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ERROR ANALYSIS OF MODAL AUXILIARY VERB
FOUND ON STUDENTS’ ESSAY
(A Study of the Third Semester Students of English Department at IAIN Batusangkar
Registered in 2018/2019 Academic Year)
THESIS
Submitted to English Teaching Department
of Tarbiyah and Teacher Training Faculty to Fulfill
One of the Requirements to Obtain Bachelor Degree
in English Teaching Department
NOVRIZAL
Reg. No: 13 104 063
ENGLISH TEACHING DEPARTMENT
TARBIYAH AND TEACHER TRAINING FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
BATUSANGKAR
2019
v
ABSTRAK
NOVRIZAL, Reg. No. 13 104 063, judul skripsi “ANALYSIS OF
MODAL AUXILIARY VERB ERROR FOUND ON STUDENTS’ ESSAY (A
Study of the Third Semester Students of English Department at IAIN
Batusangkar Registered in 2018/2019 Academic Years)”. Jurusan Tadris Bahasa
Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN)
Batusangkar. Permasalahan dalam penelitian ini adalah belum diketahuinya jenis
kesalahan yang dilakukan oleh mahasiswa dalam membuat kalimat dengan
menggunakan modal auxiliary verb pada hasil tugas akhir mahasiswa semester
ketiga Jurusan Tadris Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan IAIN
Batusangkar Tahun Akademik 2018/2019 pada mata kuliah Genre Based Writing.
Penelitian ini bertujuan untuk mendeskripsikan kesalahan mahasiswa dalam
membuat kalimat menggunakan modal auxiliary verb.
Jenis penelitian ini adalah penelitian qualitatif dengan menggunakan desain
content analysis. Data penelitian ini adalah modal auxiliary verb yang ditemukan
dalam essay hasil ujian akhir mahasiswa semester tiga, tahun Akademik 2018/2019.
Sumber data penelitian ini adalah 71 essay hasil ujian akhir mata kuliah Genre
Based Learning, namun dari 71 dokumen hanya 31 dokumen yang ditemukan
kesalahan. Instrumen dalam penelitian ini adalah peneliti sendiri sekaligus sebagai
instrumen kunci. Data dalam penelitian ini dianalisis dengan menggunakan teory
Chelimsky (1989). Ada enam langkah dalam menganalisa data yaitu: deciding to
use content analysis, determaining what material should be included in content
analysis, selecting unit analysis, developing the coding categories, coding material,
and analyzing and interpreting the result.
Hasil penelitian menunjukkan bahwa ada tujuh kesalahan penggunaan
modal auxiliary verb yang ditemukan dalam essay yang dibuat mahasiswa yaitu
modal “can”, “could”, “will”, “would”, “should”, “must” dan “might”.
Kesalahan terbanyak adalah kalimat yang menggunakan modal “can” (32 item) dan
modal “will” (11 item) dan modal “must” (7 item) karena memang ketiga modal
tersebut yang paling banyak digunakan mahasiswa dalam dokumen tersebut.
Macam-macam kesalahan yang dibuat dalam menggunakan modal adalah
mahasiswa menggunakan verb 2 setelah modal, mahasiswa menggunakan verb –
ing setelah modal, mahasiswa menggunakan verb + s setelah modal, mahasiswa
menggunakan dua modal bersamaan, dan mahasiswa tidak menambahkan verb
setelah modal.
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TABLE OF CONTENTS
COVER ............................................................................................................... i
SURAT PERNYATAAN KEASLIAN ............................................................ ii
THESIS ADVISORS’ APPROVAL ............................................................... iii
THESIS EXAMINERS’ APPROVAL ........................................................... iv
ACKNOWLEDGEMENT ................................................................................ v
ABSTRAK ....................................................................................................... vii
TABLE OF CONTENTS ............................................................................... viii
LIST OF TABLES ........................................................................................... x
LIST OF APPENDICES ................................................................................. xi
CHAPTER I: INTRODUCTION .................................................................... 1
A. Background of the Problem .................................................. 1
B. Research Focuc and Question .............................................. 4
C. Definition of the Key Terms ................................................ 4
D. Purpose of the Research ....................................................... 5
E. Significance of the Research ................................................ 5
CHAPTER II: REVIEW OF RELATED LITERATURE ............................ 6
A. Review of Related Theories ................................................. 6
1. Writing ............................................................................. 6
a. Definition of Writing .................................................. 6
b. Purpose of Writing ...................................................... 7
c. Components of Good Writing ..................................... 8
d. Kinds of Writing ......................................................... 9
e. Writing Process ......................................................... 10
2. Essay .............................................................................. 14
a. Definition of Essay .................................................. 14
b. Part of Essay ............................................................ 15
3. Grammar ........................................................................ 17
a. Definition of Grammar ............................................ 17
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b. Part of Speech .......................................................... 18
4. Verb .............................................................................. 20
a. Definition of Verb .................................................... 20
b. Function of Verb ....................................................... 21
5. Modal auxiliaries ........................................................... 22
a. Definition of Auxiliary verb ..................................... 22
b. Kinds of Auxiliary Verb ........................................... 23
c. Sentence Patterns of Modal ...................................... 26
d. Possible Error in the Form of Modal ........................ 27
6. Errors ............................................................................. 27
a. Definition of Errors ................................................... 28
b. Types f Errors ........................................................... 29
B. Review of Relevant Studies ............................................... 30
CHAPTER III: RESEARCH METHODOLOGY ....................................... 33
A. Research Design ............................................................... 33
B. Data and Source of Data .................................................. 33
C. Technique of Data Collection .......................................... 34
1. Research Instrument ................................................. 34
2. Research procedure ................................................... 34
D. Technique of Data Analysis ............................................. 35
E. Checking Data Trustworthiness ....................................... 37
CHAPTER IV: RESEARCH FINDING AND DISCUSSION .................... 39
A. Research Findings ............................................................ 39
B. Discussion ........................................................................ 48
CHAPTER V: CONCLUSION AND SUGGESTION ................................. 49
A. Conclusion ....................................................................... 49
B. Suggestions ...................................................................... 49
BIBLIOGRAPHY ........................................................................................... 51
APPENDICES ................................................................................................. 54
viii
LIST OF TABLES
Table 2.1 : Parts of Speech ............................................................................. 20
Table 2.2 : Primary Auxiliary Verbs .............................................................. 26
Table 2.3 : Possible Errors in the Form of Modal .......................................... 29
Table 3.1 : Error Coding ................................................................................ 39
Table 4.1 : Samples of Error of Modal Auxiliary “can” ............................... 42
Table 4.2 : Samples of Error of Modal Auxiliary “could” ............................ 45
Table 4.3 : Samples of Error of Modal Auxiliary “will” ............................... 46
Table 4.4 : Sample of Error of Modal Auxiliary “would” ............................ 47
Table 4.5 : Sample of Error of Modal Auxiliary “should” ........................... 48
Table 4.6 : Samples of Error of Modal Auxiliary “must” ............................. 48
Table 4.7 : Sample of Error of Modal Auxiliary “might” ............................. 49
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LIST OF APPENDICES
Appendix 1 : Syllabus .................................................................................56
Appendix 2 : Students’ Essay......................................................................62
Appendix 3 : Errors Analysis in the Form of Modal Auxiliary Verbs .......75
Appendix 4 : Letter of Research Recommendation ....................................81
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Writing is one of the four skills that is important to be mastered by students. In
writing, the writer can do interaction, give information and share the feeling for
one another. By writing, the writer can improve her/his intellectuality and
creativity in sharing ideas. Writing also allows the writer to bring together and
connect new or old ideas.
Meyer (2005: 2) states that writing is speaking to others on paper or on a
computer screen. By writing, people can express or share their ideas, give
information, and create communication well. Writing is party a talent, but it is
mostly a skill. Writing is also an action or process of discovering the writer ideas
and putting them on paper. Therefore, writing is a communication between the
writer and the reader on a paper or computer media.
Linse (2005: 98) states that writing is a combination of process and product.
The process refers to the act of gathering ideas and working with them until they
are presented in a manner that is polished and comprehensible to readers. Process
and product mean that the writer can be imagines, organizes, drafts, edits, reads,
and rereads their writing.
In addition, Javed (2013:130) says that writing is the one of the basic skills of
the English language. It is generally considered one of the most difficult that other
skills for foreign language students. Even native speakers feel difficulty in
showing a good command of writing.
However, writing is considered as a difficult skill. In writing, the writer tries
to express her or his idea in written expression that comes from her or his emotions,
thought, and desires. Therefore, it requires skill rather than knowledge. So, in good
writing, the writer must explain her or his idea as clear as possible to make the
readers understand. In fact, sometimes in writing process, the writer cannot write
clearly and cannot use correct grammar, and punctuation. Consequently, he or she
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gets difficulties in writing.
In English Teaching Department of IAIN Batusangkar, writing is one of
compulsory subjects. Hopefully, through this subject the students can improve
their writing skill. So, they have good ability in writing. In English Department,
writing is one of important subjects that the students should follow. Because, in
writing subject the students will learn how to be a good writer. It is because as the
teacher next time and to graduate in this college they should make a thesis as
requirement to finish his/her studies. Sometimes, writing is difficult to learn by the
students. When they write, they should have good knowledge, vocabulary, and
others. If they lack of knowledge, they will be difficult to write what they want to
write.
In academic writing, there are some aspects that should be considered by the
students to produce good quality of writing. According to Brown (2003:244), there
are several aspects in producing good quality of writing, they are organization,
logical development ideas, grammar, mechanics, style, and quality of expression.
One of the aspects of good quality of writing is grammar. Correct grammar
allows the writer effectively expresses his though, ideas with good organization.
Grammar is important component of writing. Grammar is needed to ovoid
misunderstanding of the reader. But, if the writer delivers some errors in writing,
it will make reader confuse. According to Wibowo (2011:12) if the language is not
grammatical, it is never been spoken because people not only be able to get ear of
meaning but also get communication about meaning.
Henry and Roseberry in Thing et al in Maulani (2018:5) define grammar error
as one in which there is violation of productive rule of language. It means that
grammatical error is structure of word that is not appropriate or unstructured.
Besides, grammatical errors can be happened such as: omission, addition,
misinformation, and misordering.
As the preliminary research at third semester students of English Department
of IAIN Batusangkar, the researcher found some errors in their essay. The data is
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their final examination. After checking the data, the researcher found some
problems in students’ essay, such as punctuation, paragraph organization, and also
grammatical errors. In this case, the researcher focused on grammatical errors. The
researcher found many errors of grammar, such as in using pronoun, verb-
agreement, modal auxiliary and others. Dealing with the result of the preliminary
research, the researcher focused on modal auxiliary verb, the researcher analyzed
error in form of modal auxiliary verb found on students’ essay.
Quirk and Greenboum in Nartey (2014:22) states Modal Auxiliary sometimes
called ‘helping verbs’, modal auxiliary verbs are ‘little’ words that precede the
main verb of a sentence, and are largely used (across registers) to express a
speaker's or writer's "opinion or attitude towards the proposition that the sentence
expresses or the situation that the proposition describes. For this reason, modal
auxiliary verbs may be involved in the expression of time, necessity, possibility,
permission and obligation as well as such grammatical phenomena as negation,
affirmation and questioning.
Modal auxiliary verb is important to show necessity, possibility, permission
and obligation. Modal auxiliary verb looks simple but students still make errors in
constructing it into a sentence. Here are examples of error sentences that are made
by students in the forms of modals: It is your live, you must can do it. My mom can
calls me 15 times in one day. I can felt my mother very care with me.
The first example is incorrect, because the student used double modal auxiliary
verb “must” and “can”. The student does not need to use “must’ and “can” at the
same time. The correct form is “It is your live, you can do it”. The second example
is incorrect because the student added “s” in the end of verb. Modals do not take a
final-s, even when the subject is he, she, or it. So, the correct one is “My mom can
call me 15 times in one day”. The third example is incorrect, because the student
used verb two after modal auxiliary. After modal auxiliary, the verb should be verb
one and also do not take final-s even when the subject is he, she, or it. So, the
correct sentence is “I can feel my mother very care with me”.
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Based on the examples above, there are some errors in forms of modal auxiliary
made by students. It means the students still have problems in using modal
auxiliary.
Based on the phenomenon above, the researcher is interested to conduct the
research about Error analysis of Modal Auxiliary Verb Found on Students’ Essay
(A Study of the Third Semester Students of English Department of IAIN
Batusangkar Registered in 2018/2019).
B. Research Focus and Question
Based on the background of the problem above, the researcher focused on
analyzing of modal auxiliary verb error found on students’ essay by the third
semester students of English department of IAIN Batusangkar registered in
2018/2019 academic year.
Based on the focus of the research above, the researcher stated the research
question to: what are grammatical errors in the form of modal auxiliary verb found
on students’ essay?
C. Definition of the Key Terms
To avoid misunderstanding in this research, the researcher divided the key
terms of this research as follow:
1. Essay is one way to express someone’s idea in writing that contains more than
one paragraph. Essay in this research are made by the Third Semester Students
of English Department of IAIN Batusangkar Registered in 2018/2019
Academic Years as their final examination.
2. Modal auxiliary verb is the word that help the other words to make function
of grammatical. In addition, help the word to have a meaning. Modal auxiliary
verbs in this research are made by the students on their essay in genre based
writing subject.
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D. Purposes of the Research
The purpose of this research is to describe errors in the form of modal
auxiliary verb found on students’ essay of the third semester students of English
Department at IAIN Batusangkar in 2018/2019 academic year.
E. Significance of the Research
The research is hoped to give contribution for:
1. Students
This research hopefully can give the information to the students about their
capabality in using modal auxiliary verb on their essay.
2. Lecturers
This research hopefully can give information to the lecturer about students’
capability in using modal auxiliary verb on their essay.
3. Researcher
This research hopefully will give the valuable experience to researcher, and also
as one of the requirements for the researcher to get academic degree (S1) at
IAIN Batusangkar.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theories
1. Writing
a. Definition of Writing
According to Nunan (2003:880), writing is the physical act of
committing words or ideas to some medium, whether it is hieroglyphics inked
onto parchment or an e-mail message typed into a computer. On the other hand,
writing is the mental work of inventing ideas, thinking about how to express
them, and organizing them into statements and paragraphs that will be clear to
a reader.
Linse (2005: 98) states that writing is a combination of process and
product. The process refers to the act of gathering ideas and working with them
until they are presented in a manner that is polished and comprehensible to
readers. Process and product mean that the writer can be imagines, organizes,
drafts, edits, reads, and rereads their writing. Meanwhile, Harmer (2004:33)
writing is frequently useful as preparation for some other activity, in particular
when students write sentences as a preamble to discussion activities.
Writing is way of expressing ideas and communication with others.
According to Meyer (2004: 2), writing is speaking to others on paper or a
computer screen. It means that the media used in writing are paper or computer.
Writing is also an action or a process in discovering and organizing the writers’
idea and putting them on paper, reshaping, and revising them.
Based on the explanation above, it can be concluded that writing is a
process of transferring ideas, thought, and feeling from the writer to the reader
through words. It is a complex cognitive activity because it needs some
considerations since the readers are not present at the same time and the writer
does not know the readers’ response toward his/her writing.
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b. Purpose of Writing
The purpose of writing is not only to give information and message to
the reader, but also is the way for writer to communicate with the readers. by
writing, the writers can express and share their ideas to the readers. For
example, someone write a book. It may wish to give information or knowledge
to the readers. So, before writers write something they should know what their
writing for.
According to Grenville (2001:10) There seem to be so many different
kinds of writing: novels, poems, short stories, scripts, letters, essays, reports,
reviews, instructions...all quite different. But they’re all writing. They all have
the basic aim of getting ideas from one brain into another. Any piece of writing
will be trying to do at least one of the following things:
1. Writing to entertain
Entertain does not mean always to make readers laughing. Think what
it’s like to be a reader—you can be entertained (emotionally gripped) by
something very serious, even sad, as well as by something funny. An
exciting plot can involve your emotions, too, by creating feelings of
suspense. Writing that involves emotions can also be reflective and
contemplative. Writing to entertain generally takes the form of so-called
‘imaginative writing’ or ‘creative writing’ (of course, all writing requires
some imagination and creativity). Examples of imaginative writing are
novels, stories, poems, song lyrics, plays and screenplays. Sometimes
imaginative writing disguises itself as a ‘true story’ for added effect.
2. Writing to inform
These kinds of writing can also be ‘entertaining’ in the sense that they’re
a good read. But entertaining the reader isn’t their main purpose—that’s just
a bonus. Examples of writing to inform are newspaper articles, scientific or
business reports, instructions or procedures, and essays for school and
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university. It means writing to inform tells the readers about something
important.
3. Writing to persuade
Writing for persuade convinces the readers to do or not to do something.
This includes advertisements, some newspaper and magazine articles, and
some types of essay. This type of writing might include your opinion, but
as part of a logical case backed up with evidence, rather than just as an
expression of your feelings. I mentioned above that imaginative writing
occasionally pretends to be a true story, but if you’re writing to inform or
persuade, you shouldn’t make things up.
In addition, Rozakis in Nurya (2013: 13), states that there are four
purposes in writing. There are: to explain: manuals, term papers, textbooks,
articles, news stories. To persuade: critical, reviews, resumes, job evaluations
speeches. To describe: poems, journals. To tell a story: autobiographies,
anecdotes, short stories, novels.
Based on the explanation above, the researcher can conclude that any
piece of wring will be trying to do at least one thing. The purposes of writing
are to explain or to inform, to entertain, and to persuade the readers.
c. Components of Good Writing
In writing, the writer needs to consider the components of writing. By
considering the components, the writer will write well. According to Brown
(1994: 342), writing has six categories as the basic for writing ability which
can be used to evaluate students writing. They are:
1. Content/Ideas
It consists of topic sentence and supporting ideas. Good content will give
good contribution to the writing itself.
2. Organization
It consists of topic sentence, controlling idea, and conclusion.
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3. Discourse
It consists of a topic, a topic sentence, supporting sentences, unity, and
coherence.
4. Syntax
It is related to the form used based on the types of paragraph.
5. Vocabulary/Word Choice
It is related to the words used suitable to kind of paragraph.
6. Mechanics
Mechanic consists of spelling, punctuation, citation of reference, neatness,
and appearance.
Based on the explanation above, it can be concluded that there are some
components that should the writer know and pay attention when his/ her write
something. There are contents/ideas, organization, discourse, syntax,
vocabulary/word choices, and mechanic.
d. Kinds of Writing
Brown (2004: 220) explains that writing can be divided into four kinds.
The first one is imitative. Imitative is to produce written language, in the
fundamental, basic tasks of writing letters, words, punctuation, and very brief
sentences. The second one is intensive. Intensive is producing appropriate
vocabulary within a context, collocations and idioms, and correct grammatical
features up to the length of a sentence. The third one is responsive. Responsive
is to perform at a limited discourse level, connecting sentences into a paragraph
and creating a logically connected sequence of two or three paragraph. The last
one is extensive. Extensive is imply successful management of all the processes
and strategies of writing for all purposes, up to the length of an essay, a term
paper, a major research project report, or even a thesis. So, there are several
kinds of written performance that capture the range of written production are
imitative, intensive, responsive, and extensive.
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Kane (2000: 6) categorizes four kinds of writing. The first one is
exposition. Exposition is constructed logically. It organizes around cause or
effect, true or false, less or more, positive or negative, general or particular,
assertion or denial. The second one is description. Description deals with
perceptions most commonly visual perceptions. Its central problem is to arrange
what we see into a significant pattern. The third one is narration. Narration is a
series of related events a story. Its problem is twofold: to arrange the events in
a sequence of time and to reveal their significance. The last one is persuasion.
Persuasion seeks to alter how readers think or believe. It is usually about
controversial topics and often appeals to reason in the form of argument,
offering evidence or logical proof.
In conclusion, there are several kinds of writing based on various effects
the writer may wish to have on his or her readers. They are exposition,
description, narration, and persuasion.
Based on the theories above, it can be concluded that there are many
kinds of writing. Kane categorizes based on the various effects the writer may
wish to have on his or her readers. They are imitative, intensive, responsive,
and extensive. In other side, Brown categorizes based on written performance
that capture the range of written production. They are exposition, description,
narration, and persuasion.
e. Writing Process
Oshima and Hogue (2007:15) state the process of writing has roughly
four steps. In the first step, create ides, in the second step, organize the ideas.
In the third step, write a rough draft. In the final step, polish your rough draft
by editing it and making revisions.
According to Harmer (2007:4) writing is a never one-step action.
Writing as one of productive skills needs a process. This process sues writer to
write in sequence stages. The writing process is the stages that a writer goes
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through in order to produce something (a written text) before to be a final draft.
There are four process of writing:
1. Planning
At this stage, writers must think about three main issues, those are the
purpose, the audience (the reader), and the content structure. The purpose of
writing will influence not only the type of text which writers wants to produce.
the language which writers use, but also the information which writers choose
to include. Secondly, the writer must think of the audience will influence not
only the shape of the writing (how it is laid out or how the paragraph is
structured). Thirdly, writers have to consider the content structure of the piece.
It means that the writers have to consider how best to sequence the fact, ideas,
or argument in their writing.
2. Drafting
The drafting stage is where the writer really begins writing. The most
important thing here is to get words onto paper. After you have finished in
planning, you can continue to the next step (drafting). The first draft on your
paragraph, the students have to use the ideas from planning as a guide as you
write, remember to:
a) Begin with a topic sentence that states the main ideas, include several
sentences that support the main idea.
b) Stick the topic does not include information that does not directly support
the main idea.
c) Arrange the sentences so that the other ideas make sense
d) Use signal words to help the reader understand how the ideas in your
paragraph connected.
3. Editing (revising)
It is almost impossible to write a perfect paragraph on the first draft. Perhaps
the order of information is not clear or the discourse marker is wrong. The way
to revise and improve the first draft is called editing. Writers edit their own or
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their peer’s work for grammar, spelling, punctuation, diction, sentence
structure, and accuracy of supportive textual material such as questions,
examples and the like in this case. The writer can consider some steps for
editing, those are follows:
a) Add new ideas to support the topic.
b) Cross out sentence that do not support the topic.
c) Change the order of the sentences.
4. Final Version
In this stage, writer has produced the final version from his/her writing
result to his/her teacher. The final step of the writing process is publishing. This
means different things depending on the piece you are working on.
Tyner (2016:5) also states there are some writing process that is similar
for most writers, both amateur and professional, that includes prewriting,
drafting, revising, and editing. While all writers don’t follow the process in
exactly the same way, and may combine and configure parts of the process
differently, there are enough similarities about how people write to conclude
that writing, at its best, is a process-oriented task that includes these steps:
1. Prewriting: anything the writer do to prepare to write his/her paper:
thinking about the topic, jotting down some ideas, considering the essay’s
organization, deciding the writing purpose.
In each “prewriting” section, the writer prepares to write the first draft
of his/her paper by selecting a topic to write on and giving some thought to
what the writer may want to include in his/her essay. In the prewriting
sections of the text, the writer will use a variety of prewriting strategies that
writer may find useful for different writing tasks.
2. Drafting: writing essay for the first time – getting ideas on paper - keeping
in mind the prewriting thoughts.
After complete prewriting work, writer is ready move on to the drafting
process, putting his/her experience into words. The first draft will be
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followed by a second revised draft and additional drafts if necessary.
Drafting is a part of the writing process for most writers.
Why do writers write drafts of an essay? Writing is a complex task, and
seldom can any writer create a final, polished essay in one writing. The
complexities of writing include choosing the best words to express your
thoughts, organizing thoughts in the most effective manner, including the
best details and examples to develop your thoughts, adding new ideas as
you write that you hadn’t previously considered, assessing the impact of
your writing on readers, and making sure that your paper is free of spelling,
punctuation, or grammar errors.
Even the most experienced writers can’t accomplish everything they
want in a single draft. The drafting process is the natural way that most
people improve a piece of writing. Writers create and revise drafts because
that is how they write best. We have learned that through years of analyzing
how writers write, including student writers.
3. Revising: making any changes in the draft that will improve it: adding some
detail, rewording some sentences.
The writer can read it over to see what his/her might improve. In each
unit, writer is given some specific guidelines for revising his/her drafts
based on the type of writing his/her is doing and the revision emphasis for
that unit. Revising essays in different units will help writer develops a
mental checklist for revising any writing his/her may do.
The purpose of revision is simple: to make the writing better. Improving
a draft seldom means a major overhaul of what you’ve written. Instead, it
might include adding a detail here or an example there to develop a thought,
rewording some sentences to make them clearer or smoother, dividing an
overly long paragraph into two, moving a particular sentence to a more
effective location, or strengthening the opening or conclusion of the paper
to make a greater impact on readers.
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In this first “Revision” section, writer works on improving your
sentence wording. This consideration is common to all writers, something
you will focus on throughout the course.
4. Editing: proofreading the paper for errors involving grammar, punctuation,
or spelling and making any needed corrections.
The writer may has noticed that during all of the writing and revising
instruction, not a word has been written about grammar, punctuation, or
spelling. The reason is that editing the essay – finding and correcting any
errors in grammar usage, punctuation, or spelling – is generally the final
step in the writing process.
Based on the theories above, the researcher can conclude that there are
some processes of writing. Even the experts mention different of processes
but the point is the same. The processes are pre-writing, drafting, revising
and editing.
2. Essay
a. Definition of Essay
Essay is one way to express someone’s idea in writing that contains
more than one paragraph. Oshima and Hague (1999:100) state that an essay is
a piece of writing several paragraphs long instead of just one or two paragraphs.
The topic of an essay is too complex to discuss in one paragraph. Therefore, we
must divide the topic into several paragraphs.
In Addison, Meyer (2005:38) states definition of essay as follow:
An essay is an organized discussion of a subject in a series paragraph.
A paragraph and essay actually share many traits. Essay explorers a
broader topic, which it introduces in a thesis statement and supports in
separate paragraph. The thesis statement helps determine and shape the
content of the entire essay. An essay is not simply a longer version of
paragraph. The content of an essay is more complex and needs more
development. However, the essay is similar to the paragraph in
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structure, for it contains three parts: introductory paragraph, body, and
concluding paragraph.
Mayers (2005:38) state that essay is an organized discussion of a subject
in a series of paragraphs. A paragraph and an essay actually share many traits.
In an essay is not simply a longer version of a paragraph. The content of the
essay in more complex and needs more development.
In short, an essay is complex. It has more than one paragraph consists
of introductory, body and concluding paragraph in single idea. The topic of an
essay is too complex to explain or disscuss in one paragraph.
b. Components of Essay
Oshima and Hogue (1999:101) state that there are three main
components of essay. The first component is introductory paragraph.
Introductory paragraph is consisted of two parts. They are general statement
and thesis statement. A few general statement about subject aim to attract
reader’s attention. While thesis statement aims to state the specific subdivisions
of the topic and/or the “plan” of writer’s paper. A thesis statement for an essay
is just like a topic sentence for paragraph. It names the specific topic and the
controlling ideas or major subdivisions of the topic.
The second component of essay is body paragraph. It consists of one or
more paragraphs. In body paragraph, there are topic sentence, supporting
sentence and concluding sentence. The last component of essay is concluding
paragraph. The conclusion in an essay, like the concluding sentence in
paragraph, is a summary or review of the main point discussed in the body.
Based on the explanation above, it can conclude that the components of essay
are introductory, body, and concluding paragraph.
In addition, Mayers (2005:38), Oshima and Hogue (2006:57), and
Boardman and Frydenberg (2002:87) agrees about an essay consists of three
16
main parts, namely introductory paragraph, body paragraph and concluding
paragraph. They are as follow:
1. Introductory Paragraph
Introductory paragraph is the first paragraph of the essay attracts the
readers’ interest make the primary claim of the essay in a thesis statement,
and may introduce the ideas of the body paragraph. Introductory paragraph
consists of two parts: First, a few general statements about subject to attract
readers’ attention. Second, thesis statement to state the main topic and the
specific subdivision of the topic and usually the last sentence in the
introductory paragraph.
2. Body of Paragraph
Body paragraph consists of one or more paragraphs. In bode paragraph
there are topic sentence, supporting sentence, and conclusion. There are
three important points to remember about the topic sentence such as; the
first, a topic sentence contains a subject, and a verb usually complement.
The second, a topic sentence contains both a topic and a controlling idea.
The third, a topic sentence gives only the main idea; therefore, it is the most
general statement in the paragraph.
3. Concluding Paragraph
Concluding paragraph is the last paragraph of the essay-ties all the
essay’s ideas together and includes are strong ending and usually restates
the thesis and summarizes the main idea. The concluding in an essay, like
the conclude sentence and paragraph or summary or review of the main
points discussed in the body. The concluding sentence as a signal in the end
of paragraph, there are some signals that usually used in ending paragraph,
such as: finally, in conclusion, in summary, therefore, thus, as a result,
indeed and in brief. It should never introduce new information about the
topic of the essay. It means that the concluding paragraph didn’t have
another explanation about the topic that have discuss.
17
Based on the theories above, there are three parts of writing an essay.
They are, introductory, body, and concluding paragraph. Introductory
paragraph has two parts. They are general statement and thesis statement. Its
purpose is to capture the reader’s interest to provide background information,
to state the main idea of the essay in thesis statement next is body paragraph. In
body paragraph, each of paragraphs develops a subdivision of the topic. It
develops and supports the thesis by breaking it down into smaller ideas. The is
concluding paragraph. It states the summary of the main ideas, or a restatement
of the thesis and the final comment on the topic. In concluding paragraph, it
never introduces new information about the topic of the essay.
3. Grammar
a. Definition of grammar
In communicating, one needs appropriate structure of words to become
an understandable sentence. It is not only about what to say but how to say it.
It is influence by number of factors. Those factors can be caused by someone’s
mastery of vocabulary items, correctness of pronunciation, and understanding
the grammar. Brown (1978:362) states that grammar is the system of rules
governing the conventional arrangement and relationship of words in a
sentence. Furthermore, he explains that grammatical competence occupies a
prominent position as a major component of communicative competence.
Without the structure of organizational constraints impose of someone’s
communicative attempts, his/her language would simply be chaotic.
According to Harmer (2004:12), grammar of a language is the
description of the ways in which words can change their forms and can be
combined into sentences in that language. If grammar rules are too carelessly
violated, communication may suffer. Although creating a good grammar rule is
extremely difficult.
18
Thornbury (1999:1) sates grammar is partly the study of what form (or
structures) are possible in a language. Traditionally grammar has been
concerned almost exclusively with analysis at the level of the sentence. Thus a
grammar is a description of the rules that govern how a language’s sentences
are formed.
Grammar is the state that science that teaches learner how to read, speak,
and write English well and properly (Suryadi in Wibowo, 2011:3). Grammar is
the study of science of rules for the combination of words into a sentence
(syntax) and the form and words (morphology).
According to Biber et al. (2005:2) most grammars have focused on
structure, describing the form, and sometimes meaning of grammatical
instructions out of context. Penny Ur in Emmaryana (2010:17) states that
grammar is sometimes defined as the way words are put together to make
correct sentences.
In conclusion, grammar is partly the study of form or structure and also
appropriate roles of combining the words become understandable sentence.
Without grammar, it would be hard to understand what people says or writes.
b. Part of Speech
According to Suswati and Yuliana (2009-1-2-3) state that part of speech
are the basic types of words that English has. Most grammar books say there
are eight parts of speech: nouns, verbs, adjectives, adverbs, pronouns,
conjunctions, prepositions, and interjections.
It important to be able to recognize and identify the different types of
words in English. So that grammar explanation can be understood and used
correctly. This is a summary of the eight of parts of speech.
19
Table 2.1
Parts of Speech
Parts of
speech
Function or
“job”
Example words Example sentences
Verb Action or state (to) be, have, do,
like, work, sing,
can, must.
EnglishClube.com is a
website. I like
EnglishClube.com
Noun Thing or person Pen, dog, work,
music, town,
London, teacher,
john.
This is my dog. He
lives in my house. We
live in London.
Adjective Describes a
noun
a/an, the, 69,
some, good, big,
red, well,
interesting.
My dog is big. I like
big dog.
Adverb Describes a
verb, adjective
or adverb
Quickly,
silently, well,
badly, very,
really,
My dog eats quickly.
When he is very
hungry. He eats really
quickly.
Pronoun Replaces a noun I, you, he, she,
some
Tara is indian. She is
beautiful.
Preposition Links a noun to
another word
To, at, after, on,
but,
We went to school on
Monday.
Conjunction Joins clauses or
sentences or
words
And, but, when I like dogs and I like
cats. I like cats and
dogs. I like dogs but I
don’t like cats.
Interjection Short
exclamation,
sometimes
inserted into a
sentence
Oh!, ouch!, hi!,
well
Ouch! That hurts!
Hi! How are you?
Well, I don’t know.
Learning about the parts of speech is the first step in grammar study just
as learning the letters of the alphabet is the first step to being able to read and
write. From learning the parts of speech, we begin to understand the use or
20
function of the words and how words are joined together to make meaningful
communication.
When we look up a word in a dictionary, we will find not only the
meaning of the word but also what parts of speech it is. This information is very
helpful in understanding the full meaning of the word and knowing how to use
it.
4. Verb
a. Definition of Verb
Suswati and Yuliana (2009:54) state the verb is king in English. The
shortest sentence contains a verb. You can make one-word sentence with a verb,
for example: “Stop!”. You cannot make one-word sentence with any another
type of word.
Verbs are sometimes described as “action verbs”. This is partly true.
Many verbs give the idea of action, of “doing” something. For example, words
like run, fight, do and work all convey action. But some words do not give the
idea of action; they give the idea of existence, of state. Or of “being”. For
example, verbs like be, exist, seem, and belong all convey state.
A verb always has a subject. (in the sentence “John speaks English”,
John is the subject and speaks is the verb). In simple terms, therefore, it can be
said that verbs are word that tell us what a subject does or is.
In addition, McDouall (2008:106) states verbs are commonly known as
‘doing words’. They refer to an action, an event, or a state of being. Here are
examples of verbs:
1) Examples of verbs referring to an action are: bring, read, and run.
2) Examples of verbs referring to an event are: decompose, glitter, and melt.
3) Examples of verbs referring to a state of being are: exist, stand, and recline.
In English, verbs can be divided into two groups, regular verbs and
irregular verbs. Regular verbs are simple to conjugate; to indicate the simple
21
past, for example, simply add the suffix –ed to the root of the word.
Unfortunately, irregular verbs do not follow such a neat pattern, and their
conjugated forms must be learned through memorization.
In short, verbs are very important. Verbs are described as action or
existence (for example: fight, run, seem, belong). you can make a one-word
sentence with verb. you cannot make sentence without using a verb.
b. Function of Verb
According to Suswati and Yuliana (2009:54) verbs usually describe:
1. Action (Ram plays football).
2. State (Anthony seems kind).
There is something very special about verbs in English. Most other
words (adjectives, adverbs, preposition etc) do not change in form (although
nouns can have singular and plural forms). But almost all verbs change in form.
For example, the verb to work has five forms: to work, work, works, worked,
working.
According to Berry (2012:28) verbs are an open word class. In terms of
grammar (rather than lexis) they are the most important word class because they
are the central element in clauses; each full clause must have a verb, and they
determine what other elements will be present.
Traditionally, verbs are said typically to denote actions. There are two
problems with this. First, nouns such as running, singing, fight or laughter also
denote or imply actions. Second, many verbs are not to do with actions. They
can also be to do with events, processes, states, relationships, and so on:
1) The building collapsed.
2) It snowed yesterday.
3) I want some chocolate.
4) I have three sisters
In other words, verbs do not just denote actions.
22
According to (358) there are three major classes of verbs: lexical verbs
(also called full verbs, e.g. run, eat), primary verb (be, have, and do), and modal
verbs (e.g. can, will, might etc). These classes are distinguished by their roles
as main verbs and auxiliary verbs. Lexical verbs comprise an open class of
words that function anly as main verbs: the three primary verbs can function as
either main verbs or auxiliary verbs; and modal verbs can function only as
auxiliary verbs.
Based on explanation above, the researcher can conclude that verbs are
special in English because verbs can change in form. verb have three types, they
are lexical verb, primary verb, modal verb. Verbs usually describe action and
state.
5. Modal Auxiliaries
a. Definition of Auxiliaries
Manaf in Mukandan (2011:79) says Modal Auxiliary verbs have always
formed an important part of the grammar and semantics of most languages,
including English because they are not only auxiliaries in the prescriptive
grammarian sense but they also appear to contribute to the semantics of
communication. Gueron and Lecarme (2008) support the fact that grammar
devotes a lot of space to modality, and that modal sentences containing modal
verbs occupy a unique position within this grammatical space.
Modal auxiliary or called modal verbs may sound difficult but in fact
they are easy. They are invariable (no conjunction). And the main verb is
always the “bare ifinitive” (without “to”). Modal auxiliaries generally express
a speakers’ attitudes, or “mood”. For example, modal can express that a speaker
feels something necessary, advisable, permissible, possible, or probable; and in
addition, they can convey the strength of these attitudes. These are the modal
verb can, could, may, might, must, will, would, shall, should, ought, and need.
23
They are different from the other three auxiliary verbs (do, be and have) in two
ways.
Firstly, they have special grammatical features (for instance, they have
no infinitive and the third person singular has no s). And secondly, most modal
verbs have not only a grammatical function, but also a “dictionary meaning”:
for instance, must can mean „be obliged to‟ (do, be and have do not really have
“meaning”) of this kind when they are used as auxiliary verbs).
Biber et al (2005:103) states that auxiliary verbs occur before main verb
and qualify the meaning of main the verb. English auxiliary verbs, as the name
implies, are simply called helping verbs or supporting verbs (Oxford Advanced
Learners of Current English 1995).
In addition, Alfiyani (2013:41) argues that a helping verb assists the
main verb in sentence. In interrogative sentence, the helping verb usually
separated with the main verb.
In conclusion, modal auxiliaries are words that helps main verb to help
meaning in the sentence. Modal auxiliaries occur before main verb and qualify
meaning of main verb. In interrogative sentence, the helping verb usually
separated with the main verb.
b. Kinds of Auxiliaries verb
According to Alagbe (2009:56) English auxiliary verbs are two kinds,
they are:
1. Primary Auxiliary Verbs
Alagbe (2009:58) states that each of grammarians identified ‘Be’,
‘Have’, and ‘Do’ as the English primary auxiliary verbs which function
both as auxiliary and lexical verbs. Ann is learning English and they had
two children. There are three primary auxiliary verbs: be, have, and do.
They have inflections like lexical verbs, but are normally unstressed. The
same verbs be, have, and do can also act as main verbs.
24
Table 2.2
Primary Auxiliary Verbs
Base Present
tense
Past tense Ing-
participle
Ed-
participal
Be Is, am, are Was, were Being Been
Have Have, has Had Having Had
Do Do, does Did Doing Done
(a) The auxiliary be is used for progressive aspect or continuous: she was
thinking about you
(b) The auxiliary be is also used for passive voice: it was sent over there.
(c) The auxiliary do is used for negative statement and in question, this
is known as do insertion: did he sell it?, this does not make sense.
2. Modal Auxiliary verbs
According to Suswati and Yuliana (2009:56) state that modal auxiliary
verbs are used to modify the meaning of main verb in some way. A modal
helping verb expresses necessity or possibility, and changes the main verb
in sentence. These are the modal auxiliary verb: can, could, may, might,
will, would, shall, should, must, ought to.
In English, such verbs have largely replaced the subjunctive mood, and
three kinds of modality can be distinguished for them: (1) epistemic
modality, which expresses a judgment about the truth of a proposition
(whether it is possible, probable, or necessarily true): John may be in his
office. (2) Deontic modality, which involves the giving of directives (in
terms of such notions as permission and obligation): You must leave
immediately. (3) Dynamic modality, which describes such properties as
ability and volition to the subject of the sentence: I can come. Often the
same modal verb is used for more than one kind of modality: may for
possibility (It may rain tomorrow) and permission (You may smoke now);
25
must for necessity (The plane must have landed by now) an obligation (I
must go).
Azhar (2002:151) states modal auxiliaries generally express speakers’
attitudes. For example, modals can express that a speaker feels something
is necessary, advisable, permissible, possible, or probable; and, in addition,
can convey the strength of those attitudes.
According to Azhar (1989:68) states that the types of Modal Auxiliaries
can be divided into two kinds. First, modal auxiliaries with different
meaning such as: can, could, had better, may, might, must, ought to, shall,
should, will, and would. Second, modal auxiliaries with similar expression
such as: be able to, be going to be supposed to, be to, have to, have got to,
used to. Modal and semi modals can be grouped into three major categories
according to their main meaning (excluding used to, which relates to past
time).
(a) Permission/possibility/ability: can, could, may, might
(b) Obligation/ necessity: must, should, had better, have (got)to, need to,
ought to, be supposed to
(c) Volition/prediction: will, would, shall, be going to.
Berry (2012:106) states Modality is to do with the way statements are
qualified by speakers to show that they are not facts, either because there is
some personal element involved in their realization, or because they are
seen as lacking certainty. You must do it. It might rain.
Sentences without modality are presented as facts: I saw him yesterday.
It’s raining.
There are nine ‘central’ modals: can, could, may, might, will,
would, shall, should, must. They are easy to identify as they all possess
the following formal features:
26
1) they have only one form; unlike verbs (and the primary auxiliaries)
there is no infinitive, past tense, third-person -s form, -ed or -ing
participle.
2) they are followed by the bare infinitive of verbs: I can see.
3) they form negatives directly with not: I may not come.
4) they invert to form questions: Can I come?
In these last two respects they are like the primary auxiliaries.
But unlike the primary auxiliaries they do not combine with one
another; only one modal is possible, as the first element in the verb
phrase.
c. Sentence Patterns of Modal
According to Oshima and Oaline in Sudirman (2007:9) sentence is a
group of word that contains at least object and one verb. A sentence expresses
a complete thought:
1. Positive Sentence
The pattern of modal auxiliary in the positive sentence is:
S + Modal Auxiliary + V ( infinitive without ‘to’ + o/c)
E,g: Rifah can speak English well
2. Negative Sentence
The pattern of modal auxiliary in the negative sentence is:
S + Modal Auxiliary + not + V (infinitive without ‘to + o/c)
E,g: Rifah cannot speak English
3. Introgative Sentence
The pattern of modal auxiliary in the negative sentence is:
Modal Auxiliary + S + V (infinitive without ‘to’ + o/c)
E,g: Can she speak English well?
Azhar (2002:151) says modal do not take a final –s, even when the
subject is she, he, or it. Modal are follow immediately by the simple form of
27
verb. For example: she can do it. The only exception is ou ght, which is
followed by an infinitive (to + the simple form of a verb). For example: he ought
to go to the meeting.
d. Possible Errors in the form of Modal
according to Azar (1989:68), possible errors in the forms of modal
auxiliary verbs are:
table 2.3
Possible Errors in the Form of Modal
No Incorrect Correct
1 She can to see it. She can see it.
2 She cans see it. She can see it.
3 She can sees it. She can see it.
4 She can saw it She can see it.
5 Can you please to pass the rice?. Can you please pass the rice?.
6 Do you can see it?. Can you see it?.
7 They don’t can go there. They cannot go there.
6. Nature of Errors
Writing is not easy for the students. Students have the difficulties in
choosing an appropriate words, phrases, preposition, pronoun, etc.
Consequently, errors cannot be ignored by the students in writing. Dulay in
Nina (2005:13) states that errors are the flawed side of learner speech or writing.
Making errors is an inevitable part of learning. People cannot learn language
without first systematically commiting errors. It’s commonly happened in a
learning process, because the people or the students still learn the target
language step by step.
Then, Brown (2000:217) states that a mistake refers to a performance
error that either a random guess or a “slip”, in that it is a failure to use system
correctly, while an error is a noticeable deviation from the adult grammar of a
native speaker, reflecting the inter language competence of the learner.
28
Next, Corder in Freeman and Long (1991:59) defines a mistake is a
random performance slip caused by fatigue, excitiment, etc, and therefore can
be readily self-corrected. An error is a systematic deviation made by learners
who have not yet mastered the rules of the L2. A learner cannot self-correct an
error because it is a product reflective of his or her current stage of L2
development, or underlying competence.
Furthermore, Harmer (2007:96) devides mistake into three categories.
Slips are mistakes which students can correct themselves, once the mistake has
been pointed out to them. Errors are mistakes which they cannot correct
themselves and which, therefore, need explanation. And attempts are mistake
that students make when they try to say something but do not know how to say
it yet.
Based on the explanation above, the researcher concludes that an error
is a systematic deviation made by learners who have not mastered the rules of
the L2 yet. A learner cannot self-correct an error because it is a product
reflective of his or her current stage of L2 development, or underlying
competence.
a. Types of Errors
There are several types of errors. Thornbury (1999:114) states that there
are three types of errors. They are as follows:
1. Lexical Errors
a) Learners make mistakes when they have chosen the wrong word for the
meaning that wants to express.
b) Learners have chosen the wrong form of the word.
c) The lexical errors also include mistakes in the words are combined.
2. Grammatical Errors
3. Discourse Errors
Thornbury (2004:114) explains there are three types of errors. They are
lexical errors, grammar errors, and discourse errors. Lexical Errors are the
29
errors are concerned with errors in word choice to make one meaning correctly.
For example: “the Sunday night past” the correct one is “last Sunday night”.
Grammatical Errors are the errors can be in choosing verb form and tense. For
example: “the doorbell rangs” the correct one is the “bell rang”. Dicourse
Errors are concerned with organize and to connect sentences in the text. For
example: “at last suggests” the solution to this problem is “eventually” would
have been better in this context.
Based on the explanation above, it can be summed up the types of errors
can be classified into several categories, they are: lexical errors, grammatical
errors, and discourse errors.
b. Analysis of Errors
According to Brown (2000:218) there are several procedures of error
analysis. They are as follows:
1. Identifying Errors
The first procedure that should be followed by the researcher in
analyzing learners’ errors is to identify them. In identifying errors, the
researcher has to compare learners’ sentence procedure with what seem the
correct sentences in the target language which correspond with them.
2. Describing Errors
After all of the errors have been identified, they can be described and
classified into types. One of the examples of classifying the errors is
classifying into grammatical categories. The advantages of classify errors
in these ways can help the researcher to diagnose learners’ learning problem
and to plot how changes errors pattern occur over time.
3. Explaining Errors
In explaining errors, the researcher has to explain what kinds of errors that
have been made by the learners. Because some errors are common only to
learners who share mother tongues manifest the same linguistic property.
30
The errors are classisfied into categories like the following: errors in
using past tense, errors in using past continious tense, errors in using simple
future tense, errors in using verb to-infinitive, errors in using direct speech,
errors in using articles, errors in using plural singular, errors in using passive
voice, and error in using pronoun.
It is supported by The in Zubir (2013:25) error analyses are
identification, description and explanation of errors either in its spoken and
written form. In identification, the researcher will underline, the students'
errors. Then, in description, the students’ errors by will classify by the
researcher into the table. Next, in explanation, the students’ errors will explain
by the researcher about errors that found in students’ essay.
Based on the explanation above, the researcher can conclude that errors
of analysis can be defined as identification, explanation and description of
errors in spoken or written form.
B. Review of Relevant Studies
Based on the literature that researcher read, the researcher found the
relevant studies for this research. First, Sudirman (2010) had research about
Analysis on Students’ Difficulties in Learning Modal Auxiliaries ‘Can’ and
‘Could’. He found that the students’ difficulties in learning modal auxiliaries
were came from the internal factor, that most interview facing the difficulties
caused by the interest, they do not attention to the teacher explanation, beside
that the cause of difficulties are caused by their motivation in learning English
subject. This research has similarity and difference with the research that
conducts with the researcher. The similarity is the same topic that discusses
about modal auxiliary verb. the difference is the research that conducted by
Sudirman was focused about students’ difficulties but this research is focused
in errors made by students in form of modal auxiliary verb.
31
Second, Mariana Ezra Mutter (2014) had research about Modal dalam
Novel the Swiss Family Robinson oleh Johan Rudolf Wyss. She found that
modal forms are used namely will, shall, can, may, would, should, could, might,
ought to, have to, be able to, and need. This research also has similarity and
difference with the research that conducts with the researcher. The similarity is
the same topic that discusses about modal auxiliary verb. the difference is the
research that conducted by Mariana Ezra Mutter was focused about modal
auxiliary verb found on Novel the Swiss Family Robinson oleh Johan Rudolf
Wyss but this research is focused in errors made by students in form of modal
auxiliary verb on their essay.
Then, Nursyamsi had research Entitled An Analysis of Must and Should
Usage of Modal Auxiliary in Writing Hortatory Exposition (A Study of The
Second Year Students at Senior High School 1 Sitiung). She found that the
students of SMA N 1 SITIUNG class XI IPS3 were able to analyze must and
should usage and determine the function of must and should in writing hortatory
exposition. Most of the students get good score in writing hortatory exposition
test. It was supported by the fact that there were only 4 (13, 33%) students who
had problems in analyze of using must and should in text or the students that
have low score, it can put on fair rank. And there were 21 (70%) students who
had good score in writing hortatory exposition test. Then 5 (16,66%) students
who had excellent score in the test. It means that second year students of SMA
N 1 Sitiung have good understanding about must and should usage and the
function of must and should in writing hortatory exposition text. The similarity
is the same topic that discusses about modal auxiliary verb. the difference is the
research that conducted by Nursyamsi was focused about modal auxiliary verb
must and should usage in writing hortatory exposition but this research is
focused in errors made by students in form of modal auxiliary verb on their
essay.
32
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research was a qualitative research by using content analysis.
According to Gay (2012:7), qualitative research is the collection, analysis and
interpretation of comprehensive narative and visual (i.e., non-numerical) data
to gain insights into a particular phenomenon of interest. In this research, the
researcher would like to analyze error in the form of modal auxiliary verb found
on students’ essay.
According to Weber in Stemler (2001:1) content analysis has been
defined as a systematic, replicable technique for compressing many words of
texts into fewer content categories based on explicit rules of coding. It means
content analysis is a technique to make inference from many words/message to
become specified characteristic of message.
Dealing with these theories, the research concerned to analyze error in
the form of modal auxiliary verb found on students’ essay of the third semester
students of English Teaching Department of IAIN Batusangkar registered in
2018/2019.
B. Data and Source of Data
1. Data
According to White and Marsh (2006:27) the most important is the data
that provide useful evidence for testing hypotheses or answering research
question. So the data of this research were errors in form of modal auxiliary
verbs: can, could, will, would, shall, should, may, might, must and ought to
that found on students’ essay of the third semester English Department at
IAIN Batusangkar registered in 2018/2019 academic years.
2. Source of Data
33
As Sugiyono (2012:82) states that document is an event that happened
in the past. Document can be from written, recording, picture, film,
biography, etc. In this research, the researcher did not conduct any test to
collect the data. The data sources of this research was taken from students’
essay. The data was gotten from genre based writing lecturer. This research
was document checking because the researcher described the data from the
essay that was written by the students. the source of the data was 71
documents but the researcher only used 31 documents because only 31
documents contained form of modal auxiliary verb errors.
C. Technique of Data Collection
1. Research Instrument
The research instrument in this research was the researcher himself. The
researcher collected the documents. And then, the researcher analyzed the
documents and classify modal auxiliary verb found from the documents.
The researcher entered the setting to get the data, copied, studied the data,
and interpreted the data by himself. In this research, the researcher
conducted the documentary study because document was the only thing that
would be analyzed.
2. Research Procedures
This research was conducted by applying the following steps. They
were pre-operation, whilst-operation, and post-operation.
1) Pre-operation
a. Finding the problem
b. Doing observation
c. Finding the theories that related to the research problem
d. Preparing and writing the research proposal
e. Consulting with the advisors
f. Revising the research proposal
34
g. Having proposal seminar
h. Revising proposal
2) Whilst-operation
a. Asking to English Writing Lecturer to get documents from students’
original writing.
b. Collecting the students’ writing.
3) Post-operation
a. Analyzing the data
b. Drawing conclusion
c. Doing thesis agenda
D. Technique of Data Analysis
After colecting data, the researcher analyzed the data by using
descriptive qualitative analysis which applied content analysis. In analyzing the
data, the researcher analyzed modal auxiliary verb found on students’ essay.
Before analyzing the data, the researcher gave the number for each documents
from 1 to 31. Then the researcher write the list of modal auxiliary to help the
researcher in analyzing the data. The researcher just transcribed the phrase that
contain error in the form modal auxiliary verb.
In analyzing the document, the researcher used Chelimsky (1989:8)
points out six steps in conducting content analysis. Those steps are:
1. Deciding to use the content analysis
To begin the research that used content analysis, the researcher
will formulate the question first. The question must be clear
understanding of project needs and available data. Chelimsky (1989:8)
states that the content analysis can be used to answer the question
“what”. This research is formulated by usisng the question of “what” as
states in the research question that is “ what is grammatical error in the
35
form of modal auxiliary verb found on students’ essay. It means that the
content analysis was appropriated to be used in this research.
2. Determining what material should be included in content analysis
The next step of content analysis is about choosing the material.
Material of the research must be done and it can be use appropriate
sample technique. In this research researcher used total sampling to
choosing- the data should be analyzed. Therefore, the researcher used
all of the document to analyze grammatical error of modal auxiliary
verb found on students’ essay.
3. Selecting unit analysis
In content analysis, there are two unit analyses such as content
unit and recording unit. The content unit is a unit set limits of written
material that is to be examined. While recording unit is the specific part
of the content unit in the written material that is placed in category. In
this research the content analysis unit was students’ essay. Then, the
recording unit was modal auxiliary form errors that contain in the text.
4. Developing the coding categories
According to Chelimsky (1989:11), categories provide the
structure for grouping document unit. It means the researcher
determined the codification to all of the documents like D1,D2,D3.
Then the researcher grouped modal auxiliary form errors in every types
of modal auxiliary verb, like modal auxiliary verb “can”, “will” and so
on. The researcher also coded the paragraph, like P1, P2 and also lined
in that paragraph, like L1, L2, L3.
5. Coding the material
In this step, researcher coded all of the document that was made
by the third semester students who had taken writing III subject. The
researcher also underlined the position all of modal auxiliary form
errors that are found in the target text as the document also. It is used to
36
make the researcher and reader understand the analysis. You can see in
the table below.
Table 3.1
Error Coding
No Number
of Data
Identification of
Error
The Correct Form
1 D1/P5/L4
3 D2/P1/L7
6. Analyzing and interpreting the result
In this step of the content analysis, the researcher analyzed grammatical
errors in form of modal auxiliary verb found on students’ essay. The first
thing that researcher did was analyzing the data. And then, the researcher
classified what is grammatical error of modal auxiliary verb found on
students’ essay.
E. Checking Data Trustworthiness
The data in qualitative research is confirmed valid only when there is
no differences between the report of the research and the reality that happen.
Therefore the researcher needed to check the data trustworthiness. It is the
purpose that be reached by the researcher who is used qualitative research. The
researcher did the credibiliy test for trustworthiness of the research finding.
According to Sugiyono (2010:270) credibility can be through several
ways such as extending of observation, improving the diligence, data
trianglation, peer discussion, analysis of negative case and member check.
In this research, researcher did the credibility test to check the data
trustworthiness by extending of analysis to extending of observation to form
transcription in which the researcher analyzed the data to make sure what are
37
grammatical errors of modal auxiliary verb found on students essay. In this
case, the researcher reanalyzed the data after analyzing all of the data.
38
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
In this part, the researcher describes the research findings. The data of
this research is form of modal auxiliary verb errors found on students’ essay at
the third semester students of English Teaching Department at IAIN
Batusangkar Registered in 2018/2019 Academic Year. The data of this research
were 31 documents that were gotten from genre based learning lecturer.
The type of form modal auxiliary verbs errors found on students’ essay
were 53 items. Modal auxiliary verb “can” (29 items), modal auxiliary verb
“could” (2 items), modal auxiliary verb “will” (12 items), modal auxiliary verb
“would” (1 item), modal auxiliary verb “should” (1 item) and modal auxiliary
“must” (7 items) and modal auxiliary verb “might” (1 item).
The examples of modal auxiliary forms errors on students’ essay at the
third semester of English Department of IAIN Batusangkar registered in
2018/2019 academic year can be seen as follows:
1. Errors in Form of Modal Auxiliary Verb “can”
In this research, the researcher found 29 items errors in form of modal
auxiliary verb “can” made by the third semester students of English
Department of IAIN Batusangkar registered 2018/2019 academic year. To
see complete information about errors in form of modal auxiliary verb “can”,
table below.
Errors in form of modal auxiliary verbs “can” made by students like
what is can’t do, the student added to be “is” before modal “can”. The
correct sentence is “what can’t do”. Errors in the form of modal made by
the students such as: they used verb –ing after modal, they used verb two and
sometimes they did not add verb after modal auxiliary verb.
39
Table 4.1
Samples of Error of Modal Auxiliary “can”
No Number of
Data
Identification of
Error
The Correct Form
1 D1/ P3/L5 …can also polution
water too.
…can be pollution water
too.
2 D2/P2/L5 dried randang can
lasted for trhee to four
weeks…..
dried randang can last
for trhee to four
weeks…..
3 D2/P2/L6 It can even lasted
month stored in
refrigerator…
It can even last month
stored in refrigerator…
4 D4/P3/L1 The capital city
cannot released from
traffic jams.
The capital city cannot
be released from traffic
jams.
5 D6/P1/L5 Many things that can
be cause of poverty.
Many things can be
caused by poverty.
6 D14/P3/L2 what is can’t do. …..what can’t do.
7 D8/P3/L3 they can lost in their
relationship, finance..
they can lose in their
relationship, finance..
8 D19/P4/L4 So you can
enjoyed…..
So you can enjoy…..
9 D23/P5/L8 …company can
produces highly
satisfied
consumers…
…company can produce
highly satisfied
consumers…
10 D26/P4/L4 Orange have vitamin
c that can helps you
clean out your
system.
Orange have vitamin c
that can help you clean
out your system.
40
No Number of
Data
Identification of
Error
The Correct Form
11 D30/P3/L1 I can felt my mother
very care with me.
I can feel my mother
very care with me.
12 D30/P3/L5 …my mom can calls
me 15 time in one
day
….my mom can call me
15 time in one day.
13 D32/P2/L5 and can lost your
stress from you
activity.
and can lose your stress
from you activity.
14 D32/P3/L2 …can taken by 3-5
minute with a
tranfortation.
…..can be taken 3-5
minute with a
tranfortation.
15 D32/P3/L3 The bus also can
taken with that street
to the top of cemara
The bus also can be
taken with that street to
the top of cemara
16 D34/P6/L5 We can wearing it….. We can wear it…..
17 D37/P2/L3 students can spent
their time
students can spend their
time
18 D37/P4/L2 , full day school
cannot be apply in
Indonesia
, full day school cannot
be applied in Indonesia
19 D39/P1/L8 You can not to free
life.
You cannot have free
life.
20 D45/P1/L4 accident can
happened..
accident can be
happened...
21 D45/P2/L3 bicycle cannot
controlled well too
bicycle cannot be
controlled well too
22 D45/P2/L9 This is can be the
best way biker…
This can be the best way
biker…
23 D47/P3/L7 You can bulliying
someone
You can bully someone
41
No Number of
Data
Identification of
Error
The Correct Form
24 D49/P5/L8 company can
produces highly
satisfied
consumers……
company can produce
highly satisfied
consumers…….
25 D58/P1/L7 …..the parents can
managed their
children to access
internet smartly.
….the parents can
manage their children to
access internet smartly.
26 D58/P4/L2 They can
communication
normally….
They can communicate
normally….
27 D59/P2/L2 The tiger is also the
second fastest can in
running….
The tiger is also the
second fastest in
running….
28 D60/P6/L3 ..you can consultation
with doctor ..
..you can consult with
doctor ..
29 D61/P2/L6 ……every day
factory industry can
production much
fumes.
……every day factory
industry can produce
much fumes.
2. Errors in Form of Modal Auxiliary Verb “could”
In this research, the researcher found 2 items errors in form of modal
auxiliary verb “could” made by the third semester students of English
Department of IAIN Batusangkar registered 2018/2019 academic year. To
see complete information about errors in form of modal auxiliary verb “can”,
table below.
Errors in form of modal auxiliary verbs “could” made by students
like effect of wearing tight jeans is could make irritation, the student added
to be “is” before modal “could”. The correct sentence is “what can’t do”.
42
Then error in the form of modal “could” made by the students was “It could
be give a bad smelt for surroundings”. The student added to be “is” before
modal. The correct sentence is “It could give a bad smelt for surroundings”.
Table 4.2
Samples of Error of Modal Auxiliary “could”
No Number of
Data
Identification of
Error
The Correct Form
1 D34/P6/L1 effect of wearing tight
jeans is could make
irritation....
effect of wearing tight
jeans could make
irritation....
2 D35/P6/L3 It could be give a bad
smelt for
surroundings.
It could give a bad
smelt for surroundings.
3. Errors in Form of Modal Auxiliary Verb “will”
In this research, the researcher found 12 items errors in form of modal
auxiliary verb “will” made by the third semester students of English
Department of IAIN Batusangkar registered 2018/2019 academic year. To
see complete information about errors in form of modal auxiliary verb
“will”, see table below.
Errors made by the students in form of modal auxiliary verb “will”
such as: they used verb one + -s after modal auxiliary verb, it is clearly after
modal, it must be verb one without –s even the subject is he, she, or it.
Another error made by students were they used verb two after modal and
also they did not add verb after modal “will”.
43
Table 4.3
Samples of Error of Modal Auxiliary “will”
No Number of
Data
Identification of
Error
The Correct Form
1 D6/P3/L6 ….population will
also increases food
availability.
….population will also
increase food
availability.
2 D10/P5/L1 That will not good if
try to do…
That will be not good if
try to do…
3 D10/P5/L2 …...everyone will
scare to you because
of it.
……. everyone will be
scared to you because of
it.
4 D10/P3/L1 Next day, when I will
started my first
lecture.
Next day, when I would
start my first lecture.
5 D19/P6/L2 .You will enjoyed…. You will enjoy….
6 D20/P4/L1 puberty in boys will
slower….
puberty in boys will be
slower….
7 D35/P7/L4 …a tree will dead …a tree will die/ …a tree
will be die
8 D42/P4/L5 Twitter allow to post
links that will direct
traffic to your
business
Twitter allow to post
links that will be direct
traffic to your business
9 D57/P3/L7 You will only three
pouch,
You will only have three
pouch,
10 D59/P2/L5 a tiger will down a
small animal like a
porcupine..
a tiger will be down a
small animal like a
porcupine…
44
4.
Error in
Form of
Modal
Auxiliary Verb “would”
In this research, the researcher found 1 item error in form of modal
auxiliary verb “would” made by the third semester students of English
Department of IAIN Batusangkar registered 2018/2019 academic year. To
see complete information about errors in form of modal auxiliary verb
“would”, see table below.
The student made error in the form of modal auxiliary verb “would”
was the students did not add to be after subject. When the sentence did not
used verb, we should add to be. We can see in the table below that the
sentence was introgative. The form of introgative sentence when using
modal is modal + subject + verb or to be.
Table 4.4
Sample of Error of Modal Auxiliary “would”
No Number of
Data
Identification of
Error
The Correct Form
1 D10/P1/L3 Would you happy or
sad?
Would you be happy or
sad?
11 D61/P4/L6 In this condition the
air will much content
of Co2….
In this condition the air
will be much content of
Co2….
No Number of
Data
Identification of
Error
The Correct Form
12 D61/P4/L12 the fire will calmed
when the rain down.
the fire will be calmed
when the rain down.
45
5. Error in Form of Modal Auxiliary Verb “should”
In this research, the researcher found 1 item error in form of modal
auxiliary verb “would” made by the third semester students of English
Department of IAIN Batusangkar registered 2018/2019 academic year. To
see complete information about errors in form of modal auxiliary verb
“should”, see table below.
In this modal auxiliary verb “should”, the student’s error was the
student added verb two after modal. After modal auxiliary, we must use verb
one without –s even the subject she, he or it.
Table 4.5
Sample of Error of Modal Auxiliary “should”
No Number of
Data
Identification of
Error
The Correct Form
1 D37/P1/L2 ..student should spent
their time at school…
..student should spend
their time at school…
6. Errors in Form of Modal Auxiliary Verb “must”
In this research, the researcher found 7 items errors in form of modal
auxiliary verb “must” made by the third semester students of English
Department of IAIN Batusangkar registered 2018/2019 academic year. To
see complete information about errors in form of modal auxiliary verb
“must”, see table below.
Errors made by the students in the form of modal “must” such as:
they added to between modal and verb (what must to do), they used verb
with –s, and they also used two modals at the same time (you must can do
it). You can see on the table below.
46
Table 4.6
Samples of Error of Modal Auxiliary “must”
No Number of
Data
Identification of
Error
The Correct Form
1 D6/P2/L11 …that must be makes
the population live
below the poverty line.
…that must make the
population live below
the poverty line.
2 D14/P3/L2 …what must to do.. …what must do..
3 D22/P1/L5 …you must to check in
your motorcycle..
…you must to check in
your motorcycle..
4 D27/P3/L4 you must straight again
and you will welcome
in Suliki.
you must go straight
again and you will
welcome in Suliki.
5 D54/P8/L7 …you must can do it. …you must do it.
6 D71/P1/L4 …you must to see this
place..
…you must see this
place…
7 D71/P5/L3 If you visit North
Sumatra you must to
visited the Stone…
If you visit North
Sumatra you must visit
the Stone…
7. Error in Form of Modal Auxiliary Verb “might”
In this research, the researcher found 1 item error in form of modal
auxiliary verb “might” made by the third semester students of English
Department of IAIN Batusangkar registered 2018/2019 academic year. To
see complete information about error in form of modal auxiliary verb
“might”, see table below.
Error made by the student in form of modal auxiliary verb ”must”
was the student used verb three after modal “might”. After modal auxiliary
verb, it must be verb one without –s even the subject she, he, or it.
47
Table 4.7
Sample of Error of Modal Auxiliary “might”
No Number of
Data
Identification of
Error
The Correct Form
1 D8/P1/L4 It might seem
obvious…
It might be seem
obvious…
B. Discussion
Based on the research findings above, it can be seen that there are seven
types of modal auxiliary errors found on students’ essay . in this case, essay of
the third semester students of English Department at IAIN Batusangkar
registered in 2018/2019 academic years, there were modal auxiliary verb “can”
(29 items), modal auxiliary verb “could” (2 items), modal auxiliary verb “will”
(12 items), modal auxiliary verb “would” (1 item), modal auxiliary verb
“should” (1 item), and modal auxiliary verb “must” (7 items), and modal
auxiliary verb “might” (1 item).
Based on the data above, it can be concluded that among all of modal
auxiliary verbs which are found, students commonly did errors in modal
auxiliary verb “can”, were 29 items. The students commonly used wrong verb.
After modal auxiliary verb should be followed by verb 1 without –s but the
students commonly add verb 2 or verb 3 and use –s after modal auxiliary. The
researcher also found that the students did not add verb after modal and also
used double modals.
According to Oshima and Oaline in Sudirman sentence pattern of modal
auxiliary verb in the positive sentence is s + modal auxiliary + v (infinitive
without to + o/c). sentence pattern of modal auxiliary verb in negative sentence
is s + modal auxiliary + not + v (infinitive without to + o/c) and in introgative
sentence is modal auxiliary + s + v (infinitive without to + o/c).
48
In addition, Azhar (2002:151) says modal do not take a final –s, even
when the subject is she, he, or it. Modal are follow immediately by the simple
form of verb. For example: she can do it. The only exception is ou ght, which
is followed by an infinitive (to + the simple form of a verb). For example: he
ought to go to the meeting.
49
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings, the researcher found seven kinds of
modal auxiliary verbs in the source data from ten modals, they were modal
auxiliary verb “can”, modal auxiliary verb “could”, modal auxiliary verb “will”,
modal auxiliary verb “would”, modal auxiliary “should”, modal auxiliary verb
“must”, and modal auxiliary verb “might”. There were 53 forms errors of modal
made by the students, they were modal auxiliary verb “can” (29 items), modal
auxiliary verb “could” (2 items), modal auxiliary verb “will” (12 items), modal
auxiliary verb “would” (1 item), modal auxiliary verb “should” (1 item), modal
auxiliary verb “must” (7 items) and modal auxiliary verb “might” (1 item). The
students commonly used wrong verb. After modal auxiliary verb should be
followed by verb 1 without –s but the students commonly add verb 2 or use –s
after modal auxiliary. The researcher also found that the students did not add
verb after modal and also used double modals. So in conclusion, Third Semester
Students of English Department At IAIN Batusangkar Registered In 2018/2019
Academic Years still have problems in constructing sentence by using modal
auxiliary verbs.
B. Suggestion
Based on the result of this research, the researcher would like to give
some suggestions for:
1. Students
After doing this research and knowing the result of this research, the
researcher wants to give suggestion to the student. The students should
learn more about modal auxiliary verb including its form.
2. English Teacher
50
The researcher also wants to give suggestion to teacher. in teaching
modal auxiliary, teacher should be more carefully. It is easy and simple but
students still make errors in using it.
3. Other Researchers
Based on the result of this research, the researcher would like to give a
suggestion to the others researchers. The researcher suggests other
researcher to conduct other researcher about modal auxiliary verb. It can
be students’ problem in using modal auxiliary verb.
51
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