an analysis on students’ errors in using...

AN ANALYSIS ON STUDENTS’ ERRORS IN USING

PERSONAL PRONOUN

(A Case Study of Students on First Grade of SMP Islam Al-Syukro, Ciputat)

“ A Skripsi ”

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment

of the Requirements for the Degree of Bachelor of art in English Language

Education

By

NURSAHADAH

108014000021

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC

UNIVERSITY

JAKARTA

2014

i

ABSTRACT

AN ANALYSIS ON STUDENTS’ ERROR IN USING PERSONAL

PRONOUN A Case Study of Students on the First Grade of SMP Islam Al-

Syukro Universal, Ciputat. Skripsi of English Education at Faculty of Tarbiyah

and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta,

2014.

This research is aimed to obtain clear information about the percentages of

the students‟ errors and knowing the reasons why the students of SMP Islam Al

Syukro Universal made errors in using personal pronoun

The method used in this study was descriptive analysis. The data of the

research were the students‟ error in using personal pronoun; the data were taken

from test and interview. The data from the test were used to find the percentages

of the students‟ errors. The data from the interview were used to know why

students of SMP Islam Al Syukro made errors in using personal pronoun.

After conducting the research, the writer found several findings: errors of

Subject Pronoun with percentage 30%, errors of Object Pronoun 31.03%, errors

of Possessive Adjective 33.33%, errors of Possessive Pronoun 40%, and errors of

Reflexive Pronoun 76.92%. It can be concluded that the most errors made by

students of SMP Islam Al Syukro Universal is in using possessive pronoun. The

reasons why the students made errors in using personal pronoun are caused by

internal and external factors.

NURSAHADAH (PBI)

ii

ABSTRAK

An Analysis of Students’ Error in Using Personal Pronoun (A Case Study of

Students on First Grade of SMP Islam Al-Syukro, Ciputat).

Kata Kunci: Error Analysis, Personal Pronoun

Penelitian ini bertujuan untuk mendapatkan informasi yang jelas tentang

persentase kesalahan-kesalahan siswa dan mengetahui alasan-alasan mengapa

siswa SMP Islam Al-Syukro melakukan kesalahan-kesalahan dalam

menggunakan Personal Pronoun.

Metode yang digunakan dalam penelitian ini adalah analisis deskriftif.

Data penelitiannya adalah kesalahan siswa dalam menggunakan Personal

Pronoun. Data diambil dari test dan wawancara. Data dari test digunakan untuk

mencari persentase kesalahan-kesalahan siswa. Data dari wawancara digunakan

untuk mengetahui mengapa siswa-siswa SMP islam Al-Syukro melakukan

kesalahan-kesalahan dalam menggunakan Personal Pronoun.

Setelah melakukan penelitian, penulis mendapatkan beberapa penemuan.

Kesalahan yang paling banyak dilakukan siswa SMP Islam Al-Syukro adalah

pada penggunaan possessive pronoun (40%), kedua adalah pada penggunaan

object pronoun (31.03%) , dan yang terakhir adalah pada penggunaan subject

pronoun (50%). Alasan-alasan mengapa siswa melakukan kesalahan-kesalahan

dalam menggunakan personal pronoun adalah karena factor internal dan eksternal.

NURSAHADAH (PBI)

iii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah,

Lord of the world who has blessed the writer in completing this „research paper‟.

Peace and Blessing be upon the Prophet Muhammad SAW, his family, his

companion, and his followers.

In this opportunity, the writer would like to express her greatest honor to

her beloved family; her parents and her friends who always give their support and

moral encouragement in finishing her study. Also, she would like to address her

greatest thanks to her advisors Drs. Nasrun Mahmud, M.Pd. and Ismalianing

Eviyuliwati, M.Hum who have spent his time, guidance, valuable helps,

correction and suggestion during completing this „research paper‟.

The writer realized that without support and motivation from people

around her, she could not finish this „research paper‟. Therefore, she would like to

give her deepest appreciation for:

1. All lecturers in English Education Department who always give their

motivation and valuable knowledge and also unforgettable experience

during her study at State Islamic University „Syarif Hidayatullah‟ Jakarta.

2. Drs. Syauki, M. Pd; the chairman of English Education Department and

Zaharil Anasyi, M. Hum; the secretary of English education Department.

3. Nurlena Rifa‟i, P.hd; the Dean of faculty of Tarbiyah and Teachers‟

Training of State Islamic University „Syarif Hidayatullah‟ Jakarta.

4. Humaidi, S.Ag. The headmaster of SMP Islam Al Syukro Universal who

has allowed the writer to do the research there.

5. Ina, S.Pd. The English teachers of first grade who has guided the writer in

doing the research.

6. The first grade students of VII A and B of SMP Islam Al Syukro who

helped the writer by doing the test.

7. My beloved parents, sister, brother and friends who always supported the

writer in doing “research paper”.

iv

Perhaps this „research paper‟ can be useful to the readers, particularly to the

writer. Also, the writer realized that this „research paper‟ is far from being perfect.

It is a pleasure for her to receive constructive critics and suggestion from anyone

who read her „research paper.‟

Jakarta, March 2014

The Writer

v

TABLE OF CONTENT

ENDORSEMENT SHEET .............................................................................. i

ABSTRACT ..................................................................................................... ii

ACKNOWLEDGEMENT ...............................................................................iv

TABLE OF CONTENTS ................................................................................. v

LIST OF TABLES……………………………………………………………. vii

LIST OF CHARTS…………………………………………………………… viii

LIST OF APPENDICES…………………………………………………….. ix

CHAPTER 1: INTRODUCTION

A. Background of the study ............................................................. 1

B. Identification of the Problem ....................................................... 3

C. Limitation of the Study and Research Question ........................... 3

D. Objectives of the Study and Significance of the Study ................ 4

CHAPTER II: THEORETICAL FRAMEWORK

A. Error Analysis ............................................................................. 5

1. Error analysis in linguistics ................................................... 5

2. Distinction between error & mistake ..................................... 6

3. The Definition of Error Analysis ........................................... 7

4. The Steps of Error Analysis................................................... 8

5. The Causes of Errors .............................................................10

6. The Goal of Error Analysis…………………………………. 12

B. Personal Pronoun ................................................................................ 12

1. The Meaning of Personal Pronoun ........................................13

2. Type of Personal Pronoun .....................................................16

3. Personal Pronoun Problems ...................................................20

C. The factor of Difficulties ..............................................................22

1. Internal factors……………………………………………… 22

vi

2. External factors……………………………………………... 24

C. Previous Studies............................................................................ 25

CHAPTER III: RESEARCH METHODOLOGY

A. Time and Location ......................................................................28

B. Method of Study .........................................................................28

C. Data and Data Source..................................................................28

D. The Technique of Data Collection ...............................................28

E. Instrument ..................................................................................29

F. The Technique of Data Analysis .................................................29

CHAPTER IV: RESEARCH FINDINGS

A. Data Description ..........................................................................33

B. Data Analysis ...............................................................................35

C. Data Interpretation .......................................................................44

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions .................................................................................46

B. Suggestions ..................................................................................46

BIBILIGRAPHY

APPENDICES

vii

LIST OF TABLES

Table 4.1 (Tested Area and Test Item Distribution) ...................................... 33

Table 4.2 (Recapitulation of Percentage Based On the Total of Subject

Errors) .......................................................................................... 35

Table 4.3 (Recapitulation of Percentage Based On the Total of Object

Errors) .......................................................................................... 37

Table 4.4 (Recapitulation of Percentage Based On the Total of Possessive

Adjective Errors) ........................................................................... 38

Table 4.5 (Recapitulation of Percentage Based On the Total of Possessive

Pronoun Errors)…………………………………………………... 40

Table 4.6 (Recapitulation of Percentage Based On the Total of Reflexive

Pronoun Errors)…………………………………………………... 41

Table 4.7 (The Internal and External factors) ................................................ 34

viii

LIST OF CHARTS

Chart 4.2 (Percentage Based on the Total of subject pronoun Errors) .................... 36

Chart 4.2 (Percentage Based on the Total of object pronoun Errors) ............. 37

Chart 4.3 (Percentage Based on the Total of possessive adjective Errors) ..... 39

Chart 4.4 (Percentage Based on the Total of possessive pronoun Errors) ...... 40

Chart 4.5 (Percentage Based on the Total of reflexive pronoun

Errors)……………... .................................................................... 42

Chart 4.6 (Percentage of Errors based on the Highest to the Lowest of Total

Errors) .......................................................................................... 47

ix

LIST OF APPENDICES

1. Test Instrument…………………………………………………

2. Surat Pengajuan Judul Skripsi…………………………………..

3. Lembar Pengesahan Proposal Skripsi……………………………

4. Surat Bimbingan Skripsi…………………………………………

5. Surat Permohonan Izin Penelitian………………………………

6. Surat Keterangan Selesai Penelitian…………………………….

1

CHAPTER 1

INTRODUCTION

A. Background of the Study

English is known as an international language used for communication by

most people in the world. In Indonesia English is considered as the first foreign

language.

English must be mastered by all students in Indonesia, because it is started

being taught from play group or kindergarten, even in big cities. But in the

contrary, the students are still found difficult in learning English.

The students have many subjects that must be all mastered. Therefore why,

English being a special foreign language in Indonesia has started being from

kindergarten up to university. It is a compulsory subject they can follow the

development of science and technology for the sake of national development.

Having good comprehension in English become important for students

who wants to express his or her ideas. Using good English either in spoken or

written make the communication easier. We can avoid the entire problem about

language that students faced by having good skill in English.

Languages have important roles in intellectual, emotional, and social life.

People use language as stated by Lyons; Language is the institution where by

human communicates and interacts between each other’s by means of habitually

used oral auditory arbitrary symbols.1 Language as a communication mean is

necessary to be mastered: in the era of globalization the need of mastering foreign

language, especially English as an international language, is very urgent for

Indonesia as a developing country to communicate with others countries that use

English language. It is clear that many learner need to speak and interact with

English multiplicity situation, as for foreign travel business or other professional

reason.2 English is a foreign language in Indonesia and becomes a compulsory

1 John Lyons, Language as a communication and Linguistic, (New York : Cambridge

University Press, 1981), p.4 2 Mc. Donough. Jo and Christoper Show, Materials and Method in ELT, a Teachers

Guide, (Cambridge University Press, Massachussets, 1993)

2

subject at school. It is taught from elementary school up to University. As we

know that one of the goals of teaching English in Indonesia based on “the 2004

Curriculum is to enable students to use English as a means of communication

either oral or written”.3 Therefore, they must learn and master four language skills

such as listening, speaking, reading and writing. They do not only learn about

those four language skills, but also language components which support

communication. One of language components is grammar. It is the basic

knowledge and has important role in learning English because it contains kinds of

rules to construct a good sentence. By mastering grammar, we can communicate

our message clearly based on the correct rule. It is in line with widdowson’s

statement that “the best way of doing communication this was to associate the

teaching of foreign language with topics drawn from other subject on the school

curriculum”.4

Grammar is one of the language components in English language which

the learners must master in order that language they use is well produced.

However, the learners seem to have difficulty in learning grammar because

English and Indonesian grammar are quite different. This causes the errors to

occur in learning grammar in using personal pronoun.

Many studies on students’ errors were conducted by some researchers such

as (Khodijah, 2006) many errors in object pronoun are made by the first grade

students of MTS Nurul Falah Gunung Sindur, Bogor From the result of analysis,

the highest percentage of error is in using object pronoun (52.65 %), and the

lowest percentage of error is in using possessive adjective (33.72%).5, and also

(Khasanah, 2012) many errors in object pronoun are made by the second grade

students of SMP Islam Ruhama, Ciputat. From the result of analysis, the highest

frequency of error in using object (69.1%), and the lowest frequency of error is in

3Departemen Pendidikan Nasional, Kurikulum 2004 SMA Mata pelajaran Bahasa Inggris, (Jakarta: Departemen Pendidikan Nasional, 2004).

4H.G. Widdowson, Teaching Language as Communication, (Oxford University Press,

1978), p.15 5 Siti Khodijah, Error Analysis of the Students Test Results on Personal Pronouns,

(Jakarta: Faculty of Tarbiya and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2006)

3

using reflexive (51.6%)6. Their studies focused on error analysis of the students

test results on personal pronouns, and an analysis on students’ error in using

pronouns. All findings of those studies showed that Indonesian students still found

difficulty in learning grammar. The writer wonders whether the cases also occur

in SMP Islam Al Syukro Universal Ciputat. There are many errors in using

possessive pronoun are made by the first grade of SMP Islam Al Syukro

Universal, Ciputat. From the result of analysis, the highest frequency of error in

using possessive pronoun (40%), and the lowest frequency of error is in using

subject pronoun (31.03%)

Therefore, the writer is interested in analyzing the errors related to

personal pronoun which are made by Indonesian students, entitled “An Analysis

on Students’ Error in Using Personal Pronoun”. By knowing these errors, she

will find out some good solutions to minimize errors which are made by students

in using personal pronoun.

B. Identification of the Problem

Based on the background of the study above, there is a problem that can be

identified in this research: the first grade students of SMP Islam Al Syukro still

get difficulties in using personal pronoun.

C. Limitation of the Problem and Research Question

1. Limitation of the Problem

In this research, the writer limits her research to analyze the errors of using

Personal Pronoun (subject pronoun, object pronoun, possessive adjective,

possessive pronoun and reflexive pronoun).

2. Research Question

There are two problems analyzed in this research:

6 Nurul Khasanah, An Analysis on Students’ Error in Using Pronouns, (Jakarta: Faculty of

Tarbiya and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2012)

4

1. What are the percentages of students’ errors in using Personal

Pronoun?

2. Why do the First Grade students of SMP Islam Al Syukro make errors

in using Personal Pronoun?

D. Objectives of the Study and Significance of the Study

1. Objectives of the Study

The objectives of the study are:

1. To know the percentages of students’ errors in using Personal Pronoun

2. To know causes of errors which are made by students of SMP Islam Al

Syukro Universal in using Personal Pronoun.

2. Significance of the Study

This research is expected to give useful information for:

a. Students

This research may help the students in Junior High School, Senior

High School and University, about some common errors made by

students in using personal pronoun.

b. English teachers

By knowing some common errors made by the students in using

personal pronoun, they will find out a better strategy to teach it in

order that the students can overcome their errors.

c. Further researchers

It can also be used as a reference for other researchers who are

interested in doing a further linguistic research related to personal

pronoun.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Error Analysis

1. Error Analysis in Linguistics

Learning a foreign language is different from learning our mother tongue.

That is why it is natural and unavoidable when the students make error in learning

a foreign language. Thus, it is impossible that learner never make some errors in

language learning activity. Rido stated when the children learn mother tongue;

sometimes they use improper pronouns, ambiguous words or incorrect word

formation.1 Then, Erdogan stated that ―Error is the use of linguistic item in a way

that a fluent or native speaker of the language regards it as showing faulty or

incomplete learning‖.2

Errors in foreign language teaching especially in English are the cases

which are difficult to avoid. Harmer stated, ―Errors are parts of the students‘

interlingual that is the version of the language which a student has at any one

stage of development‖.3 Then, James stated that ―Error analysis is the process of

determining the incidence, nature, causes, and consequences of unsuccessful

language‖.4 Dulay also stated that ―errors are the flawed side of learner speech or

writing. They are those parts of conversation or composition that deviate from

some selected norm of mature language performance‖.5 The fact that the students

1 Valentinus Rido, Types of Correction Supporting the Learner-Centered Learning in

English Classes, (New York: Addison Wesley Longman, 2000), p.218. 2 Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Journal

of the faculty of Education, 1, 2005, pp. 261—270. 3 Jeremy Harmer, The Practice of Language Teaching, (London; Longman, 2001), p. 100. 4 Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New

York: Longman, 1998), p.80 5 Heidi Dulay, et all., Language two., (New York: Oxford University Press, 1982), p.138.

6

make error and these errors can be observed and classified led to a surge of the

study of students‘ errors can be analyzed.6

Error analysis is the analysis of kind and quantity of error that occurs on

the students about the type and causes of language error. By analyzing the error,

teacher and researcher expects to know more why the students make error.

Error analysis deals with the students‘ performance in terms of the

cognitive processes they make use of in recognizing or coding the input they

receive from the target language. A primary focus on error analysis is on the fact

that students‘ error provide with an understanding of the underlying process of the

second language acquisition.7

Based on those definitions above, the researcher conclude that error

analysis is a process of observing, identifying, interpreting and illuminating the

deviation of the rules of the second language learning made by learner, and it is

passed to get information on common difficulties faced by learner.

2. Distinction between Error and Mistake

The error is failure when the deviation arises as a result of lack of

knowledge whereas; the mistake comes up when learners fail to perform their

competence.8 Another theory, an error is made by a learner because he/she does

not apply the rule of linguistic item, in other words, a mistake is a non-systematic

deviation from the norms of the language.9

At this point, Corder introduces an important distinction between ‗errors‘

and‘ mistakes‘. Mistakes are deviations due to performance factors such as

memory limitations (eg mistakes in the sequence of tenses and agreement in long

6 Brown, Principle of Language Learning and Teaching,(New York; Longman, 2007), p.

259. 7 Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching,

Research Assistant, 2005, p. 262-263 8 Trianci Maicusi, Panayota Maicusi and Maria Jose Carillo Lopez, The Error in Second

Language Acquisition, Revista de investigacion e innovacion en la clase de idioms, 2000, p. 170. 9 Sunardi Hasyim, Error Analysis in the Teaching of English,

http://puslit.petra.ac.id/journals/.2002, p.45.

http://puslit.petra.ac.id/journals/.2002

7

sentences), spelling pronunciation, fatigue, emotional strain, etc. On the other

hand, Errors are systematic, consistent deviances characteristics of the learner‘s

linguistic system at a given stage of learning.10

―Mistakes also are skin to slips of the tongue. They are generally one-time

–only events. The speaker who makes a mistake is able to recognize it as a

mistake and correct it if necessary. Error is likely to occur repeatedly and is not

recognized by the learner as an error‖.11

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

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

and all people make mistakes in both native and second language situations, and

mistakes, when attention is called to them, can be self-corrected. While an error

reflects to the lack of competence of the learner, and error cannot be self-

corrected.12

In conclusion, students make mistakes in using language because of slip of

the tongue or spelling, lack of attention, carelessness, or some other factors of

performance. This is easily students can correct by themselves because they know

what is correct. On the other hand, errors are failure that when students make

error, they do not know what is correct and they also are not able to be self-

corrected because they occur repeatedly and do not know the concept.

3. The Definition of Error Analysis

To know errors which are made by students, teachers must do error

analysis. Error analysis is a branch of applied linguistics where teacher can

observe, analyze and classify errors that students made to reveal something of the

system operating within the learner, led to a surge of study of learners‘ errors.13

10 Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher, (Oxford:

Pergamon Press, 1981), p. 224. 11 M. Gass Susan and Larry Selinker, Second Language Acquisition, (New York:

Routledge, 2008), p. 102. 12 Brown, op. cit, p. 257—258. 13 Ibid., p. 259.

8

―Error Analysis (EA) was one of the first methods used to investigate

learner language. It achieved considerable popularity, replacing contrastive

analysis‖.14

―Error analysis is a type of linguistic analysis that focuses on the errors

learners make.15

Error Analysis is the process of determining the incidence,

nature, causes and consequences of unsuccessful language.16

4. The Steps of Error Analysis

According to Selinker, there are some steps of error analysis:

a. Collect data.

A researcher collects data to be analyzed, and it can be written or oral.

Identify errors. After collecting data, a researcher identifies errors which

are made by students.

b. Classify errors.

After identifying errors, a researcher classifies errors in order to know

what types of errors are made by students.

c. Quantify errors.

After classifying errors, a researcher quantifies errors to know the

percentage of each type of errors.

d. Analyze source.

After quantifying errors, a researcher analyzes sources of error to know

why students make errors.

e. Remediate.17

After knowing errors which are made by students, a researcher gives a

remedial based on the kind and frequency of an error type.

14

Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University,

1994) p. 68. 15 Susan and Selinker, loc. cit. 16 Carl James, Errors in Language Learning and Use, (London: Longman, 1939), p.1. 17 Susan and Selinker, op. cit., p. 103.

9

The methodology of error analysis, in so far as traditional error analysis

can be said to have followed a uniform method at all, consisted of the

following steps:

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

theme or from examining answers);

b. identification of errors (label, 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).18

There are four steps of error analysis:

a. Identifying errors.

The first step that must be done is identifying errors. On this step, a

researcher identifies all errors which are made by students.

b. Describing Errors.

After all errors have been identified, they can be described and classified

into types.

c. Explaining Errors.

On this step, a researcher explains why students make errors. He finds our

sources of error based on error types which are found.

d. Error Evaluation.

The purpose of the error analysis is to help learners learn L2. There is a

need to evaluate errors to minimize errors which are made by learners.19

18Fisiak, op. cit., p. 222. 19Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003),

pp. 15—19.

10

Corder (1974) suggests the following steps in Error Analysis research:

a. Collection of a sample of learner language.

b. Identification of errors.

c. Description of errors.

d. Explanation of errors.

e. Evaluation of errors.20

5. The Causes of Errors

Peter Hubbard,et.all, divided causes of errors into three areas:

a. Mother-tongue interference.

When someone learns a new language, it is difficult for him to leave his

mother tongue because language is a habit formation where he still brings

habit L1 to L2 that causes errors in language learning occur.

b. Overgeneralization.

Errors are inevitable because they reflect various stages in the language

development of learner. Learners tend to make overgeneralization of rules

that they learn. Meanwhile, there are many kinds of rules in English

language. They apply from one rule to other rules, for example, verb 2 of

cook is cooked, but verb 2 of go is not goed. There is another rule to

change verb 1 to verb 2. Not all Verb 1 can be changed into verb 2 by

added –ed.

c. Errors encouraged by teaching material or method.21

Errors also can occur because of teaching material or method. If material is

well chosen, graded, and presented with meticulous care, errors can be

minimized. Method that is chosen must be good in order that students feel

comfort and enjoy in receiving input from teacher.

20 Pit Corder, op. cit., p. 224. 21 Peter Hubbard, et all., A Training Course for TEFL, (Walton Street: Oxford University

Press, 1983), pp. 140-- 142.

11

Meanwhile, Richards divided causes of error into four areas:

a. Overgeneralization.

Learners make overgeneralization of rules that they are learning which

cause errors occur.

b. Ignorance of rule restriction.

This is the application of rule to contexts where they do not apply.

Learners sometimes ignore the rule restriction that must be applied.

c. Incomplete application of rules.

This is the occurrences of structures whose deviant represents the degree

of development if the rule required to produce acceptable utterances.

d. False concept hypothesized.22

This is a faulty rule learning at various levels, there is a class of

developmental error, which derived from faulty comprehension of

distraction in the target language.

There are some sources of error:

a. Interlingual Transfer.

Interlangual transfer is a significant source of error for all learners.

The beginning stages of learning a second language are especially

vulnerable to interlingual transfer from the native language, or

interference. In English language learning process, students still bring L1

to L2 because they are learned by the same habit formation process.

Therefore, either positive or negative transfer occurs. Positive transfer is

similar structures facilitate learning. L1 habit can successfully be used in

L2. Negative transfer is interference from the L1. L1 habits will cause

errors in the L2. Negative transfer is often become source of error because

it causes errors in language learning process.

22 Jack C. Richard, ERROR ANALYSIS Perspectives on Second Language Acquisition

(Longman, 1973), pp. 174—178.

12

b. Intralingual Transfer.

Intralingual transfer (within the target language itself) is a major

factor in second language learning. One of examples is overgeneralization,

which is the negative counterpart of intralingual transfer.

c. Context of Learning.

A third major source of error is context of learning. Context refers

to the classroom with its teacher and its materials in the case of school

learning or the social situation in the case of untutored second language

learning. In a classroom context the teacher or the text book can lead the

learner to make faulty hypothesis about the language. Students often make

errors because of a misleading explanation from the teacher, faulty

presentation of a structure or word in a textbook, or even because of a

pattern that was rotely memorized in a drill but improperly contextualized.

d. Communication strategies.

Communication strategies were defined and related to learning

styles. Learners obviously use production strategies in order to enhance

getting their messages across, but at times these techniques can themselves

become a source of error.23

5. The Goal of Error Analysis

There are some goals of error analysis; one of them is as Vallete said:

―One of the goals of error analysis is to reveal learners. A strategy is to help in the

preparation of more effective learning material‖.24

Next argument is while Corder

makes a distinction between the theoretical and applied goal of error analysis.

They are:

a. Applied goal aspect is correcting and eradicating the learner‘s error at the

expanse of the more important and logically prior task of evolving an

explanatory theory of learner‘s performance. In other word the applied

23Brown, op. cit., pp. 263—266.

24 Rebecca M. Vallete, Modern English Testing, (Boston: Boston College, 1977), p. 66.

13

goal serves to enable the students to learn more efficiently by exploiting

their knowledge.

b. Theoretical goal aspect is as worthy of study in and on itself as is that of

child language acquisition and can in turn provide insights into the process

of language acquisition in general.25

B. Personal Pronoun

1. The Meaning of Personal Pronoun

First, the writer would like to explain about pronouns before giving the

definition of personal pronoun. The traditional definition of pronoun is as a word

that takes the places of a noun. Modern grammarians who regard position and

function as the decisive factors in classifying a part of speech often consider

pronoun as a subclass of noun.26

Pronouns are a structure class whose members serve as substitution forms

for noun phrases. The noun phrase for which a pronoun substitutes is called the

antecedent of the pronoun. The subcategories of pronouns serve as substitution

forms to different degrees.27

From some definition above, it can be known that personal pronoun is a

word that take places of noun. However, the position and the function as the

significant factors in organizing a part of speech often consider pronoun as a

subclass of noun and substitution forms to different units.

The differences of many pronouns are more highly inflected for

grammatical properties, (person, number, case and gender), and all pronouns lack

the derivational endings (Such as; - tion, - ment) that nouns have.

Pronouns have most of the same functions as noun, such as:28

a. Subject of verb

25 Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher, (Oxford:

Pergamon Press, 1981), p. 225 26

Marcela Frank, Modern English, A Practical Reference Guide, (New Jersey : Prentice

Hall, 1972), P. 20 27 Mark S. Lc Tourneau, English Grammar, (Weber State University, 2001 harcourt ), p.

66 28 Ibid. P. 27

14

e. g; They were late for their appointment

b. Object of verb

- Direct object : e. g; We enjoy ourselves at the party

- Indirect: e. g ; We will send you the goods immediately

c. Subjective Complement

e. g; That‘s the one

d. Object of preposition

e. g; After this, be more careful

e. Appositive

- Nonrestrictive: Mary, one the most intelligent girls I know, is planning to attend

the university

- Restrictive: The men all got into boat

The word all, both and each used in close (restrictive) apposition.

They may be in opposition to nouns or pronouns.

Pronouns have various types, as they can be seen below:

a. Personal pronouns: I, we, you, they, he, she, it

b. Relative pronouns: Who, that, and which

c. Interrogative: Who, which and what

d. Demonstrative: This, that, these, those.

e. Indefinite pronoun: Somebody, someone, and something

f. Reflexive (intensive) pronoun: myself, yourselves ourselves etc.

g. Reciprocal pronoun: each, other, and another

Personal pronouns are part of pronouns that are words that replace a noun

or noun phrase, but they commonly refer to person and thing, as Martha said,

Personal Pronouns are the ones we usually think of when the word pronoun comes

to mind, we generally label them on the basis of person and members.29

Personal

pronouns are the pronouns that most readily substitute for noun phrases in a

29 Martha Kolln, Understanding English Grammar 4th edition, (New York : Macmillan,

1991), P. 331

15

sentence. The name should not be taken too literally: one such pronoun, it cannot

refer to persons, whereas another, they, may but need not so refer.30

A personal pronoun, whether singular or plural, can be used either as the

subject or the object of a verb. The table below shows the various forms of

personal pronoun:

Singular

Subject Object / after a

preposition

I am here

You go there

He / she / it is here

He writes to me.

He likes you.

Bring him / her / it here.

Plural

We are here

You may leave

They will go

It is for us.

He will buy it for you.

I like him. 31

There are four case forms of personal pronoun to indicate different

sentence function: Subjective case, objective case, the possessive case, and

reflexive case. Personal pronouns change their form for person (First, second and

third), for case (subject, object, possessive), number (singular, plural) and gender

(masculine, feminine, neuter), except for reflexive pronoun making the same kind

of changes.

Form of Personal Pronoun

Subject Object Possessive

Adjective

Possessive

Pronoun

Reflexive

Singular I

You

He

She

It

Me

You

Him

Her

It

My

Your

His

Her

Its

Mine

Yours

His

hers

Myself

Yourself

Himself

Herself

Itself

Plural We

You

They

Us

You

Them

Our

Your

Their

Ours

Yours

Theirs

Ourselves

Yourselves

Themselves

30 Mark S. Lc Tourneau, English Grammar, (Weber State University, 2001 harcourt ), p.

66 31 J.B. Alter, M.A. Corrective English for certificate students, (Melbourne :Times

Educational, 1980). P. 54

16

2. Type of Personal Pronoun

a. Subject Pronoun

According to Teresa, a pronoun in the subject group (I, she, he, we, they).

may be used in two ways:32

1. As the subject of a verb

e. g; He is my brother (He is the subject of the verb is)

We girls gave a party (we is the subject of the verb gave)

He is taller than I (The sentence is not written out in full, it means .He is taller

than I am (I is the subject of the verb am).

She plays as well as he (it means .she plays as well as he does. He is the subject of

the verb does).

2. As a word that means the same as the subject.

e. g; That boy in the blue jeans is he (He is the same as the subject boy).

It was she all right (she is the same as the subject it. Therefore the pronoun from

of the subject group is used).

Personal pronouns appearing after the verb be (usually for identification of

a person) take subject form in formal English: it is I, it is we, although in

grammatically correct but many native speakers are not comfortable with those

expression and modern usage English allows some exception for that rule: it is me

and it is us widely used particularly in informal speech.

b. Object Pronoun

Object pronoun appears after verbs or after preposition with a certain type

of verb preposition combination, a pronoun object appears between the verb and

preposition, example calls him up.

Object pronoun or non-subject group (me, him, her, us, them, and you) can be

used in four ways:

1. As direct object of verb:

e. g : They invited me (me is the direct object of verb invited)

2. As indirect object of verb

32 Teresa, The least you should know about English Basic writing skill, (Macomb Illinois :

Holt, Rinehart and Winston, 1977), P. 106.

17

e. g: They gave her a book (her is the indirect object of the verb gave. It comes

before a direct object).

3. As object of preposition

e. g : They taught it to him (him is the object of preposition)

4. As subject of infinitive

e. g : They asked her to move (her is the subject of infinitive).

In a series of two (or more) subjects or objects, the pronoun I comes last for the

sake of politeness.

e. g : my brother and I go to the movie

In American English, two personal pronouns do not usually occur together

as an indirect and direct object combination, for this reason, the sentence. I gave it

to him would be preferred to . I gave him it (but, I gave some, I gave him that).

c. Possessive Adjective

Possessive adjectives are followed immediately by a noun; they do not

stand alone, but refer to the possessor and not to the thing possessive. My, your,

his, her, its, our and their are determines, while in grammars and dictionary called

.possessive adjective.

e. g; This is my hat (my is the possessive adjective of the possessor hat).

The possessive it is used only with a noun following and do not take apostrophe.

It‘s (with an apostrophe) means it is or it has in the present perfect.

d. Possessive Pronoun

Possessive pronouns are not followed immediately by a noun, they stand-

alone. It also shows possession the same as in possessive adjective. Mine, yours,

his, hers, ours, theirs are called pronoun and there is no pronoun its.

e. g: This book is mine (mine is the possessive pronoun, that shows

possession).33

33 Marcela Frank, op.cit. P. 32

18

Personal Pronoun Possessive Pronoun

I

You (singular)

He

She

It

We

You (plural)

They

Mine

Yours

His

Hers

Its

Ours

Yours

Theirs

(a) No apostrophe is used with any of the possessive pronoun :

Hers is on the table; where‘s yours?

He has taken ours home with him.

(b) The possessive stands alone :

That is not our cat. Ours has a black tail.

He has taken his share of the money. And I have taken mine.

(c) When the possessive pronoun is used as the subject of the sentence,

there must be agreement with the verb. This can be singular or plural,

depending on what the pronoun stand for :

His pen is more expensive than mine.

His shirt has been sent to the laundry.

(d) ‗Of‘ + a possessive pronoun becomes a double possessive :

Is he a relative of theirs?

A cousin of ours is coming to stay with us for the holidays.

It was no fault of mine that you spilt the soup.

(e) The pronoun ‗its‘ is seldom used :

The white dog has eaten its dinner. The brown dog has had its, too.

This is the baby‘s teether. It is its

(f) The possessive pronoun ‗yours‘ is usually used to end a letter

Yours faithfully

Yours truly

Yours sincerely.34

f. Reflexive Pronoun

34 J.B. Alter, M.A. Op. cit., P. 59

19

A reflexive pronoun is combination of self with one of the personal

pronoun or with the impersonal pronoun one, generally refers to an

animate being usually a person. The most common use of the reflexive

pronoun is as an object that reflects back to the subject; it is used:35

1. as the direct object of the verb

You must not blame yourself for that mistake. (The subject you and the object

yourself have the same identity).

2. as the indirect object of the verb

I bought myself a beautiful watch (or I bought a beautiful watch for myself).

He has never denied himself anything.

3. as a prepositional object

Of a verb: We should depend on ourselves rather than on others.

Of a adjective: She is angry with herself for making such a mistake.

In some prepositional phrases with reflexive pronouns that do not refers

back to the subject and often regarded as informal are such as:

This is strictly between ourselves (or us)

The fault lies in ourselves (or us) not in our stars.

Did anyone see the money beside yourself (or you)?

In popular speech, reflexive pronoun is sometime used in the last part of a

compound subject or object.

My wife and myself were invited to the party

Her teacher asked her friend and herself to help with the decoration.

A special use of reflexive pronoun is to intensify a noun or pronoun as subject or

object.

As subject: We ourselves will lead the discussion (we and no one else). Or we will

lead the discussion ourselves

As object: I saw the chief himself

They want us to lead the discussion ourselves.

We spoke to the victims themselves.

35 Ibid., P. 32

20

3. Personal Pronoun Problems

Most of the learners have some difficulties in using the right Personal

Pronoun. Here is some problem that learner face:36

a. A pronoun with two possible antecedents

Example: Whenever John is able to help his brother financially,

He is very happy.

Corrected to: John is happy when he is able to help his brother financially.

Or: John‘s brother is happy to receive financially help from John.

b. An unnecessary personal pronoun after a noun subject.

e.g; my friends, they told me the whole story

Corrected to: My friends told me the whole story

c. Vague it. The personal pronoun it is used without a definite antecedent.

e.g; Because Jane had once had a bad accident while driving.

She was afraid to try it again.

Corrected to: ... She was afraid to try to drive again.

In certain colloquial idioms, a definite antecedent is not required for the personal

pronoun it.

e. g; I hope you will like it here

The strain of final examinations is to great, I can‘t take it

d. Too many it’s near each other personal it appears in close proximity with

impersonal or anticipatory it.

e. g ; We like it very much in this hotel. It is wonderful to relax in its comfortable

atmosphere. It is possible we‘ll stay in it again on our next vacation.

e. Loose use of it or they as subject

It or they is sometimes used as the subject of a verb, while the agent that should

actually be the subjects is put in prepositional phrase.

e. g ; in the news paper, it says that the concert was canceled

Corrected to: The newspaper says that the concert was canceled.

e. g ; At the university, they require an examination for all entering freshmen

Corrected to: The University requires an examination for all entering freshmen.

36 Ibid. P. 44

21

f. Shift Pronoun number

e. g : The student must be made to understand how each lesson can be of value to

them.

Corrected to: The student change to be students or Them changes to be him

g. Shift Person

Third person is not used in one part of a sentence if it is shifted back to the

personal you

Example : A good song lends comfort to people, so that you feel less alone.

Corrected to: A good song lends comfort to you… Or..., so that feel less alone.

h. Choice of case

Over corrected it happens when there are two choices between subject

(she) and object (her) case forms of pronouns. Many students tend to use objective

forms when Standard English uses subject ones (him and me are friends), they

automatically ―Overcorrect‖ in certain situations:

D Obj D Obj

Example : They appointed she and I to a subcommittee

As direct objects, the pronouns are supposed to be her and me.

The fact that there are two direct objects instead of one, so nothing should

be changed. It is not allowed the case of a pronoun to be determined by a

following appositive.

Example; parking is a tragic dilemma for we professor actually, it doesn‘t mean to

write for we, so it is not allowed to write for we professor.

Pronoun complements it appears when the pronoun complements are often

used in the objective case (that is him: it is them), they are supposed to be that is

she and it is they. Only for pronoun me and us have special exception for this rule.

Pronoun following than or as, after than or as, a pronoun can be either subjective

or objective case, depending on the intended meaning, it would be better to supply

the omitted words:

a. Biff tackled Otto harder than (he did) me

b. He is stronger than I (am)

22

c. She is as tall as they (are).37

C. The Factor of Difficulties

Muhibin Syah said that the internal factors are divided into two aspects;

physiological aspect and psychological aspect.38

The factors of student‘s difficulties were divided into two factors. The first

is internal factor and the second is external factor. According to Abu Ahmadi and

Widodo Supriyono, the intern factor is divided into two kinds, namely

physichological and physiological factor. However, the extern factor includes

social and nonsocial factors.

1. Internal Factor

a. Physiological

This factor is most influential for students‘ success while they are

studying there are the factors which cause physically, namely sick, less

healthy, and physical defect. They will be tired easily and difficult to

concentrate while learning. Finally, the physical defect also can be a

problem in learning process because their sense such as auditory does

not works well.

b. Physichological

When studying, the students need to prepare spiritual in order to

receive the lesson well. If the students do not have it, they will get

the problem because they are not calm while they are following the

learning process. These case is caused by any factors, namely:

1) Intelligence

These are classification or grade IQ of students. Firstly, IQ

of students who are genius, are about up to 140. Secondly, IQ

37 Frederick Crews, The Random House Handbook (New York: Random House, 198).

P.287- 288 38 Abu Ahmadi and Widodo Supriyono (, 199). P. 75

23

of students who are intelligent, are about 110-140. Thirdly, IQ

of students who are normal, are about 90-11-. Therefore, IQ of

students who are mental weal, are about low 90. These students

who often get the problem in learning.

2) Talent

Talent is the basic potential or basic competence which is

gotten from born. Everyone has different talent. For example,

someone whose talent in music or dance will develop the talent

easily. However, when students are taught something that is not

their talent, they will get problem and give up easily, bored,

along with unhappy until they get a bad score.

3) Interest

Interest is very important in learning. In case students do

not have it, they will get difficult in learning. The indicator of

students who have no interest can be shown from their ways to

follow learning, whether complete or incomplete their notes,

and take attention or nor while they are following the lesson.

4) Motivation

Motivation functions to encourage someone in order to

study. This can be successful factor in learning. The higher

motivation, the higher success which they get. On the other

hand, the students who didn‘t have the motivation they will get

the problem and easily despondent, didn‘t pay attention to

learn, and like annoying in their class. The characteristics of

students whose motivation. Are they always read a books and

will never give up.

5) Mental Health

In learning the students is not only need intelligence, but

they are also need good mental until they can easily receive the

lesson in learning process. Mental and learning has effectual

24

composure emotion until it gives good concentration in

receiving the stimulus while they are studying.

6) Special types of learner

There are three special types of learner, namely visual,

motoric, and auditory. Someone whose is visual type will

be easy to learn something if it is supplied by written text,

pictures, graphics, and drafts. Therefore, the auditory

students will be easy to learn something in sound. Finally,

the student motoric type, will be easy to learn something in

moves and written. 39

2. External Factor

a. Social Environment

The social environment includes family, student‘s school

environment, society and neighbors. The definitions of social

environment is the environment outside that has contact directly

with students. Family should give attention to their children so that

they don‘t get problem in learning. Therefore, student‘s school

environment such as their teacher, classmate, and staff

administration can influence the students‘ difficulties. Then, the

teacher have to qualified, good relationship with the students, good

diagnosing skill, and suitable method in teaching learning process.

Finally, the neighbor and society inside us can influence the

students. If these social environments do not support them, they

will get difficulties in learning.

b. Nonsocial Environment

There are the factors which include the nonsocial environment.

They are school building and location, learning instruments, home

39 Abu Ahmadi dan Widodo Supriyono, psikologi Belajar.(Jakarta; PT. Rineka Cipta, 1991).

P. 79-85

25

and location, weather, and learning time. These factors above can

influence students‘ difficulties.40

D. Previous Studies

There are three previous studies that the writer takes about error analysis.

They are Error Analysis of the Students’ Test Result on Personal Pronouns, Error

Analysis on Using Modal Auxiliaries, and An Analysis of Students‘ Errors in

using pronouns.

The first previous study is about Error Analysis of the Students‘ Test

Result on Personal Pronouns, a case study in first year of MTS Nurul Falah

Gunung Sindur Bogor (Khadijah, 2006). The study focused on what types and

sources of errors made by the students in using personal pronoun. The subjects of

this research are the first year students of MTS Nurul Falah Bogor which consists

of two classes and it is located on Jl. Pahlawan, Kp. Bulak saga Cibadung-

Gunung Sindur Bogor. The technique of data collecting was done by giving a test

and conducting an observation. The type of test that the writer used is multiple

choices and it consists of 30 items and each number of Personal Pronoun is put in

random. In this research, errors which are analyzed are about subject pronoun,

object pronoun, possessive adjective, possessive pronoun and reflexive. From the

result of analysis, the highest percentage of error is in using object pronoun (52.65

%), and the lowest percentage of error is in using possessive adjective (33.72%).

There are two sources of error that the writer found; they are the facility of student

learning and the method of teaching.41

The second previous study is about Error Analysis on Using Modal

Auxiliaries (Hinayah, 2012). This research is aimed at obtaining the clear

information about level of the students‘ errors in using modal auxiliaries ‗must‘

and ‗have to‘ by using descriptive analysis method. The samples of this research

40 Muhibin Syah, Psikologi Pendidikan dengan Pendekatan Bar, (Bandung, PT. Remaja

Rosdakarya, 1997). P. 137-138 41 Siti Khadijah, ―Error Analysis of The Students Test Results on Personal Pronouns at

the First Year students of Mts Nurul Falaah Gunung Sindur‖, Skripsi pada Universitas Islam

Negeri Syarif Hidayatullah Jakarta, Jakarta, 2006.

26

are 30 students of VIII A of second grade students at MTsN 1 Pandeglang. To

collect the data, the writer gave a test and questionnaire sheets to know why the

students do the errors in using ‗must‘ and ‗have to.‘ After conducting the research,

the writer found several findings; the most students‘ errors are mis-formation

78.83%, the second level of errors is in omission with frequency 15.76%, the third

level of errors is in addition with frequency 5.39%, and the last level of errors is

in mis-order with frequency 0%. The reasons why the students did errors in using

‗must‘ and ‗have to‘ are caused by context of learning – in a classroom context the

teacher or the textbook can lead the student to make faulty hypotheses about

language. Students often made errors because of misleading explanation from the

teacher, faulty presentation of a structure or word in a textbook.42

The third study is about an analysis of students‘ errors in using pronouns

(khasanah, 2012). The content of this research is about an analysis on students‘

errors in using pronouns. The study focused on the test type of errors made by the

students of SMP Islam Ruhama Ciputat in using pronouns. The subjects of this

research are the eight year of SMP Islam Ruhama Ciputat which consists of one

class. This research applies observation method and uses test technique by testing

the respondents. The technique of data collecting is done by giving a test. The test

consists of two type: This test consists of 20 items and 10 items are about multiple

choice and 10 items are about fill in the blank and choosing the parentheses for

test. From the result of analysis, the highest frequency of error in using object

(69.1%), and the lowest frequency of error is in using reflexive (51.6%).43

The previous studies above can be a good reference for the writer in doing

her research. She will compare about the methodology of research and the result.

Especially for the First previous study, it is similar to the current study. However,

42 Hinayah,‖ Error Analysis on Using Modal Auxiliaries at the Second Grade Students of

MTsN 1 Pandeglang‖. Skripsi pada Universitas Islam Negeri Syarif Hidayatullah Jakarta,

Jakarta, 2012 43 Khasanah,‖ An Analysis on Students‘ Error in Using Pronouns at the Second Grade

Students of SMP Islam Ruhama Ciputat‖. Skripsi pada Universitas Islam Negeri Syarif

Hidayatullah Jakarta, Jakarta, 2012

27

this study did not only focus on what kinds of errors made by the students, but

also the causes of error in Personal Pronoun.

28

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Location

This research took place at SMP Islam Al Syukro Universal which

is located on Jl. Otista Raya Gg. H. Ma’ung. No 30 Ciputat 15411 South

Tangerang. This research started from 24 July 2013 to 9 January, 2014.

B. Method of Study

The writer used the descriptive analysis method which used the

procedures of error analysis. The method was used to analyze problems or

cases that happened.

C. Data and Data Source

The data of the research were the students’ errors in using personal

pronoun; the data were taken from test and interviews. The data from test

were used to know kinds of errors made by students in using personal

pronouns. The data from questionnaire were used to know why students of

SMP Islam Al Syukro Universal made errors in using personal pronouns.

D. The Technique of Data Collecting

To collect data, the writer gave the test and interviews the students

of SMP Islam Al Syukro Universal, South Tangerang.

1. Test

2. This test was used to know the percentages of errors made by

students of SMP Islam Al Syukro Universal in using personal

pronouns. The writer gave a test which focused on the use of

personal pronouns, the test consists of twenty four items, each of

personal pronoun has certain items; for subject pronoun, it has six

items. Object pronoun has six, possessive adjective has four items,

29

possessive pronoun has four items and reflexive has four items.

The writer put the items at random.

2. Interview

Interview was used to know why students of SMP Islam Al Syukro

made errors in using personal pronoun. The writer did an interview which

focused on why students of SMP Islam Al Syukro Universal make errors

in using personal pronoun (subject, object, possessive adjective, possessive

pronoun and reflexive pronoun), and it consists of 6 items. The instrument

sheet can be seen in appendix.

E. Instrument

The writer gave the test and interview to students of SMP Islam Al

Syukro Universal, South Tangerang to get the data. This test consists of 24

items with the tested areas which are put in random throughout the items.

Table 3.1

Personal pronoun Area and Each item

No Personal Pronoun Area Item Number

Multiple choice Fill in the blank

1 Subject Pronoun 1,7,15, 16, 20,22

2 Object Pronoun 2,8,13 17, 21, 24

3 Possessive Adjective 4,9,12 18,

4 Possessive Pronoun 3,10 19, 23

5 Reflexive 5,6,11,14

The writer did an interview which focused on why students of SMP Islam

Al Syukro Universal make errors in using personal pronoun (subject, object,

possessive adjective, possessive pronoun and reflexive pronoun), and it

consists of 6 items.

F. The Technique of Data Analysis

After collected, the data were analyzed according to objectives of

the research, i.e. finding out the percentages and causes of error. Since

30

each objective is analyzed by using different instrument, the data analysis

also presented differently based on each instrument.

1. Test

After collecting the data, the writer analyzed the students’ errors by

focusing on their errors in using personal pronoun from the students’

answer sheets. For data analysis procedure, the writer used descriptive

analysis technique (percentage).

Besides, the writer used some procedures in doing the analysis of

data. Firstly, collecting the data which will be analyzed. Secondly,

identifying and analyzing the errors made by the students by circling the

errors. Thirdly, classifying the errors are produced, whether it is the error

of subject (I, you, he, she, it); object (me, you, him, her, it), possessive

adjective(my, your, his, her, its, our), possessive pronoun (mine, yours,

his, hers, ours), and reflexive pronoun (myself, yourself, himself, herself,

itself, ourselves, yourselves, themselves) Finally, tabulating the errors by

counting the errors, putting the errors into the tables based on the

classification of errors, and counting the percentage of the errors. It will be

described in the table of percentage obtained by using the formula as

follows1:

P=

x 100%

P= Percentage

F= Frequency of wrong answer

N= Number of sample

1 Allan G. Bluman. Elementary Statistics : A Step by Step Approach , 5th edition, ( New

York: the McGraw-Hill Companies, Inc, 2004), p. 68

31

Having count the percentage of errors, the writer analyzed sources

of error to know why students make errors. Finally, by looking up the

results of the analysis, the next step is drawing some conclusions.

After testing the students and identifying students’ errors. The third

step in the procedure is classifying the errors. The students’ errors are

classified based on the kinds of personal pronoun, as seen in table:

a. Subject Pronoun

Table 3.2

Frequency of Students Error in Subject Pronoun

Personal pronoun

area Item Number

Frequency of

Error

Percentage

of Error

Subject Pronoun

Total

b. Object Pronoun

Table 3.3

Frequency of Students Errors in Object Pronoun

Personal pronoun

area Item Number

Frequency of

Error

Percentage

of Error

Object Pronoun

Total

32

c. Possessive Adjective

Table 3.4

Frequency of Students Error in Possessive Adjective

Personal pronoun

area Item Number

Frequency of

Error

Percentage

of Error

Possessive Adjective

Total

d. Possessive Pronoun

Table 3.5

Frequency of Students Error in Possessive Pronoun

Personal pronoun

area Item Number

Frequency of

Error

Percentage

of Error

Possessive Pronoun

Total

e. Reflexive Pronoun

Table 3.6

Frequency of Students Error in Reflexive Pronoun

Personal pronoun area Item Number

Frequency of

Error

Percentage

of Error

Reflexive Pronoun

Total

2. Interview

The writer did an interview which focused on why students of

SMP Islam Al Syukro make errors in using personal pronoun (subject,

object, possessive adjective, possessive pronoun and reflexive), and it

consists of 6 items.

33

CHAPTER IV

RESEARCH FINDINGS

This chapter discusses about the findings of the research based on the data

gained during the research.

A. Data Description

1. Test

The writer gave a test which focused on the use of personal pronoun;

those are object pronoun, subject pronoun, possessive adjective, possessive

pronoun and reflexive pronoun. This test consists of 24 items. 15 items are

multiple choice questions and 9 items are fill in the blank questions. Throughout

the 24 items, these are 6 items asking about subject pronoun, 6 items asking about

object pronoun, 4 items asking about possessive adjective, 4 items asking about

possessive pronoun, and 4 items asking about reflexive pronoun. The writer put

the items at random as seen below:

Table 4.1

Tested Area and Test Item Distribution

No Personal Pronoun Item Number

1 Subject Pronoun 1, 7, 15, 16, 20, 22

2 Object Pronoun 2, 8, 13, 17, 21, 24

3 Possessive Adjective 4, 9, 12, 18,

4 Possessive Pronoun 3, 10, 19, 23

5 Reflexive Pronoun 5, 6, 11, 14

34

2. Interview

The writer did an interview which focused on why students of SMP Islam

Al-Syukro Universal made errors in using personal pronoun. She took 10 of 30

students as sample based on the highest, middle and the lowest score. This

interview consists of 6 items, and the instrument sheet can be seen in appendix.

Table 4.7

The internal and external factors causing the students’ difficulties

No Students’

name

Internal factor

(Psychological Aspects) External factor

I1 T I2 MT MH STL

social Nonsocial V A M

1 Student 1 - - -

2 Student 2 - - -

3 Student 3 - - -

4 Students 4 - - -

5 Student 5 - -

6 Student 6 - - -

7 Student 7 - - -

8 Student 8 - - - -

9 Student 9 - - -

10 Student 10 - - - -

Total 8 3 6 2 2 3 7

35

Note:

I1 : Intelligence

T : Talent

I2 : Interest

MT : Motivation

MH : Mental Health

STL : Special Types of Learner

A : Audio

B : Visual

C : Motorist

B. Data Analysis

After the writer gets the scores of English test, the writer analyzes the

students’ test scores and process the result by calculation of result of the test by

changing the result into percentage.

1. Test

Table 4.2

Students’ Error on Subject Pronoun

Personal Pronoun

Area

Item

Number

Frequency of

Error

Percentage

of Error

Subject Pronoun

1 0 0%

7 0 0%

15 3 16.66%

36

16 2 11.11%

20 9 50%

22 4 22.22%

Total 6 items 18 100%

Chart 4.1

Percentage Based on Subject Pronoun Errors

In order to find the average of total frequency errors in using subject

pronoun, the writer using formula:

P=

x 100%

P= 18 x 100%

30 x 6

P= 10%

Firstly the writer would like to reveals the percentage frequency of errors in

using subject pronoun. From 6 items number, there are18 error occurrences. There

are 0 students or 0% who find error in item number 1, there are 0 students or 0%

1 7 15 16 20 22

6 0 0 3 2 9 4 18

0% 0% 16.66% 11.11%

50% 22.22%

100%

Per

cen

tage

of E

rro

rs %

Kinds of Errors

PERCENTAGE BASED ON THE TOTAL OF SUBJECT PRONOUN ERRORS

Item number Frequency of Error Total of Error

37

who find error in item number 7, there are 3 students or 16.66% who find error in

item number 15, there are 2 students or 11.11% who find error in item number 16,

there are 9 or 50% who find error in item number 20, and there are 4 students or

22.22% who find error in item number 22.

From the total of error it can be seen the percentage of error in using subject

pronoun reaches 100% with the average is 10%.

Table 4.3

Students’ Error on Object Pronoun

Personal pronoun

area Item Number

Frequency of

Error

Percentage

of Error

Object Pronoun 2 8 27.58%

8 5 17.24%

13 3 10.34%

17 2 6.89%

21 9 31.03%

24 2 6.89%


Chart 4.2

2 8

13 17

21 24

6 8 5 3 2 9 2

29

27.58% 17.24% 10.34% 6.89% 30% 6.89% 100%

Per

cen

tage

of E

rro

rs %

Kinds of Errrors

PERCENTAGE BASED ON THE TOTAL OF OBJECT PRONOUN ERRORS

38

Percentage Based on Object Pronoun Errors

In order to find the average of total frequency errors in using object


P=

x 100%

P= 29 x 100%

30 x 6

P= 16.1%

According to the data above that there are 6 items number, there are 29 error

occurrences. There are 8 students or 27.58% who find error in item numbers 2,

there are 5 students or 17.24% who find error in item numbers 8, there are 3

students or 10.34% who find error in item numbers 13, there are 2 students or

6.89% who find error in item numbers 17, there are 9 or 31.03% who find error in

item numbers 21, and there are 2 students or 6.89% who find error in item number

24.

From the total of error it can be seen the percentage of error in using object

pronoun reaches 100% with the average is 16.1%.

Table 4.4

Students’ Error on Possessive Adjective

Personal Pronoun

Area

Item

Number

Frequency of

Error

Percentage

of Error

Possessive Adjective 4 2 22.22%

9 1 11.11%

12 3 33.33%

39

18 3 33.33%


Chart 4.3

Percentage Based on Possessive Adjective Errors

In order to find the average of total frequency errors in using possessive

adjective, the writer using formula:

P=

x 100%

P= 9 x 100%

30 x 4

P= 7.5%



there are 1 students or 11.11% who find error in item numbers 9, there are 3

4 9 12

18

2 1 3 3 9 22.22% 11.11% 33.33% 33.33% 100%

Per

cen

tage

of

Erro

rs %

Kinds of Errors

Percentage Based On the Total of Possessive Adjective Errors

Item Number Frequency of Error Percent’s of Error

40

students or 33.33% who find error in item numbers 12, and there are 3 students or

33.33% who find error in item numbers 18.

From the total of error it can be seen the percentage of error in using

possessive adjective reaches 100% with the average is 7.5%.

Table 4.5

Students’ Error on Possessive Pronoun

Personal pronoun

area

Item

Number

Frequency of

Error

Percentage

of Error

Possessive Pronoun 3 6 20%

10 1 3.33%

19 12 40%

23 11 36.66%


Chart 4.4

Percentage Based on Possessive Pronoun Errors

4

0 3 6 20% 10

1 3.33%

19 12 40%

23 11

36.66%

PER

CEN

TAG

E O

F ER

RO

RS

%

KINDS OF ERRORS

PERCENTAGE BASED ON THE TOTAL OF POSSESSIVE PRONOUN ERRORS

41

In order to find the average of total frequency errors in using possessive


P=

x 100%

P= 30x 100%

30 x 4

P= 25%


occurrences. There are 6 students or 20% who find error in item numbers 3, there

are 1 students or 3.33% who find error in item numbers 10, there are 12 students

or 40% who find error in item numbers 19, and there are 11 students or 36.66%

who find error in item numbers 23.


possessive pronoun reaches 100% with the average is 25%.

Table 4.6

Students’ Error on Reflexive Pronoun

Personal pronoun

area

Item

Number

Frequency of

Error

Percentage

of Error

Reflexive Pronoun 5 1 7.69%

6 1 7.69%

11 10 76.92%

14 1 7.69%


42

Chart 4.5

Percentage Based on Reflexive Pronoun Errors

In order to find the average of total frequency errors in using reflexive


P=

x 100%

P= 13 x 100%

30 x 4

P= 10.8%

According to the data above that there are 4 items number, there are13 error


there are 1 students or 7.69% who find error in item number 6, there are 10

students or 76.92% who find error in item numbers 11, and there are 1 students or

7.69% who find error in item numbers 14.


reflexive pronoun reaches 100% with the average is 10.8%.

1 1

10

1

13

7.69% 7.69% 76.92% 7.69% 100% 0

2

4

6

8

10

12

14

5 6 11 14 4 items

Pe

rce

nta

ge o

f E

rro

rs %

Kinds of Errors

Percentage Based on the Total of Reflexive Pronoun Errors

43

Here the writer discussed about the description of students’ error in using

personal pronoun. The description of data that is made by the writer is based on

classification in internal factors and external factors which cover the intelligence,

interest, motivation, talent, and student’s type learning.

2. Interview

Having made percentage of the errors produced, the next procedure is

analyzing sources of error to know why students of SMP Islam Al-Syukro

Universal make errors in using personal pronoun.

This research did not only focus on the percentages of students’ errors, but

also the causes of error. The writer did an interview to students to know the causes

of error, and there will be a discuss on why the students make errors in using

personal pronoun as can be seen in the following explanation.

From the interview result based on the theory explained above, the writer

got the answer that cause of students’ errors in using them was from internal

factor with 8 of the interviewee facing the difficulties caused by their interest,

they do not pay attention to the explanation given, the difficulties caused by their

motivation with 3 students and their special types of learner in audio 2, visual 6

and motoric 2 students. The second was from external factor that is divided into

two kinds, namely social was from external factor that is divided into two kinds,

namely social and nonsocial environment. The result of interview that was

conducted in nonsocial environment with 7 students where they got the problems

in learning because the facilities of school are not support them and the social

factor with 3 students where their parents did not take attention and gave

contribution while they are learning.

Based on the findings above, the writer take a conclusion that the first

grade of SMP Islam Al Syukro, Ciputat made the error in using personal pronoun

caused by the external and internal factors.

44

C. Data Interpretation

Based on the analysis of the results above, it can be shown from the table below:

Table 4.8

Percentage of Errors Based on the Highest to the Lowest of Total Errors

No. Kinds of Personal Pronoun Frequency of Error Percentage

1 Possessive Pronoun 30 40%

2 Object Pronoun 29 31.03%

3 Subject Pronoun 18 50%

4 Reflexive Pronoun 13 76.92%

5 Possessive Adjective 9 33.33%

The table 4.7 shows that the highest frequency of errors is in possessive

pronoun (30 errors), and the lowest one is possessive adjective (9 errors).

However, it does not mean that the most errors that the students made are in using

possessive pronoun. The writer does not use the highest frequency of errors as a

criterion to count the most errors which are made by students because kinds of

each personal pronoun are different. Therefore, she uses the average to count the

percentage of errors which are made by students, and the result shows that the

most errors which are made by students on first grade of SMP Islam Al-Syukro

Universal is in possessive pronoun with percentage 40%. With those percentages,

teachers must pay more attention to this possessive pronoun. Moreover, students

have not understood the usage of possessive pronoun, and they still think that

possessive pronoun and possessive adjective are the same meaning possession.

Therefore, they seldom use them as possessive. The second is with percentage

31.03%, the third is with percentage 50%, the fourth is with percentage 76.92%

and the last is possessive adjective with percentage 33.33%. For clearer

understanding, the distribution of those percentages can be described by using

graphic in form of histogram as follow:

45

Chart 4.6

Percentage of Errors based on

The Highest to the Lowest of Total Errors

In this data interpretation, the result of test and interview are matched.

Both test and questionnaire have the same findings about the most errors which

are made by students of SMP Islam Al-Syukro Universal; that is in using

possessive pronoun.

The reasons why students of SMP Islam Al-Syukro Universal made errors

in using personal pronoun are caused by the external and internal factors.

30 29

18 13

9

40% 31.03%

50%

76.92%

33.33%

POSSESSIVE PRONOUN

OBJECT PRONOUN

SUBJECT PRONOUN

REFLEXIVE PRONOUN

POSSESSIVE ADJECTIVE

1 2 3 4 5

Per

cen

tage

of

Erro

rs %

Kinds of Errors

Percentage of Errors Based on the Higest to the Lowest of Total Errors

46

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusions

Based on the research finding and data interpretation in the previous

chapter, it can be concluded that the students of SMP Islam Al Syukro Universal

Junior High School still made errors in using personal pronoun.

The errors consisted of Errors of subject pronoun (50%); errors of object

pronoun (31.03%); errors of possessive adjective (33.33%); errors of possessive

pronoun (40%) and errors of reflexive pronoun (76.92%). It can be concluded that

the most errors made by students of SMP Islam Al- Syukro Universal is errors in

using possessive pronoun.

The reasons why the students made errors in using personal pronoun are

caused by their internal and external factors.

B. Suggestions

Based on the conclusion there are some suggestion for the teachers, and

the students:

1. The teacher should give special time to explain pronouns, because in

English and Indonesian language there are no different and it makes

students confused. There is no different between genders or in possessive

but in English it will be different.

2. The teacher should improve himself/herself in transferring the material to

overcome the students’ problem in learning possessive pronoun.

3. The teacher should choose the method, approach, technique, model and

strategy in teaching especially for delivering possessive pronoun and

object pronoun.

4. The teacher should give feedback to the students’ assignment in order to

that the students’ know about the errors and mistake they have made in

possessive pronoun.

47

The suggestions for students are:

1. The students should pay more attention on using pronouns.

2. The students must do all test or homework given by their teacher.

3. The students should read any kinds of grammar books especially personal

pronoun to enrich their ability in understanding language structure.

48

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edition. New

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Brown H.D, Principle of Language Learning and Teaching, (New York;

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

(New York: Longman, 1998).

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Departemen Pendidikan Nasional, Kurikulum 2004 SMA Mata pelajaran Bahasa

Inggris, (Jakarta: Departemen Pendidikan Nasional, 2004).

Dulay, Burt, M., & Krashen , S. Language Two, (New York: Oxford University

Press, 1982).

Frederick Crews, The Random House Handbook (New York: Random House,

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Hubbard, P., Jones, H., Thornton, B., & Wheeler, R. A Training Course for TEFL.

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J.B. Alter, M.A. Corrective English for certificate students, (Melbourne: Times

Educational, 1980).

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

Press, 1981).

Jack C. Richard, Error Analysis Perspectives on Second Language Acquisition

(Longman, 1973).

Jeremy Harmer, The Practice of Language Teaching, (London; Longman, 2001).

John Lyons, Language as a communication and Linguistic, (New York :

Cambridge University Press, 1981).

Kadir, dkk. Pedoman Penulisan Skripsi. Jakarta: Fakultas Ilmu tarbiyah dan

Keguruan UIN Syarif Hidayatullah, 2011.

49

M. Gass Susan and Larry Selinker, Second Language Acquisition, (New York:

Routledge, 2008).

Marcela Frank, Modern English, A Practical Reference Guide, (New Jersey:

Prentice Hall, 1972).

Mark S. Lc Tourneau, English Grammar, (Weber State University, 2001

harcourt).

Martha Kolln, Understanding English Grammar 4th edition, (New York:

Macmillan, 1991).

Mc. Donough. Jo and Christoper Show, Materials and Method in ELT, a

Teacher’s Guide, (Cambridge University Press, Massachussets, 1993).

Paul Robert, Understanding Grammar, (New York: Harper & Row Publishers,

1954).

Pit Corder in Jacek Fisiak, Contrastive Linguistics and Language Teacher,

(Oxford: Pergamon Press, 1981).

Rebecca M. Vallete, Modern English Testing, (Boston: Boston College, 1977).

Rod Ellis, Second Language Acquisition, (New York: Oxford University Press,

2003).

Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford

University, 1994).

Sunardi Hasyim, Error Analysis in the Teaching of English,

http://puslit.petra.ac.id/journals/.2002,

Syah, Muhibbin: Psikologi Pendidikan dengan Pendekatan Baru, Bandung: PT.

Remaja Rosdakarya, 2007.

Teresa, The least you should know about English Basic writing skill, (Macomb

Illinois: Holt, Rinehart and Winston, 1977).

Trianci Maicusi, Panayota Maicusi and Maria Jose Carillo Lopez, The Error in

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Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching,

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50

Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching,

Research Assistant, 2005).

Valentinus Rido, Types of Correction Supporting the Learner-Centered Learning

in English Classes, (New York: Addison Wesley Longman, 2000).

51

Kisi-Kisi Soal

No Personal Pronoun Number of Item

Multiple Choice Fill in the Blank

1. Subject Pronoun

1

7

15

16

20

24

2. Object Pronoun

2

8

13

17

21

28

3. Possessive Adjective

4

9

12

18

4 Possessive Pronoun 3

10

26

19

5 Reflexive Pronoun

5

6

11

14

52

THE RESEARCH INSTRUMENT

NAME :

CLASS :

Part I

Multiple Choice Questions

Choose the right answer!

1. …am sitting on the sofa.

a. My

b. I

c. Me

d. Mine

2. My father is writing a letter to . . .

a. They

b. Her

c. Your

d. Our

3. Whose book is on . . . table?

a. Our

b. Yours

c. Mine

d. Theirs

4. They are my parents . . .names are Mr. Adie and Ms. Ina.

a. His

b. They

c. Their

d. Her

53

5. Tom repaired his car . . .

a. Herself

b. Himself

c. Myself

d. Yourself

6. Ann only thinks of . . . she’s an egoist

a. Yourself

b. Themselves

c. Herself

d. Myself

7. . . . is a wonderful day today

a. It

b. Me

c. Your

d. Them

8. Can you help . . . please?

a. Us

b. Our

c. Mine

d. His

9. Are you new student? Where is . . . classroom?

a. Us

b. You

c. Mine

d. His

10. My car is better than…

a. Me

b. Mine

c. Its

d. Yours

54

11. Haris, did you do the math’s homework…?

a. Yourself

b. Yourselves

c. Myself

d. Itself

12. Alvin is at home. He is cleaning . . . bedroom.

a. You

b. His

c. She

d. Us

13. Can you open the window for . . . , please!

a. It

b. Me

c. Yours

d. Their

14. Can we sell the things we made . . . ?

a. Your selves

b. Itself

c. Them selves

d. Our selves

15. Is . . . Kevin’s sister

a. I

b. She

c. Your

d. His

55

Part II

Fill in the Blank Questions

Fill in the blank with the appropriate personal pronoun!

16. ……..is my brother.

17. Suzanne’s bag is very heavy. I have to help . . . to carry it.

18. They are riding ……….own bikes.

19. This is Andrew’s phone. This phone is………..

20. Alice and I are very thin ……..are top models.

21. Nadine, lea, and mark are my best friends. I love ……...very much.

22. Have . . . . . got a computer, Ryan?

23. That is your book and this is……….

24. Our teacher is telling ………..about his experience.

56

INTERVIEW SHEET

Date/Day :

Interviewee :

Place :

1. Bagaimana pendapat anda terhadap mata pelajaran bahasa inggris?

Jawab:

2. Bagaimana cara anda dalam belajar bahasa inggris selama ini?

Jawab:

3. Dari ke lima personal pronoun, menurut anda manakah yang paling sulit?

Jawab:

4. Menurut anda apakah ada Personal Pronoun (subject, object, possessive

adjective, possessive pronoun and reflexive) ada dalam Bahasa Indonesia?

Jika ada, apakah Bahasa Indonesia sangat berpengaruh terhadap kesulitan

anda dalam mempelajari personal pronoun (subject, object, possessive

adjective, possessive pronoun, dan reflexive)?

Jawab:

5. Apakah guru anda menyampaikan materi Personal Pronoun (subject,

object, possessive adjective, possessive pronoun and reflexive) dengan

jelas dan benar?

Jawab:

6. Apakah yang membuat anda tidak paham dengan Prersonal Pronoun

(subject, object, possessive adjective, possessive pronoun and reflexive)?

Jawab:

57

Answers Key

Multiple Choices Fill in the Blank

1. B

2. B

3. A

4. C

5. B

6. C

7. A

8. A

9. D

10. D

11. A

12. B

13. B

14. D

15. B

16. He

17. Her

18. Their

19. His

20. We

21. Them

22. You

23. Mine

24. Us

58

REKAPITULASI NILAI BAHASA INGGRIS ‘PERSONAL PRONOUN’ KELAS 7A dan 7B

No Students

Personal pronoun

Subject Pronoun Object Pronoun Possessive Adjective Possessive Pronoun Reflexive Pronoun Score

1 7 15 16 20 22 2 8 13 17 21 24 4 9 12 18 3 10 19 23 5 6 11 14

1 Students 1 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 18

2 Students 2 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 20

3 Students 3 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 19

4 Students 4 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 21

5 Students 5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 23

6 Students 6 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 19

7 Students 7 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 19

8 Students 8 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 1 1 1 19

9 Students 9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 22

10 Students10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 23

11 Students11 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 1 1 1 1 1 20

12 Students12 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 1 1 19

13 Students13 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 19

14 Students14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 0 1 1 1 1 20

15 Students15 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 21

16 Students16 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 20

17 Students17 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 21

18 Students18 1 1 1 1 1 1 1 0 0 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 19

19 Students19 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 19

20 Students20 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 18

21 Students21 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 20

22 Students22 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 0 19

23 Students23 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 19

24 Students24 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 22

25 Students25 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 19

26 Students26 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 0 1 1 1 1 20

27 Students27 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 20

28 Students28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24

29 Students29 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24

30 Students30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24

Total of wrong answer

0 0 4 2 9 4 8 4 4 2 7 1 2 1 3 4 21 3 10 9 1 0 9 1

19 26 10 43 11

Keterangan

1 = Jawaban benar 0 = jawaban salah

59

Instrument of interview

Interviewee : the students

Date/day : 27 November 2013

Place : SMP Islam Al Syukro Universal Ciputat

1. Bagaimana pendapat anda terhadap mata pelajaran bahasa inggris?

The answer of student 1 : terkadang menyenangkan dan kadang membosankan

The answer of student 2 : menyenangkan, menantang, dan berguna

The answer of student 3 : seru dan menyenangkan

The answer of student 4 : menyenangkan dan sangat berguna

The answer of student 5 : lumayan susah

The answer of student 6 : mengasyikan

The answer of student 7 : seru

The answer of student 8 : menyenangkan dan berguna

The answer of student 9 : menyenangkan dan menarik

The answer of student10 : menyenangkan, seru dan sedikit sulit

2. Bagaimana cara anda dalam belajar bahasa inggris selama ini?

The answer of student 1 : mendengarkan musik

The answer of student 2 : belajar dari guru dan mendengarkan musik

The answer of student 3 : belajar di sekolah dan di rumah bersama orang tua

The answer of student 4 : mengikuti les / private

The answer of student 5 : mendengarkan musik

The answer of student 6 : banyak membaca artikel dan berlatih

The answer of student 7 : belajar bersama-sama

The answer of student 8 : mengikuti les / private dan belajar sendiri

The answer of student 9 : memperhatikan guru dan berlatih sendiri

The answer of student 10 : berlatih berbicara dan menghafalnya

60

3. Dari ke lima personal pronoun, menurut anda manakah yang paling sulit?

The answer of student 1 : object pronoun

The answer of student 2 : reflexive pronoun

The answer of student 3 : possessive adjective


The answer of student 5 : tidak ada yang sulit

The answer of student 6 : possessive adjective





4. menurut anda apakah ada personal pronoun (subject, object, possessive adjective,

possessive pronoun, dan reflexive) ada dalam Bahasa Indonesia?

Jika ada, apakah Bahasa Indonesia sangat berpengaruh terhadap kesulitan anda dalam

mempelajari personal pronoun (subject, object, possessive adjective, possessive pronoun,

dan reflexive)?

The answer of student 1 : ada, tidak terlalu berpengaruh

The answer of student 2 : ada, tidak sama sekali justru malah sangat berguna

The answer of student 3 : ada, lumayan berpengaruh


The answer of student 5 : ada, tidak berpengaruh sama sekali

The answer of student 6 : ada, tidak terlalu berpengaruh karena penggunaannya

berbeda

The answer of student 7 : ada, sangat berpengaruh

The answer of student 8 : ada, tidak ada pengaruhnya


The answer of student 10 : ada, sedikit berpengaruh

5. Apakah guru anda menyampaikan materi personal pronoun (subject, object, possessive

adjective, possessive pronoun, dan reflexive) dengan jelas dan benar?

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The answer of student 1 : ya, guru saya menjelaskan dengan jelas dan benar

The answer of student 2 : jelas, tetapi saya kurang mengerti

The answer of student 3 : guru saya menjelaskan dengan jelas dan benar tetapi saya

kurang memperhatikan jadi saya kurang mengerti




The answer of student 7 : ya, guru saya menyampaikan dengan jelas dan benar

The answer of student 8 : kadang jelas, kadang membingungkan yang penting harus

jelas



6. Apakah yang membuat anda tidak paham dengan personal pronoun (subject, object,

possessive adjective, possessive pronoun, dan reflexive)?

The answer of student 1 : tidak memperhatikan

The answer of student 2 : cara guru mengajar agak susah untuk di hafal

The answer of student 3 : cara guru mengajar agak suah untuk di mengerti

The answer of student 4 : istilahnya saya kurang mengerti cara penggunaannya

The answer of student 5 : saya tidak mengerti dimana tempat meletakkan kata itu

The answer of student 6 : cara guru mengajar dan kesulitan dalam memahami kata

tersebut

The answer of student 7 : saya tidak faham cara meletakkan fungsi dari personal

pronoun

The answer of student 8 : kurang memperhatika ketika guru menjelaskan

The answer of student 9 : istilahnya saya kurang mengerti cara penggunaannya

The answer of student 10 : kurang memperhatikan ketika guru menjelaskan

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The names of students’ interviewee:

1. Ashfi Muzakki

2. Farrel M.K

3. Reviyana A.R

4. Maudry Adzhani N

5. Ardia Khairunnisa

6. Adnan

7. Faiza Nazhifah

8. M. Gusti Ardan

9. Sangga Munggaran P.G

10. Raksi Chaly Rianto

an analysis on students’ errors in using...

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