

New York: The McGraw-Hill Companies, Inc., 2004.

Brewton, John E. et al. The Using Good English Series 9, Ilinois:Laidlaw Brothers

Publishers, 1962.

Brown, H. Douglas. Principles of Language Learning and Teaching: Third

Edition, New York: prentice Hall, Inc,. 1994.

Principles of Language Learning and Teaching: Fifth

Edition, New York: Pearson Education Inc., 2007.

Cowan, Ron. The Teacher’s Grammar of English: A Course Book and Reference

Guide, New York: Cambridge University Press, 2008.

Dulay, Heidi, Mariana Burt, and Stephen Krashen. Language Two, New York:

Oxford University Press, Inc., 1982.

Elbaum, Sandra N. Grammar in Context 2: Fourth Edition, Boston: Thomson

Heinle, 2006.

Fisiak, Jacek. Contrastive Linguistics and The Language Teacher, New York:

Pergamon Press Ltd., 1981.

Frank, Marcella. Modern English excercises for no- native speaker: Part II,

Sentences and Complex Structure, New Jersey: Prentice Hall Inc., 1972.

40

Hubbard, Peter, et.al., A Training Courses for TEFL, Oxford: Oxford University

Press, 1983.

Huddleston, Rodney and Geofrey K. Pullum. A Student’s Inroduction to English

Grammar, New York: Cambbridge University Pres, 2010.

James, Carl Errors in Language Learning and Use: Exploring Error Analysis,

New York: Wesley Longman Inc., 1998.

Murphy, Raymond and Willian R. Smalzer. Basic Grammar in Use, New York:

Cambridge University Press, 2007.

Richards, Jack C. Error Analysis: Perspective on Second Language Acquisition,

London: Longman Group, Ltd., 1985.

Selinker, Larry & Susan M. Gass. Second Language Aquisition: An Introductory

Course, New York: Taylor & Francis, 2008.

Ur, Penny. Grammar Practice Activities, Cambridge: Cambridge University

Press, 1988.

Werner, Patricia K. and John P. Nelson. Mosaic 2 Grammar Forth Edition, New

York: McGraw-Hill Companies, 2002.

Yule, George. Explaining Engllish Grammar, New York: Oxford University

Press, 1998.

41

Appendix 1a: Interview for The English Teacher

The Question Guide to Interview the English Teacher

1. Bagaimana pendapat ibu mengenai materi relative pronouns (who, whom,

which, whose) yang diajarkan ke kelas XI? Apakah menurut ibu materi ini

mudah dipahami siswa?

2. Apa strategi yang ibu gunakan dalam mengajarkan materi ini?

3. Apakah ibu menemukan kesalahan-kesalahan siswa dalam mengajarkan materi

ini bu?

4. Kesalahan seperti apa yang sering dilakukan oleh siswa dalam menggunakan

relative pronouns (who, whom, which, whose)?

5. Dalam penggunaan relative pronouns (who, whom, which, whose) manakah

yang sering sekali siswa melakukan kesalahan bu? Menurut ibu mengapa itu

merupakan hal yang paling sulit?

42

Appendix 1b: The Result of English Teacher Interview

Interviewer : Musonah

Interviewee : Niken Saraswati, S.Pd.

Date and Time : 16 Juni 2014, 13.30 – 14.00 WIB

Place : Ruang Perpustakaan

1. Materi relative pronouns diajarkan dikelas dua SMA, kebetulan saya guru

pengampu. Kesulitan siswa biasanya siswa itu bingung, yang pertama karena

mungkin mereka tidak tahu maksudnya/susah menterjemahkan arti dari setiap

katanya itu. Yang kedua, mereka kebingungan menggunakan relative

pronounsnya sendiri, seperti penggunaan who, whom, which, whose mereka

biasanya kebingungan meletakan relative pronounsnya itu dibagian apa,

biasanya disitu saya menemukan kesalahan siswa.

2. Strategi yang digunakan biasanya dengan membuat sebuah contoh kalimat

yang memang biasa dengan kegiatan sehari-hari, supaya mereka dapat

membedakan yang mana pengguanan untuk orang, yang mana penggunaan utk

benda dan kedudukannya, misalkan penggunaan relative pronouns sbg subject,

object atau sebagai possesive, kalimatnya itu sebisa mungkin dibuat mudah

supaya mereka cepat paham. Membuat kalimat yang langsung dipraktekan

contoh: buku yang berwarna hijau diatas meja.

3. Pastinya banyak, misalkan penggunaan relative pronounsnya itu sendiri.

Misalnya didalam kalimat itu yang diminta diubah untuk kata ganti orang

sebagai subject “who” kadang mereka mengguunakannya yang lain, tidak

menggunakan who, mereka menggunakan which, atau whose. Salahnya disitu

penempatan sebagai relative pronoun sebagai subject, object atau poessive.

4. Biasanya seperti itu tadi mereka slah menempatkan yang seharusnya sebagai

penggnati subject, object, atau posessive. Jadi tertukar-tukar biasanya seperti

itu, atau salah penempatan. Jadi kalimat dalam relative pronouns itu sendiri

siswa sebenarnya harus tahu dulu mana yang induk kalimat dan mana yang

43

anak kalimat. Mereka bisa menempatkan sebagai pengganti subject, object,

atau posessive.

5. Yang sering yaitu whose yang sebagai kata ganti posessive, itu kan kata ganti

kepunyaan. Siswa biasanya kebanyakan melakukan kesalahan jadi ini

berhubungan dengan materi yang tentang kepemilikan. Ini harus diulang lagi

siswa harus belajar lagi mengenai kata ganti kepemilikan, jadi dalam kalimat

itu harus dijelaskan dengan detail seperti misalkan pada kalimat Andi’s book

artinya buku milik Andi, pasti dalam kalimat relative pronouns diganti whose.

44

Appendix 2a: Structured Interview for The Student

The Question Guide to Interview the Students

1. Bagaimana pendapat kamu tentang materi relative pronouns?

2. Relative pronous (who, whom, which, whose) manakah yang sering

diajarkan oleh guru kalian?

3. Apakah kamu mengalami kesulitan dalam menggunakan realtive pronouns

(who, whom, which, whose)?

4. Penggunaan relative pronouns (who, whom, which, whose) manakah yang

menurut kalian paling sulit dipahami?

5. Mengapa kamu sulit dalam menggunakan relative pronouns (who, whom,

which, whose) ini?

6. Dari soal yang telah diberikan menurut kalian nomor berapakah yang

paling sulit?

7. Mengapa soal tersebut menurut kalian sangat sulit?

45

Appendix 2b: The Result of Students’ Interview

Interviewer : Musonah

Interviewee : Student A, B and C

Date and Time : 22 Mei 2014, 09.30 – 10.00 WIB

Place : Ruang kelas XI IPS

Student A

1. Lumayan sulit membedakannya.

2. Yang sering diajarkan who.

3. Sangat sulit.

4. Who dan whom.

5. Karena tidak bisa membedakannya.

6. 4 (II), 12 (II), 10 (I)

7. Karena membingungkan.

Student B

1. Pendapat saya lumayan agak ngerti.

2. Semuanya.

3. Ya (whose)

4. Whose.

5. Karena membedakannya yang sulit.

6. 4,5,8 (II)

7. Karena artinya tidak tahu.

Student C

1. Mudah.

2. Semuanya.

3. Iya.

4. Whose.

5. Karena masih keliru dan bingung.

6. 5 (II).

7. Karena masih suka tertukar-tukar, saya belum terlalu memahaminya.

Relative Pronouns (who, whom, which, and whose)

Name: Class: Score:

I. Choose the best answer with relative pronouns Who, Whom, Which, and

Whose!

1. The stairs .................... lead to our rooms are slippery.

a. Who c. Which

b. Whose d. Whom

2. The man ....................... wears the green shirt is talking with his wife of the

phone.

a. Which c. Who

b. Whom d. Whose

3. The young woman .................. went to the Cinema yesterday was killed.

a. Who c. Whose

b. Whom d. Which

4. You have a cat..................... tail is very long.

a. Which c. Whom

b. Whose d. Who

5. Mrs. Zainab Abdulloh, ...................... I like very much, is my teacher.

a. Whose c. Who

b. Which d. Whom

6. The book ............................. is on the table is mine.

a. Who c. Whose

b. Which d. Whom

7. The man .................................. I saw was Mr. Alif Akbar.

a. Which c. Who

b. Whose d. Whom

8. I have a friend ........................... mother works at the Bank.

a. Who c. Which

b. Whom d. Whose

9. Danu, ........................... is my friend, is a good boy.

a. Who c. Whom

b. Whose d. Which

Relative Pronouns (who, whom, which, and whose)

10. The woman......................... car I want to buy is my mother’s old friend.

a. Who c. Whose

b. Whom d. Which

II. Complete those sentences with the relative pronouns (who, whom, which,

and whose) correctly.

1. The woman ............................. Sally is going with has ever been to India.

2. The man ............................. came yesterday is my uncle.

3. The boy ........................... toy Dava broken yesterday is my cousin.

4. I am waiting for the man ............................. you are talking about.

5. This is a book ......................... author J.K Rowiling.

6. The writer ............................... won the competition studied in Australia.

7. The novel ............................... you bought yesterday is very interesting.

8. The person .............................. I phoned last night is my teacher.

9. The parcel ............................... arrived today was from my aunt.

10. The girl .............................. bag was stolen, went to the police station.

11. The letter ............................ came from Andi yesterday is on the drawer.

12. The woman ............................ I saw at cinema, is Mrs. Anita Hasibuan.

13. The food ............................... we ate last week was very delicious.

14. The girl .................................. wears the yellow shirt is my little sister.

15. The old man ............................................ glasess lost is my grand father.

Relative Pronouns (who, whom, which, and whose)

Answer Keys

I. Choose the best answer by using relative pronouns Who, Whom, Which,

and Whose!

1. c. Which

2. b. Who

3. a. Who

4. b. Whose

5. d. Whom

6. b. Which

7. d. Whom

8. d. Whose

9. a. Who

10. c. Whose

II. Complete the sentences by using relative pronouns (who, whom, which,

and whose) correctly.

1. Whom

2. Who

3. Whose

4. Whom

5. Whose

6. Who

7. Which

8. Whom

9. Which

10. Whose

11. Which

12. Whom

13. Which

14. Who

15. Whose

PROFIL SEKOLAH

YAYASAN PENDIDIKAN & SOSIAL “ FATAHILLAH ”

SMA FATAHILLAH

(TERAKREDITASI “A”)

Alamat :Jl. Raya Buncit No. 67 KalibataPancoranJakarta-Selatan 12740

Telp / Fax. (021).7940492, Email : sma_fatahillah@ymail.com

YAYASAN PENDIDIKAN & SOSIAL “ FATAHILLAH ”

SMA FATAHILLAH (TERAKREDITASI “A”)

Alamat :Jl. Raya Buncit No. 67 KalibataPancoranJakarta-Selatan 12740

Telp / Fax. (021).7940492, Email : sma_fatahillah@ymail.com

A. Visi SMA Fatahillah

Menjadikan Insan yang Beriman, Bertaqwa, Berilmu Amaliah dan Beramal Ilmiah

B. Misi SMA Fatahillah

1. Menumbuhkan penghayatan terhadap ajaran agama sebagai sumber kearifan dalam

bertindak.

2. MeningkatkankualitasKegiatanBelajarMengajar yang dilandasidenganImtaqdanIptek

agar mampubersaingdalam era globalisasi.

3. Mendidik sesuai dengan bakat, kreativitas, dan minat peserta didik agar dapat tumbuh

dan berkembang serta dapat diterima di lingkungan masyarakat.

4. Menciptakan kegiatan belajar mengajar yang dapat memotivasi siswa untuk

berinisiatif, kreatif dan inovatif sesuai dengan kaidah ilmu yang dimiliki.

C. Tujuan SMA Fatahillah

1. Tujuan Umum

Meningkatkan kecerdasan, pengetahuan, kepribadian, akhlak, yang berlandaskan

IMTAQ serta keterampilan berbasis teknologi informasi dan kemampuan

berkomunikasi peserta didik untuk hidup mandiri dan mengikuti pendidikan lebih

lanjut.

2. TujuanKhusus

a. Mempersiapkan peserta didik agar menjadi manusia yang memiliki imtaq,

mandiri, berwawasan kebangsaan, dan kemasyarakatan, sasling menghargai dan

menghormati serta hidup berkerukunan dalam kebhinekaan.

b. Membekali peserta didik agar memiliki keterampilan berbasis teknologi informasi

dan komunikasi serta mampu mengembangkan diri secara mandiri.

c. Menanamkan sikap ulet, gigih dan sportivitas yang tinggi kepada peserta didik

dalam berkompetisi dan beradaptasi dengan lingkungan global.

d. Membekali peserta didik dengan ilmu pengetahuandan teknologi agar mampu

menjadi manusia yang berkpribadian, cerdas, berkualitas, dan berprestasi dalam

bidang akademik, keagamaan, olahraga dan seni, dan melanjutkan ke jenjang

pendidikan yang lebih tinggi.

e. Membekali peserta didik dengan kompetensi dan potensi kearifan budaya lokal.

f. Memiliki standar minimal pelayanan pendidikan.

SEJARAH SINGKAT

Yayasan Pendidikan dan Sosial Fatahillah yang terbentuk pada tanggal 25 April 1978 dengan

Notaris R. Soerojo Wongsowidjojo, SH dengan para pendiri KH. Muallim Mukhtar bin H. Sairun, H.

Nazaruddin Mian, KH. Romli Sairi, KH. Achfas Arsad dan Abdul Rahman Sami, membidani

terlahirnya Satuan Pendidikan tingkat menengah atas yang bernama “SMA Fatahillah”. SMA

Fatahillah didirikan pada tanggal 1 Juni 1987. Sejak saat itu SMA Fatahillah dipimpin oleh HM.

Alakfi, SH hingga kini terus mempertahan jati diri Yayasan di tengah pergumulan ibukota yang sarat

dengan kemajuan IPTEK.

Secara geografis SMA Fatahillah berada di Jl. Raya Buncit No. 67 Jakarta Selatan, tepatnya

di Jl Raya Buncit – Amil No. 67 RT 02 RW 05 kelurahan Kalibata Pulo Kecamatan Pancoran Jakarta

Selatan. Kondisi Jakarta Selatan yang asri merupakan tempat yang sangat kondusif untuk kegiatan

belajar mengajar. Sejak awal berdirinya SMA Fatahillah mengusung visi yang tidak hanya

mencerdaskan siswa dari sisi kemampuan kognisi semata, tetapi juga turut membentuk manusia yang

mampu “membaca” dirinya sebagai hamba Allah yang siap berkiprah sebagai khalifatullah fil ardhi.

Dalam perkembangannya, SMA FATAHILLAH telah dipimpin oleh beberapa Kepala Sekolah

dengan masa tugasnya sebagai berikut :

No NAMA TAHUN

1 H. M. Alakfi, SH 1987 – 2007

2 H. Maskuri, S.Ag 2007 – sekarang

Pada saat ini SMA FATAHILLAH memiliki 2 program yaitu :

a. Program Ilmu Alam

b. Program Ilmu Sosial

SMA FATAHILLAH juga memiliki 7 program ekstrakurikuler, yaitu :

1. Pramuka

2. Rohis

3. English Club

4. Basket

5. Futsal

6. Pencak Silat

7. Hadroh

8. Tari Saman

dan muatan lokal yang diberikan yaitu kewirahusaaan untuk jurusan IPS dan statistika untuk jurusan

IPA

IDENTITAS SEKOLAH

1. Nama Sekolah

Nama Sekolah : SMA FATAHILLAH

Alamat Sekolah : Jl. Raya Buncit No.67 Kel. Kalibata Kec. Pancoran

Jakarta Selatan

No. Telp/Fax : (021) 7940492

Web-Site : www.sma-fatahillah.sch.id

e-mail : sma_fatahillah@ymail.com

Kotamadya : Kota Administrasi Jakarta Selatan

Provinsi : DKI Jakarta

2. Status Sekolah : SWASTA

3. Data Siswa

a. Data jumlah siswa dan rombongan belajar.

KELAS JUMLAH SISWA

X – MIPA 27

X – IPS 28

XI – IPA 15

XI – IPS 24

XII – IPA 17

XII – IPS 32

6 Rombongan Belajar 143

PROFIL KEPALA SEKOLAH

Data Pribadi

Nama : H. Maskuri, S.Ag

Tempat, tanggal lahir : Subang, 3 Maret 1973

Alamat lengkap : Jl. Amil No. 30 B RT 02/05 Kel. Kalibata Pancoran

Jakarta Selatan

E-mail : uri_sbg@yahoo.co.id

Pendidikan

Sarjana (S-1) Fakultas Tarbiyah Jurusan PAI IAIN Syarif Hidayatullah Jakarta tahun 1997

Pengalaman Mengajar

1. 1990 – 1992 Mengajar di MDA Miftahul Jannah Pamanukan Subang

2. 1996 – 1998 Mengajar di SMKN 45 Jakarta Barat

3. 1997 – 2002 Mengajar di SMA Yadika 1 Tanjung Duren Jakarta Barat

4. 1997 – 2003 Mengajar di SMK Yadika 2 Tanjung Duren Jakarta Barat

5. 1998 – 2001 Mengajar di Elrahmah Education Centre (D3) Jakarta Selatan

6. 1998 – 2000 Mengajar di SMA Yadika 5 Joglo Jakarta Barat

7. 1999 – 2011 Mengajar di SMP Yadika 5 Joglo Jakarta Barat

8. 1996 –Sekarang Mengajar di SMA Fatahillah

D A F T A R G U R U D A N K A R Y A W A N S M A F A TA H I L L A H

JL. RAYA BUNCIT KALIBATA PULO NO. 67 PANCORAN JAK-SEL TELP/FAX. 021-7940492

NO. NAMA L/P TEMPAT TGL LAHIR BID. STUDI PEND. AKHIR ALAMAT MULAI TUGAS JABATAN STATUS

GURU

1 H. MASKURI, S.Ag L Subang, 03-03-1973 Agama Islam SL. IAIN Pend.Ag.Islam 1997 Kalibata Pulo Rt 002/05 Pancoran Jak-Sel 21 Agustus 1996 Kepala Sekolah GTY

2 SITI HAJAR, ST P Jakarta, 15-09-1976 Kimia SL. Tehnik Pangan 2000 Kalibata Pulo Rt 004/05 Pancoran Jak-Sel 13 Nopemb 2000 Wakil Kurikulum GTY

3 Drs. ASMAWI L Jakarta, 07-10-1959 PPKn SL. IKIP PMP-LS 1988 Jati Padang Rt 002/02 No.50 Ps. Minggu Jak-Sel 20 Juli 1992 Guru GTY

4 Hj. FATIMAH RASYID, S.Pd P Jakarta, 20-10-1974 Matematika/Statistik SL. IKIPM Matematika 1997 Jl. Damai Ciganjur Jagakarsa Jakarta Selatan 21 Juli 1996 Pembina Lab GTY

5 ALI IBRAHIM, S.Pd L Jakarta, 16-04-1971 Fisika SL. IKIPM Fisika 1998 Jl. Minangkabau Dalam Rt 006/14 No.4 Jak-Sel 21 Juli 1996 Wakil Kesiswaan GTY

6 ABDUL MANAN, S.Pd L Jakarta, 11-08-1967 Geografi/Sosiologi SL. STKIP IPS 1996 Jl. Kalibata Utara Rt 009/07 No.54 Pancoran Jak-Sel 20 Juli 1998 Guru GTY

7 Drs. DADI L Kuningan, 14-04-1962 Sejarah/Sosiologi SL. UNPI PMP/KN 1989 Pejaten Raya Rt 006/05 Ps. Minggu Jak-Sel 17 Juli 2001 Guru GTY

8 LUTFIAH, S.Pd P Jakarta, 17-08-1973 Ekonomi/Kewirausahaan SL. IKIPM Pend. Usaha 1997 Kalibata Pulo Rt 011/05 Pancoran Jak-Sel 17 Juli 2001 Guru GTY

9 Dra. FAUZIANNA SIREGAR P P.Siantar, 28-08-1960 Kimia F.P MIPA 1986 Jl. Timbul Rt 001/03 No.33 Cipedak Jagakarsa 20 Januari 2003 Guru GTY

10 NUNUNG LESTARI, S.Pd P Jakarta, 26-11-1981 Matematika/Statistik SL. UNJ/Matematika/04 Jl. H.Saleh II Rt 007/02 No.54 Sukabumi Selatan Kbn Jeruk 04 Agustus 2004 Pembina Perpus GTY

11 NITA ROSITA, S.Kom P Jakarta, 07-12-1981 T I K S1. Univ. Budi Luhur 2005 Jl. Kalibata Pulo Rt 002/05 Pancoran Jak-Sel 01 September 2005 Guru GTY

12 NIKEN SARASWATI P Jakarta, 28-07-1977 Bahasa Inggris S1. UHAMKA 2007 Jl. Yunus No.23 Sukabumi Utara, Kebon Jeruk Jak-Ut 17 Januari 2007 Guru GTT

13 MUHAMMAD SHIDDIQ R, BA L Jakarta, 08-06-1954 Bahasa Arab SM IAIN Bahasa Arab Jl. Bangka Raya Gg.Amal I Rt.005/05 Mamp.Prapatan Jak-Sel 09 Februari 2009 Guru GTY

14 LISA NIARA, S.Pd P Jakarta, 01-06-1986 Bahasa Indonesia S1. UNINDRA. Bhs.Indo 2008 Bambu Kuning Blok E5 No.3, Bojong Gede bogor 16320 13 Juli 2009 Guru Honorer

15 FEBRIYANTI, S.Pd P Jakarta, 10-02-1985 Bahasa Indonesia S1. UNINDRA. Bhs.Indonesia 2011 Ciputat RT.002/05 No.48 Tajur, Ciledug, Tangerang 05 Desember 2011 Guru Honorer

16 AHMAD TAUFIKUL HILMI, S.Pd L Jakarta, 15-10-1982 Penjas Orkes S1. UNINDRA Ekonomi 2008 Jl. Buncit Raya Kalibata Pulo Rt. 004/05 No.26 03 September 2012 Pembina OSIS Honorer

17 FAIZA ELJANNATI P Jakarta, 25-07-1992 Biologi S1. UIN Syarif Hidayatulloh Biologi Jl. Buncit Raya Kalibata Pulo Rt. 002/05 Jak-Sel 08 Mei 2013 Guru Honorer

18 ABDURRAHMAN L Jakarta, 06-05-1991 Sosiologi S1. UIN Syarif Hidayatulloh IPS Jati Padang Rt 002/02 No.50 Ps. Minggu Jak-Sel 20 Agustus 2013 Guru Honorer

19 IBROHIM L Jakarta, 31 Juli 1988 Agama Islam S1. STAI AL-Hikmah PAI Jl. Buncit Raya Kalibata Pulo Rt. 006/05 Pancoran, Jak-Sel 05 September 2013 Guru Honorer

KARYAWAN

20 ROSFALANI L Jakarta, 23-12-1982 - SLTA 2000 Kalibata Pulo Rt 009/05 Pancoran Jak-Sel 13 Agustus 2004 Bendahara PTY

21 ACHMAD KAFRAWI L Jakarta, 31-08-1976 - SLTA 1996 Kalibata Pulo Rt 009/05 Pancoran Jak-Sel 15 Juli 2009 Staff TU PTY

22 FIRDAUS L Jakarta, 27-02-1980 - SLTA 1999 Kalibata Pulo Rt 004/05 Pancoran Jak-Sel 15 Januari 2013 Staff TU PTY

23 HASANUDDIN L Jakarta, 20-03-1964 - SLTP 1984 Pejaten Barat Rt 003/04 Ps.Minggu Jak-Sel 17 Juli 1989 Penjaga Sekolah PTY

Jakarta, Juli 2013

Kepala SMA Fatahillah

H. MASKURI, S.Ag

TAHUN PELAJARAN 2013/2014

STRUKTUR ORGANISASI

SMA FATAHILLAH

Tahun Pelajaran 2013/2014

SISWA / I

Garis Komando

Garis Koordinasi

GURU

PIKET

PEMBINA

LAB

KOMITE SEKOLAH

ABDURROZAK. M

PEMBINA

EKSKUL BP

KEPALA SEKOLAH

H. MASKURI, S.Ag

WAKA BID. KURIKULUM

SITI HAJAR, ST

BENDAHARA

& SIE SARANA

ROSFALANI

WAKA BID. KESISWAAN

ALI IBRAHIM, S.Pd

TATA USAHA

ACHMAD KAFRAWI

FIRDAUS

Ka. PPATQ

Drs. DADI

PEMBINA OSIS

A. TAUFIKUL HILMI, S.Pd

DEWAN

GURU

PEMBINA

PERPUSTAKAAN

WALI

KELAS