Syntactical error analysis in second semester student’s writing of IAIN Tulungagung.

fatmawati, Riska Nurlaili Fatmawati (2015) Syntactical error analysis in second semester student’s writing of IAIN Tulungagung. [ Skripsi ]

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Abstract

Fatmawati, Riska Nurlaili. Student Registered Number. 3213113138. 2015. Syntactical error analysis in second semester student’s writing of IAIN Tulungagung. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Faizatul Istiqomah, M.Ed. Keywords: Syntactical error, narrative writing, grammatical structure, mother tongue interference, target language, omission, misorder, misformation, addition. Writing assignment is not an easy tasksince it is not only to write but also to produce language systematically to make the reader understand the message. Then relate with that, the first year student in IAIN Tulungagung learn their real firstly writing in one of their subject, that is narrative writing.Then it seems learning writing does not work quietly fine. Students seem have some errors occurred in their first writing. Therefore, the researcher interested in investigating the syntactical errors on their writing. The formulation of the research problems were: 1) What are the dominant syntactic errors occurred in the second semester students’ writing of IAIN Tulungagung? 2)Why do the students make such errors in their writing? The purposes of this study were to: 1) know the dominant syntacticerrors occurred in thesecond semester students’ writing of IAIN Tulungagung. 2) find out the causes of such errors that students make in writing. Research method: 1) the research design in this study was content analysis research. 2) The data were the tasks of the student’s writing which obtained from the writing lecturer who taught one of the second semester classes of English education of IAIN Tulungagung 2013/2014 that was TBI 2C class which consisted of 28 students. 3) The instrument was the researcher herself. 4)The data analysis was using surface strategy taxonomy which proposed by Dulay and the classification of source of the error which planned by Brown. The result showed that from 28 writings there are 513 errors which divided into 4 types of error: omission, addition, misformation, and misorder. Misformation is the dominant error which 205 errors are caused by mother tongue interference and target language about 4 errors. Then it followed by omission error: they are 172 errors caused by mother tongue interference and 33 errors caused by target language. The next is addition with 14 errors caused by mother tongue interference and 65 errors caused by target language. The last is misorder which 14 errors come from mother tongue interference and 6 errors come from target language. Therefore, it can be concluded that there is a problem in the student learning strategy, it can be seen from the dominant error that caused by the target language. The students need to learn more about grammatical structures even the basic such as simple past tense and simple present tense. It would be more effective if the lecturer can give a clear grammatical rules that generally used in each type of writing. Then, give some tests relate with those rules to the students to measure their understanding before they start to write. From this test, the lecturer also can see the weakness of the students in a certain rule.

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