THE STUDENTS’ ERROR IN USING PUNCTUATION MARKS

IN NARRATIVE WRITING

(A Case Study at the Eleventh Grade of SMA Fatahillah Jakarta)

A “SKRIPSI”

Presented to the Faculty of Tarbiya and Teachers Training

in Partial Fulfillment of Requirements for the Degree of Strata 1 (S-1)

in the Department of English Education

By:

HAMMAM NASRUDIN

108014000011

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015 M

i

The Student’s Error in Using Punctuation Mark in Narrative

Writing

(A case study on First Grade of SMA Fatahillah Jakarta)

A “Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training

In a Partial Fulfillment of Requirements for the Degree of Strata 1

(Bachelor of Art) In English Language Education

By:

Hammam Nasrudin

108014000011

Approved by:

Advisor

Dr. Alek, M.Pd.

NIP.19690912 2 009 01 1 008

Dadan Nugraha, M.Pd.

NIP.

DEPARTEMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015 M

ii

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and teachers’ training

certified that the ‘Skripsi’ (Scientific) entitle “The Student’s Error in Using

Punctuation Mark in Writing Narrative (A case study on First Grade of SMK

YMJ Ciputat)”, written by Hammam Nasrudin, student’s registration number:

108014000011, was examined at examination session of state Islamic university

(UIN) Syarif Hidayatullah Jakarta. This “Skripsi” has fulfilled one of the

requirements for academic title of ‘S.Pd. (S 1)’ in English Language Education at

the Department of English Education.

Ciputat, 31 July 2015

EXAMINATION COMMITTEE

Chairman : Dr. Alek, M.Pd.

NIP: 19690912 200901 1 008 (………………)

Secretary : Zahril Anasy, M.Hum.

NIP: 19761007 200710 1 002 (.……………..)

Examiners : 1. Dr. Ratna Sari, M.Pd.

NIP: (………………)

2. Desi Nahartini, M.Ed.

NIP: (……………...)

Acknowledged by:

Dean of Tarbiya and Teachers’ Training Faculty

Prof. Dr. Ahmad Thib Raya, MA.

NIP: 19571005 198703 1 003

iv

ABSTRAK

AN ERROR ANALYSIS IN USING PUNCTUATION MARKS

IN NARRATIVE WRITING

(A Case Study at the Eleventh Grade of SMA FATAHILLAH JAKARTA)

Kata Kunci : Analysis, Grammatical Error, Interrogative of Reported Speech.

Penelitian ini bertujuan mengetahui jenis dan penyebab kesalahan tata

bahasa dalam penggunaan Punctuation Marks yang dilakukan oleh siswa kelas X-

1 SMK YMJ Ciputat. Metode penelitian ini adalah kualitatif dalam bentuk

deskriptif analisis, dengan menggunakan rumus: P = F/N. Data diambil dari hasil

tes siswa dengan mengikuti prosedur pada metode tersebut yaitu menghimpun

data siswa, menganalisanya, mendeskripsikan kesalahan yang terdapat pada

tulisan siswa, kemudian mengambil langkah interpretasi data dan langkah terakhir

menyimpulkan hasil penelitian ini. Total populasi berjumlah 60 siswa, tetapi

hanya kelas X-1 yang berjumlah 20 siswa yang diambil sebagai sampel. Dalam

mengumpulkan data, peneliti memberikan tes dalam bentuk essay (menaruh tanda

baca yang sesuai).

Hasilnya menunjukkan bahwa kesalahan yang paling banyak adalah

period 44.3%, comma 42.5%, semicolon 44.16%, apostrophe 63%, dan question

0%. Dari hasil penelitian ini, dapat disimpulkan bahwa kebanyakan siswa kelas

XI-1 SMK YMJ Ciputat banyak membuat kesalahan pada pilihan tanda baca.

Alasan mengapa mereka membuat kesalahan tersebut karena mereka tidak

mengetahui batasan dan aturan pada structure and context yang ada.

v

ABSTRAK

AN ERROR ANALYSIS IN USING PUNCTUATION MARKS

IN NARRATIVE WRITING

(A Case Study at the Eleventh Grade of SMA FATAHILLAH JAKARTA)

Keywords: Analysis, Grammatical Error, and Punctuation.

The objectives of the research were to know the kinds of errors and the

causes of error in using punctuation marks made by the first grade students of

SMK YMJ Ciputat. The method used in this study was qualitative method in

descriptive analysis, by using formula: P = F/N. It was conducted as the following

procedures: collecting data from the students, classifying them into the

grammatical errors based on Rod Elis, analyzing data, describing errors,

interpreting data and the last concluding the result of the study. The total

population of sample was 60 students but he used only XI-1 as the respondents

with 20 students.

The research findings showed that the most common error which most

students made are period 44.3%, comma 42.5%, semicolon 44.16%, apostrophe

63%, dan question 0%. It can be concluded that most of the Second Grade

Students of SMK YMJ Ciputat in misselection in using punctuation mark. The

reason why they made error is because they did not know the limitation and the

role of the structure and context.

vi

ACKNOWLEDGEMENT

In the name of Allah the Beneficent the Merciful.

All praise be to Allah, Lord of the Worlds, who has blessed and given the

writer abundant mercies, helps and guidance so that he could complete this

“skripsi” properly; peace and blessing be upon the prophet Muhammad (peace be

upon him),his families, his companions, and his followers.

The writer is absolutely consious that he could not carry out this work

without helping of others either in materiality or in spirituality.

The writer does not forget to express his great appreciation and gratitude

to his advisor, Dr. Alek, M.Pd. and Dadan Nugraha M.Pd. for the huge

motivations, spirits and sincerity in guiding him to carry out this work from the

beginning to the end. The writer also wishes to express acknowledgement and

deep gratitude to:

1. Prof. Dr. Ahmad Thib Raya, M.A. as the Dean of Faculty of Tarbiyah and

Teachers Training of State Islamic University Syarif Hidayatullah Jakarta.

2. Dr. Alek, M.Pd. the head of English Departement.

3. Zaharil Anasi, M.Hum. the Secretary of English Departement.

4. All lecturers of English Departement who have taught and educated the

writer during his study in Syarif hidayatullah State Islamic University,

Jakarta.

5. H. Maskuri, S.Ag. the headmaster of SMA Fatahillah Jakarta, who has

allowed him to observe the school.

6. All the teachers and staffs of SMA Fatahillah, who have given their time to

conduct this research, the second year students, especially class XI-A who

have already helped him in doing this research, and all the big family of SMA

Fatahillah.

7. All friends in English Department, especially class A (2008).

8. To any other person who cannot be mentioned one by one to their any

contribution to the writer during finishing this “skripsi”.

vii

Finally, the words can not be enough to be expressed, except praise be to

Allah the lord of the world, for his blessing and quidence. May this “skripsi” be

useful to every one, particulary for the writer and the reader in general. Also the

writer realizes that this “Skripsi” is far from being perfect. It is a pleasure for him

to receive contructive critics and suggestion from everyone who read this

“skripsi”. May Allah grant our wishes. Amien.

Ciputat, 31 July 2015

The Writer

ix

TABLE OF CONTENTS

COVER .................................................................................................................. i

ENDORSEMENT SHEET .................................................................................... ii

ENDORSEMENT SHEET BY THE EXAMINATION COMMITTEE ............... iii

SURAT PERNYATAAN KARYA SENDIRI ....................................................... iv

ABSTRACT ........................................................................................................... v

ABSTRAK ............................................................................................................. vi

ACKNOWLEDGEMENT ..................................................................................... vii

TABLE OF CONTENTS ....................................................................................... ix

LIST OF TABLES ................................................................................................. xii

LIST OF FIGURES ............................................................................................... xiii

LIST OF APPENDICES ........................................................................................ xiv

CHAPTER I: INTRODUCTION ………………………………………......... 1

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

B Identification of Study ……………………………………. 4

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

D Research Question of the Problem ……………………….. 4

E Objective of the Problem ………………………………… 4

F Significant of the Problem ……………………………….. 5

CHAPTER II: THEORETICAL FRAMEWORK …………………………… 6

A Error ……………………………………………………... 6

1 The Understanding of Error ………………………… 6

2 The Different Between Error and Mistake …………. 8

3 The Types of Error ………………………………….. 9

4 The Causes of Error ………………………………… 10

B Error Analysis …………………………………………… 11

1 The Understanding of Error Analysis ………………. 11

x

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

3 The Procedure of Error Analysis …………………… 12

C Writing …………………………………………………... 15

1 Definition of Writing ……………………………….. 15

2 Kinds of Writing ……………………………………. 16

3 Types of Writing ……………………………………. 17

4 Purpose of Writing ………………………………….. 18

5 Process of Writing …………………………………... 19

D Narrative Writing ………………………………………... 22

1 Definition of Narrative Writing …………………….. 22

2 The Purpose of Narrative …………………………… 23

3 Element of Narrative ………………………………... 24

4 Narrative Time Signal ………………………………. 24

5 Taking Point of View ……………………………….. 25

E Punctuation ………………………………………………. 25

1 Period ……………………………………………….. 26

2 Comma ……………………………………………… 26

3 Semicolon …………………………………………… 27

4 Apostrophe ………………………………………….. 27

5 Question Mark ………………………………………. 28

6 Exclamation Point …………………………………... 28

F Previous study …………………………………………… 33

CHAPTER III: RESEARCH METHODOLOGY ……………………………. 35

A Place and Time …………………………………………... 35

B Population and Simple …………………………………... 35

C Method and Research Design ……………………………. 35

D Technique of Data Collection …………………………… 36

E Technique of Data Analysis ……………………………... 36

xi

CHAPTER IV: RESEARCH FINDING ………………………………………. 38

A Data Description …………………………………………. 38

B Data Analysis ……………………………………………. 38

CHAPTER V: CONCLUSION AND SUGGESTION ………………………. 47

A Conclusion ……………………………………………….. 47

B Suggestion ……………………………………………….. 47

BIBLIOGRAPHY .................................................................................................. 48

APPENDICES ....................................................................................................... 50

xii

LIST OF TABLES

Table 2.1 The Opinion of simple Way of Writing ................................................... 19

Table 2.2 The Rule and the Example Each Punctuation Marks ............................... 28

Table 4.1 The Students’ Scores of Test ................................................................... 38

Table 4.2 The Frequency Table ................................................................................ 39

Table 4.3 The Recapitulation of Students’ Error in Using Punctuation in

Narrative Writing ...................................................................................... 40

Table 4.4 The Frequency of Error in Using Punctuation Marks .............................. 41

Table 4.5 The Frequency of Misinformation Error in Using Period......................... 42

Table 4.6 The Frequency of Misinformation Error in Using Comma ...................... 43

Table 4.7 The Frequency of Misinformation Error in Using Semicolon .................. 44

Table 4.8 The Frequency of Misinformation Error in Using Apostrophe ............... 44

Table 4.9 The Frequency of Misinformation Error in Using Question Mark .......... 45

Table 4.10 The Recapitulation of Error Type ............................................................ 45

Table 4.11 Total Frequency of Misinformation Error in Using Punctuation Marks . 46

xiii

LIST OF FIGURE

Diagram 4.1 The Students’ Error in Using Punctuation Marks ......................... 42

xiv

LIST OF APPENDICES

Table 5.1

Table 5.2

Table 5.3

Table 5.4

Table 5.5

Description of Students’ Error in Using Misinformation in

Using Period ……………………………………………………

Description of Students’ Error in Using misinformation in

Using Comma ………………………………..............................

Description of students’ error in Using Misinformation in Using

Semicolon ……………………………........................................

Description of Students’ Error in Using Misinformation in

Using Apostrophe ………………………………………………

Description of Students’ Error in Using Misinformation in

Using Question …………………………………………………

50

51

52

53

54

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

The teaching process in education levels is based on the guideline of rules

that is stated by the government in the curriculum. The latest one named

Kurikulum 2013. This curriculum provides some rules about teaching English for

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

is held in Draft of Badan Standarisasi Nasional Pendidikan (BNSP) 18 April

2013 which consist of Kompetensi Inti (KI) or main competence and Kompetensi

Dasar (KD) or Basic Competence for each language skill; Listening, Speaking,

Reading, and Writing. Based onto English syllabus of first grade of senior high

school, in writing skill, there are many kinds of text such as narrative, descriptive,

news items, etc.1 In narrative text, to quote somebody’s words or speaking need to

use punctuation in a conversation to organize a sound and intonation of words. In

news item, to report what somebody quotes also need to use punctuation.

One of English materials that is taught in senior secondary high school

level is usage punctuation. Kompetensi inti or Main Competence of this material is

expressing the meaning of short functional written text and simple essay in the

form of narrative, descriptive and news item in the context of daily life and its

Kompetensi Dasar (KD) or basic competence is expressing the meaning and

rhetorical steps accurately, fluently, and acceptable in a form of daily life context

in a text of narrative, descriptive, and news item form. The indicator or objectives

of punctuation mark is sentence to deliver an information or news.

Grammar is one of the language components, which is taught to every

language learner. Ur says in A Course in Language Teaching: Practice and

Theory book “Grammar is a set of rules that defines how words (parts of words)

are combined of changed to form acceptable units of meaning within a

1 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan no. 69 tahun 2013; tentang

kerangka dasar Struktur Kurikulum Sekolah Menengah Kejuruan.

2

language.”2 As Eugene states that Grammar is a description of certain organizing

aspects of a particular language. It usually includes phonological (sound),

morphological (word composition), and syntactic (sentence composition) points.3

It means that grammar includes many aspects of linguistic knowledge; the sound

system (phonology), the system of meaning (semantic), the rule of word

formation (morphology), the rules of sentence formation (syntax) and the

vocabulary. Therefore, Grammar should be taught appropriately because it is the

basic of the language. Without knowledge of grammar, the learners will find

many problems to build up sentences and to express their ideas in communication

among the people.

Talking about grammar, punctuation is one of many grammatical

categories which is important to be learned by students. It should be learned

because it is one of three ways for students to complete what other people have

said and thoughts to other people especially when they communicate to each

other.

Based on the writers’ experience when observing English students in SMA

Fatahillah Jakarta, the students always commit errors because they set their minds

that the target language and their mother tongue are similar. In fact, they are

totally different. They often generalize the similarity between two languages that

is called “overgeneralization”. Corder in Masachika states that “errors are

evidence of the learner’s strategies of acquiring the language rather than the signs

of inhibition of interference from NL (Native Language) habits”.4 Based onto

him, learners when learning a foreign language essentially can do errors. It can

happen naturally because the second language learners are actively engaged in

figuring out the rules for the language they are learning.

2 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 87. 3 Eugene J. Hall, Grammar for Use, (Jakarta: Binarupa Aksara, 1993), p. 3. 4 Masachika Ishida, Error Analysis and its Significance in Second Language Teaching: A

Brief Survey of the Theoretical Aspect of Error Analysis. 1982, p. 12.

3

Based on the statements above, making error is acceptable. As Norrish

states, “It is natural for students as human being to make errors.”5 It means that

learners’ errors provide evidence to us that the teacher must have strategies and do

something to avoid students to make error again. The strategies that can prevent

the student from making error are error analysis. By using error analysis, the

teacher tries to identify, describe and explain the errors made by the students in

the examination. It can help the teachers to minimize the students’ error in their

learning. Realizing that error is inevitable in learning process, the teachers have to

pay attention to their students’ error. It will help them to avoid their students for

making the same error by analyzing the students’ error itself.

Based on the explanation above, the writer understands the important of

doing an error analysis. Through error analysis, the most common error that the

students make can be identified and the sources of error can be found. By

knowing at least the common errors, the students are expected not to commit the

same error again in the future.

Throughout this skripsi, the writer will enlarge the knowledge in order to

know the common source of influencing students’ errors; the writer wants to

know the types of errors made by the students in punctuation. The writer also

wants to provide valid data so that the teacher can use proper method to teach it.

Based on explanation above, the writer is interested in discussing and

analyzing student’s error in learning punctuation. Student’s error in learning a

foreign language is a part of learning process, because it is impossible for the

students to learn English language without making some errors. Moreover, error

analysis has an important role to reveal the kinds of error that the students do in

writing and the cause of error. Therefore, the writer chooses the title “The

Student’s Error in Using Punctuation Mark in Narrative Writing (A Case

Study on Eleventh Grade of SMA Fatahillah).”

5John Norrish, Language Learners and Their Errors, (London: MacMillan Press Limited,

1983), p. 65.

4

B. Identification of Problem

In order to prevent a misinformation and to clarify the problem based on

the background of the research, the researcher focuses on the error made in using

punctuation mark in narrative writing at SMA Fatahillah Jakarta.

C. Limitation of Problem

This research focused on analyzing the error of using punctuation

commonly made by the students based on Ellis’ classification covering; omission,

addition, selection, and misordering.6 Also the causes of error based on Richard

covering; over-generalization, ignorance of rule restriction, incomplete aplication

of rules, false concept hyphothesized.7

D. Research Question

The writer formulated the problem into the following question:

1. What kinds of error do the second grade students of SMA Fatahillah made in

using punctuation mark in narrative writing?

2. What causes of error are made by the second grade students of SMA

Fatahillah in using punctuation mark in narrative writing?

E. Objectives of the Research

Based on the research questions above, the objectives of this study

are:

1. To find out what kinds of error do the second grade students in using

punctuation in writing narrative.

2. To find out the causes of errors made by the second grade students of

SMA Fatahillah.

6 Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 2003), p.

51. 7 Richards, Jack C. Error Analysis Perspectives on Second Language Acquisition.

(London: Longman group limited, 1985), pp. 174—178.

5

F. Significant of the Study

The significant of the study are intended to minimalize the error and

motivated the students in the writing narrative text. It extended to improve the

teachers’ ability in teaching English by preparing the subject after analyzing

the student’s errors. The research is also expected to broaden the perspective

of the writer, in particular, and of the reader in general, in the issue of the

error analysis and to be used for those who are interested in this issue.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Error

1. The Understanding of Error

Learning second language or English language does not the same as

learning first language or mother tongue. Learning mother tongue or first

language is not influenced by other language but it is different for students who

are learning English; the process of learning is influenced by their mother tongue

as their first language and it causes an error and mistake in learning. So that, it is

impossible that learners never make some errors in language learning process. In

fact, it is very normal and unavoidable during the process of learning.

There are many definitions of error. According to Brown, “an error is a

noticeable deviation from the adult grammar of native speaker, reflecting the inter

language competence of the learner”.1 It means that an error is something that can

be seen and it shows the learner’s ability.

When student learn a target language, they usually make an error or

mistake. The different system of target language and native language leads them

to make the errors. According to Harmer “error is the result of incorrect rule

learning; language has been stored in the brain incorrectly “and mistake is less

serious since it is the retrieval that is faulty not the knowledge”.2 Meanwhile, S.Pit

Corder stated in his book, “Errors are a result of partial knowledge because

teaching-learning process extends over time”.3

According to the statement above, the writer summarize that error is a part

of second language acquisition that happens systematically and consistently

learners do that and it’s caused by lack of comprehending the linguistic

competence. On the other hand, making errors are part of learning process and no

one can learn language without his/her first making error. Because the learner

1 Douglas Brown, Principles of Language Learning and Teaching, (4th Ed), (New

Jersey; Prentice Hall Regents), 2000, p. 217 2 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman

Group), 1983, p. 35 3 S.Pit Corder,Introducting Applied Linguistics, (Madison Avenue:Penguin Book),

1973, p. 283

7

cannot avoid making mistake in learning foreign language. Error and Mistake are

not the same. But most the people still misunderstand about the definition of both.

To be more clarified between error and mistake, Hubbard et al said “error caused

by lack of knowledge about the target language (English) or by incorrect

hypothesis about it, and mistakes caused by temporary lapses or memory,

confusion, slips, of the tongue and so on.”4 It means that errors can appear due to

the lack of language or inappropriate rules about the language being learned.

From explanation above, it can be concluded that error is systematic and

the students cannot self-corrected, because it reflects the students‟ competence in

the target language. in contrast, a mistake is an error that students can self-correct,

because it is only the result of the students‟ performance. Learning a language is

fundamentally a process that involves making mistakes or errors. The mistakes

include vocabulary items, grammatical pattern, and sound patterns as well.

James differentiates between errors and mistakes. He defines errors as a

systematic mistakes due to lack of language competence while mistakes refer to

performance errors because of a random guess or slip. While errors cannot be self-

corrected, mistakes can be self-corrected if the deviation is pointed out to the

speaker.5

Meanwhile, Edge in Douglas Brown’s book offers simpler definitions that

are especially important for classroom teachers to keep in mind. He states that a

slip or mistake is what a learner van self-correct.6 Furthermore, Corder defines

mistakes as a random performance caused by fatigue, excitement, etc; therefore,

it canreadily be self-corrected. Errors are systematic deviation made by learners

whohave not yet mastered the rules of the target language.

To summarize, mistakes are failure to use language because of slip of

thetongue, or spelling. The learner easily corrects this failure since they

conceptually understand the language system. On the other hand, errors are

4 Peter Hubard,et al, A Training Course for TEFL., (New York: Oxford University Press,

1983), p. 134 5Douglas Brown, Principles of Language Learning and Teaching 4th Edition, (New York:

Longman), 2000, p. 217. 6 Brown, Ibid., p. 219.

8

mistakes that the students make due to lack of competence. They are not able to

do self-correction because they do not know the concept.

Learning a language is fundamentally process that involves making of

mistakes or errors. The mistakes include with vocabulary items, grammatical

pattern, and sound patters as well.

Furthermore, Corder defines mistakes as a random performance caused by

fatigue, excitement, etc; therefore, it can readily be self-corrected. Errors are

systematic deviation made by learners who have not yet mastered the rules of the

target language. Consequently, learners cannot self-correct an error because it is a

product reflective of the learner’s stage of target language development, or

underlying competence.7

To sum up, mistakes are failure to use language because of slip of the

tongue, or spelling. The learner easily corrects this failure since they conceptually

understand the language system. On the other hand, errors are mistakes that the

students make due to lack of competence. They are not able to do self-correction

because they do not know the concept.

2. The Difference Between Error and Mistake

In order to analyze the students’ error in proper perspective, it is important

to know the differences between error and mistake because many peoples have

not understood whit it.

Before we analyze the errors made by the student, it is crucial to make a

distinction between mistakes and errors. Some linguists have given several

opinions about error.

In the study of error analysis, some linguists distinguish error and mistake;

Hubbard et al in their book make distinction between error and mistake. “Error

caused by lack of knowledge about the target language especially in English

language or by the incorrect hypothesis about it; and fortunate mistake is caused

7 Sunardi Hasyim, Error Analysis in Teaching of English Journal of English Literary, 4,

2002, p. 45.

9

by temporary lapses of memory, confusion, slips of the mother tongue and so

on”.8

According to Brown, “A mistake refers to a performance error that is

either random guess or a ‘slip’, in that it is the failure to utilize a know system

correctly and an error, a noticeable deviation from adult grammar of a native

speaker, reflects the competence of the learner”9.

From the statement above, it can be seen, that error is the result of the

incorrect use of language as a partial knowledge and competence that is achieved

in language learning process. We cannot avoid making error in learning foreign

language and the error is more crucial than the mistake. It can show us the lack of

the knowledge and whereas mistake can be corrected by ourselves.

Based on the explanation above it can be it seems that error caused by the

lack of knowledge, reveal the learners’ incompetence, while mistakes happen

because temporary lapses of memory or slips of the tongue, and it can be self

corrected.

It impossible that learners never make any errors in language learning

process, in fact, it is very normal and unavoidable during the process of learning.

3. The Types of Error

Students errors made in grammar are systematic and classifiable. Attention

to error type and an understanding of the misuse of specific grammar rules offers

teachers a means of helping students deal with language and usage problems.

Then students can be sensitized to specific problem they may have, and to

recognized and remedy these problems.

Before the students’ errors are corrected, it is important for the teacher to

identify a certain amount of errors. According to Richard, et al. there are two

kinds of errors in general, they are global error and local error.

a. Global error

Global error is an error in the use of major element of sentence structure,

which makes a sentence or utterance difficult or impossible to understand.

8 Hubbart, et al. A Training Course for TEFL., (New York: Oxford University Press,

1993), p.134. 9 Brown, opcit., p. 21.

10

For example: “I like take taxi but my friend said so not that we should be late

for a school”.

b. Local error

Local error is an error in the use of an element of sentence structure, but

which does not cause problems of comprehensions. For example: “if I heard

from him, I will let you know”.10

From the statements above it seems that there is a contrastive meaning

between global and local error.

4. The Causes of Error

Error occurs for many reasons. The most common cause is interference from

the native language. In this case, a learner may make error because he assumes

that the target language and his native language are similar. But, in fact they are

different, other obvious causes in completing knowledge of the target language

and the complexity of the target language.

According to Brown, the cause of error can be distinguished into four

causes, they are:

a. Inter-lingual transfer

Inter-lingual transfer error happens because of the inference of a mother

tongue into target language. Interference of native language, which impedes

the learning of target language because of the differences between both

languages.

In this early stage, before the system of the second language familiar, the

native language is the only linguistic system in previous experience upon

the learner can draw, for example: the learner say ”sheep” for “ship”, or “the

book of jack” of “jack’s book”.

b. Intra-lingual transfer

The early stage of language learning is characterized by a predominance of

intra-lingual transfers, but once of the learner begun to acquire part of the

new system more and more inter-lingual generalization within the target

language manifested his previous language itself experience begin to

include structure within the target.

c. Context of learning

Context refers to classroom with its teacher and its material 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 textbook can

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

10 Carl James, Error in Language Learning and Use. (New York: Addison Wesley

Longman Limited, 1998), p. 164—165.

11

make errors because of misleading explanation from the teacher, faulty

presentation of a structure or word in the text book11.

The writer was seem that inter-lingual transfer occurs because students have

already had knowledge whereas there are different systems such as sound,

grammar, word order, and so forth. Meanwhile, developmental errors occur

because students do overgeneralization in using foreign language rules.

B. Error Analysis

1. The understanding of error analysis

Error analysis is a comparative process. We produce by comparing

synonymous utterance in the learner’s dialect and the target language. In this

respect it is a special case of contrastive analysis, which as we have seen, makes it

a starting point in the same message expresses in two languages. The different lies

in the fact that in error analysis we do not possess a description of the learner’s

inter language to help us make our comparing. Error analysis, in this respect, is

rather like the task a linguist faces when trying to describe a hitherto undesirable

and unrecorded language.

“Error is a systematic deviation when a learner has not learnt something and

consistently gets it wrong.”12 It means when a student’s was made a mistake in

learning a foreign language; he does not apply the rule norm language.

According to James, “Error analysis is the process of determining the

incidence, nature, causes and sequence of successful language.”13

It shows that the study of learner errors, called error analysis, a way of

looking at the errors which are made by the teacher of target language. Error

analysis tries to identify, to describe, and to explain the error. It can help the

teacher to minimalist the error in their language in learning process.

11 Brown, op.cit., p. 177—180. 12 Brown, loc.it., p. 170. 13 James, op.cit., p. 1.

12

2. The Goal of Error Analysis

The most typical use of the analysis of error is the teacher. It is designing

pedagogical material and strategies. Dulay states that studying students’ errors

serve two major purposes:

a) It provides data from which inferences about the nature of the language

learning process can be made.

b) It indicates to teachers and curriculum developers which part of the target

language students have most difficulty producing correctly and which errors

types detract most from a learner’s ability to communicate effectively.14

3. The Procedures of Error Analysis

Error analysis is the error that can be observed, analyzed and classified to

reveal something of the system operating within learner. It has methodology that

involves some procedure in conducting error analysis. Elis and Barkhuizen

mentioned the steps of error analysis research as follow: 15

a) Collecting a Sample of Learner’s Errors

To analyze an error, the researcher has to collect a sample of learner

language, it provides the data first. The researcher needs to be aware that the

nature of the sample being researcher may influence the nature and distribution of

the errors observed. The nature and quality of errors are likely to very depending

on whether the data are consist of natural, spontaneous language use or careful,

elicited, and language use.

Ellis and Barkhuizen discuss three types of data collected from learner,

one of which is learner reports. The following types of data are discussed:

1. Non-linguistic Performance

2. Samples of Learner Language

3. Reports of Learners

Ellis and Barkhuizen discuss three types of data collected from learners,

one of which is learner reports. Verbal reports are used to investigate different

14 Heidi Dulay, et.al., Language Two, (New York: Oxford University Press, 1982), p.

138. 15 Rod Elis and Gary Barkhuizen, Analyzing Learner Language, (Oxford: Oxford

University Press, 2005), p. 57.

13

aspect of L2 acquisition. First of all, it provides samples of learner language,

within the broad category of verbal reports, Ellis and Barkhuizen discuss self-

reports, self-revelations, and self-assessment.

Corder distinguished two kinds of elicitation: clinical and experimental

elicitation. Clinical elicitation involves getting the informant to produce data of

any sort, for example by means of general interview or writing a composition.

Experimental elicitation involves the use of special instrument to elicit data

containing the linguistic features such as a series of pictures which had been

designed to elicit specific features.16

Furthermore, based on that explanation above, the researcher uses the

experimental and clinical elicitation language data to analyze learners’ errors. In

other word, the writer uses some questions, especially in using punctuation to

investigate or analyze learners’ error.

b) Identification Error

The important thing in identification of error is that the writer should

compare what the learner said with he intended to express. In the other word, we

compare his erroneous utterance with what a native speaker would have said to

express the meaning. The researcher have to identify error by comparing original

utterances with what I shall reconstructed utterance.17

Correct utterance having the meaning intended by the learner. Corder

suggests solution depending on whether we have access to the learner or not.

Firstly, if the learners present we can ask them what they intended to say to make

authoritative reconstruction, it called authorized interpretation. Then, if the

learners are not available for consultant, we have to attempt an interpretation of

their utterance based on from and its linguistic and situational context.18

Based on the explanation above, the writer assumes that identification of

errors is not as easy as assumed. It is of importance to both researchers and the

teachers. For researchers, it’s important to collect the right data. For teachers, it’s

necessary to treat mistakes and error differently in their instruction.

16 Ibid., p. 46. 17 Corder, Op.cit., p. 37. 18 Ibid, pp. 37—38.

14

c) Description Errors

To describe the types of error, Dulay, Burt, and Krashen said that there are

four types of errors:19

1. Error based on linguistic category taxonomy

These linguistics category taxonomies classify errors according to either or both

the language component and the particular linguistic the error effects.

Language components include phonology (pronunciation), syntax and

morphology (grammar), semantics and lexicon (meaning and vocabulary), and

discourse (style). And constituents include the elements that comprise each

language components, such as the noun phrase, the preposition, the adverbs, the

auxiliary, and the adjective.

2. Error based on surface strategy taxonomy

Surface strategy taxonomy highlights four classifications for error as follows:

a. Omission errors are recognized by absence of an item that must appear in a

well-formed utterance.

b. Addition errors are opposite of omission errors. They are characterized by

the presence of an item, which must not appear in a well-formed utterance.

c. Misinformation errors are signed by the wrong form of the morphemes or

structure selected by students.

d. Misordering is a wrong placement of morpheme or a group of morphemes

in an utterance.

3. Error based on comparative taxonomy

The classification of error in a comparative taxonomy is based on

comparison between the structure of second language errors and certain other

types of constructions.

4. Communication Strategies

Communication strategies actually include processes of interlingual and

intra-lingual transfer and the context of learning tries to get a message across to a

hearer or reader. Fearch and Kasper define communication of strategies as

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

University Press, 1982), p. 154—162.

15

"potentially conscious plans for solving what to an individual present itself as a

problem in teaching a particular communicative goal.

John Norrish exposes three types and causes of errors:

a. Carelessness: it is often closely related to lack of motivation. Many teachers

will admit that it is not always the students’ fault if he loses interest; perhaps

the materials and/or the style of presentation do not suit him.

b. First language interference: It was commonly believed until fairly recently

that learning a language (mother tongue or a foreign language)was a matter of

habit formation. The learners’ utterances were thought to be gradually

‘shaped’ towards those of the language he was learning.For instance, in

English ‘some’ and ‘any’ are used in different ways.

c. Translation: it should be made clear at this point that the distinction between

‘interference’ is that what takes place is largely unconscious in the mind of

the learner.20

From the statements above it shows that the main cause of error in target

language learning is interference from the students’ mother tongue or their first

language, and there are still some causes which can make students making errors

in their target language learning such as carelessness, overgeneralization, context

of learning, etc.

C. Writing

There are four language skills that should be taught to the learner. The four

language skills are listening, speaking, reading, and writing. Writing which is one

of the language skills, and has many subject matters. In this chapter, the writer

tries to explain the definition of writing and the purposes of writing.

1. Definition of Writing

Some definitions are given by linguist about writing. According to Stubbs

“Writing is a physical act, it requires material and energy. And like most physical

acts, to be performed fully, to bring pleasure, to both performer and audience, it

20John Norrish, Language Learners and Their Errors, (London: Macmillan, 1983), p.

21—26.

16

requires practice”.21 It means that writing is an activity that needs much practice

and energy. To be a good writer, the students should practice and try to write and

to increase their capability.

Sometimes the teacher feels difficult to ask the students to write. In fact,

writing is more complicated because writing needs many aspects not only

grammatical and vocabulary but more. It is just as Cooper said, “Writing is a

complex process and such contains element of mastery and surprise. But we know

and believe that writing is skill that anyone can learn to manage”22. From their

explanation, we can conclude that the students can learn writing although it is

complicated.

Moreover, according to Lunsford “Writing is stage in which the writer

produces a rough draft of the paper”23. Means that, the important thing of writing

for the students is to express their feelings and produce in their own language on

the paper. The students hopefully can convey their ideas, feelings, desires, and

knowledge by writing.

Considering definitions above, the writer seems that writing is a

complicated activity which needs full of concentration and knowledge about what

we are going to write. However, writing can be learnt by everyone by much

practicing and reading a lot of books to get inspiration to write.

2. Kinds of Writing

There are some kinds of writing. According to Corbett, the kinds of

writing can be divided into:

a) Narration

Narration is the form of writing that informs a story or gives an account of an

event. In the other words, the kinds of writing consist of a series of events in

which action dominates the story. Narration is constructed chronologically

order and can be found in diaries, autobiography, memories, and anecdotes.

21 Barnet and Stubbs, Practical Guide to Writing, (Canada: Brown Company, 1983), 4th

ed., p. 3. 22 Rise B Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing, (New York:

St. Martin’s Press, inc., 1985), p. 3. 23 Charles W Bridges and Ronald F Lunsford, writing: Discover Form and Meaning,

(California: Wadsworth Publishing Company, inc., 1984), p. 7.

17

b) Description

Description is a writing which presents a verbal of a person, a place, a thing

or a scene- an image in the mind of listener or reader. In the other words, the

writer of descriptive writing appeals to reader imagination and respective

sense. The writer usually uses a verb of sense to describe the characteristics

of an object how it looks, feels or sounds. The purpose of this kind of writing

is to create a pictures or images in reader’s minds about particular objects

which a writer’s describes.

c) Argumentation

Argumentation is a writing which the writer attempt s to persuade an

audience or reader to adopt or accept his view or opinion concerning certain

subjects.

3. Types of Writing

In general, the kinds of writing are as follow:

a. Expository writing, where the writing serves to explain and inform.

b. Descriptive writing, writing that serves to show and describe.

c. Narrative writing, tells a story

d. Persuasive writing, arguing for or against an issue.

e. Creative writing, interestingly creative writing is a vague term, but it includes

(while isn’t limited to) fiction (across the genres), poetry, drama,

screenwriting autobiographies and more.

And also writing are divided into three, they are:

a. Description

Description is one of the texts. Description is to describe a particular person,

thing, and place.

b. Narration

Narration is basic writing strategy for presenting action.24 Narrative is telling

story. The purpose of narration is to amuse or entertain the readers with actual

or imaginary experience in different ways. Novel, fairy tales, short stories and

24 Rise B. Axelrod and Charles R. Cooper The St. Martin’s Guide to Writing., p. 386.

18

myths are narratives because they are concerned with talking about the

events.

c. Exposition

Exposition is usually the assay’s foundation. The essayist will narrate and

describe, and by contrasting passages of exposition, he may argue.25

Exposition is often used to explain how something works, how to do

something.26

On the other hand T Hedge divided the types of writing into six categories,

they are:27

a. Personal writing is writing for one self, and includes various kinds of aide-

memories, as well as diaries and journals.

b. Study writing is also for oneself and may never be shown to others.

c. Public writing is writing as member of the general public to organizations or

institutions, so that there are certain conventions to keep to in the writing.

d. Creative writing can include poems, stories, rhymes, drama all types of

writing which against are mainly for one self but which may be shared with

others.

e. Social writing is a category which includes all the writing that establishes and

maintains social relationships with family and friend; that is personal letters

and invitation.

f. Instructional writing relates to professional roles and is needed by business

executives, teachers, engineers, and students, in these and other fields.

From the explanation above, it points that many types of writing, the

students could make. Moreover, the students are able to improve their vocabulary,

if they do not know the meaning of the word, they opened the dictionary.

4. Purpose of Writing

There are some purposes given by some linguist in writing. According to

Penny Ur “the purpose of writing, in principle is the expression of idea, the

conveying of message to the reader; so the ideas themselves should arguably be

seen as the most important aspect the writing”28. From the statement, we know

25 Donald Hall, Writing Well, (Boston: Brown and Company, 2nd edition 1969), p. 224. 26 Barnet and Stubbs’s, Practical Guide to Writing., p. 123. 27 Tricia Hedge, Writing: Resources Books for Teacher, (New York: Oxford University

Press 1988), p. 95—96. 28 Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambridge

University Press, 2003), 10th ed., p. 163.

19

that the purpose of writing is to express people’s ideas in written form and to carry

the message to the reader.

While according to Betty Matix Diestch “the general purpose of writing

may be primary to inform, to persuade, to express, or to entertain. The specific

purpose involves responding to a certain need for writing”29.

5. Process of Writing

Writing effective communications means thinking, planning, and polishing

the message to be sure that the reader’s needs have been met and the fullest, most

accurate gets through.

There are many steps in writing process;

a. Generating ideas

You have already seen how to pick a topic from a list and then how to

narrow it. If, however, you must pick your own topic, you should begin by

making a list of 10 - 15 things that interest you or that you have a strong opinion

about. Read through the list and decide on the one that you know the most about

and that you have the most enthusiasm for. When you have decided on a general

topic, follow the steps outlined in the previous section and ask yourself questions

until the topic has been narrowed sufficiently to be dealt with in the length

assigned by the instructor (or needed by your audience). Be sure that your topic is

small enough so that you won't be confused by having too much to say in too

short a space.

Next create an opinion, and write it in a simple way. Remember this

formula!

Table

The opinion of simple way of writing

Topic Linking Verb Judgment

Mount Carleton Is A good vacation sport

Lobster Is A treat

Train Are The best way to travel

29 Betty Matix Diecth, Reasoning and Writing well ,(Ohio: MC Graw-hill, 2003), p. 10.

20

b. Planning

Arrange the ideas from your brainstorming in some order. If you are

writing a paragraph to persuade someone, it is often a good idea to put the

strongest reason last as the reader is usually most influenced by what he/she has

read most recently. If you are writing a story, you will probably arrange the ideas

in the order in which they happened. On the other hand, if your writing is

describing something, you probably need to organize the details in organized

order, like from right to left or top to bottom.

Your plan doesn't have to be long and involved and for most writing tasks

just a few "scribbles" on a piece of scrap paper will be enough to keep you from

forgetting what you want to say. In general, you are the only person who will ever

see the plan, but you can’t write a good message without a having thought your

ideas through from beginning to end and written them down somehow.

c. The first draft

The key to writing a good first draft is to be sure you have all your ideas

roughed out before you pick up your pen. Once you're fairly sure you know the

basics of what you want to say, choose a quiet place to work so that you can write

from start to finish without stopping or losing your train of thought. Do not worry

about spelling, grammar, punctuation or sentence structure. Do not worry about

whether something really fits or not. Most importantly, do not be too judgmental

about what you write. Getting the whole thing down on paper is your goal at this

stage.

Remember, you can't improve a piece of writing until you have something

on paper to work with.

It’s a good idea to go away and leave your first draft alone for a while,

maybe even a day or two, if time allows. Then when you come back to it, it’s

almost like you were reading someone else’s work. You’ll be able to find the

mistakes more easily and you will have a better idea about what to leave in your

writing and what to take out because it doesn’t belong.

d. Revising

21

When you are ready to go on to the revising stage, reread the first draft.

The revising stage of the writing means fine-tuning and organizing the content.

This means making the ideas you want to communicate as effective as possible as

well as adjusting them to meet the needs of a particular audience.

Make sure that all the ideas you have included relate to the topic sentence.

Does your paragraph have unity? If you find that you have included material that

doesn't belong, eliminate it. For example, if you are writing about the

requirements for a good study area and you find that you have written about how

you get distracted by trying to figure out what to have for dinner, simply cross that

part out. If you find that some areas are not well enough explained, add what's

needed. You may even decide that the first support you wrote is really the

strongest and should, therefore, be moved to the last position, just before the

conclusion.

Make sure that your introduction will grab the reader’s attention. Are your

topic and your opinion clearly stated?

Check to make sure that the conclusion you have written is really a summary of

what you have just said. You should never add a new idea in the conclusion.

Once you are satisfied that you have included everything necessary, go

back and make sure that you have included transitions at appropriate places

throughout the text. Does your paragraph have coherence?

It’s not unusually to have to revise a composition five or six times, just

like the paragraph on Tabby kittens.

If you are using the computer, make all these changes to the first draft and

save the new version. If you are handwriting, make a new copy of the paragraph.

e. Proofreading

Now that you are comfortable with the content of the paragraph, you can

focus on getting rid of the mechanical errors, like spelling, grammar, and

punctuation. Read the paper several times and pay special attention to each

sentence. Ask someone else to proofread it for you.

Use the knowledge you gained in the grammar modules to decide if you

have written sentence fragments or run-on sentences.

22

Use your knowledge of subjects, predicates, and pronouns to check that

everything agrees.

Use the dictionary or the computer’s spell-checker to correct the spelling.

Use the punctuation and capitalization module as a handbook to check out

things like commas and semicolons.

f. Sharing

Your one-paragraph essay is now finished, and it’s time to get it ready for

your intended audience.

Write or type it neatly. Do not scratch out mistakes or use white out.

Make sure your handwriting is legible.

Leave margins at the top, bottom, and sides of the paper.

Give your work a final title.

Pictures and drawings can sometimes make your writing appealing.

Perhaps you will just turn it in for marking by your instructor. Don't

overlook the possibility of sending it to the local newspaper as a letter to the

editor. You can post it on a bulletin board, or as was the case with the pet shop

worker, give it to the boss for inclusion in his newsletter.30

D. Narrative Writing

1. Definition of Narrative Writing

Betty MattixDietsch says “narration is used not only in fiction writing

but also to relay news of a neighborhood or news of a nation, to share

research data, to write reports and other documents. Histories, biographies,

journals, college papers, magazines, and even advertisements include

narrative. Narration is a powerful tool that can captivate an audience – stirring

the imagination, eliciting empathy, and lending weight to opinion”.31

James A. W. Heffernan wrote in his book Writing A College

Handbook, “narration or story telling is a writing about a succession of

30 Writing paragraph and writing process academic studies English support and exercise

for winter 1999. 31Betty MattixDietsch, Reasoning & Writing English Well, (New York: Mc Graw-Hill,

2003), p. 123.

23

events. The simplest kind of narration follows chronological order: the order

in which the narrated events actually occurred or could have occurred”.32

In addition, James Burl stated “narration tells story, the story of a

sequence of events. Sometimes happens over period of time”.33 Meanwhile

Axelrod and Cooper gave their opinion about narration “narration is a basic

writing strategy for presenting action. Writer use narration for a variety of

purposes: they illustrate and support their ideas with anecdotes, entertain

readers with suspenseful stories, predict what will happen with scenarios, and

explain how something should happen with process narrative”.34

Based on discussion above, the writer concludes that the narrative

writing is a writing which tells about the story of events in a period of time.

Narrative writing is not only about fiction writings, but also about scientific

writing can be written in a narration. It presents action with variety of

purposes.

2. The Purpose of Narrative

Every kind of writing has a purpose, narration also has a purpose.

According to Barbara Fine Clouse, “obviously, a narration can entertain

because a good story can amuse readers and help them forget about

themselves for a time”.35 This statement is supported by Mark Anderson and

Kathy Anderson, they said that “the purpose of narrative that is to present a

view of the world that entertains or informs the reader or listener”.36 In

addition, Barbara gave three purposes of narration:

a. To express your feeling, you could narrate an account of your final

visit with your grandfather for example.

32 James A. W. Heffernan, Op. Cit., p. 86. 33 James Burl Hogins, contemporary Exposition, (J. B. Lippincott Company, 1978), p. 66. 34 Rise B. Axelrod and Charles R. Cooper, Guide to Writing, (New York: St. Martin’s

Press, Inc., 1985), p. 386. 35 Barbara Fine Clouse, patterns for a purpose: A Rhetorical Reader, (New York:

McGraw-Hill, 2003), p. 160. 36Mark Anderson and Kathy Anderson, Text Types in English3, (South Yarra: Macmillan,

1977), p. 3.

24

b. To inform your reader, you could narrate an account of a typical

day for your grandfather, pointing out the advantages he enjoyed

because he lived at the retirement home for example.

c. To persuade your readers, you could narrate an account of one or

more your own experience, tell the benefits you and the residents

enjoyed as a result.37

To sum up, actually the purpose of narration is to amuse and entertain

the reader. Make them feel including in the story while they are reading and

also to inform and persuade the readers about the story.

3. Element of Narrative

Betty said “every narrative has six elements – the who, where, when,

what, why, and how of the event. The point of view from which the story is

told also influences its effect on the audience. Who was involved? Where did

the action take place? When? What happened? Why did it happen? Who is

the narrator?”38 It means that in writing narration, we have to consider those

things. It will make us easier in writing narration. And also it makes us easier

in analyzing the narrative writing.

4. Narrative Time Signals

The writer used three methods to signal shifts in narrative time: clock

time, temporal transitions, and verb tense. Those things are important to

make narrative writings are easy to understand and read.39

a. Clock time

Many writers use clock time to orient readers and to give a

sense of duration. The clock time serves the writer’s purpose by

making readers aware of the speed with which actions were taken. Ex:

9:10 PM. John came to my house, a split second later, within seconds,

etc.

b. Temporal transition

37Barbara, loc. Cit., 38 MattixDietsch, Op. Cit., p. 124. 39 Rise B. Axelrod and Cooper, Op. Cit., pp. 390—391.

25

Temporal transitions mean the words and phrase that locate a

point in time or relate one point to another. Some familiar ones

include then, when, at that time, before, after, while, next, later, first,

and second.

c. Verb tense

Verb tense also plays an important role in presenting time in

narrative. It indicates when the actions occurs and whether they are

complete or in a progress. For example, “when my son and I arrived at

the pig yard, … the pig had emerged from his house and was standing

in the middle of his yard …”. It shows that there are three past

sentences, simple past, past perfect, and past progressive.

5. Taking a point of view

In narrative writing, a point of view is an important part in narrative

writing. It refers to the narrator’s relation to the action at hand. Basically,

writer uses two points of view:

a. First person

First person is used to narrate action in which the writer participated.

For instance, Tommy came at me and we talked each other. Typically, the

writers use the first-person pronoun I in first person point of view.

b. Third person

On the other hand, third person is used to narrate action in which

people other hand the narrator were involved. The writer uses the third-

person pronoun he, she, and they instead of the first person I or we.40

E. Punctuation Mark

Punctuation marks are symbols that indicate the structure and

organization of written language, as well as intonation and pauses to be

observed when reading aloud. At the end of the sentence, you can use a

period or exclamation mark. Example: I like motorcycle.

Period (.)

40 Ibid, pp. 399—400.

26

Use a period after a sentence that makes a statement.

More single parents are adopting children.

It has rained for most of the week.

Use a period after most abbreviations.

Mr. Sanchez B.A. Dr. Patel

Mr. Peters A.M. Tom Ricci, Jr.

Question Mark (?)

Use a question mark after a direct question.

When is your paper due?

How is your cold?

Tom asked, “When are you leaving?”

“Why doesn’t everyone take a break?” Lara suggested.

Do not use a question mark after an indirect question (question not in the

speaker’s exact word).

She asked when the paper was due.

He asked how my cold was.

Tom asked when I was leaving.

Lara suggested that everyone take a break.

Exclamation Point (!)

Use an exclamation point after a word or sentence that expresses strong

feeling.

Come here!

Ouch! This pizza is hot!

That truck just missed us!

Note: be carefully not to overuse exclamation points.

Comas

Rule of the comas: To avoid confusion, use commas to separate words and

word groups with a series of three or more.

Example: My $10 million estate is to be split among my husband,

daughter, son, and nephew.

27

Omitting the comma after son would indicate that the son and nephew

would have to split one-third of the estate.41

The blue book of grammar and punctuation, an easy to use guide with

clear rules, real world examples, and reproducible quizzes tenth edition

Jane Straus

Semicolon

Rule of the semicolon: Use a semicolon in place of a period to separate

two sentences where the conjunction has been left out.

Examples: Call me tomorrow; I will give you my answer then. I have paid

my dues; therefore, I expect all the privileges listed in the contract.

Colons

Rule of the colons: Use the colon after a complete sentence to introduce a

list of items when introductory words such as namely, for example, or that

is do not appear.

Examples: You may be required to bring many items: sleeping bags, pans,

and warm clothing. I want the following items: butter, sugar, and flour. I

want an assistant who can do the following: (1) input data, (2) write

reports, and (3) complete tax forms.

Quotation Marks

Rule 1. Periods and commas always go inside quotation marks, even

inside single quotes.

Examples: The sign changed from “Walk”, to “Don’t walk”, to “Walk”

again within thirty seconds. She said, “Hurry up”. She said “he said,

hurry up”.

Rule 2. The placement of question marks with quotes follows logic. If a

question is in quotation marks, the question mark should be placed inside

the quotation marks.

Example: she asked “will you still be my friend?” Do you agree with the

saying, “all fair in love and war”?

41 Straus Jane, the Blue Book of Grammar and Punctuation, an easy to use guide with

clear rulers, real world examples, and reproducible quizzes. Tenth Edition, p. 52—59.

28

Note

Only one ending punctuation mark is used with quotation marks. Also, the

stronger punctuation mark wins. Therefore, no period after war is used.

Parentheses

Rule 1. Use parentheses to enclose words or figures that clarify or are used

as an aside. Examples: I expect five hundred dollars ($500). He finally

answered (after taking five minutes to think) that he did not understand the

question. Commas could have been used in the above example.

Parentheses show less emphasis or importance. Em dashes (see page 69),

which could also have been used instead of parentheses, show emphasis.

Apostrophes

Rule 1. Use the apostrophe with contractions. The apostrophe is always

placed at the spot where the letter(s) has been removed.

Examples: don’t, isn’t you’re right. She’s a great teacher.

Rule 2. Use the apostrophe to show possession. Place the apostrophe

before the s to show singular possession. Examples: one boy’s hat one

woman’s hat one actress’s hat one child’s hat Ms. Chang’s house.

Note

Although names ending in s or an s sound are not required to have the

second s’ added in possessive form, it is preferred. Mr. Jones’s golf club.

Punctuation marks help make clear the structure of a composition by

dividing it into sentences and paragraphs and sentence into several parts.

Jane Straus said in his book about the rule of punctuation

Table 2.2

The Rule and The Example Each Punctuation

No Punctuation Rule Example

1 Period

Use period at the

end of a complete

sentence that is a

statement.

The last word in the

sentence ends in

I know that you would

never the break my trust

intentionally

Please shop, cook, etc. I

will do the laundry.

29

period; do not

follow it with

another period.

Use a period after an

indirect question.

He asked where his suitcase

was.

2 Comma

To avoid confusion,

use commas to

separate words and

word group with a

series of three or

more.

Use a comma to

separate two

adjectives when the

word “end” can be

inserted between

them.

Use comma before

or surrounding the

name or title of a

person directly

addressed.

Use comma to

separates the city

from the state and

after the state.

Use comma to

introduce and

interrupt direct

question shorter than

three lines

My 10 million estates are to

be split among my

husband, son, and nephew.

He is a strong man, healthy

man.

Yes, Doctor, I will.

I lived in San Francisco,

California for twenty years.

He actually said, “I don’t

care.”

3 Semicolon

Use a semicolon in

place of a period to

separate two

sentences where the

conjunction has

been left out.

Use a semicolon

between two

sentences that are

joined by a

conjunction but

already have one or

more commas

within the first

Call me tomorrow; I will

give you my answer then.

When I finish here, I will

be glad to help you; and

that is a promise I will

keep.

30

sentence.

4 Colon

Use the colon after a

complete sentence to

introduce a list of

items when

introductory words

such as namely, for

example, or that is

do not appear.

A colon should not

precede a list unless

it follows a

complete sentence;

however, the colon

is a style choice that

some publications

allow.

You may be required to

bring many items: sleeping

bags, pans, and warm

clothing.

There are three ways a

waitress can make a good

impression on her boss and

her costumers:

a) Dress appropriately

b) Calculate the bill

carefully

c) Be courteous to

customers.

5 Question Mark

Use a question mark

only after direct

question.

Use a question mark

when a sentence is

half statement and

half question.

Will you go with me?

You do care, don’t you?

6 Exclamation Point

Use exclamation

points to show

emphasis or

surprise. Do not use

the exclamation

points in formal

business letters.

I’m truly shocked by your

behavior!

7 Quotation Mark

Periods and Comma

always inside

quotation marks,

even inside single

quotes.

Use a single

quotation mark for

quotes within

quotes. Note that the

period goes inside

all quotes marks.

Use quotation marks

to set off a direct

quotation only.

The sign changed from

“walk,” to “don’t walk,”,

she said, “hurry up.”

He said, “Dania said, ‘don’t

treat me that say.’”

“When will you be here?”

he asked.

31

8 Parentheses

Use parentheses to

enclose word or

figure that clarify or

are used as an aside.

Use full parentheses

to enclose numbers

or letter used for

listed item.

Periods go inside

parentheses only if

an entire sentence is

inside the

parentheses.

I expect five hundred

dollar.

We need an emergency

room physician who can (1)

quickly, (2) treat patient

respectfully, and (3) handle

complaints from the public.

Please read the analysis (I

enclosed it as Attachment

A.).

9 Apostrophes

Use the apostrophes

with contraction.

The apostrophe is

always placed at the

spot where the letter

(s) has been

removed.

Use the apostrophe

to show possession.

Place the apostrophe

before the s to show

singular possession.

Use the apostrophe

where the noun that

should follow is

implied.

To show plural

possession, make

the noun plural first.

Then immediately

use the apostrophes.

Don’t, isn’t,

you’re right.

She’s a great teacher.

One boy’s hat

one woman’s hat

Ms. Chang’s house

This was his father’s, not

his jacket

Two boys’ hats

two women’s’ hats

two actresses’ hats

10 Hyphen

Two check whether

a compound noun is

two words, one

word, or

hyphenated, you

may need to look it

up in the dictionary.

If you can’t find the

word in the

dictionary, treat the

Eyewitness

eye shadow

eye-opener

32

noun as separate

words.

Hyphenate all

compound numbers

from twenty-one

through ninety-nine.

Hyphenate all

spelled-out

fractions.

The teacher had thirty-two

children in her classroom.

You need one-third of a

cup of sugar for that recipe.

11 Hyphens with

prefixes

Hyphenate prefixes

when they come

before proper nouns

Hyphenate prefixes

ending in an a or i

only when the root

word begins with

the same letter.

When the prefix end

in one vowel and a

root word begins

with a different

vowel, generally

attach them without

hyphen.

Prefixes and root

words that result in

double e’s and

double o’s are

usually combined to

from one word.

Un-American

Ultra-ambitious

semi-invalid

Antiaircraft

proactive

Reemployment

coordinate

12 Dashes

(en dash)

An en dash, named

for the width of a

typesetter’s n key, is

a little longer than a

hyphen. It is used

for periods of time

when you might

otherwise use to.

An en dash is also

used in place of a

hyphen when

combining open

compounds.

The years 2001—2013

January—June

North California—Virginia

border

a high school – college

conference

13 Em dash An em dash is

longer than an en

You are the friend—the

only friend—who offered

33

dash (named for the

width of a

typesetter’s m key).

Use an em dash

sparingly in formal

writing. Don’t use it

just because you are

uncertain about

correct punctuation.

In formal writing,

em dashes may

replace commas,

semicolon, colons,

and parentheses to

indicate added

emphasis, an

interruption, or an

abrupt change of

throught.

to help me.

Never have I met such a

lovely person--before you.

please call my agent—

Jessica Cohen—about

hiring me.

F. Previous Study

Some studies dealing with this study were done by Syifa and Cholipah.

The short explanations of this study are explained in the following section.

Syifa conducted a case study on analyzing on some student’s error in

learning descriptive writing. She focused on error in usage descriptive writing by

the student. The purpose of this study was to find out what the most common error

made by the student in learning descriptive writing, and the writer used test as

instrument to get data. The method was qualitative analysis. The subject of this

study consists of 32 students of the second grade of junior high school which are

taken by random sampling. The findings showed that there are 770 errors made by

the students. The most frequent errors made by the students in their descriptive

writing is adding a word or omission with 129 of total errors or 16.75%; it is

followed by word choice with 127 errors or 16.47%, singular-plural with 122

errors or 15.84%, punctuation which has 92 errors or 11.95%, capitalization with

90 errors or 11.69%, omitting a word (addition) with 72 errors or 9.35%, spelling

that has 48 errors or 6.23%, run-on sentences with 23 errors or 2.98%, verb tense

with 20 errors or 2.60%, article with 16 errors or 2.08%, word order with 15 errors

34

or 1.95%, word form with 11 errors or 1.43%, meaning-not clear with 3 errors or

0.39%, and the last is incomplete sentences with 1 error or 0.13%.42

Cholifah conducted an research study about the error analysis on student

learning recount text. She focused on error in usage recount writing by the

student. The purpose of this study was to find out what the most common error

made by the student in learning recount writing, and the writer used test as

instrument to get data. The method was qualitative analysis. This study was

carried out to find empirical evidence of the most common errors and the source

of errors in recount text writing made by the second grade students of SMP

Trimulia Jakarta. The method used in this study was a case study included as

qualitative research. The data was presented in descriptive analysis way and the

procedure of Error Analysis used is according to Ellis and Barkhuizen theory. The

result of the study showed that there are the highest-three and the lowest-three

errors made by the students. The highest-three common errors are capitalization

with the number is 200 or 23.90% errors, word choice with the number is 110 or

13.14% errors and verb tense with the number is 105 or 12.54% errors. The

lowest-three errors are 3 or 0.36% incomplete sentence errors, 13 or 1.55%

meaning not clear errors and 21 or 2.51% singular-plural errors. Based on the total

result types of errors, the writer found that the number of total source of errors are

communication strategy has 428 or 51.14% source of errors, interlingual transfer

has 295 or 35.24% source of errors, intralingual transfer has 94 or 11.23% source

of errors, and context of learning has 20 or 2.39% source of errors.43

42 Syifa Fauziah, “An Error Analysis on Students’ Descriptive Writing”, Skripsi, at Syarif

Hidayatullah State Islamic University Jakarta, 2013, unpublished. 43 Cholipah , “ An Analysis of Students’ Error in Writing Recount Text “, Skripsi, at

Syarif Hidayatullah State Islamic University Jakarta, 2013, unpublished.

35

CHAPTER III

REASEARCH METHODOLOGY

A. Time and Place of the Research

The research was conducted at SMA Fatahillah that is located at Jl

Limun no. 27 Ciputat, Tangerang Selatan. Research was carried out on

January 16th 2013.

B. Method and Design of the Study

1. Method of Research

To compile this study, the writer used descriptive research as a method.

This method is used to make a description about a situation or event which

only intended to accumulate data. Therefore, this method is used to find

out the students’ errors in using punctuation mark in writing narrative

which is viewed by its types and causes. Besides, it is also calculated the

percentage on each types of errors made.

2. Design of Research

The design of this research is case study. This design is used because the

writer would like to research some aspects related to the students’ ability

in using punctuation mark in writing narrative. The aspects include the

types of errors that will be found using test and the sources of errors which

are obtained by using questionnaire.

C. Data and Data Source

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

whole subject of research. Based on Encylopedia of Educational Evaluation

in Arikunto1, “a population is a set (a coolection) of all elements possessing

one or more attributes of interest.”

The subject of this research is the second year students of SMA

Fatahillah which the total number of the students is 80 which are divided into

three classes.

1 Suharsini Arikunto, Prosedur Penelitian (suatu Pendekatan Praktek), (Jakarta: Rineka

Cipta, 1998), p. 115.

36

According to Arikunto,2 if the number of the subject of the research

is less than 100, it will be better to take the whole population. However, if te

subject is big, a researcher may take 10%-15% or 20%-25%, or more of the

population used as the sample; the writer took only 10% from the population

of first grade students of SMK YMJ. Therefore, the writer took the whole

students at the first grade of SMA Fatahillah, because they have enough

knowledge and motivation in their study. The writer determined the sample,

and use cluster sampling. There are three classes A, B and C in the first grade

of SMA Fatahillah. From these classes the writer took 20 students as an

experiment class and also as sample of this study.

D. Technique of Data Collecting

In conducting this research, the writer uses of technique to obtain data

about students’ errors in using punctuation mark in writing narrative:

Test is a tool or a procedure used to knowing or measuring something in a

circumstance, using certain ways and rules which have been determined.

In this research, the test that is given is written which is made by the writer.

The test was conducted during 60 minutes and it is given to 20 students.

Test is used to collect data about the ability of first grade students of SMA

Fatahillah to use punctuation mark where the data will be analyzed to find out

the errors that students committed.

E. Technique of Data Analysis

After collecting data from the test, the writer analyzed the students’ errors

by focusing on their grammatical error in using punctuation mark in writing

narrative from the students’ answer sheet.

The percentage of the error will be presented based on the term of descriptive

analysis technique. The writer applied the following formula to calculate the

percentage of students’ grammatical errors of punctuation mark.

The formula is3:

2 Ibid., p.120. 3 Allan G. bluman, Elementary Statistic (Step by step Approach) 5th edition. (New York:

McGraw Hill, 2004), p. 68.

37

P (%) =

p = Percentage 3

f = Frequency of errors made

n = Number of sample which is observed

After the writer having frequency and percentage of difficulty, the writer will

calculate the average mark by using formula in below:

P = percentage

f = frequency

N= number of students

n = number of item test

The last step, the writer finds out the sources of error both of Interlingua and

intralingua. For intralingua error, the writer adopted Richards’ theory which

consist of four sources; overgeneralization, ignorance of the rule restrictions,

incomplete application of rule and false concept hypothesis.

38

CHAPTER IV

RESEARCH FINDING

This chapter includes the description of data, the analysis of data and the

interpretation of data. In this chapter, the writer made a description about the data

gathered which focused on the students’ error that made in using punctuation in

writing narrative. After that, the writer presented the analysis of students’ error;

finally, she showed the discussion of the error analysis she had done.

A. Description of Data

The writer used field research; the writer got the data from English written

test scores. The test was given by the teacher; it was a controlled narrative

writing entitled “The Smartest Animal”. In this test, students were asked to

complete the text without punctuation by using the right punctuation. The test

consists of five paragraphs; it consists of 15 periods, 6 commas, 10

apostrophes and 3 question marks. The following table is the classification of

the punctuation tested; those punctuations are then focus of errors that the

writer analyzes.

B. Analysis of Data

After the writer did the field research in SMA Fatahillah Jakarta, the writer

got the English test scores then he analyzed the errors made by students in the

test focused in punctuation form.

Table 4.1

The Students’ Scores of Test

No Students Number Score

1 2013001 60

2 2013002 50

3 2013003 57.5

4 2013004 52.5

5 2013005 40

39

6 2013006 52.5

7 2013007 52.5

8 2013008 57.5

9 2013009 47.5

10 2013010 50

11 2013011 45

12 2013012 52.5

13 2013013 62.5

14 2013014 60

15 2013015 62.5

16 2013016 72.5

17 2013017 57.5

18 2013018 47.5

19 2013019 47.5

20 2013020 65

Average 54.5

Highest Score 72.5

Lowest Score 40

Based on the table above, the writer finds that the average score of the test

given is 54.5, the highest score is 72.5, and the lowest score is 40.

Table 4.2

Frequency Table

Scores Frequency

40 1

45 1

47.5 3

50 2

52.5 4

40

57.5 3

60 2

62.5 2

65 1

72.5 1

Total 20

Table 4.3

Recapitulation of Students’ Error in Using Punctuation in Narrative Writing

No Students’

Number

Period Comma Semicolon Apostrop

he

Question

Mark

Total

Error

1 2013001 4 2 1 9 0 16

2 2013002 8 3 1 8 0 20

3 2013003 6 3 1 7 0 17

4 2013004 7 3 1 8 0 19

5 2013005 6 4 5 9 0 24

6 2013006 6 4 2 7 0 19

7 2013007 6 3 4 6 0 19

8 2013008 7 2 3 5 0 17

9 2013009 7 3 3 8 0 21

10 2013010 8 4 2 6 0 20

11 2013011 9 5 3 5 0 22

12 2013012 9 1 3 6 0 19

13 2013013 6 1 1 7 0 15

14 2013014 3 1 4 8 0 16

15 2013015 5 1 3 6 0 15

16 2013016 6 0 2 3 0 11

17 2013017 7 2 3 5 0 17

41

The table above shows that most of the students committed errors in

period with the total number of error as 133, 51 errors occurred in comma, 53

errors occurred in semicolon and 126 errors occurred in apostrophe. The total

number of students’ error in that punctuation rules were 363 errors; the highest

number of error reached 37 errors from 40 test items.

After classifying the items into area tested and analyzing the frequency of

error in each item, the writer presents the sequence of error based on it high

frequency. The frequency of error could be seen at the following table:

Table 4.4

Frequency of Error in Punctuation Marks

No Punctuation Item Frequency Error Percentage of Error

1 Period 133 44.3%

2 Comma 51 42.5%

3 Semicolon 53 44.16%

4 Apostrophe 126 63%

5 Question Mark 0 0%

18 2013018 7 4 4 6 0 21

19 2013019 8 3 5 5 0 21

20 2013020 8 2 2 2 0 14

TOTAL 133 51 53 126 0 363

42

Here the writer uses pie graph to show the result of his error analysis conducted at

first grade students of SMA Fatahillah Jakarta.

Diagram 4.1 Students’ Error in Using Punctuation Marks

From diagram above, it is shown that the most frequent error in which the

students committed when using punctuation in writing narrative occurred period

with the total number of error as 133, 51 errors occurred in comma, 53 errors

occurred in semicolon and 126 errors occurred in apostrophe. Thus, it can be

concluded that most students made error in punctuation mark when they

completed the narrative essay given by the teacher.

The most error caused by misinformation, the writer would describe table

information of the misinformation made by the students in using punctuation;

period, comma, semicolon, apostrophe and question mark.

Table 4.5

Frequency of Misinformation Error in Using Period

No Tested Area

Frequency of

Errors

Percentage of

Errors

1 There was a farmer from

Kalimantan.

5 6.17%

2 He ploughs his field with his buffalo

every day.

0 0

3 A tiger saw the farmer and his 9 11.11%

Students' Error in Using Punctuation

Period

Comma

Semicolon

Aphostrophe

Question Mark

43

buffalo working in the field.

4 The tiger very surprised to see a big

animal is listening to a small animal.

15 18.51%

5 The tiger wanted to know more

about the big animal and the small

animal.

1 1.23%

6 You’re so big and strong. 5 6.17%

7 This man is very intelligent. 1 1.23%

8 But you can ask him. 3 3.70%

9 Can I see your intelligent?”. 15 18.51%

10 It at home. 0 0

11 Asked the tiger. 2 2.46%

12 Can I tie you at a tree?. 13 16.04%

13 He didn’t go home to get his

intelligent.

7 8.64%

14 He took his plough and hit the tiger. 5 6.17%

15 You know about my intelligence

even you haven’t seen it.

0 0

TOTAL 81 100%

After identifying the table above, the writer concludes that the most students’

error period in a sentence “the tiger very surprised to see a big animal is listening

to a small animal” the percentage of the sentence is 15 errors or 18.51%, and the

lower students who get an error in period in a sentence “you know about my

intelligence even you haven’t seen it” the percentage of the sentence 0%.

Table 4.6

Frequency of Misinformation Error in Using Comma

No Tested Area

Frequency of

Errors

Percentage of

Errors

1 Once upon time, 8 17.02%

2 One day, 4 8.51%

3 He is?”, 10 21.27%

4 No, 3 6.38%

5 Tell you”, 5 10.63%

6 “Oh, 17 36.17%

TOTAL 47 100%

After identifying the table above, the writer concludes that the most students’

error comma in sentence “oh,” the percentage of the sentence is 17 errors or 17%,

44

and the lower students who get an error in period in a sentence “no,” the

percentage of the sentence 3 errors or 6.38%.

Table 4.7

Frequency of Misinformation Error in Using Semicolon

No Tested Area Frequency of

Errors

Percentage of

Errors

1 The tiger spoke to the buffalo; 5 20%

2 The tiger asked; 6 24%

3 Said the buffalo; 4 16%

4 Said the man; 3 12%

5 But the man answered; 5 20%

6 The buffalo answered; 2 8%

TOTAL 25 100%

After identifying the table above, the writer concludes that the most students’

error semicolon in sentence “the tiger asked;” the percentage of the sentence is 6

errors or 24%, and the lower students who get an error in period in a sentence “the

buffalo answered;” the percentage of the sentence 2 errors or 8%.

Table 4.8

Frequency of Misinformation Error in Using Apostrophe

No Tested Area Frequency of

Errors

Percentage of

Errors

1 “You are so big and strong”. 9 11.84%

2 “oh, the man is very intelligent” 8 10.52%

3 “Can you tell me how intelligent he

is?”

7 9.21%

4 “No, I can’t tell you”. 9 11.84%

5 “But you can ask him”. 7 9.21%

6 “It at home”. 6 7.89

7 “But I’m afraid you will kill my

buffalo, when I went home. Can I tie

you at a tree?”

8 10.52%

8 “Yes” 6 7.89%

9 “Can you get it?” 8 10.52%

10 “Now you know about my

intelligence even you haven’t seen

it”.

8 10.52%

TOTAL 76 100%

45

After identifying the table above, the writer concludes that the most students’

error semicolon in sentence “you are so big and so strong” and “no, I can’t tell

you” the percentage of the sentence is 9 errors or 11.84%, and the lower students

who get an error in period in a sentence “yes” the percentage of the sentence 6

errors or 7.89%.

Table 4.9

Frequency of Misinformation Error in Using Question Mark

No Tested Area Frequency of

Errors

Percentage of

Errors

1 Why do you do everything what the

man tells you?

0 0

2 Can you tell me how intelligent he

is?

0 0

3 Can you go and get it? 0 0

TOTAL 0 0

After identifying the table above, the writer concludes that the most and the low

students’ error is 0.

After identifying the students’ error, the writer described the students’ error

and analyzed the causes of the error. The following table was the description of

the student’s error in using period, comma, semicolon, apostrophe and question

mark.

Table 4.10

The Recapitulation of Error Type

No Error Type Frequency of Errors Percentages of

Errors

1 Misinformation 363 100%

2 Omission 0 0

3 Addition 0 0

TOTAL 363 100%

Based on the table above, it could be describe that the errors in

misinformation was the most frequent errors which the students committed 363

errors or 100%. And the other type; omission and addition have 0%.

46

The classifications from the tables above are misinformation errors made

by students in the usage of punctuation. The total of misinformation errors will be

shown in the following table.

Table 4.11

Total Frequency of Misinformation Errors in Using Punctuation

No Error Classification Frequency of

Error

Percentage of

Errors

1 Misinformation in Period 133 44.3%

2 Misinformation in Comma 51 42.5%

3 Misinformation in Semicolon 53 44.16%

4 Misinformation in Apostrophe 126 63%

5 Misinformation in Question Mark 0 0%

TOTAL 363 100%

The table above described that the most frequent error student is in the use

apostrophe with 63%, means that the students are still confused when they should

use the apostrophe. There are misinformation error in using semicolon with

44.16%, period with 44.3%, comma with 42.5% and no student who get the error

in question mark.

47

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the description in chapter four, the researcher concluded

that the Second Grade students of SMA Fatahillah still made the errors

when they use punctuation mark in their writing, especially in using point,

comma, semicolon, apostrophe, and question mark. Also based on the

data, the researcher found that there are 292 errors which the most

frequents type of errors made by the students was in misinformation which

consists of 258 errors or 16,66%.

B. Suggestion

Based on the conclusion above, it can be delivered some

suggestion go to:

- The English teacher should be able to select the appropriate technique

in teaching because each method has advantages and disadvantages

- The English teachers should improve their skills and knowledge in

managing and exploring the class

- The students should be creative in learning narrative writing not just

depending on the material given by the teacher in the classroom;

however, they have to exercise at home.

46

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48

Table 5.1 Description of Students’ Error in Misinformation in Using Period

Item

No

Error Recognition Error

Classification

Error

Reconstruction

Error Cause

There was a

farmer from

Kalimantan

Misinformation There was a

farmer from

Kalimantan.

Error

encourage by

teaching

material or

method

A tiger saw the

farmer and his

buffalo working in

the field

Misinformation A tiger saw the

farmer and his

buffalo working in

the field.

Error

encourage by

teaching

material or

method

The tiger very

surprised to see a

big animal is

listening to a small

animal

Misinformation The tiger very

surprised to see a

big animal is

listening to a

small animal.

Error

encourage by

teaching

material or

method

The tiger wanted

to know more

about the big

animal and the

small animal

Misinformation The tiger wanted

to know more

about the big

animal and the

small animal.

Error

encourage by

teaching

material or

method

You’re so big and

strong

Misinformation You’re so big and

strong.

Error

encourage by

teaching

material or

method

This man is very

intelligent

Misinformation This man is very

intelligent.

Error

encourage by

teaching

material or

method

But you can ask

him

Misinformation But you can ask

him.

Error

encourage by

teaching

material or

method

Can I see your

intelligent?”.

Misinformation Can I see your

intelligent?”.

Error

encourage by

teaching

material or

method

It at home Misinformation It at home. Error

encourage by

49

Table 5.2

Description of Students’ Error in Misinformation in Using Comma

Item

No

Error Recognition Error

Classification

Error

Reconstruction

Error Cause

Once upon time Misinformation Once upon time, Error

encourage by

teaching

material or

method

One day Misinformation One day, Error

encourage by

teaching

material or

method

teaching

material or

method

Asked the tiger. Misinformation Asked the tiger. Error

encourage by

teaching

material or

method

Can I tie you at a

tree?.

Misinformation Can I tie you at a

tree?.

Error

encourage by

teaching

material or

method

He didn’t go home

to get his

intelligent

Misinformation He didn’t go home

to get his

intelligent.

Error

encourage by

teaching

material or

method

He took his plough

and hit the tiger

Misinformation He took his

plough and hit the

tiger.

Error

encourage by

teaching

material or

method

You know about

my intelligence

even you haven’t

seen it

Misinformation You know about

my intelligence

even you haven’t

seen it.

Error

encourage by

teaching

material or

method

50

He is?” Misinformation He is?”, Error

encourage by

teaching

material or

method

No Misinformation No, Error

encourage by

teaching

material or

method

Tell you Misinformation Tell you”, Error

encourage by

teaching

material or

method

Oh Misinformation “Oh, Error

encourage by

teaching

material or

method

Table 5.3

Description of Students’ Error in Misinformation in Using Semicolon

Item

No

Error Recognition Error

Classification

Error

Reconstruction

Error Cause

The tiger spoke to

the buffalo

Misinformation The tiger spoke

to the buffalo;

Error

encourage by

teaching

material or

method

The tiger asked Misinformation The tiger asked; Error

encourage by

teaching

material or

method

Said the buffalo Misinformation Said the buffalo; Error

encourage by

teaching

material or

method

Said the man Misinformation Said the man; Error

encourage by

teaching

51

material or

method

But the man

answered

Misinformation But the man

answered;

Error

encourage by

teaching

material or

method

The buffalo

answered

Misinformation The buffalo

answered;

Error

encourage by

teaching

material or

method

Table 5.4

Description of Students’ Error in Misinformation in Using Apostrophe

Item

No

Error Recognition Error

Classification

Error

Reconstruction

Error Cause

You are so big and

strong

Misinformation “You are so big

and strong”.

Error

encourage by

teaching

material or

method

oh, the man is very

intelligent

Misinformation “oh, the man is

very intelligent”

Error

encourage by

teaching

material or

method

Can you tell me

how intelligent he

is

Misinformation “Can you tell me

how intelligent

he is?”

Error

encourage by

teaching

material or

method

No, I can’t tell you Misinformation “No, I can’t tell

you”.

Error

encourage by

teaching

material or

method

But you can ask

him

Misinformation “But you can ask

him”.

Error

encourage by

teaching

material or

method

It at home Misinformation “It at home”. Error

52

encourage by

teaching

material or

method

But I’m afraid you

will kill my

buffalo, when I

went home. Can I

tie you at a tree

Misinformation “But I’m afraid

you will kill my

buffalo, when I

went home. Can

I tie you at a

tree?”

Error

encourage by

teaching

material or

method

Yes Misinformation “Yes” Error

encourage by

teaching

material or

method

Can you get it Misinformation “Can you get it?” Error

encourage by

teaching

material or

method

Now you know

about my

intelligence even

you haven’t seen it

Misinformation “Now you know

about my

intelligence even

you haven’t seen

it”.

Error

encourage by

teaching

material or

method

Table 5.5

Description of Students’ Error in Misinformation in Using Question Mark

Item

No

Error Recognition Error

Classification

Error

Reconstruction

Error Cause

Why do you do

everything what

the man tells you

Misinformation Why do you do

everything what

the man tells

you?

Error

encourage by

teaching

material or

method

Can you tell me

how intelligent he

is

Misinformation Can you tell me

how intelligent

he is?

Error

encourage by

teaching

material or

method

Can you go and Misinformation Can you go and Error

53

get it get it? encourage by

teaching

material or

method

Based on the table above, the most errors occurred in apostrophe. It might

happen because the students did not know the rule in putting the punctuation in

that paragraph such us; period, comma, semicolon, apostrophe and question mark.

SILABUS

NAMA SEKOLAH : SMA FATAHILLAH JAKARTA

MATA PELAJARAN : Bahasa Inggris

KELAS / SEMESTER : XI / 1-2

STANDAR KOMPETESI : Berkomunikasi dengan Bahasa Inggris Level Novice

ALOKASI WAKTU : 148 X 45 menit

Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu

Sumber Belajar TM PS PI

1. Menuliskan karangan berbentuk narrative text

Nilai Karakter :

Kerja Keras

Kreatif

Mandiri

Rasa Ingin Tau

Tanggung Jawab

Grammar review: comma, semicolon, period

Grammar review: period, Question

mark, exclamation

point, commas,

semicolon, colon,

and apostrophes in

the samples of narrative text.

The component of narrative.

Contents, style, spelling and punctuation.

Listening 1. Completing

narrative text 2. Listening for

information

Speaking 1. Pronunciation

practice 2. Dialogue Practice 3. Responding to

question dealing with invitations using “yes-no” and “5w-1h” question Telling about narrative text

4. Creating

Test tertulis: - Membuat

narrative text beserta tanda bacanya

Different kinds of narrative

Person to Person

Break through English in Progress

dialogues in pairs

Reading 1. Reading narrative

text

Writing 1. Rearranging

jumbled sentences to create narrative text

2. Writing narrative text.

Keterangan: TM : Tatap muka PS : Praktik di Sekolah (2 praktIk di sekolah setara dengan 1 tatap muka) PI : Praktek di Industri (4 praktIk di Du/Di setara dengan 1 tatap muka)

Mengetahui,

Kepala SMA FATAHILLAH

H. MASYKURI, M.Pd

Ciputat, September 2013 Guru Mata Pelajaran

IIN AFRIANTI, S.Pd

No Students'

Number Period

Comm

a

Semic

olon

Apostr

ophe

Questi

on

Mark

Total

Error

1 Student 1 4 2 1 9 0 16

2 Student 2 8 3 1 8 0 20

3 Student 3 6 3 1 7 0 17

4 Student 4 7 3 1 8 0 19

5 Student 5 6 4 5 9 0 24

6 Student 6 6 4 2 7 0 19

7 Student 7 6 3 4 6 0 19

8 Student 8 7 2 3 5 0 17

9 Student 9 7 3 3 8 0 21

10 Student 10 8 4 2 6 0 20

11 Student 11 9 5 3 5 0 22

12 Student 12 9 1 3 6 0 19

13 Student 13 6 1 1 7 0 15

14 Student 14 3 1 4 8 0 16

15 Student 15 5 1 3 6 0 15

16 Student 16 6 0 2 3 0 11

17 Student 17 7 2 3 5 0 17

18 Student 18 7 4 4 6 0 21

19 Student 19 8 3 5 5 0 21

20 Student 20 8 2 2 2 0 14

133 51 53 126 0 363

15 6 6 10 3 40

T O T A L

Recapitulation of Students' Error

in Using Punctuation in Writing Narrataive

INSTRUMENT

Student Number : ______________________

Class : ______________________

Fill the text below with the suitable punctuation.

THE SMARTEST ANIMAL

Once upon time, there was a farmer from Kalimantan. He ploughs his field with

his buffalo every day.

One day, a tiger saw the farmer and his buffalo working in the field. The tiger was

very surprised to see a big animal listening to a small animal. The tiger wanted to

know more about the big animal and the small animal.

After the farmer went home, the tiger spoke

to the buffalo; “you are so big and strong.

Why do you do everything the man tells

you?” The buffalo answered; “oh, the man is

very intelligent”.

The tiger asked; “can you tell me how

intelligent he is?”, “No, I can’t tell you”,

said the buffalo; “but you can ask him”.

So the next day the tiger asked to the man;

“Can I see your intelligence?”. But the man

answered; “it at home”. “Can you go and get it?” asked the tiger. “Yes” said the

man; “but I am afraid you will kill my buffalo when I went home. Can I tie you at

a tree?”.

After the man tied the tiger to the tree, he didn’t go home to get his intelligence.

He took his plough and hit the tiger. Then he said; “Now you know about my

intelligence even you haven’t seen it”.

Student Number : ______________________

Class : ______________________

Fill the text below with the suitable punctuation.

THE SMARTEST ANIMAL

Once upon time there was a farmer from Kalimantan He ploughs his field with his

buffalo every day

One day a tiger saw the farmer and his buffalo working in the field The tiger was

very surprised to see a big animal listening to a small animal The tiger wanted to

know more about the big animal and the small animal

After the farmer went home the tiger spoke

to the buffalo you are so big and strong.

Why do you do everything the man tells you

The buffalo answered oh the man is very

intelligent

The tiger asked can you tell me how

intelligent he is No I can’t tell you said the

buffalo but you can ask him

So the next day the tiger asked to the man

Can I see your intelligence But the man

answered it at home Can you go and get it asked the tiger Yes said the man but I

am afraid you will kill my buffalo when I am going home Can I tie you at a tree

After the man tied the tiger to the tree he didn’t go home to get his intelligence He

took his plough and hit the tiger Then he said Now you know about my

intelligence even you haven’t seen it