retno fajar satiti thesis proposal 0203514018

ERRORS IN DEVELOPMENTAL PATTERN OF

ENGLISH LEARNERS’WRITING IN EFL

CLASSROOM IN THE TERM OF THE AQUISITION

OF GRAMMATICAL SYSTEM: A CASE AT WRITING

CLASS IN PGRI SEMARANG UNIVERSITY IN

ACADEMIC YEAR

2015-2016

A THESIS PROPOSAL

Presented in Partial Fulfilment of the Requirements for the Master Degree

in English Education

By

Retno Fajar Satiti

0203514018

ENGLISH EDUCATION DEPARTMENT

GRADUATE PROGRAM

SEMARANG STATE UNIVERSITY

2015

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1. INTRODUCTION

In this section, I explain background of study, reasons of choosing the

topic, problems of research, significance of the study, definition of key

terms, and limitations of the study.

1.1 BACKGROUND OF THE STUDY

The language is learnt through communication that takes place in naturally

occurring social situations or as through study, with the help of ‗guidance‘ from

reference books or classroom instruction (Ellis; 1994). Consequently, linguists

and language teachers have looked into the causes of this phenomenon. English as

foreign language in Indonesia can be learnt through study, reading books and also

instruction in the classroom.

Learners‘ errors, error correction and giving appropriate feedback are a

part of language learning. In English Foreign Language (EFL) classroom, learners

frequently make errors in their writing and their oral production. Mostly, the

learners‘ errors found in writing, it can be seen when they are writing out their

idea. In developmental pattern, the errors found in the grammatical sequence,

morpheme, and semantic. For the reasons, their first language (L1) still influence

in their EFL learning. They use their L1in producing oral or written tasks. The

writing of EFL students is affected not only by their first language (L1), but also

by the educational context where they learn to write (Manchon, 2009). Whereas,

learners are able to learn how to acquire a language correctly from the errors

made. However, the errors of the learners will be useful for improving their skill

in language learning, in case, errors correction and appropriate feedback from the

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teacher are given. There is evidence that such feedback is necessary and does

result in improved student writing (Fathman and Whalley 1990; Huntley 1992;

Kepner 1991). Huntley (1992) maintains that feedback on content and

organization should be provided to students while feedback on form should be

avoided. It can be assumed that errors correction and giving feedback in learners‘

errors are required in order to improve and work up their writings.

Foreign language learning takes place in settings where the language plays

no major role in the community and is primarily learnt only in the classroom

(Ellis, 1994). English is only taught in formal and informal school and use at

formal occasion in particular moment and area. In addition, in this country,

Indonesian prefers to use L1 (Indonesia) and their mother tongue to communicate

and interact with others. Recognizing that L1 writing instruction/experience plays

an important role in the development of students‘ writing in an EFL situation

(Manchon, 2009). It can be defined that the writing of EFL learners are affected

not only by their first language (L1), but also by the educational context where

they learn to write. Their context also provides metaknowledge about their writing

include of linguistic and textual knowledge, affecting the ways in which learners

process and produce writing.

There were several studies in Indonesia which investigated error

correction and teachers‘ feedback. For instance, Sisilia S. Halimi in 2008

conducted the study in Indonesians‘ teachers and students preferences for errors

corrections.

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Developmental pattern based on Ellis (1994; 73) is the entirety of learner

language in order to uncover stage development. It is the part of language

acquisition in investigating whether the learners acquire the target language and

how they acquire it in linguistic features. The study of developmental pattern

which focuses on the order of acquisition and the accuracy of learners‘ writing

taskis going to investigate the planned language use and unplanned language use.

The investigation focuse on how developmental pattern use by the learners and

how the problems faced by the learners in using English for communicating with

other. The problems which are considered in this study are the errors and mistake

of the learner in the developmental pattern of the grammatical acquisition.

Because errors is a part in the language learning, so this study focuses on the

errors learners make in developmental patterns. It consists of a comparison

between the errors made in target language and the target language itself.

Studying the learners‘errors in developmental patterns is important to do because

the interferences from learners‘ first language and mother tongue is not only

reason for committing errors in the grammatical acquisition of their target

language. Sharma (1980) has stated that error analysis can thus provide a strong

support to remedial teaching‖. In consequently, the studying errors in the

developmental pattern of learner‘s writing is quiet useful for the teacher, syllabus

designers and textbook writers.

Writing in EFL context are still complex by Indonesian learners. Their

writing has taken the form of translation and substitution, even though when we

are writing we also communicate with the readers. In consequently, our writing

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should be communicative. In addition, in the globalization era with high

technology such as telecomunication network, we are required to write in English

in the real world. In this study, they have to pay more attention to the aspect of

English language especially in writing skill. Writing in English is a complicated

process for English as a foreign language learners (EFL), it is not surprising that

errors in writing are found in part of EFL student writing. Ellis (1997) stated that

fossilization of learners‘ grammar does not occur in first language (L1)

acquisition, but is unique in second language (L2) acquisition. From Ellis

statement it can be conclude that because the writing skill is not a naturally

acquired skill, so it have to be learned or transmitted in informal instructional

setting. The skill of writing especially in foreign language such as English must be

practiced and learned through experiences because it involves composing which

described as the ability to retell some informations in narrative, descriptive,

expository and argumentative form. And the English learners in PGRI Semarang

university study in English institutions which all subjects are taught in English yet

both category of students make mistakes in their use of English, particularly in

writing English for various kinds of academic activities.

English Department of PGRI Semarang are the university for teachers‘

candidate. Therefore, they should have knowledge and experience for good

academic writing. When they have problems in writing English composition such

as errors and mistakes in the order of acquisition, they have to know about it and

why it can be happened. So in this case, it is important for the lecturers to provide

appropriate feedback as input for the learners to imrove their writing skill. In

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consequently, at the time when they are to be teachers they are able to correct

their students by using appropriate feedback in order to improve their students‘

writing skill.

Learners wrinting in L2 have to acquire proficiency in the use of the

language as well as writing strategies, techniques and skills. In the other hand,

Indonesian learners have not properly developed the skill in writing. So far it has

been observed by the researcher on her visits to the universities and his discussion

with teachers; that the students of English at under graduate level seem to have

not acquired competence in writing skills.

The aim of this study is to find out the reasons for this problem in

developmental pattern in respect of students learning English at undergraduated

level in PGRI Semarang University. This study investigates written errors in

aforementioned countries. It is worth mentioning that English is considered as a

foreign language in Indonesia respectively. However, this study tries to analyze

the problems involved in acquiring the writing skill of the students who study

English as a main subject.

Analyze the developmental patterns on learners‘ English writing is

necessary in the language teaching learning especially in pedagogy aspect in order

to help the teachers identify the problems in development pattern on learners‘

English writing and take the pedagogical precautions. In addition, this research

can be the source for the teacher to design the appropriate material in teaching

writing as the improvement and to take the remidial measures.

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1.1.1 Theoritical Framework

Children start to learn before they are abreast of school. They learn from

their environment. An expert gave the theory about learning and

development, as follow:

Vigoutsky

Learning should be matched in some manner with child‘s

developmental level (Vigoutsky,1997; 32). Vigoutsky elaborated more

about his theory that, for instance, the teaching of reading, writing, and

arithmetic should be initiated at the specific age level. It can be

assummed that the children‘s learning should be in the children‘s

developmental level in the specific age level. As defined by Vigoutsky,

there are two developmental level called actual developmental level

and and the zone of proximal level.

First, actual developmental level, that is, the level of development of a

child‘s mental functions that has been established as a result of certain

already completed developmental cycles (Vigoutsky, 1997: 32). It can

be assumed that children learn through developmental of age. For

instance, when the children are given tasks of varying degrees of

difficulty the basis of their mental development can be seen on how

they solve the problem and at what difficulty level.

Second, that is the zone of proximal development. It is the distance

between the actual developmental level as determined by independent

problem solving and the level of potential development as determined

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through problem solving under adult guidance or in collaboration with

more capable peers (Vigoutsky, 1997; 32).

In short, the actual developmental level is more independent

problem solving, so the children can do it independenlt means that the

functions of the problem have already matured in them and the end of

this development is product of development. In the other hand, in the

zone of proximal development, the children are not able to solve the

problem independently but they need assistance and guidance from the

adult or capable peer. In this zone of proximal development, the

functions are still in the process.

The implementation is, this study use of the zone of proximal

development as the theorytical framwork. The zone of proximal

development furnishes psychologists and educators with a tool through

which the internal course of development can be understood

(Vigoutsky, 1997:33). Vigoutsky (1997) also stated that what is in the

zone of proximal development today will be the actual developmental

level tomorrow and what a child can do with assistance today she will

be able to do by herself tomorrow. In addition, he add his statement

that children can imitate a variety of actions that go well beyond the

limits of their own capabilities. Using those imitations, the children are

able to do much more in collective activity or under the guidance of

adults (Vigoutsky, 1997: 34).

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From those statements can be implemented in this study that

teaching of writing, particularly in EFL University need attention more

from the lecturer. In this case, the students of this university are

teachers candidate, they need guidance and assistance from the lecturer

on how to write in good English. What the students do with the

lecturers‘ assistance and guidance today will be useful for them

tomorrow. By guiding the students on how to write English well,

correcting their errors, and analyze the reason why they make errors, it

will be useful for them in the future, so they are able to do it by

themselves tomorrow. In consequently, correcting the students errors

and analyze them are worth part to provide the appropriate feedback.

For instance, if a student have a problem on how to make compound

sentence, it is known by the lecturer after she analyze the errors. In

addition, in the next meeting the lecturer should give simple solution to

solve the students‘ problem on whiteboard or on slide, so the student

may grasp the lecturer‘s explanation in solving the problem instantly

rather than when the lecturer explain all of the material without any

limitation of students problem spot.

1.2 THE REASONS FOR CHOOSING THE TOPIC

I chose this topic for this study based on the reasons that error analysis

purpose to find what learner knows and does not know and to ultimately enable

the teacher to supply him not just with the information that his hypothesis is

wrong, but also, importantly, with the right sort of information or data for him to

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form more adequate concept of a rule in the target language (Corder, 1974: 170)

and there is evidence that such feedback is necessary and does result in improved

student writing (Fathman and Whalley 1990; Huntley 1992; Kepner 1991)

because EFL learners particularly adults, have the capacity to engage in ‗planned

language use‘ by paying deliberately attention to the language forms they choose,

for example, by using explicit knowledge of grammatical rules or by translating

(Ellis, 1994: 82). In addition, Leki (1991) found that students equate good writing

in English with error-free writing and that they expect and want all errors in their

papers to be corrected. However, doing errors correction in learners‘ writing are

required for lecturer to provide appropriate feedback and solution based on the

problem spot of the students. Particularly, when the students are are teacher

candidate, they should know about their errors and their mistakes, why they make

them, and how to solve that. By doing error corection and analyze them, the

lecture is able to guide the students and share the solution for their problems.

Second, studying developmental patterns include of the grammar

acquisition or the order acquisition of the learners‘ writing is very important.

Because it is neccessary to know do the learners acquire some target language

features before others and how they acquire a TL linguistic features (Ellis, 1994;

73). In this case, the are intereferences of the learners first language when they

are producing the target language in planned and unplanned language use. In

consequently, studying how developmental pattern which focuses on grammar

acquisition on learners‘ English writing is necessary.

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In addition, the students of this university still use translation method to

write in English. They transfer their L1 into TL, so there are interferences of L1

rules in their writing. So, by doing error correction, the lecturer is able to

understand how much the learners errors and why it happened, at what phase she

should correct the error and how she can correct the learners‘ errors without de-

motivating them.

1.3 THE PROBLEM STATEMENTS

This study is aimed to do errors correction in learners developmental pattern

which focuses on grammatical acquisition to improve the learners‘ writing skill.

The study will be conducted under sociocultural theory which use the zone of

proximal development and the participation of guidance and assistances

(Vigoutsky, 1987) as the theorytical framework, so I formulated three problems

statements as follow:

1. How are the learners‘ errors in developmental patterns on learners‘

English writing occurred?

2. Why do the errors in developmental patterns on learners‘ English writing

still occur even after 12 years in formal classroom instruction?

3. How the to give corrective feedback to overcomes learners‘ problems in

writing?

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1.4 THE OBJECTIVES OF THE STUDY

Generally, this study is to find the solution of learners‘ error in English writing in

order to improve their writing skill. Specifically the objectives of the study are:

1. To elaborate the learners‘ errors in developmental patterns on learners‘

English writing.

2. To analyze the cause of the learners‘ errors of Developmental Patterns on

learners‘ English writing.

3. To discuss the appropriate feedback and to overcomes learners‘ problems

in writing.

1.5 SIGNIFICANCE OF THE STUDY

Theoritically, the result of study are expected to give contribution in

providing additional information to the existing studies about the developmental

patterns in learners‘ English writing in the term of grammatical acquisition.

Practically, the result of study are able to give contribution in giving

solution for the teacher to give appropriate feedback on learner‘ English writing,

so it can eliminated the problem on how learners acquire the grammatical

acquisition so the learners can produce the target language correctly.

Pedagogically, the result of the study are able to assert the teacher,

textbook writers and syllabus designer to design and develop English teaching

material particularly in writing skill and pay attention more on the learners‘

diverse, need and trouble spot.

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I.6 Definition of Key Terms

For giving description to this study is being conducted, I provide the definition of

key terms. And this key terms will guide us to conduct this study:

a. Examining Errors

Examining errors is a way of investigating learning process by

investigating L2 acquisition through the analysis of learners‘ errors (Ellis,

1994: 19)

b. Developmental Pattern

Developmental pattern based on Ellis (1994; 73) is the entirety of learner

language in order to uncover stage development. It is the part of language

acquisition in investigating whether the learners acquire the target

language and how they acquire it in linguistic features.

c. English as Foreign Language Learning Context

Foreign language learning takes place in settings where the language plays

no major role in the community and is primarily learnt only in the

classroom (Ellis, 1994).

d. Grammatical Acquisition Systems

Grammatical Acquisition Systems is a set of grammatical functors in

English which related to the learners‘ concious or learnt knowledge of

grammatical rules (Ellis, 1994:20)

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1.7 Limitations of the Study

This study has several limitations. First, although this study examines the errors

in the learners‘ language learning process, the focuse of this study intend to the

grammatical system of learners‘ english writing. Thus, the phonological, lexical

and pragmatics aspect are not examining in this study. Second, the focus of the

study only in the written task of learners not in the oral performances. Last, the

result of the study still needs further research because it does not represent the big

picture of EFL learning context. This study is conducted in limitted setting that is

PGRI Semarang University which the participants in three classes of three

lecturers.

2. Review of Related Literature

2.1 Previous Study

There were several previous studies to be considered in conducting this study, as

follow:

The first study conducted by Krashen, Butler, Bimbaum, and Robertson in

1978, they study on 70 adults students from 4 language backgrounds at University

of Southern, California. The results of this study are the acquisition order for the

fast writing was the same as that for the careful and the orders obtained in both

written tasks were very similar to those reported for adults in the Balley, Madden

and Krashen study.

The second study conducted by Naimi AMARA in 2015. Her study

focuses on Error correction and its importance in the foreign language classroom.

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The result of her study are the learner perceives that the Mother Tangue choice

between Subject-Object-Adjunct (SOA) and Subject-Adjunct-Object (SOA) is the

same as the Target Language one, creating an interlingual identification which

leads him to apply the process of transfer. The Arabic speakers in this study

committed a great number of errors due to L1 transfer.

The third study conducted by Rula R. Diab in 2006, she studied on 34 EFL

instructors at the American University of Beirut (AUB) in Lebanon and 156

students enrolled in English language classes at AUB . The result of first category

Teachers‘ preferences for accuracy in students‘ writing is twelve of the 14 EFL

instructors agree that it is important that their students have as few errors as

possible in their written work, and ten feel that error-free writing is also important

to their students. The second category about teachers‘ beliefs about the relative

importance of various writing features is most instructors agree that the teacher

should correct spelling, punctuation, and grammar errors when responding to a

final draft. The third category in Teachers‘ preferences for paper-marking

techniques is the instructors‘ preferences for such paper-marking techniques as

proofreading symbols and a red-colored pen are fairly divided, with nearly half of

the teachers having no opinion on either marking technique. Only two instructors

agree that using a red-colored pen is necessary in responding to either a first or a

final draft, which contrasts with students‘preferences: around half of them state

that the teacher should always use a red pen when responding to either a first or a

final draft.

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The fourth study conducted by Saeed Rezaei in 2011. His study focuses on

the corrective feedback in task-based grammar instruction. The result of the study

are Task-based instruction is an effective teaching method to grammar instruction

especially conditionals and wish statements in this study. Corrective feedback is

effective in task-based grammar instruction of conditionals and wish statements.

And between the two types of corrective feedbacks in this study, metalinguistic

feedback appeared to be more effective than recasts.

The fifth study conducted by Chittima Kaweera in 2013. Her study focuses

on writing error: A review of intralingual and intralinguan Intralingual

interference in EFL context. The result of this study are there are many influences

over EFL writers when writing in the target language. On of these influence by

the mother tongue language of the learners and as a result causes interlingual

error. Frequent errors also result from the process of acquiring the target language

called intralingual error which is convincing that the first language transfer is not

the only major factor of language error. Both sorts of errors can provide us a

picture of the linguistic development of a learner and may give us indications to

learning process.

The sixth study conducted by Ali Akbar Khansir in 2013. His study

focuses on comparing and examining types of written errors by EFL and ESL

learners at under graduate level in English language and suggesting remidial

measures to overcome the committing of errors. The result study are the total

number of errors committed by the iranian students was 3045 and that of their

indian peers‘ was 3274.

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The seventh study conducted by Jayasundhara and Premarathna in 2011.

Their study focuses on examining errors commited in writing and speaking

performances by first year undergraduates of Uva Wellasa University. The result

of this study are grammar is the greatest category where undergraduates commit

errors. News paper reading and committing errors in grammar and syntax are as

dependent variable.

The ninth study conducted by Saadiyah Darus in 2009. Her study is about

Error Analysis of the Written English Essays of Secondary School Students in

Malaysia: A Case Study. The result of this study are six most common errors

committed by the participants were singular/plural form, verb tense, word choice,

preposition, subject-verb agreement and word order. These aspects of writing in

English pose the most difficult problems to participants. This study has shed light

on the manner in which students internalize the rules of the target language, which

is English.

2.2 Theoritical Review

2.2.1 Foreign Language vs Second Language Learning

Foreign language learning takes a place in settings where

the language plays no major role in the community and is primary

learnt only in the classroom (Ellis; 1994). English learnt only in the

classroom context by using instructional and textbooks. The people

who use English as foreign language like Indonesia don‘t use

English as a means of communication in their daily life.

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In other side, second language acquisition is the language

plays an institutional and social role in the community (Ellis;

1994). So, the English as the secon language here as a means of

communication for people who speak some other language as their

mother tongue. They use English in their dailylife. For instance,

people in United Stated and Nigeria, they use English as second

language.

Writing in Foreign Language Context

An English as a foreign language (EFL) setting the situated nature

of writing. Rosa Manchon (2009; has stated that:

The writing of EFL students is influenced not only by their

first language (L1), but also by the educational context

where they learn to write. This socially and culturally

characterized context provides metaknowledge about

writing (i.e. view of audience and goals of writing) as well

as linguistic and textual knowledge, affecting the ways in

which students process and produce writing (Manchon;

2009).

Recognizing that L1 writing instruction/experience plays an

important role in the development of students‘ writing in an EFL

situation, so this studies will evolved under the influence of major

writing theories in the field of second language (L2) writing

including error analysis and contrastive analysis. The methods

adopted have changed from large-scale experimental and

questionnaire survey studies to a case-study approach based on a

variety of data sources, including in-depth interviews. we must

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acknowledge the diversity that characterizes FL writing in terms of

writing processes, textual outputs and pedagogical approaches.

2.2.2 Error Analysis

Error Analysis is a type of linguistic analysis that focuses

on the errors learners make. It consists of a comparison between the

errors made in the target language and that target language itself.

Error analysis emphasizes the significance of learners‟ errors in

second language. It is important to note here that Interferences from

the learner‟s mother tongue is not only reason for committing errors

in his target language.

An analysis error put the teacher in a better position to decide how

teaching time should be spent (Lee, 1957). So, error analysis can

give a strong support for remedial teaching. In addition, it will

success the teaching program. Corder (1967) stated that errors could

be significant in three ways, they are:

1) They provide the teacher with information about how much

the learner had learnt.

2) They provided the researcher with evidence of how language

was learnt.

3) They served as devices by which the learner discovered the

rules of target language.

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Analyze learners‘ errors are important in teaching and learning

language, particularly in learning foreign language. By doing errors

analysis we are able to comprehend how far the learners had learnt

about the language and how the learners acquire the language.

Analyzing errors also motivate the teacher, syllabus design, and

textbook writers to improve pedagogy.

The way to analyze errors

There are some steps to analyze errors in learners language

learning. As has suggested by Corder (1974) that doing errors

analysis can follow these steps:

1. Collection of sample errors

The first step is deciding what samples of learner language

to use for the analysis and how to collect these samples. In

this study, the researcher use massive sample to get the

data.

2. Identification of errors

The second step is selecting the standard written dialect

norm and identifies the errors.

3. Description of errors

The third step is describing the learners‘ writing errors by

comparing the learner‘s utterances with a reconstruction of

those utterances in the target language. Dulay, Burt, and

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Krashen (1982) stated that describing errors focus only on

observable and surface features of errors.

4. Explanation of errors

The fourth step is explaining the errors by accounting for

why the learners make errors. It is to establish the processes

responsible for L2 acquisition.

5. Evaluation of errors

The last step is evaluating the learners‘ errors by examining

the errors from the point of view of the learner who makes

them and it involves the effect that errors have on the

persons addressed.

The source of Learners Errors in Language Learning

The starting point of the source of errors, I follow the statements

from Richards (1971) has distinguished the source of errors into

three. They are:

a. Interference errors

Errors occur as a result of the use of elements from one

language while speaking another.

Example: I not want eat (because the equivalent sentence in

Indonesia is ―saya tidak ingin makan)

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b. Intralingual errors

Errors reflect the general characteristics of rule learning

such as faulty generalization, incomplete application of

rules and failure to learn conditions under which rules

apply.

c. Developmental errors

Errors occur when the learner attempts to build up

hypotheses about the target language on the basis of limited

experience.

In this study, I classify and analyze the errors b as Richards

(1971) suggestion that he classified errors observed in the acquisition

of English as a second language as follows:

a. Overgeneralization, covering instances where the

learners create a deviant structure on the basis of his

experience of other structure of the target language;

b. Ignorance of rule restriction, occurring as a result of

failure to observe the restrictions or existing structures;

c. Incomplete application of rules, arising when the

learners fail to fully develop a certain structure required

to produce acceptable sentences;

d. False concepts hypothesized, deriving from faulty

comprehension of distinctions in the target language.

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2.2.3 Developmental Pattern

Developmental pattern used as a cover term for the general

regularities evident in language acquisition as the ideas of order and

sequence. Developmental patterns can be investigated in different

areas of language such as linguistic which involve phonological,

lexical, and grammatical; semantic and also functional. But this

study will focuses on the acquisition of grammatical systems.

The acquisitions of learners‘ morphemes involve stages.

For instance, the acquisition of English past tense forms. The learner

at initial stage the use irregular forms, then they use the regular form

of –ed. In addition, learners first use the past tense form correctly

―went‖ and then incorrectly ―goed‖.

Ellis (1994) described the developmental pattern in three

aspects acquisition, as follow:

(1) the silent period,

In this period, children say nothing, but they may

learning the language through listening and reading.

This stage as the preparation for subsequent production.

(2) the use of formulas, and

Lyons (1968: 177) has defined that formulaic speech

consist of expressions which are learnt as unanalysable

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wholes and employed on particular occasions. It can be

assumed that the whole utterances learnt as chunks are

memorized such as greeting sequences. Formulaic

speech occurs when learners are forced to speak before

they are ready and that, left to their own devices, they

will remain silent (Krashen, 1982).

(3) structural/semantic simplification.

Ellis (1994, 88) stated that the learner‘s early creative

utterances are typically truncated, consisting of just one

or two words, with both grammatical factors and content

words missing. In addition, the structural simplification

is evident in the omission of grammatical functors such

as auxiliary verbs, articles and bound morphemes.

It can be used to investigate the acquisition of grammatical

morphemes in order to show the stages of development evident in

these features.

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Klima and Bellugi in 1966 and Cazden in 1972 provided the

evidence of the acquisition of formal and semantic aspect of English

interrogative, as follow:

Those result above can be implented in this study in analyzing the

developmental pattern of the learners writing in producing the

English negative and interrogative.

Butterworth and Hatch (1978) also illustrate the kind of substitutions

and overgeneralizations which result from this process of

acquisition.

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Methods for investigating developmental patterns

This study also investigates the developmental pattern of the

learners‘ writing by using some method suggested by Ellis (1994), as

follow:

1. Examine whether learners' errors change over time.

2. examine samples of learner language collected over a period

of time in order to identify when specific linguistic features

emerge.

In addition, one common method for identifying and describing

developmental patterns is suggested by Brown (1973) that is

obligatory occasion analysis. The procedure of the method

suggested as follow:

a. First, samples of naturally occurring learner language

are collected.

b. Second, obligatory occasions for the useof specific TL

features are identified in the data. In the course of using the

L2,learners produce utterances which create obligarory

occasions for the useof specific target-language features,

although they may not always supply the features in question.

Thus, if a learner says: 'My sister visited us yesterday' or

"tMy father arrive yesterday', obligatory occasions for the use

of past -ed have been created in both utterances.

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c. Third, the percentage of accurate use of the feature is then

calculated by establishing whether the feature in question has

been supplied in all the contexts in which it is required.

Acriterion level of accuracy can then be determined in order

to provide an operational definition -of whether a feature has

been 'acquired'.

By using the procedure we also compare learner language and the

target language as in the errors analysis. It is also to express a

particular grammatical structure used by the learners in write

compositions and then to calculate the frequency with which

device is used at different points in the learners‘ development. In

addition, the accuracy of the learners‘ writing were performed to

their acquisition order (Dulay and Burt; 1973)

3. Method of Investigation

This section presents the research methodology used in this study and

gives information about the research design, method of data collection and

method of data analysis. population and the sample. It also describes the

data collection instruments and procedures. It finally describes the validity

and reliability of the instruments and gives information about the data

analysis.

3.1 Research Design

Patton (1985) has stated that :

Qualitative research is an effort to understand situations in their

uniqueness as part of a particular context and the interactions there.

28

This understanding is an end in itself, so that it is not attempting to

predict what may happen in the future necessarily, but to

understand the nature of that setting— what it means for

participants to be in that setting, what their lives are like, what‘s

going on for them, what their meanings are, what the world looks

like in that particular setting — and in the analysis to be able to

communicate that faithfully to others who are interested in that

setting. . . .The analysis strives for depth of understanding. (p. 1)

Stenhouse (1985;40) in the case study research in Education stated

that:

Case study methods involve the collection and recording of data

about a case or cases, and the preparation of a report or a

presentation of the case ... Sometimes, particularly in evaluation

research, which is commissioned to evaluate a specific case, the

case itself is regarded as of sufficient interest to merit

investigation. However case study does not

preclude an interest in generalisation, and many researchers seek

theories that will penetrate the varying conditions of action, or

applications founded on the comparison of case with case.

Generalisation and application are matters of judgement rather than

calculation, and the task of case study is to produce ordered reports

of experience which

invite judgement and offer evidence to which judgement can

appeal.

(Stenhouse 1985: 49)

Based on the Patton and Stenhouse statements, this study belongs to

case study. I choose this research design because it concerned on

learners learning process, material and also the development,

especially in language acquisition which can give revision and

refinement to the learning process and learning material. Whereas, I

choose the method of qualitative research to conduct this study

because it understanding, analyze, and describe about what is going on

the learners acquisition of foeign language. Respectively, according to

29

the research questions, I collect qualitative data from observation and

open-ended questionnaire

3.2 Participant and Research Site

The participants for this study were 115 learners choosen randomly to

be the sample from 210 learners at under-graduate level in English

Department of PGRI Semarang University which all of them are

foreign language learners and all of the participant speak Indonesia

and their mother tongue at home. They are from 6 classes who taught

by different lecturers. the subjects are presented in the following table:

Table 1: Distribution of Learners by Lecturer and Class

Lecturer

Class Total

A B C D E F

Lecturer

1

35 35 70

Lecturer

2

35 35 70

Lecturer

3

35 35 70

210

The study conducted in the writing class of English Department at

PGRI Semarang University. It is located at Jl. Dr. Cipto Semarang.

30

3.3 Background of Lecturers and Learnerss

There are 3 writing lecturers in the English Department. Three of them

hold a Masters degree. There are about 210 students from 6 classes,

most of them are from Java which their mother tongue is dominated in

their daily life communication.

3.3 Source of Data

Lococo (1976) found differences in the number and type of errors in

sample of learner language collected by means of free composition,

translation, and picture composition. In addition, Svartvik (1973)

stated that most error analysis use regular examination papers

(composition, translation, etc) for material. Based on the statements

above, the data sources are from learners‘ writings as the participants

of this study. I choose one class from every lecturer to be the

participants of this study.All of the 115 participants were administered

a writing assignment that involved essay writing. They were required

to write compositions within a period of 60 minutes and a minimum of

200-250 words. This essay follows the English format. It is a guided

writing. In the report they were asked to include specific details in

their responses. All 210 essays were hand writing in a paper.

3.4 Method of Data Collection

The method of data collection is one important step in this study to get

best result. To collect the data in this study involved several steps, as

follow:

31

1. The researcher decides the sample of learner language to use for

the analysis. In this study, the researcher use massive sample as

suggested by Ellis (1994), massive sample involving collecting

several samples of language use from a large number of learners in

order to compile a comprehensive list of errors, representative of

entire population.

2. The lecturers ask the learners to write different English

compositions in three meetings. The learners asked to write

unplanned compositions in two meetings, in the other hand, they

asked to write a planned composition/ careful writing in the last

meeting.

3. The writer make questionnaire to the participants and to the

lectures about the background of them and the background

knowledge.

4. After the three compositions and the questionnaire finished, the

researcher analyze the data based on the method of data analysis.

Since I employ case study research, almost every aspect is

investigated through qualitative methods. In particular, I specify

the construct being investigated and the data collection instruments

as follows.

32

Table 1. Qualitative Research Instruments

Construct Data Collection Instrument

Errors, type and cause Learners‘ writing task

Learners‘ Developmental

Pattern

Learners‘ writing task

Questionaire

The effective feedback to

students‘ problem spot

Questionaire

3.5 Method of Data Analysis

I gather the qualitative and quantitative data from questionnaires and

writing tests. As suggested by Ellis (1994) the procedure to investigate

the errors and developmental patterns has limitations as follow:

1. Focus on grammar

The study on grammatical structure, lexis, vocabulary

acquisitions.

2. Lack of a general index of second language acquisition

The study on formulaic utterances of learners.

3. Inter-learner variability

The study on the input of learners experiences and psychological

attitude.

4. Intra-learner variability

The study on systematic grammar of English language which are

learned by the learners in writing.

33

5. Methodological problems

In this study I analyze the learners errors from the data based on the

step suggested by Corder (1974) as follow:

1. Collection of sample errors

The first step is deciding what samples of learner language to

use for the analysis and how to collect these samples. In this

study, the researcher use random sampleing to get the data.

2. Identification of errors

The second step is selecting the standard written dialect norm

and identifies the errors. The researcher identify the errors

through the written composition were classify into six parts.

They are grammar, syntax, semantic, lexical, orthography, and

morpheme.

3. Description of errors

The third step is describing the learners‘ writing errors by

comparing the learner‘s utterances with a reconstruction of those

utterances in the target language. Dulay, Burt, and Krashen

(1982) stated that describing errors focus only on observable and

surface features of errors.

4. Explanation of errors

The fourth step is explaining the errors by accounting for why

the learners make errors. It is to establish the processes

responsible for L2 acquisition.

34

5. Evaluation of errors

The last step is evaluating the learners‘ errors by examining the

errors from the point of view of the learner who makes them and

it involves the effect that errors have on the persons addressed.

In addition, the starting point to analyze learners developmental

patterns follow the suggestion from Ellis in 1994. There are a number

way to identify developmental pattern, one way is to examine whether

learners‘ errors change overtime; to examine samples of learner

language collected over a period of time in order to identify when

specific linguistic feature emerge (Ellis, 1994: 74).

In this study I use obligatory occasion analysis and target-

like analysis. The basic procedures are suggested by Brown (1973 in

Ellis, 1994) as follow:

1. Samples of naturally occuring learner language are collected.

2. Obligatory occasions for the use of specific TL features are

identified in the data.

Furthermore, I also use Frequency analysis which suggested by

Cazden (1975 in Ellis, 1994). The procedures used as follow:

1. Catalogue the various linguistic devices that learners use to

express a particular grammatical structure (such as negatives)

2. Calculate the frequency with which each device is used at

different points in the learners‘ developments

35

Based on the experts suggestion in analyzing the data, so I make the

design for analyzing the data in my study.

Table 3.5.1 Procedure to analyze the data

Stages Steps Focuse of Annalysis Data Sources

ST

AG

E 1

1 Analyzing the types

of learners errors

Learners English

writing assignment 1.

2 Analyzing the cause

of learners errors

Learners English


3 Analyzing the errors

in the learners‘

developmental pattern

Learners English

writing assignment 1

& Questionairre

ST

AG

E 2


of learners errors

Learners English



of learners errors

Learners English



in the learners‘


Learners English


& Questionairre

ST

AG

E 3


of learners errors

Learners English



of learners errors

Learners English


36


in the learners‘


Learners English


& Questionairre S

TA

GE

4

Analyzing the

appropriate feedback

and solution to

learners‘ problem

spots

- The result of step

1, 2, & 3

- Experts theory

- Questionairre to

lecturer and

learners

The study analyze the data in three stages to find the accuracy result of

developmental patterns of the learners. In studying developmental patterns for

examining the sample of learner language collected over a period of time (Ellis;

1994: 74). It can be assumed that, when we conduct the study about

developmental pattern, it necessary to collect the data more than twice in certain

period of time to get the accuracy results.

4. Conclusion

In this study, I employ case study research to investigate the errors in

developmental pattern in learners‘ English writing. Then, I use qualitative to

gather and analyze data. I collect qualitative data from multiple sources

including obsevations in learners‘ writing and open-ended questionnaire.

Finally, I analyses from qualitative approaches to achieve the research

objectives.

37

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