CHAIRUNNIDA, CHAIRUNNIDA (2004) ERROR ANALYSIS ON THE ENGLISH COMPLEX SENTENCES OF THE SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF MALANG. Other thesis, University of Muhammadiyah Malang.
ERROR_ANALYSIS_ON_THE_ENGLISH_COMPLEX_SENTENCES_OF_THE_SIXTH_SEMESTER_STUDENTS_OF_ENGLISH_DEPARTMENT_OF_MUHAMMADIYAH_UNIVERSITY_OF_MALANG.pdf - Published Version
Download (140Kb) | Preview
Based on the prior study by a number of researchers, it has been found that English complex sentence are frequently used both in speaking and writing. A number of study also revealed that English Complex Sentences are still a problem for the students, even for the sixth semester students. Because of that reason, this study is conducted. This study provides the information about their problems. This study attempts to find the answer of the type of errors and the dominant of occurrence of errors in each category or classification made by the students’ complex sentence composition. The source of data in this study is documentation from 33 sixth grade students’ final assignment in writing IV classes. Since this study concerns with the analysis of the type of error and type of dominant error, a desscriptive quantitative is used. The study concerns with the classification of the students’ error based on the surface strategy taxonomy, i.e. errors were classified as error of omission, addition, misformation and misordering. Besides, the errors also concern to classify in term of any possible properties of grammar used by the students in constructing English Complex Sentence and any deviations of Complex Sentence Rules. The result shows that in term of any possible properties of grammar the highest frequency of occurrence is omission 52%, followed by addition 32%, followed by misformation 14% and misordering 2%. It is found that the students still have problems in the use of article a/an, comma, third person singular verb, article the and preposition. The area of misconstruction of complex sentences are: Omission of subordinator 24%, followed by addition of linking word 19%, followed by omission of comma 19%, followed by misformation of subordinator 16%, followed by addition of subordinator 14% and followed by addition of comma 8%.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of English|
|Depositing User:||Anwar Jasin|
|Date Deposited:||13 Mar 2012 13:29|
|Last Modified:||13 Mar 2012 13:29|
Actions (login required)