DARMAYATI, DWI (2008) THE ERROR ANALYSIS ON THE PARALLELISM MADEBY ENGLISH DEPARTMENT STUDENTS OFTHE UNIVERSITY OF MUHAMMADIYAH MALANG. Other thesis, University of Muhammadiyah Malang.
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Parallelism is necessary when joining words, phrases, and clauses by using the coordinate conjunction, the comparison, and the paired conjunction. However, the parallelism sometimes is used incorrectly. It makes writing awkward and confusing. Therefore, errors on parallelism and sources of errors must be found. The research design used in this study was descriptive research. The population of this study was the fourth semester students of English Department. There were four classes: class A, class B, class C, and class D. Class B, class C, and class D were chosen as the sample while class A was chosen for trying out. The total number of the sample classes were 123 students. The writer just took 20% of the sample classes by using simple random proportional sampling. Therefore, the total number of the sample was 25 students. The data of the study were collected by giving a test and questionnaire for 30 minutes. The students’ answer sheets were collected and scored. Students’ errors were then analyzed and classified into three classifications where parallelism is usually used. The questionnaires were accounted to know the main sources of errors on the parallelism. Based on the result of the data analysis, it was found that there were 85 errors (40%) in the use of the coordinate conjunction, 69 errors (34%) in the use of the paired conjunction, and 56 errors (26%) in the use of the comparison. While, the sources of errors on the parallelism were the context of learning (45%), the intralingual transfer (25%), the communication strategies (16%), and the interlingual transfer (14%).
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of English|
|Depositing User:||Anggit Aldila|
|Date Deposited:||01 May 2012 06:32|
|Last Modified:||01 May 2012 06:32|
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