jiptummpp gdl s1 2004 sriwahyuni 597 pendahul n
TRANSCRIPT
THE STUDENT’S ERRORS IN USING PLURAL FORMS
MADE BY THE FIFTH YEARS STUDENTS AT SDN
MERGOSONO 1 MALANG
THESIS
BY
SRI WAHYUNINGSIH
MUHAMMADIYAH UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
2004
THE STUDENT’S ERRORS IN USING PLURAL FORMS
MADE BY THE FIFTH YEARS STUDENTS AT SDN
MERGOSONO 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree
in English Education
By
Sri Wahyuningsih
NIM: 00360103
MUHAMMADIYAH UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
2004
i
This thesis written by Sri Wahyuningsih was approved on August 16, 2004
Advisors:
1. Drs. Nur Yasik (………………….)
2. Drs. Hartono, M.Pd (…………………)
ii
This thesis was defended in front of the examiners of Faculty
of Teaching Training and Education of Muhammadiyah
University of Malang and accepted as the partial
requirement to Achieve Sarjana Degree
in English Education
on August 16, 2004
Approved by:
Faculty of Teacher Training and Education Muhammadiyah University of Malang
Dean
Drs. Ahsanul In’am, M.M
Examiners: Signatures:
1. Dra. Thathit Manon Andini 1.
2. Dra. Sri Hartiningsih, M.M 2.
3. Drs. Nur Yasik 3.
4. Drs. Hartono, M.Pd 4.
iii
MOTTO AND DEDICATION
“Dan Bersabarlah Dalam Menunggu Ketetapan Tuhanmu, Maka Sesungguhnya
Kamu Berada Dalam Penglihatan Kami Dan Bertasbihlah Dengan Memuji
Tuhanmu Ketika Kamu Bengun Berdiri.“ (ATH-THUUR:48)
Barang Siapa Yang Menyenangkan Pada Orang Tuanya Sungguh Ia Telah
menyenangkan Allah SWT. Dan Barang Siapa Yang Telah Menjadikan Kedua
Orang Tuanya Marah Sungguh Ia Telah Membuat Allah SWT Marah.
DEDICATION:
I dedicate this thesis to :
My Beloved Parent’s H. Noerhalim & Hj. Noerhasanah
My Beloved brother $lamet, $ari and β@cthiaℜ
My Beloved $ister F@uza, m!m!n & $uℜt!
My Beloved nephew @n!$a, @hmad, d!ll@, V!n@, d@ff@’, dεV!nd@, T!@ℜa
iv
ACKNOWLEDGEMENT
Alhamdulillah, the writer expresses her greatest thank to Allah, the lord
proclaim all of the world, for His mercy and blessing so she could finishes this
final requirement to achieve Sarjana degree in English Education of
Muhammadiyah University of Malang. She is aware that this thesis is too far for
perfection because there is none, which is really perfect in the world. So, she
wishes for further researcher who is interested in the same subject to continue her
step.
Then, she would like to express her gratefulness to many persons that have
contributed to her in finishing this thesis. First of all, she extends her deepest
gratitude to Drs. Nur Yasik and Drs. Hartono, M.Pd as her advisors for their
criticism as the inputs to deviation in the analysis process and suggestion that
make the result of this thesis better. Her appreciation also goes to the all lecturers
of English Department of Muhammadiyah University of Malang who have given
their useful knowledge to finish this thesis.
Second, she is also indebted to Siti Aminah S. Pd as the Headmaster of
SDN Mergosono 1 Malang, who gives permission to her to get the data.
Third, her special expression of gratitude must go to her parents; H.
Noerhalim and Hj. Noerhasanah who always give support to her through their
prayer every time, her beloved brother; Slamet, Sari and Bachtiar, her beloved
sister; Fauza, Mimin and Surti and her beloved nephew; @nisa, @chmad, D!lla,
Vina, Daffa’, Tiara and Devinda.
The Writer
v
TABLE OF CONTENT
page
APPROVAL................................................................................................. iii
MOTTO ....................................................................................................... v
ABSTRACT................................................................................................. vi
ACKNOWLEDGEMENT ........................................................................... vii
TABLE OF CONTENT ............................................................................... viii
CHAPTER I: INTRODUCTION................................................................ 1
1.1 Background of the Study................................................. 1
1.2 Statement of the Problem ................................................ 2
1.3 Purpose of the Study ....................................................... 2
1.4 Significance of the Study ................................................ 3
1.5 Scope and Limitation ...................................................... 3
1.6 Definition of Key Terms ................................................. 3
CHAPTER II: REVIEW OF RELATED LITERATURE .......................... 5
2.1 An Overview of Errors .................................................... 5
2.2 Errors Analysis................................................................ 5
2.3 Types of Errors................................................................ 7
2.4 Kinds of Plural Forms ..................................................... 8
2.5 The Use of the Plural forms ............................................ 9
2.5.1 Regular Plural............................................................... 9
2.5.2 Irregular Plural ............................................................. 12
vi
CHAPTER III: RESEARCH METHODOLOGY ...................................... 14
3.1 Research Design........................................................... 14
3.2 Population and Sample................................................. 14
3.3 Research Instrument..................................................... 15
3.3.1 Test on plural Forms ................................................. 15
3.3.2 Try Out ...................................................................... 15
3.3.3 Interview ................................................................... 16
3.4 Characteristic of a Good Test....................................... 16
3.4.1 Reliability of the Test................................................ 16
3.4.2 Validity of the Test.................................................... 19
3.4.3 Practicality of the Test .............................................. 20
3.5 Data Collection............................................................. 20
3.6 Data Analysis ............................................................... 21
CHAPTER IV: RESULT AND DISCUSSION.......................................... 22
4.1 The Result .................................................................... 22
4.1.1 Types of the Using Plural Forms .............................. 22
4.1.1.1 Identification of Errors........................................... 22
4.1.1.2 Classification of Errors .......................................... 22
4.1.2 The Frequency of Noun Formation Errors Made by the
Students..................................................................... 25
4.2 Discussion .................................................................... 25
CHAPTER V: CONCLUSION AND SUGGESTION............................... 27
5.1 Conclusion................................................................... 27
vii
5.1.1 Types of Errors on Using Plural Forms .................... 27
5.1.2 The frequency of Noun Formation Errors Made by the
Students..................................................................... 27
5.2 Suggestion ................................................................... 28
5.2.1 The English Teachers................................................ 28
5.2.2 The Students ............................................................. 28
5.2.3 The Readers .............................................................. 28
BIBLIOGRAPHY....................................................................................... 30
APPENDIXES ............................................................................................ 32
viii
CHAPTER I
INTRODUCTION
1.1 Background of the Study
English is one of the international languages and the most widely learned
by people in the world. In Indonesia, English is a second language. It is taught
from the Elementary School to University. It is accurate to say that English
has an important role in human beings’ life, such as business, academic, etc. In
learning and using English as a second language, the students often find
difficulties to master it. It is natural for language learners to make errors in
their learning process. Nichols (1964: 322) concluded that “Children begin to
speak no sooner and no later when they reach a given stage of physical
maturation”.
In the study of English, students must pay attention to the patterns and the
roles of it. Indonesian students as foreign language learners of English also
face many difficulties because of the difference of linguistic system between
Indonesian and English. One of the difficulties, for example; which is still
faced by student, is in using plural forms. It seems to the researcher that the
students’ difficulty in learning English in using plural forms should be given
more attention. One way to determine the area of difficulty in using plural
forms is by doing analysis of students’ errors.
The researcher tries to find out the type of errors in using plural forms
faced by the fifth year students at SDN Mergosono 1 Malang. The researcher
ix
has learned from her experience that the Indonesian students still have
difficulties in using plural forms. For example, when the teacher gives a
question such a “what is the plural of tooth?” the students usually answer
“tooths or toothes”. It is probably because Indonesian students often to say
tooths or toothes instead of teeth.
By analyzing students’ errors, we can determine the class weakness so that
he/she can give more emphasis, for example by giving drills, more
explanation, etc.
1.2 Statement of the Problem
1.2.1 What kinds of errors are commonly made by the fifth year students at SDN
Mergosono 1 Malang in using plural forms?
1.2.2 What is the pattern of frequency of occurrence of each type of errors in
using plural forms made by the fifth year students at SDN Mergosono 1
Malang?
1.3 Purpose of the Study
This study is conducted to find out the kinds of errors and the frequency of
occurrence of each type of errors in using plural forms made by the fifth year
students at SDN Mergosono 1 Malang.
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1.4 Significance of the Study
It is expected that the result of this study will be useful for both teachers
and the students. To the teachers, it is expected to give some information as a
feedback to improve or to construct more appropriate teaching materials. To
the students, the result of this study is expected to help their weakness in their
learning and encourage them to improve their ability, especially in using
plural forms.
1.5 Scope and Limitation
The researcher limits herself as suggested by the titles of the thesis. She
deals mainly with the finding of types of errors faced by the fifth year students
at SDN Mergosono 1 Malang in using plural forms. There are 70 students of
the fifth year of SDN Mergosono 1 Malang that have taken English subject.
She takes all of the students as population in this study.
1.6 Definition of Key Terms
To avoid misunderstanding of the terms used in this study, the following
definitions of the terms are given:
- Error is an unwanted form, that is a form that a particular teacher or course
designer does not want (George, 1973:31)
- An error type is classification of errors based on surface strategy taxonomy in
which errors can be classified into errors of omission, errors of addition, and
errors of misformation (Dully, 1982:150)
xi
- A plural noun is usually formed by adding –s or –es to the singular noun.
(Ronald Cramer, 1984:32)
- Omission is the absence of an item that must appear in a well-formed utterance.
- Addition is the presence of an item that must not appear in a well formed
utterance.
- Misformation is the use of the wrong form of the morpheme or structure.
(Dulay, 1982:150)
xii
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 An Overview of Errors
In learning a foreign language, the learners often face many difficulties in
this attempt to master the target language. According to George (1972:31) an error
is an unwanted form, especially a form which a particular course designer or
teacher does not want.
Corder (1973:151) states that errors are breaches of the code, meaning
they are against the grammatical rules of the language learning and result in
unacceptable utterances. In second language learning, they occur because the
students have not internalized the grammar of the second language. According
Bever, Fodor, and Weksel (1956:126) errors would happen if the children had
incompletely mastered transformational roles.
Dulay and Burt (1972:1) state that an error is a noticeable deviation from
the result grammar of a native speaker, reflecting the interlanguage competence of
the learner.
2.2 Errors Analysis
The fact is that the learners do make errors and that these errors can be
observed, analyzed, and classified to reveal something of the system operating
within the learner. It is called errors analysis. Error analysis became distinguished
xiii5
from contrastive analysis by its examination of errors attributable to all possible
sources, which result from negative transfer of the native language.
Corder (1974:48) suggests the following steps in errors analysis:
1. Collection of a sample of the learner’s language
The first step is to collect a massive, specific, or incidental sample of
the learner’s language. The sample consists of natural language use.
2. Identification of errors
The second stage involves identifying the errors in the sample. A
procedure for identifying errors by reference to normal, authoritative and
plausible interpretations.
3. Description of errors
The third stage consists of description. Two types of description
taxonomies have been used: linguistic and surface strategy. The former
provides an indication of the number and proportion of errors in either
different levels of language (i.e. lexis, morphology, and syntax) or in specific
grammatical categories.
4. Explanation of errors
This stage involves an attempt to explain the errors psycho-
linguistically. Competence errors can result from transfer, intralingual, or
unique processes.
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5. Evaluation of errors
Evaluation of error studies entail establishing the effect that different
errors have on the person addressed either in terms of comprehension or
affective response.
2.3 Types of Errors
In using the target language, the language learners must pay attention to
types of errors. Errors made by language learners may be classified into various
error types based on taxonomies. They may be classified according to linguistic
category, surface category, comparative analysis and communicative effect
(Dulay, 1982).
According to Dulay (1982:150) three types of errors, which belong to
surface strategy taxonomy are omission, addition and misformation. To give detail
explanation, the researcher takes some examples as follows:
a. Omission
These types of errors are characterized by the absence of an item that must
appear in a well-formed utterance.
e.g. The computer are mine
In the sentence above, there is an omission of plural “s”. The plural form of
computer is computers.
The sentence should be:
The computers are mine.
xv
b. Addition
Addition errors are characterized by the presence of an item, which must not
appear in a well-formed utterance.
e.g. The deers are eating grass in the field.
This sentence shows that the mistake is on “the deers”. We know that the word
must be “deer” because the word is an irregular noun which has the same form
as the singular form.
The sentence should be:
The deer are eating grass in the field.
c. Misformation
Misformation errors are characterized by the use of the wrong form of
morpheme of structure.
The incorrect sentence:
e.g. The geese is in the pond
This sentence should be “ The geese are on the pond”.
We know that the word “geese” is plural because this word is one of irregular
nouns which changes in spelling from “goose”. So, in this sentence must use
be “are”.
2.4 Kinds of Plural Forms
Ronald Cramer and Chris (1984:32) state that a plural noun is usually
formed, by adding –s or –es to the singular noun.
There are many kinds of plural forms:
xvi
1. Regular Plural
1.1 Add –s to most nouns.
1.2 Add –es to nouns ending in –s, -x, -ch, -sh, -ss.
1.3 If singular nouns end y, change y to i and add –es, unless a vowel precedes
y.
1.4 If singular nouns end in f or fe, change f to v and add –es, some add –s.
1.5 If singular nouns end in o, add –es and some add –s.
2. Irregular Plural
2.1 Nouns with changes in spelling.
2.2 Nouns that do not change.
2.5 The Use of Plural Forms
The use of plural forms is to distinguish the plural and singular. There are
several roles in using plural forms that the researcher wants to explain the use of
plural forms in the following example.
2.5.1 Regular plural
a. Add –s to most noun
book - books
cat - cats
cake - cakes
door - doors
elevator - elevators
Pen - Pens
xvii
Student - Students
Example: - I have some books
b. Add –es to nouns ending in –s, -x, -ch, -sh, -ss
bus - buses
box - boxes
brush - brushes
bush - bushes
church - churches
lass - lasses
Example : - My Mother buys some brushes in the market.
c. If singular nouns end in y, preceded by a consonant, the plural is formed by
changing y to i and add ending –es.
baby - babies
city - cities
country - counties
duty - duties
family - families
lady - ladies
Example : - Indonesia has many countries.
But, If the singular noun form ends in y, preceded by a vowel, the
plural is made adding only –s.
boy - boys
day - days
xviii
donkey - donkeys
key - keys
monkey - monkeys
toy - toys
way - ways
Example : - They are going to camping for 3 days
d. If the singular nouns end in f or fe, the plural is formed by changing f or fe to v
and adding –es.
calf - calves
half - halves
life - lives
knife - knives
self - selves
thief - thieves
wife - wives
wolf - wolves
Example : - The restaurant needs a lot of knives.
Exception : For a certain nouns end in f, the plural is made by adding –s.
belief - beliefs
chief - chiefs
proof - proofs
roof - roofs
safe - safes
xix
Example : - Jake will paint the roofs in his house
e. If the singular forms end in o, not human being made, the plural form is made
by adding –es.
buffalo - buffaloes
mango - mangoes
mosquito - mosquitoes
potato - potatoes
tomato - tomatoes
Example : - She gives me some mangoes
If the singular forms end in o, human being made, the plural form is
made by adding only –s.
piano - pianos
photo - photos
radio - radios
studio - studios
shampoo - shampoos
Example : - They have some studios in this city.
2.5.2 Irregular Plural
a. Nouns with changes in spelling
child - children
foot - feet
goose - geese
mouse - mice
xx
man - men
tooth - teeth
woman - women
Example : - The men who are working in this factory are strong.
b. Nouns that do not change (certain nouns are always in the plural forms, they
have the same forms as well as in the singular form)
cod - cod
deer - deer
salmon - salmon
sheep - sheep
Example : - We see several deer in the park.
xxi
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents research methodology that deals with research
design, population and sample, research instrument, characteristic of a good test,
data collection, and data analysis.
3.1 Research Design
This research design is conducted by means of descriptive research design,
because the research describes phenomena on the students’ errors in using plural
form. As stated by Ary (1979:295) descriptive studies are designed to obtain
information concerning status of phenomena. They are directed toward
determining the nature of a situation as it exits at the time of the study and the aim
is to describe what exits with respect to variable or condition in a situation.
The current study is in an attempt to portray the present state of some
errors in using plural form, which are made by the fifth year students at SDN
Mergosono 1 Malang. So, that the researcher tries to figure out the frequency or
occurrence in using the plural forms.
3.2 Population and Sample
The target population of this study is the fifth year students at SDN
Mergosono 1 Malang. The accessible population consisted of two classes: A and
B. Class A consists of 36 students and class B consists of 34 students. The total
number is 70 students. Because of the total number of population is under 100, it
xxii14
is better for the researcher to take all population as sample in this study. Related to
this, Arikunto (1989:107) states:
Untuk sekedar ancer-ancer, maka apabila subyeknya kurang dari 100, lebih baik diambil semua sehingga penelitiannya merupakan penelitian populasi, selanjutnya jika jumlah subyeknya lebih besar dari 100 dapat diambil diantara 10-15% atau 20-25% atau lebih.
3.3 Research Instrument
In this study, the researcher uses a test to get data from the subject that an
objective test on the plural nouns and an interview for English teacher. Before the
researcher gives the test, she has to know the standardized instruments which are
prepared by professional testing services to assist institutions in the selection,
placement and evaluation of the students.
3.3.1 Test on plural form
It is given in the plural form of words in sentences in which the subject is
asked to choose one of the correct answers. This test asks the subject to use the
plural forms and singular forms according to the given sentences. The test items
are constructed based on the plural exercises in three English grammar books that
is Language Skill and Use by Linda (1920), Language Structure and Use by
Ronald L (1984) and English for the Elementary School by Ali Saukah (2001).
The tests consist of 50 items. It was held on June, 28 2004 by the fifth year
students at SDN Mergosono I Malang.
3.3.2 Try out
The try out test is conducted to the fifth year students at SDN Mergosono
II Malang, with assistance of the English teacher. The purpose of conducting the
xxiii
try out is to establish the test reliability and avoiding ambiguous items. The time
allocated to them to do the objective test is 75 minutes. It means that the
researcher gives allocated I.5 minutes for the students to do test in each option.
The noun formation of the try out test like this below:
Noun Formations: a. Singular noun: 12 items
b. Plural noun
- Regular : 29 items
- Irregular : 9 items
The total : 50 items
3.3.3 Interview
Interview is designed to collect the data by using direct conversation to the
respondent. Ary (1979:74) states interviewing is a well-established method of data
collection, which because of some unique qualities, is still widely used. There are
two types of interviews that are structured and unstructured. In this study, the
researcher used unstructured interview to get data because the researcher gave
free question to the subject that possible regarding his/her views, attitudes,
beliefs and other information in his/her own words.
3.4 Characteristic of a good test
Harris (1969:13) states that there are three qualities of a good test. They
are reliability, validity, and practicality.
3.4.1 Reliability of the Test
Harris (1969:14) defines that reliability as the stability of the test scores. A
test can not measure anything well unless it measures consistently. Another
definition, according Ary (1979:206), reliability is the extent to which an
instrument measures whether it is consistent in measuring whatever it measure.
xxiv
The reliability of the whole test can be estimated by using the formula:
Reliability = ( )
− 2 xN
m - Nm11 - N
N Heaton,1983:164
Where N = the number of items in the test
m= the mean score on the test for all the testers
x = the standard deviation of all the testers’ scores
This formula is simple to use since (i) it avoids troublesome correlation
and (ii) in addition to the number of items in the test. It involved only the test
mean and standard deviation, both of which are normally calculated anyhow as a
matter of routine. It is possible for measuring instrument to be reliable without
being valid. However, it can not be valid unless it is first reliable.
In the final form of the test consists 50 items. In order to know which of
the try out test items would be selected for the final form, more detailed
investigation was made of the items concretizing on the analysis of the difficulty
level and the discriminating power.
For to know the try out test scores, each item difficulty was computed by
applying formula:
F. V = 2n
LCorrect Correct U + ( Heaton, 1989:164)
Where:
F.V = the index of difficulty
U = the upper or top 27.5 % of the students who answer correctly on the
particular item.
xxv
L = the lower or bottom 27.5 % of the students who answer correctly on the
particular item.
n = the number of the students in one of the group.
Index of difficulty can be classified as follows:
Difficulty: 0.00 – 0.30
Moderate: 0.31 – 0.71
Easy : 0.71 – 1.00 (Arikunto, 1989:212)
But the item discrimination power was calculated by using the following
formula:
D = n L Correct U Correct −
(Heaton, 1989:164)
Where:
D = the discrimination power.
U = the upper or top 27.5 % of the students who answer correctly on the
particular item.
L = the lower or bottom 27.5 % of the students who answer correctly on the
particular item.
n = the number of the students in one of the group.
So the discrimination power can be classified as follows:
Poor : 0.00 - 0.20
Satisfactory: 0.21 - 0.40
Good : 0.41 – 0.70
Excellent : 0.71 – 1.00 (Arikunto, 1989:221)
xxvi
3.4.2 Validity of the test
According Auer (1959:155) validity refers to the capacity of measurement
to measure what it is supposed to and is usually expressed in terms of the
relationship (coefficient of correlation) of a set of measurement to some accepted
criterion.
Heaton (1983:159) stated that validity of a test is the extent to which it
measures what it is supposed to measure. So, Heaton divides validity into four
parts: face validity, content validity, construct validity and empirical validity.
1. Face validity
Condition or situation in which the item looks right to the tester, other teachers,
other examiners, other authorities.
2. Content validity
The content in this test is appropriate or depends on the analysis of the
language being tested and depends on the objective of the course.
3. Construct validity
Capability of the test is to measure specific characteristic in accordance with
theory of language behavior and learning.
4. Empirical validity
Comparison between the results of the test with the result of some criteria. It has
two parts: they are (a) predictive reliability which can be achieved between the
result of the test with the teacher rating or any other form of independent
assessment; (b) concurrent validity, by comparing of the result of the test with
teacher’s rating and the rating is conducted the same time.
xxvii
3.4.3 Practicality of the test
A third characteristic of a good test is its practicality or usability. Harris
(1969; 21) states that a test may be a highly reliable and valid instrument but still
beyond our means or facilities. Thus, in the preparation of a new test or the
adoption of an existing one, we must keep in mind a number of very practical
considerations. Practicality is divided into three parts: they are economy, ease of
administration and scoring, and ease of interpretation.
In this case, the researcher gives the test just for measuring the ability of
the students to distinguish between the plural form and singular form on English
subject. The test has been given appropriate criterion of the face validity because
the test item looks right to other testers, other teachers and other examiners in
using plural forms.
3.5 Data Collection
The data of this study are gathered from the result of the test administrated
to the students in doing the test. The data of this study are collected as follows:
1. The researcher asks to the teacher to construct the test for the students.
2. The researcher waits for the students in doing the test.
3 Finally, the students collect the test and the researcher tries to identify,
classify, describe the errors of using plural form and score the students’
test.
xxviii
3.6 Data Analysis
The data of this study are analyzed by using the identification of errors,
classification of errors, and frequency of occurrence errors.
1. Identification of errors
The identification of errors here refers to the identification of any
deviation in using plural form. That is when plural forms do not agree with
structural of patterns of plural forms.
2. Classification of errors
After identifying of errors, the research classifies them into their types of
plural form.
3. Frequency of occurrence errors
The current study also tries to find out the frequency of occurrence of
errors. In this step the frequency of errors previously identified, classified,
counted and tabulated. The number of errors is presented in the form of
percentage.
The formula is described below:
%100formulaeach of triesofnumber Total
items ofnumber each of errors ofNumber ×
The average percentage of errors for the whole items is calculated by using this
formula:
%100items ofnumber Totalerrors ofnumber Total
×
xxix
CHAPTER IV
RESULT AND DISCUSSION
This chapter discusses all of the result of the analysis of the test in using
plural forms and discussion.
4.1 The result
4.1.1 Types of Errors in Using Plural Forms
4.1.1.1 Identification of Errors
The test was administered to 70 subjects. The result of the test shows that
there are 1583 occurrences of errors in using noun formations (singular and
plural), comprising 1096 occurrences of errors in regular plural forms, 301
occurrences of errors in irregular plural forms and 186 occurrences of errors in
singular forms. It can calculated on 69.2 % errors in regular plural forms, 19 %
errors in irregular plural forms and 11.7 % errors in singular forms.
4.1.1.2 Classification into Error Types
For the classification, it is based on the surface strategy taxonomy which
covers errors of misformation, errors of omission and errors of addition.
Based on the result in using noun formations (singular and plural), it is
found out that there are 53.9% errors of omission, 47.8% errors of misformation
and 22.1% errors of addition.
xxx 22
a. Omission
This type of errors is indicated by the absence of -s/-es in plural forms in
certain reconstruction where they are required. For example:
1. A library contains a lot of bookϕ.
2. Ali has two penϕ.
3. Mawar looks at twin babiϕ.
4. Ve need some tomatoϕ to make soup.
The reconstructed sentences in target language are:
1. A library contains a lot of books.
2. Ali has two pens.
3. Mawar looks at twin babies.
4. Ve need some tomatoes to make soup.
b. Misformation
It is indicated by incorrect use of noun formation (singular and plural) in
the sentences. If the students use an incorrect irregular plural form, they make
misformation. Some example sentences containing errors of misformation are like
below:
1. Roni finds many mouse in his house.
2. The farmer has many sheeps.
3. We can some goose in the fond.
4. He caught some fishes.
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The sentences above are considered as errors of misformation since the
students use the errors form in using irregular plural forms in such constructions.
The correctly reconstructed sentences in target language are as follows:
1. Roni finds many mice in his house.
2. The farmer has many sheep.
3. We can some geese in the fond.
4. He caught some fish.
c. Addition
It is indicated by using the plural forms in a sentence where the plural
form is not actually required. The errors appeared when the students put -s/-es in
the end of nouns but the nouns are singular forms. The examples are as follows:
1. There is a cats in our house.
2. We have a toys in our home.
3. I like to eat a mangoes.
4. I see a ladies.
The sentences above do not need plural forms (-s/es) to express
relationship in space because in the nouns are preceded by a/an indicating that
they are singular. The reconstruction of these sentences in the target language is
presented below:
1. There is a cat in our house.
2. We have a toy in our home.
3. I like to eat a mango.
4. I see a lady.
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4.1.2 The Frequency of Noun Formation Errors Made by the Students
The result of study shows that there are 1583 errors in using noun
formations which are singular and plural forms. It is classified into errors on
regular forms of 69.2 %, errors on irregular forms 19 % and errors on singular
forms 11.7 %. The result of the test shows that the students’ mastery get 45 % on
average. Based on the types of errors in using noun formations that they found out
that there are 53.9 % errors of omission, 47.8 % errors of misformation and 22.1%
errors of addition.
4.2 Discussion
Based on the result of the study above, the researcher can discuss her
research.
The students’ errors in using plural forms are due to the fact that they
could not recognize the characteristics or the signal of the singular forms. For
example, item number 15: We have a toy in our home. Most of the students do not
know/understand that article a/an must be followed by singular countable noun.
In the item number 25: The farmer has many sheep. In the case, the
students conclude that all of the plural forms are added by –s/-es. Even though,
this rule could not be applied for the word” sheep” because there is no addition
form for this word.
In the item number 24: Roni finds many mice in his house, the students
make errors in misformation because they do not know that the word “mice” is the
plural irregular form which changes in spelling form “mouse”.
xxxiii
Based on the IKIP Grading System, the students’ mastery in using noun
formation is poor. The reason why the students’ mastery is poor, it is caused by
them selves.
First reason is because the students don’t have an English book, so they
are difficult to follow the lesson to be discussed.
Second is because the students are lazy to study, then if the teacher gives
the examination, they will be difficult to find out the correct answers.
Finally, based on the reason above, it may be concluded that the students
make less preparation on the lesson of noun formations (singular and plural).
xxxiv
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents some conclusions with the results of study discussed
in the previous chapter and provides some suggestions concerning the teaching
and learning in using plural forms in order to improve the student’s mastery on
using noun formations (singular and plural).
5.1 Conclusions
5.1.1 Types of Errors in Using Plural Forms
In the study of errors in using plural forms, the researcher used two
manners, that is, identification of errors and classification of errors. In the
identification of errors, she expresses on using noun formation (singular forms
and plural forms which are regular and irregular).
In order to know the classification types of errors in using plural forms,
she uses surface strategy taxonomy, that is; errors of omission, errors of addition,
and errors of misformation.
5.1.2 The Frequency of Noun Formations Errors Made by the Students
Based on the calculated percentage of errors of each noun formation
(singular and plural) it can be concluded that the higher percentage of error is on
regular plural form, that is 69.2 % and the errors on irregular plural form that is,
19%. Further, the lowest percentage of errors in using singular form is 11.7 %.
Based on the IKIP grading system, that the students’ ability in using noun
xxxv 27
formation (singular and plural) is poor; see appendix 3. It is due to the fact that
they have not mastered the concept of where and when a noun formation should
or should not be used in a sentence.
5.2 Suggestion
Based on the result of the present study, it can be concluded that the use of
plural forms are really a problem for the students at SDN Mergosono 1 Malang.
Therefore, she offers the following suggestions:
5.1.2 The Teacher of English
She suggests the teacher of English to pay attention to teaching of noun
formations (singular and plural). Although the noun formations are an only small
group of words, they are frequently used in written as well as in spoken English.
As the English teachers have to have various ways in teaching material, especially
in teaching noun formation, such as: using picture which the students can arise
motivation in learning English process.
5.2.2 The Students
The researcher suggests that the students pay more attention to English
noun formation, in order to improve their level of mastery in using noun
formations (singular and plural). After knowing that noun formations are difficult
for the students, they are expected to be able to overcome their weakness by
reviewing those noun formations (singular and plural) with have some books. The
students is expected to have some books in following English learning that is can
borrow in library of their school.
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5.2.3 The Reader
In order to get more a representative result, a replication study with a
broader population is suggested. It is also suggested that other studies will be
conducted to investigate problems of other noun formations which are not
included in the present study. Giving more attention in using the instrument that
use for the students at elementary of school, because the English lesson is a new
lesson for them.
xxxvii
BIBLIOGRAPHY
Arikunto, Suharsimi 1992. Dasar-dasar Evaluasi Pendidikan. Jakarta; Bumi Aksara.
Ary, Donald, Lucy Cheser Jacobs; Asghar Razavieh 1972. Introduction to
Research In Education. New York: Holt, Rinehart and Winston. Brown, H. Douglas 1987. Principles of Language Learning and Teaching. Second
Edition. Englewood Cliff. New Jerry: Prentice-Hill. Corder, S.P. 1967. “The Significance of Learner’s Errors” Errors Analysis:
Perspective On Second Language Acquisition, Edited by Jack C. Richard. London: Longman Group Ltd.
Cramer, Ronald; Linda Ward Beech; Chris Welles Feder 1982. Language Skill
and Use. New York: The United States of America. Cramer, Ronald; Linda; Crhis . 1984. Language Structure and Use. New York:
The United Stated of America. Dulay, Heidi, Mariana Burt, Stephen Krashen 1982. Language Two. New York:
Ox fort University Press. George, H. V. 1972. Common Errors In Language Learning. Massachusetts:
Newbury House Publishers. GBPP. Mata Pelajaran Bahasa Inggris. 2001. Kurikulum Muatan Lokal. DIKNAS
Jawa Timur Heaton. J B. 1989. Writing English Language Tests. New York: Longman Inc. Harris, David P. 1969. Testing English as a second Language. New York: Mc
Graw-Hill Book Company. Hallahan, Daniel P 1991. Exceptional Children. Massachusetts: Allyn and Bacon. Robert, Paul 1954. Understanding Grammar. New York: Harper and Row. Robert, L. Solso 1979. Cognitive Psychology. New York: Harcourt Brace
Jovanovich. Rod Ellis. 1994. The Study of Second Language Acquisition. Oxford university
Press.
xxxviii
Saukah, Ali 2001. English for Elementary School I. Malang: Universitas Negeri Malang
Susilo, Ganjar.1994. A Study on Errors in English Prepositions Made by Sudents
at SMA I Tulungagung. Unpublished Thesis: MUM
xxxix
APPENDIX 1
Reliability of Tryout Test
Subject X (scores) Mean =X - X X 2=(X- X )2
1 80 25,3 640,1
2 78 23,3 542,9
3 76 21,3 453,7
4 74 19,3 372,5
5 70 15,3 234,1
6 66 11,3 127,7
7 66 11,3 127,7
8 62 7,3 52,1
9 56 1,3 1,7
10 52 -2,7 7,1
11 52 -2,7 7,1
12 50 -4,7 22,1
13 50 -4,7 22,1
14 48 -6,7 44,9
15 48 -6,7 44,9
16 48 -6,7 44,9
17 46 -8,7 75,7
18 46 -8,7 75,7
19 44 -10,7 114,5
20 44 -10,7 114,5
21 40 -14,7 216,1
22 40 -14,7 216,1
23 38 -16,7 278,9
24 38 -16,7 278,9
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25 38 -16,7 278,9
26 36 -18,7 349,7
27 36 -18,7 349,7
28 30 -24,7 610,1
29 30 -24,7 610,1
30 30 -24,7 610,1
1482 6299,4
a. m= n X m=
301482 = 49,4
b. x2= n
X2
x2= 30
4,6299 x2= 9,209 x2= 14,5
Reliability= ( )
− 2 xN
m - Nm11 - N
N
= ( )
−
(14,5) 5049,4 - 5049,41
1 -5050
= ( )
−
716,30,6 49,41
49 50
=
−
716,3(29,64)102,1
= 1 ( )04,0102, −
= 1 ( )96,002,
= 98,0
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APPENDIX II Reliability of Try out Test
xlii
Correct Answer ITEM
U L U + L F. V U - L D
1 15 8 16 0.76 6 0.46
2 12 7 19 0.63 5 0.33
3 13 5 18 0.60 8 0.53
4 9 4 13 0.43 5 0.33
5 8 3 11 0.36 5 0.33
6 12 7 19 0.63 5 0.33
7 7 3 10 0.33 4 0.26
8 10 3 13 0.43 7 0.46
9 11 4 15 0.50 7 0.46
10 9 5 14 0.46 4 0.26
11 7 3 10 0.33 4 0.26
12 10 5 15 0.50 5 0.33
13 13 5 18 0.60 8 0.53
14 9 3 12 0.40 6 0.40
15 14 4 18 0.60 10 0.66
16 13 6 19 0.63 7 0.46
17 10 3 13 0.43 7 0.46
18 11 5 16 0.53 6 0.40
19 7 4 11 0.36 3 0.20
20 9 4 13 0.43 5 0.33
21 15 1 16 0.53 14 0.93
22 13 3 16 0.53 10 0.66
23 6 3 9 0.30 3 0.20
24 7 3 10 0.33 4 0.26
25 8 4 12 0.40 4 0.26
26 12 4 16 0.53 8 0.53
27 5 2 7 0.23 3 0.20
28 7 3 10 0.33 4 0.26
29 8 4 12 0.4 4 0.26
30 9 2 11 0.36 7 0.46
31 8 5 13 0.43 3 0.20
32 5 2 7 0.23 3 0.20
33 7 3 10 0.33 4 0.26
34 6 2 8 0.26 4 0.26
35 9 3 12 0.40 6 0.40
36 5 1 6 0.20 4 0.26
37 4 0 4 0.13 4 0.26
38 10 5 15 0.50 5 0.33
39 5 1 6 0.20 4 0.26
40 11 3 14 0.46 8 0.53
41 7 2 9 0.30 5 0.33
42 12 6 18 0.60 6 0.40
43 6 2 8 0.26 4 0.26
44 12 3 15 0.50 9 0.60
45 10 4 14 0.46 6 0.40
46 7 3 10 0.33 4 0.26
47 12 4 16 0.53 6 0.40
48 14 2 16 0.53 12 0.80
49 7 3 10 0.33 4 0.26
50 13 4 17 0.56 9 0.60
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Number and Percentage of Errors in Using Plural Forms Made by
Each Subject
Class A
No Subject Number of Using
Noun Formations
Number of
Errors
Percentage
%
1 504 50 12 24
2 505 50 25 50
3 506 50 16 32
4 508 50 28 56
5 509 50 10 20
6 510 50 24 48
7 511 50 14 28
8 512 50 17 34
9 513 50 31 62
10 514 50 11 22
11 515 50 13 26
12 516 50 25 50
13 517 50 17 34
14 519 50 17 34
15 520 50 35 70
16 521 50 12 24
17 522 50 17 34
18 523 50 13 26
19 524 50 21 42
20 525 50 15 30
21 526 50 17 34
22 527 50 22 44
23 528 50 19 38
xliv
24 529 50 10 20
25 530 50 13 26
26 531 50 12 24
27 532 50 21 42
28 533 50 19 38
29 535 50 25 50
30 536 50 17 34
31 537 50 26 52
32 538 50 23 46
33 539 50 18 36
34 540 50 24 48
35 541 50 18 36
36 542 50 19 38
36 1800 676 1352
Mean = %100subject ofnumber Totalerrors ofnumber Total
×
= %10036676
×
= 1877 8,
Percentage = 36
1352 = %37
It shows that the students at class A is poor. See at appendix III.
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Number and Percentage of Errors in Using Plural Forms Made by
Each Subject
Class B
No Subject Number of Using
Noun Formations
Number of
Errors
Percentage
%
1 501 50 33 66
2 502 50 28 56
3 503 50 34 68
4 504 50 30 60
5 505 50 21 42
6 506 50 24 48
7 507 50 30 60
8 508 50 20 40
9 509 50 26 52
10 510 50 22 44
11 511 50 18 36
12 512 50 26 52
13 513 50 28 56
14 514 50 35 70
15 515 50 34 68
16 516 50 23 46
17 517 50 32 64
18 520 50 26 52
19 521 50 22 44
20 522 50 24 48
21 523 50 25 50
22 524 50 35 70
23 526 50 21 42
xlvi
24 526 50 35 70
25 527 50 24 48
26 528 50 24 48
27 529 50 29 58
28 531 50 24 48
29 532 50 32 64
30 533 50 22 44
31 534 50 23 46
32 535 50 22 44
33 536 50 29 58
34 537 50 26 52
34 1700 907 1814
Mean = %100subject ofnumber Totalerrors ofnumber Total
×
= %10034
907×
= 2667 6,
Percentage = 34
1814 = %53
It shows that the students at class B is very poor. See at appendix III.
xlvii
The Total of Population
Mean = %100subject ofnumber Totalerrors ofnumber Total
×
= %10070
×1583
= 2261 4,
Percentage = 70
3166 = %45
It shows that all of the students at class A and class B is poor. See at
appendix III.
xlviii
Appendix III
Students Mastery Level in Terms of Errors Based on IKIP Grading System
Errors Mastery
0 % - 10 % Very good
11 % - 20 % Good
21 % - 35 % Fair
36 % - 45 % Poor
46 % -100% Very poor
The Frequency of Errors in using Noun Formations Made by the
Students
(Singular and Plural)
70
80
60
5040
30
20
10
Singular Regular Irregular
P e r c e n t
xlix
TEST PLURAL NOUNS
Time : 75 Minutes
Name:
Class :
Perintah: Berikut ini adalah soal-soal pilihan dari bentuk “Noun” (bentuk tunggal
dan bentuk jamak). Setiap pertanyaan terdiri dari 2 pilihan jawaban. Berilah tanda
silang pada pilihan yang salah untuk setiap pertanyaan.
1. A library contains a lot of (book, books).
2. Ali has two (pens, pen).
3. There is a (cat, cats) in our house.
4. The fifth class consists of 43 (students, student).
5. Veri saw many (buses, bus) in the road.
6. The man needs a (box, boxes).
7. There are many (church, churches) in Malang.
8. We need a (brushes, brush).
9. I see a (lady, ladies).
10. The teachers have many (duty, duties) to teach the students.
11. Mawar looks at twin (babies, baby) in the hospital.
12. How many (brother, brothers) do you have ?
13. There are seven (day, days) in a week.
14. I can see many (monkey, monkeys) in the zoo.
15. We have a (toys, toy) at our home.
16. There is a (thieves, thief) in police station.
17. My mother needs a (knife, knifes).
18. Ve needs some (tomato, tomatoes) to make soup.
19. There are many (mosquitoes, mosquito) in the garden.
20. I like to eat a (mango, mangoes).
21. Ica listen a (radio, radios).
22. My uncle has four (studio, studios).
23. Hari looses two of his (tooth, teeth) in accident.
24. Rony finds many (mouse, mice) in his house.
l
25. The farmer has many (sheep, sheeps).
26. Mr. Budi has three (child, children).
27. He caught some (fish, fishes).
28. We spend several (hour, hours) there.
29. Please, give me some (glass, glasses).
30. I want to buy a red (roses, rose).
31. The mother cooks some (cakes, cake).
32. The students ate their (lunch, lunches).
33. I like to see many beautiful (waitress, waitresses) in the shop.
34. The (team, teams) are entering to the stadium.
35. There are six (class, classes) in our school.
36. The braves are (heroes, hero).
37. The man hunted many (deer, deers).
38. I see two (library, libraries) near the office.
39. There are four (men, man) sitting under the tree.
40. We look for two (door, doors).
41. Indonesia has many (city, cities).
42. There are four (seasons, season).
43. We can see some (goose, geese) in the pond.
44. Her aunt needs ten (eggs, egg) to make cake.
45. There is a (factory, factories) beside Adi’ house.
46. Each team has won many (victory, victories).
47. I want to buy some (flowers, flower) in the market.
48. I find a (keys, key) under the table.
49. They plowed the field with cart pulled by (ox, oxen).
50. There are many (boy, boys) playing a football.
-----GOOD LUCK-----
li
KEY ANSWERS
1. books
2. pens
3. cat
4. students
5. buses
6. box
7. churches
8. brush
9. lady
10. duties
11. babies
12. brothers
13. days
14. monkeys
15. toy
16. thief
17. knife
18. tomatoes
19. mosquitoes
20. mango
21. radio
22. studios
23. teeth
24. mice
25. sheep
26. children
27. fish
28. hours
29. glasses
30. rose
31. cakes
32. lunches
33. waitresses
34. teams
35. classes
36. heroes
37. deer
38. libraries
39. men
40. doors
41. cities
42. seasons
43. geese
44. eggs
45. factory
46. victories
47. flowers
48. key
49. oxen
50. boys
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FORM OBSERVATION
1. Berapa jumlah siswa setiap kelas lima di SDN Mergosono I Malang?
2. Apakah ibu menggunakan bahasa Inggris dalam proses belajar mengajar?
3. Bahasa Inggris diajarkan mulai dari kelas berapa?
4. Setiap hari apa bahasa Inggris diajarkan di kelas lima?
5. Kendala apa yang ibu hadapi dalam mengajar bahasa Inggris, terutama
dalam penggunaan Noun Formation?
liii