AN ANALLYSIS OF STUDENTS’ ERRORS IN ENGLISH NEGATION   AT THE 2^nd SEMESTER OF THE 7^th CLASS OF SMP PGRI 3

Adenan Damiri

Dosen PNS-Dpk Kopertis Wilayah II

STKIP PGRI Bandar Lampung

Abstrac: In teaching and learning English  as a foreign language. The students should have the ability in using it in speaking or writing. However to be able to speak or write  well, the students  should have the mastery of structure. Because if they have lack of structure they will make errors. It is therefore, the writer would like to analyze the students’ errors in using English negation. The subject  is the students at the second semester of  the seventh class of SMP PGRI 3 Bandar that consists of  40 students.                                                                                

In the data collecting technique  the writer used essay test writing  test, it  means that ask the students to answer based on the teacher’ questions in written dialogue and in analyzing the data the students was used surface strategy taxonomy.                

Based on the data analyzing  of students’ English negation of their writing dialogue, the writer described that  there are 25 students who made errors from 40 students= 62.5%. And from 40 students the writer found 440 sentences. From 440 students, there are 199 in correct sentences= 27.04%..

From 199 incorrect sentence or errors, there are 16 sentences in omission errors= 13.45%;  addition errors is 16 sentences= 13.45%; misformation errors is 81 sentences = 68.06%; and misordering errors is 6 sentences= 5.04%. Based on kind of errors, it can be seen that misformation is the highest errors and misordering errors is lowest error.

Most of the students’ errors  because of  the students’ ability of structure. It means that the students have lack of structure mastery especially in using auxiliary verb and the using of ‘not’ and also the using tenses. 

Key Words: Negation errors, written dialogue, surface strategy

 INTRODUCTION

In international communication, English has been accepted to be used to many fields of work and study. English as an international language should be learnt by someone to face the globalization era because all of thing in the world will be used English not only for spoken communication or in written communication. It means that language is considered as a tool of communication and language cannot be separated from the community, because someone can communicate with each other by using language as mean of communication.

However, someone cannot understand what the other people say if he does not know the language that thy use. He also cannot express his ideas or opinion if he does not know the language. It means that it is difficult to do all our activities without language. Someone needs language not only for communication but also for getting science and technology. It is therefore, the writer thinks that how important the language in human life.

It is therefore. English is  more and more important in the world communication. English is widely used in many countries either as a native language, a second language or foreign language. English is the first foreign language that must be taught as the compulsory subject starting from Junior high school, senior high  school up to university or other higher education institutions. It is hoped that the students are able to write, speak or to read the English books prescribed at the university. However, students still find some difficulties to speak and write English well. It can be seen that when the students are asked to answer the question by using English and they also difficult to give ideas or opinions. Even thought, the objective of teaching and learning English as foreign language that the students are able to use the language in communication. It means that the students who learn a foreign language do not only learn the grammatical rules but also expected to be able to use language for communication.

The student who learn English expected to get four skills, that is: listening, reading, speaking and writing. As Bose said that :”The main purpose of teaching English is acquiring by the people of facility in the use of English in situation demanding a greater degree of control. The facility is the use of English should then be in speaking, reading and writing, although in each of these aspects the marks of attainment assumed difficult and distinct dimension (1979:28).

From theories and explanation  above, it is clear that in teaching and learning English the students should be given a lot of practice in using  language  because by having  practices they are going to be more active and able to speak or write English well. It is also expected that the purpose of teaching and learning in Indonesia is the students should have the ability or skillful to communicate either in spoken or in written English well.

It is therefore in teaching and learning English, the students should have the ability to communicate in spoken or written English, however to be able to speak or write English well, the students should be given the structure. It is hoped that if the students have the ability of structure, they could use English. It is meant that the student would more effective to write or speak English based on the basic structure which they known. If the students understand about the structure it is hoped that they will be able to speak or write English well.

The students of foreign language also should realize that the new structure which may really differ with the structure of their own language. It means that the student need to acquire the basic frame or structure in order to produce and comprehend the typical sentence or sentences of language. Because every language has different rule and also has it own arbitrary system or word to express the opinion, thinking or idea and the meaning of an object.

Based on the description above, it is clear that in teaching and learning English as foreign language, the students have some difficulties to express their idea whether in speaking or writing. It can be caused by the difference of structure of the language that they have learnt and their own language structure. In the other words, the students are quite often stuck on their own language. Because it is very important to construct certain utterances. If they have the ability of structure they will be able to speak or write English well. As Wilga Rivers stated that “ it is quite necessary for the students to be able to arrange his ideas based on grammatical structure that he was known as the reference, when the students understand the structure, he will be able to construct new utterances” (Wilga Rivers,1968:78).

Based on theory above, it is clear that in using language the students must have the ability of structure. The students also would like make error if they have not the ability of structure. Richard stated that “errors are result of lack of  knowledge or ruler of the language they learn. They represent  tae  indicates of translation come tense”. (Ricard, 1980:15). This idea means that errors will be made by the students if they have lack of knowledge of English. They use English but they apply the structure of their own language. This idea also supported by Corder that “learner errors provide evidence the apply the structure of their own language. This idea also supported by Corder that “learner errors provide evidence the system of language that he is using (i.e. he has learned) at a particular time at a course… the learner us using some system, through not yet the right system” (Corder, 1974:12).

Based on the theory, the waiter thinks that it is very important to analyze the student’ errors. Because by analyzing the students’ errors, the teacher could know the students’ English.  The writer only would like to analyze the students’ errors, such as: omission, addition, misformation, addition and misordering errors in using English negation .

METHOD

This research will be conducted base on descriptive method. It means that the writer  analyzed  the students’ sentence errors in using negative sentence or English negation based on English structure through   writing dialogue. In guide writing dialogue, the writer give some question based  and the students answer based on teacher’ question in written dialogue form,   And analyze kind of errors, such as: omission, addition, misformation, and misordering errors.

The subject of the research is the students at the second semester of  the seventh  class of SMP PGRI 3 Bandar Lampung that consists of 40 students.

In order to know the students errors in using negative sentence, the writer would like to use  essay test,  that is, ask the students to answer  based on the teacher’ question.  The writer analyzes the student’s English negation. and classify into kind of errors such as; omission, addition, misformation and misordering.

The analyzing the students errors in using English negation or negative sentence through  writing  dialogue, The writer used the following formula:

  P =  X 100%

Explanation:

P= Presentation of errors

F= The total number of errors

N= The total number of sentences

By looking at the criterion, as follows:

76% - 100% adalah paling tinggi (the highest)

56% - 75% adalah lebih tinggi (higher)

40%- 55% adalah sedang (sufficient)

Less than 40 % is low

(Suharsimi Arikunto, 1987: 196).

RESULT AND DISCUSSION

To be clear to know how many students who made errors in omission, addition, misformation and misordering errors, the writer would like to describe or show the following table:

RESULT

Table: 1 The Quantitative Data Of Students’ Omission, Addition   Misformation And Misordering Erros In Using English  Negation On Their  Writing  Dialogue

No.	Sample	Kind Of Error				ME			%
		A	B	C	D
1	001	1	1	4	-		6
2	002	1	-	3	-		4
3	003	-	-	-	-		0
4	004	-	-	1	-		1
5	005	1	-	3	1		5
6	006	-	-	1	-		1
7	007	2	-	2	1		5
8	008	-	1	8	-		9
9	009	-	-	-	-		0
10	010	-	-	-	-		0
11	011	1	1	2	-		4
12	012	-	1	5	-		6
13	013	-	-	-	-		0
14	014	2	1	2	-		5
15	015	2	-	1	-		3
16	016	-	-	-	-		0
17	017	1	-	1	-		2
18	018	1	-	5	-		6
19	019	1	1	3	1		6
20	020	-	2	5	-		7
21	021	-	1	4	1		6
22	022	-	-	-	-		0
23	023	-	1	2	-		3
24	024	-	-	-	-		0
25	025	-	-	4	1		5
26	026	-	-	-	-		0
27	027	-	-	-	-		0
28	028	-	1	2	1		4
29	029	-	1	1	-		2
30	030	-	3	6	-		9
31	031	-	-	-	-		0
32	032	1	-	2	-		3
33	033	-	-	-	-		0
34	034	-	-	-	-		0
35	035	-	1	6	-		7
36	036	-	-	-	-		0
37	037	2	-	5	-		7
38	038	-	-	3	-		3
39	039	-	-	-	-		0
40	040	-	-	-	-		0
Jumlah		16	16	81	6		119

Source: The data analysis

Rom the table above, it can be seen that:

1. There are 16 sentences in omission errors from 119 students’ sentences   errors. It means that the  students’ omission  errors is 13.45%.

2 There are 16 sentences in addition errors from 119 students sentences errors. It means that the students’ omission errors is 13.45%.

3. There are 81 sentences in misformation errors from 119 sentences errors.  It means that the student who made errors in misformation is 68.06%,

4. There are 6 sentences in misordering errors from 119 sentences errors. It means that the students who made errors in misordering is 5.04%

In this research, the writer also would like to describe  each students who made errors in using English negation on their guide writing , by seeing the following table:

Table: 2  The Quantitative Data Of Each Students’ Errors In Using English Negation On Their Writing  Dialogue

No	Sample	NS	NE	%
1	001	11	6	54.54
2	002	11	4	36.36
3	003	11	10	0.00
4	004	11	1	4.09
5	005	11	5	45.45
6	006	11	1	9.09
7	007	11	5	45.45
8	008	11	9	81.81
9	009	11	0	0.00
10	010	11	0	0.00
11	011	11	4	36.36
12	012	11	6	54.54
13	013	11	0	0.00
14	014	11	5	45.45
15	015	11	3	27.27
16	016	11	0	0.00
17	017	11	2	18.18
18	018	11	6	54.54
19	019	11	6	54.54
20	020	11	7	63.63
21	021	11	6	54.54
22	022	11	0	0.00
23	023	11	3	27.27
24	024	11	0	0.00
25	025	11	5	45.45
26	026	11	0	0.00
27	027	11	0	0.00
28	028	11	4	36.36
29	029	11	2	18.18
30	030	11	9	81.81
31	031	11	0	0.00
32	032	11	3	27.27
33	033	11	0	0.00
34	034	11	0	0.00
35	035	11	7	7.00
36	036	11	0	0.00
37	037	11	10	10.00
38	038	11	3	3.00
39	039	11	0	0.00
40	040	11	0	0.00
Jumlah		440	199

Source: The Data Analysis

From 440 students’ sentences, there are 199 sentences errors. It means the students’ sentences errors is 29.75%. It indicated that the students’ who made sentences errors is low. However  from 40 students , the writer found that there are 15 student who did not make errors . It means that the students who made errors is  62.5%. It indicated that the students who made errors  is high.

CONCUSION

From the data analyzing of students’ English negative sentence in their  writing  dialogue, the writer would like to give conclusion as follows:

1. There are 40 students  who made sentences in using English negation on their writing  dialogue.  From 40 students, the writer found that 440 sentences. From 40 sentences, the writer found that there are  199 incorrect  or sentences errors= 27.04%. It means that the students’ sentences errors is low .  However the students who made

errors is 25 students fro 40 students= 62.5%. It means the students who made error is high.

2. From 199 students’ sentences errors, the writer found that there are 16 sentences errors in omission. It means the students’ omission errors is 13.45%.; there are 16 sentences errors in addition. It means the students’ addition errors is  13.44%; there are 81 sentences  in misformation errors. It mean that the students who made errors in misformation is 68.06%; and there are 6 sentences errors in misordering errors. It means that the students who made errors in misordering is 5.04%. Based  on kind of errors that the students , it indicated that misformation is the highest kind of errors.

5.2  The Suggestion

Based on  the explanation and conclusion above, the writer would like to give some suggestions as follows

l. For The Students

The students should be given a lot of practice in using English in spoken or written. 

 By practicing English, they will be able to remember and remind  the English sentence, especially in using English negation. The students also should be motivated to read English text, such as: short story, magazine and newspaper.

2. For The Teacher

The teacher should give more attention to the students’  Errors, especially in using English negation   It means that the students should be given a lot of  practices in using English negation and the students also should  have the ability of structure. By mastering the structure, the students are able to reduce or may not make the errors.  Because most of the students errors are caused by the lack of structure, especially in using of  not., auxiliary verb ,  and  personal pronoun.          

REFFERENCE

Bose, Shanile,1978, Teaching and English a Modern approach Published by doaba house book sellers and publisher  1688 Naisarok, Delhi, 356 pages.

Bowrn, H. Doglass,1980, Principle of language Learning,Brintice Hall, Englewood, 261 Pages.

Corder, 1974, Errors Analysis and interlanguage, Oxford University Press,275 Pages.

Hornby AS, 1984, Oxpord Advance learner Dictionary of Current English, Oxpord University Press, New York 1041 page

Littlewood, william, 1980, communicative Language Teaching Cambridge University

Press. London, 144 page

Richard, 1980, Error Analysis and second language strategies, Inc. John.W. Oller, jr. And Jack C. R icard focus on the leaner, Newbury house publishing, Toronto, 261 pages

Rivers, Wilga M. 1968. The Psycologies and the foreign Language Teacher, Washington Square press, Inc, London, 124 pages