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AN ERROR ANALYSIS ON RECOUNT TEXT WRITTEN BY STUDENTS OF ACCOUNTING EDUCATION IN ENGLISH TUTORIAL PROGRAM

(ETP) AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

ABSTRACT

This study found in recount text written by the students of Accounting Education on English Tutorial Program (ETP) at Muhammadiyah University of Surakarta is aimed to identify the types of morphological, syntactical and discourse errors. The type of this research was qualitative research. The method of collecting data was document analysis. There were 295 data containing errors. The current study adopted error analysis theory of linguistic category and surface strategy taxonomy adopted by James (2013) in Fauziati (2016) for analyzes the data. The steps for analyzing data was classified into error types, describing the frequency of error, describing the dominant type of error, analysis of the sources of error and describing the purpose remedial teaching. The result of the research showed the morphological errors was 22, 72% including, misformation of word in similar meaning, misordering of spelling and blend of Indonesian word. Syntactical error was 69, 14%, which included verb (addition of verb, omission of verb, misuses of verb in past tense, addition of to in verb of present tense), noun (omission of {-s} plural marker), BE (omission of be as predicate, misuses of be as predicate), article (omission of article, addition of article), preposition (addition of preposition, omission of preposition). Discourse error was 8, 14%, which included generic structure, reference, and conjunction. The dominant type of error was misordering of spelling and misuses of verb in past tense.

.Key words: error analysis, recount text, surface strategy, linguistic category taxonomy.

ABSTRAK

Penelitian ini ditemukan dalam recount teks yang ditulis oleh mahasiswa pendidikan akuntansi pada Program Tutorial English (ETP) di Universitas Muhammadiyah Surakarta bertujuan untuk mengidentifikasi jenis  linguistic category dan surface strategy taxonomy. Jenis penelitian ini adalah penelitian kualitatif. Metode pengumpulan data adalah analisis dokumen. Ada 295 data yang berisi kesalahan. Penulis menggunakan teori dari kategori linguistic category dan surface strategy taxonomy yang digunakan oleh James (1998) dalam Fauziati (2016) untuk menganalisis data. Langkah-langkah untuk menganalisis data mengklasifikasikan ke dalam jenis kesalahan, menggambarkan frekuensi kesalahan, menjelaskan jenis dominan kesalahan, analisis sumber kesalahan dan menjelaskan tujuan pengajaran remedial. Hasil penelitian menunjukkan kesalahan morphological errors adalah 22, 72% meliputi, misformation of word in similar meaning, misordering of spelling dan blend of Indonesian word. Syntactical error adalah 69, 14% meliputi verb (addition of verb, omission of verb, misuses of verb in past tense, addition of to in verb of present tense), noun (omission of {-s} plural marker), BE (omission of be as predicate, misuses of be as predicate), article (omission of article, addition of

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article), preposition (addition of preposition, omission of preposition). Discourse error adalah 8, 14%, meliputi generic structure, reference, and conjunction. The dominant type of error was misordering of spelling and misuses of verb in past tense. Jenis dominan kesalahan adalah misordering of spelling dan misuses of verb in past tense.

Kata kunci: analisis kesalahan, recount teks, surface strategy taxonomy, linguistic category. 1. INTRODUCTION

In this era of globalization, it is important to learn the English language. As

applicable at Muhammadiyah University of Surakarta, English is a compulsory

subject that must be studied by the students of all faculties. However, not all students

get a thorough knowledge of the English language. For that reason, LPIDB has

created a new program, namely English Tutorial Program (ETP).

English Tutorial Program is designed for all students of non-English

department especially to add the knowledge of the English language in verbal and

written form. Students are acquiring a basic knowledge of English such as a simple

conversation, grammar, tenses and so forth. ETP is given to students in the first and

second semester every Saturday and accompanied by a tutor that has been trained.

ETP is happily studied by all students of non-English department one of them is

students of Accounting Education. Each week the students will be given different

materials in the learning process. The materials include past experience, describing

something, giving direction and others. As one of the materials is past experience,

the tutor gives the task to write a recount text for students about their own past

experiences. The recount text is written to retell past event with the purpose of

informing or entertaining the audience (or both) E.g. I was in Jakarta last week. In

the recount text, the construction is using past tense because recount text retells the

past event.

English involves four kinds of language skills, namely reading, listening,

speaking, and writing. One of them is writing skills, writing is one of the basic skills

of the English language to learning English. According to Tiwari (2005: 120),

writing is a complex process for writers to explore their own thoughts and ideas and

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make them visible and concrete. The main purpose of the learners’ writing activity is

to catch grammar, spelling, and punctuation errors (Leki in Fauziati, 2010: 46).

Writing involves more basic skills than perhaps any other, good writing skills

allowed you to communicate your message with clarity.

Essentially, writing needs good knowledge and hard thinking when the

students produce words, sentences, and a paragraph at the same time with good

English grammar. English is known as a foreign language which is rarely primarily

used by the general public. In Indonesia, a learner usually has more difficulty in

learning a foreign language, because of the English grammar is more complicated

than Indonesian grammar.

Making errors are a common problem for the non-English students at UMS,

and they usually make errors when writing. For non-English department students,

English is a difficult subject for them. Actually, in practicing writing English most of

the students are still making mistakes in grammar, structure, vocabulary, and a

mechanism consisting of a preposition and spelling. The differences between

Indonesian language and English language make students confused when they write

the sentences in English.

Error analysis is a branch of applied linguistics. Error is a part of learning.

James in Fauziati (2016: 105) indicated that an errors express the teacher what needs

to be taught, express the researcher how learning process, and its means whereby

learners test their hypotheses about the second language”. It means that the learners

have something developing in their learning process to achieve the target goal. The

Error is different from mistakes, errors arise only when there was no intention to

omit one, but a mistake is a fault made by a learner where the learner is able for

correcting a fault and is not intended, it is then called mistakes (James, 1998).

Based on the purpose of analysis, errors are usually classified according to

the language component (an error is morphological, syntactic, and discourse)

(Fauziati, 2016). So, the researcher categorizes the errors made by students based on

the language. For example, the error happens in the morphological aspect, “There I

swiming with father and brother” is categorized into morphological error. The word

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swiming has misordering of spelling because the word swiming is very influencing

the content of the sentence. The correct word is “swimming”.

Based on the phenomena above, the writer was interested to take the title “An

Error Analysis on Recount Text Written by Students of Accounting Education: A

Case Study on English Tutorial Program (ETP) at Muhammadiyah University of

Surakarta”.

The current study compared with previous studies, the first from Sarfraz’s

Work (2012). He classified the errors into Interlanguage errors and mother tongue

(MT) interference errors. They discovered six types of errors in the subjects’ essays.

The committed errors were occurring in singular/plural form, verb tense, word

choice, preposition, subject-verb agreement and word order. The differentiation with

current study is the writer does not discuss used morphological and discourse error.

The second, the current study was compared with Sawalmeh’s Work (2013).

He classified errors into ten common errors: (1) verb tense, (2) word order, (3)

singular/plural form, (4) subject-verb agreement, (5) double negatives, (6) spellings,

(7) capitalization, (8) articles (9) sentence fragments and (10) prepositions. It consists

of a comparison between the errors made in the target language (TL) and within that

TL itself. The difference between the previous researches with current study was the

writer discus linguistic study that focuses on the errors learners make.

The third, the current study was compared with Khansir’s Work (2013). It

showed that he classified the error into five major categories they are; Paragraph,

conjunction, article, punctuation, and spelling. He discovered that most of the errors

occurred in tenses, articles, prepositions, word order, morphology, syntax, lexis that

were similar to his previously reported studies. The differentiation the current study

with previous study was does not discuss lexis error.

The fourth, the current study was compared with Omidipour’s Work (2014).

He classified error into three major categories they are: orthographic Errors

(spelling), syntactico-morphological Errors (omissions, additions, misformation and

misordering). And lexico-semantic Errors (cross Association, false cognates, wrong

use of words). The differentiation the current study with previous study was the

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researcher does not classify the error based on the phonology, semantic and lexico

level.

Five, the current study was compared with Cholipah’s Work (2014). She

classified error into four descriptive classifications of errors classified the errors into

grammatical error included capitalization, word choice, verb tense, add a word,

spelling, run-on sentence, word order, punctuation, omit a word, word form, article,

singular-plural, meaning not clear, incomplete sentence. That’s classification was

different with the current study, she has not classified grammatical error.

Sixth, the current study was compared with Mohammed and Abdalhussein’s

Work (2015). He classified error into two categories. They are syntax and

morphological error taxonomy. Morphological errors (omission of the plural ending

“s”, misuse and addition of the plural ending “s”, misuse of possessive “s”, incorrect

use of comparative adjectives, wrong word form). Syntax (tenses, prepositions,

articles, active and passive voice, verbs). That’s classification was different with the

previous study, he has not classified discourse error.

Seven, related to Ardiani’s work (2016). She classified the error into three

categories. They are Morphological error (false friend, wrong spelling, code

switching), syntactical error (Be as predicate, –s/-es in plural marker, ‘s’ in

possessive pronoun, preposition, article, subject pronoun, verb, noun, possessive

adjective, conjunction). Discourse error (general structure, conjunction). This

research is conducted by Ardiani’s work, but differentiation with the previous study

was he has not classified discourse error in reference.

The current study adopted linguistic category taxonomy and surface strategy

taxonomy by James (2013) in Fauziti (2016) they are, morphological errors was

include misformation of word in similar meaning, misordering of spelling, blend of

Indonesian word. Syntactical error was include verb (addition of verb, omission of

verb, misuses of verb in past tense, addition of to in verb of present tense), noun

(omission of {-s} plural marker), BE (omission of be as predicate, misuses of be as

predicate), article (omission of article, addition of article), preposition (addition of

preposition, omission of preposition). Discourse error was included generic structure,

reference, and conjunction.

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The purposes of this research are: (1) to describe the types of morphological

error of writing recount text made by the students of accounting education, (2) to

describe the types of syntactical error, (3) to describe the types of discourse error, (4)

to know the frequency of each error in writing recount text, (5) to know the sources

of errors.

2. RESEARCH METHOD

The current study adopted descriptive qualitative method to describe the

types of error in recount text and classify data. The current study used descriptive

qualitative to know the types of morphological, syntactic, discourse error, the

frequency and dominant, and data source found in recount text which has been

written by the students of Accounting Education on English Tutorial Program (ETP)

at Muhammadiyah University of Surakarta.

The data of the study were all sentences and paragraphs containing errors

which were written by the students of Accounting Education on English Tutorial

Program (ETP) at Muhammadiyah University of Surakarta in writing recount text.

The data source of the study was a composition of writing recount text by the

students of Accounting Education on English Tutorial Program (ETP) at

Muhammadiyah University of Surakarta. They were consisting of 50 students’ sheet.

The current study adopted document analysis in her data collecting.

The current study used Linguistic Category and Surface Strategy Taxonomy

by James (2013) in Fauziati (2016) to analyze the data. The cut study divided

technique for analyzing data into six steps, namely: identification of errors,

classifying into error types, describing the frequency of error, describing the

dominant type of error, and analysis of the sources of error.

3. RESEARCH FINDING AND DISCUSSION

This chapter describes the errors of the sentences which are collected from

the composition on recount text written by students of Accounting Education on

English Tutorial Program (ETP) at Muhammadiyah University of Surakarta.

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3.1 Research Finding

The research finding consists of five steps. They include the type of

morphological errors, the type of syntactical errors, the type of discourse errors, the

frequency of each error, and the sources of error.

a. Type of Morphological Error

Morphology is a study about word structure. In this research the researcher

found 67 errors. The kinds of morphological error were divided into three as follows;

misformation of word in similar meaning, misordering of spelling and blend of

Indonesian word. The cur study describes the type of error as follows:

1) Misformation of Word in Similar Meaning

Misformation is the use of the wrong form of a structure. Actually the words

has a similar in spelling and/or pronunciations in English and Indonesian language

but different in meanings.

Th curent study found 22 errors. For example, “we entry into the museum”.

This sentence contains errors because used word “entry”. The correct word was”

entered”. This word had similar meaning with Indonesia language, but it is not

appropriate when used in the English language.

2) Misordering of Spelling

Spelling is a linguistic process of phonemic orthography (correct writing)

with the necessary letters and diacritics presented in a comprehensible order.

The curt study found 43 errors. For example, in this sentence “we can saw

sunrice” This sentence was error of word spelling because of the word “sunrice”.

The student used a letter to represent a sound which was identical to a form a word in

English, so the students applied Indonesian language into the English language. On

the other hand, the word sunrice and sunrise had a similar sound, but in English the

word sunrice was meaningless and incorrect. The correct word was “sunrise”.

3) Blend of Indonesian Word

The students had an Indonesian word to switch cultural words which are

untranslatable.

The current study found 2 errors. For example “Vespa beuy of Java atau Java

Scoteriest”. The incorrect word was “atau” usually used to describe the differences

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between the one with others” It is an error because the student write the word “atau”

which was clearly Indonesian word. The correct word was “or”.

b. Type of Syntactical Error

In the syntactical error, the current study found 204 errors and it’s divided

into 5 types of error, namely verb, the use of noun, misuse of BE as predicate, article,

preposition. The cur study describes the type of the syntactical error as follows:

1) Verb

The learners made an error in the verb; there are four errors in verb. They are

an addition of the verb, omission of the verb, misuses of the verb in the past tense,

and the addition of to in verb of present tense.

a) Addition of Verb

Addition is a type of error which is characterized by the presence of an item.

The current study found 8 errors in addition of the verb. For example: “In

afternoon we went go home”. In this case, the sentence becomes incorrect because

the student added double verb in this sentence. The correct sentence was “In

afternoon we went home”.

b) Omission of Verb

Omission (Ø) is ungrammatical or a word is lost. The current study found 15

errors made by students. For example, “my friend and I [ ] trip to Bandung for

vacation” In this case, the students do not use the verb in their sentence. The correct

sentence was “my friends and I made a trip to Bandung for vacation”.

c) Misuse of Verb in the past tense

The current study also found misuses of the verb in the past tense written by

students. Most of them still used present tense when wrote sentences in recount text

which used past tense.

The curt study found 63 errors in misuses of the verb in the past tense. For

example: in there I play in beach. In the case, the students still used the present tense

in their sentence (play). The correct word was played.

d) Addition of to in verb of present tense

Addition is a type of errors which are characterized by the presence of an

item. The current study found 11 errors in addition of to in verb of present tense. For

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example: I can add to experience In this case, the students add to in the present tense.

The correct sentence was “I can add experience”.

2) The Use of Noun

a) Omission of {-s} plural marker

Omission (Ø) is ungrammatical or a word is lost. The current study found 11

errors made by students. For example, “i visited in any place”. In this case, the

students weren’t using {-s} in the word place, because the previous word was many.

The correct sentence was “I visited in any places”.

3) The use of BE

The students usually made errors when selecting “to be” as linking verb.

Because the students do not pay attention when they maintain to be to go with the

subject or/and the student do not understand how to use to be in English. In the

research the “be” errors are categorized as Omission of Be, Addition of Be, and

Misuse of Be.

a) Omission of BE as a Predicate

The student deleted the “be” when they wrote sentences. In the sentence be

used as a predicated to showed the verb of the subject.

The current study found 13 errors. For example, “the view [ ] very beautiful”.

It becomes an incorrect sentence. The student must omit the “be” was after the word

the view the correct sentence was “the view was very beautiful”.

b) Misuse of BE as a Predicate

Recount text is absolutely using the past tense in the sentence, include the use

of be. Be in the past tense is was and were.

The current study found 30 errors made by students. For example, “there is

very cold weater” In this case, the student used to be (is) in the sentence which was

being in the present tense. The correct sentence was “there was is very cold weater”.

4) Article

The article is a special case of determiners in English. Articles in English

consist of articles the, a, and an. The used of an article implies that the writer

assumes that the reader does not know to tell the identity of the referent. In some

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noun phrases no article was used. The research article errors were categorized as

Omission of Article and Addition of Article.

a) Omission of Article

Omission of Article is the absence of the article that should appear in a well-

formed sentence. In the case, the students felt confuse in adding an article in

sentences that they have made. This error was often caused by lack of the knowledge

of how to add articles in an English sentence.

The current study found 7 errors. For example, this sentence “[ ] beach is

very interesting”. It becomes an incorrect sentence. The student has omitted the

definite article “the” before the noun “beach”. The correct sentence was “the beach

is very interesting”

b) Addition of Article

The current study found 7 errors made by students. For example, “I went to a

go in Gunung Kidul.” In this case, the students used a front of the verb. The correct

sentence was “I went to go in Gunung Kidul”.

5) Preposition

A preposition is worded in front of another word or connector word.

Preposition divided into three kinds, namely: as adjective, noun, and a verb.

a) Addition of Preposition

The current study found 16 errors made by students. The students add wrong

preposition in their sentences. For example, “I tried on some old hats”. In this case,

the students used “on” in their sentence. The correct sentence was “I tried some old

hats”.

b) Omission of Preposition

Omission (Ø) is ungrammatical or a word is the absence of the preposition in

the sentences.

The current study found 23 errors made by students. For example, “I was

very happy [ ] there.” In this case, the students not using preposition before word

there. The correct sentence was “I was very happy in there”.

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c. The Type of Discourse Error

The type of discourse errors, the research found discourse error, namely

generic structure, reference, and conjunction.

a) Generic Structure

The current study found generic structure amount 16 errors. Usually, the

students still make sentences not using component of generic structure, such as in

recount text has three types of generic structure.

b) Reference

Reference related to acts of referring to a preceding or following element.

For example, “And it does not want to return home and want to be there

longer”. It is an error of reference. It contains an error because the students used

pronoun it to substitute the noun of I and my friends. It is anaphoric reference error.

The correct sentence was, “And we do not want to return home and want to be there

longer”. The current study found 5 data of reference.

c) Conjunction

A conjunction is the part of speech (or word class) that serves to connect

words, phrases, clauses, or sentences. But many of the students omit conjunction in

their sentence.

The current study found 3 errors written by students. For example, in the

sentence “last year, I and my friend went to Pacitan, departing from the house late in

evening by car [ ] I stopped eating and praying”. The students omitted the

conjunction in the sentence. The correct sentence should add conjunction and

between word car is and I. The correct sentence was “last year, I and my friend went

to Pacitan, departing from the house late in evening by car and I stopped eating and

praying”.

d. The Frequency of Each Type of Error

The current study calculated the frequency of all error from the

classifications of error. The current study found 295 errors from students. And it

divided into three classifications of error, namely: morphological errors, syntactical

errors, and discourse errors.

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The number of morphological errors was 22, 72%, including, misformation of

word in similar meaning, misordering of spelling, and blend of Indonesian word.

Syntactical error was 69, 14%, which included verb (addition of verb, omission of

verb, misuses of verb in past tense, addition of to in verb of present tense), noun

(omission of {-s} plural marker), BE (omission of be as predicate, misuses of be as

predicate), article (omission of article, addition of article), preposition (addition of

preposition, omission of preposition). Discourse error was 8, 14%, which included

generic structure, reference, and conjunction.

The dominant type of error from three classifications was the first, the type of

morphological errors had dominated in the misordering of spelling, it amount 14,

58%. Second, syntactical errors had dominant in misuses of verb in past tense, it

amount 21, 35%. Third, discourse error had dominant generic structure, it amount 5,

42%.

e. Sources of Error

1) Interlingual Transfer

Interlingual transfer is an error made by students who learn a second

language from the mother tongue. According to Brown (2000, 224) interlingual

transfer is “a significant source of error for all learners.” is not appropriate with

grammar on second language (English) and it still uses the grammar of their mother

tongue (Indonesian).

2) Intralingual Transfer

According to Brown (2000: 224) Intralingual transfer is the negative transfer

of items within the target language or put another way, the incorrect generalization of

the rules within the target language.

4. CONCLUSION

After classifying the data, the researcher regards the theory that it used to

analyze the error. The theory deployed by the researchers is James’s (2013) and

Fauziati’s (2016) theory for describing the data, which include linguistic category,

surface strategy taxonomy, comparative taxonomy, and communicative effect

taxonomy.

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The current study classified the data based on the types of error and

frequency of error. The current study used linguistic category and surface strategy

taxonomy to classify the error. The result of the research found 295 sentences made

by 50 students of Accounting Education in English Tutorial Program (ETP) at

Muhammadiyah University of Surakarta. From the research finding, the writer got

the percentage of the data. The number of morphological errors was 22, 72%,

including, misformation of word in similar meaning, misordering of spelling and

blend of Indonesian word. Syntactical error was 69, 14%, which included verb

(addition of verb, omission of verb, misuses of verb in past tense, addition of to in

verb of present tense), noun (omission of {-s} plural marker), BE (omission of be as

predicate, misuses of be as predicate), article (omission of article, addition of article),

preposition (addition of preposition, omission of preposition). Discourse error was 8,

14%, which included generic structure, reference, and conjunction.

Based on the three categories, the dominant type of error was misuses of the

verb in the past tense with total number 63 errors or 21, 35% of errors. . It occurs

because the students apply present tense when written in recount text. The students

do not understand how to use present tense and past tense in the sentences. It makes

the sentence incorrectly.

The source error was divided into two, namely interlingual transfer and

intralingual transfer. She divided it into three classifications, namely: rules of

spelling, rules of verb (V1 and V2), and rules of BE.

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