ERRORS OF STRUCTURES OF COMPLEMENTATION
MADE BY THE EIGHT GRADE STUDENTS AT MTS
MASYHUDIYAH GIRI GRESIK
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Institusion
Universitas Muhammadiyah Gresik
Author
ANAM, M. MUFARRIKHUL
Subject
English Education
Datestamp
2020-12-08 03:27:47
Abstract :
Indonesian learners of English often find difficulties and confused to use the target language rules. So, they make errors especially in using structures of complementation in constructing phrase. This study tried to analyze the errors of structures of complementation made. The purposes of the study are to identify and classify types of errors and to figure out the frequency of the error occurrence of structures of complementation. The design of the study was quantitative. The subject of the study was the students of the 8 th grade of Mts Masyhudiyah Giri Gresik. Forty students were taken as the total of the subject. To collect the data, the writer used test as the instrument of this study. There were three steps in the process in data analysis; identification errors, classification errors, and tabulation. The result showed that 685 out of 2000 items were considered as errors and 1315 out of 2000 items were considered as correct answer on structures of complementation test. There were 18, 75% errors on noun as subjective complement was the easiest than the others, 40, 88% errors on verb as subjective complement, 33, 3% errors on preposition phrase as subjective complement, 21, 25% errors on function noun as subjective complement, 40% errors on adjective as subjective complement, 35, 83% errors on adverb as subjective complement, 28,3% errors on verb as direct object, 28, 3% errors on function noun as direct object, 35,83% errors on noun as direct object, 32, 5% errors on pronoun as direct object, 50% errors on noun as indirect object, 35% errors on function noun as indirect object, 29,2% errors on pronoun as indirect object, 43,75% errors on verb as objective complement , 26, 67% errors on preposition phrase as objective complement, 39, 2% errors on noun as objective complement, 28, 3% errors on adverb as objective complement, 47, 5% errors on adjective as objective complement. It means that noun as direct object was more difficult than the others. Based on the surface taxonomy or errors type, misordering reaches the highest frequency (87, 15%), out of 685 errors. By studying the students? errors of structures of complementation, we could get a clear picture of the students? knowledge of English structures of complementation. It is expected that the teachers should pay more attention to problem faced by the students. And for the students, it is suggested that they can learn from those errors that they made.
Indonesian learners of English often find difficulties and confused to use the target language rules. So, they make errors especially in using structures of complementation in constructing phrase. This study tried to analyze the errors of structures of complementation made. The purposes of the study are to identify and classify types of errors and to figure out the frequency of the error occurrence of structures of complementation. The design of the study was quantitative. The subject of the study was the students of the 8 th grade of Mts Masyhudiyah Giri Gresik. Forty students were taken as the total of the subject. To collect the data, the writer used test as the instrument of this study. There were three steps in the process in data analysis; identification errors, classification errors, and tabulation. The result showed that 685 out of 2000 items were considered as errors and 1315 out of 2000 items were considered as correct answer on structures of complementation test. There were 18, 75% errors on noun as subjective complement was the easiest than the others, 40, 88% errors on verb as subjective complement, 33, 3% errors on preposition phrase as subjective complement, 21, 25% errors on function noun as subjective complement, 40% errors on adjective as subjective complement, 35, 83% errors on adverb as subjective complement, 28,3% errors on verb as direct object, 28, 3% errors on function noun as direct object, 35,83% errors on noun as direct object, 32, 5% errors on pronoun as direct object, 50% errors on noun as indirect object, 35% errors on function noun as indirect object, 29,2% errors on pronoun as indirect object, 43,75% errors on verb as objective complement , 26, 67% errors on preposition phrase as objective complement, 39, 2% errors on noun as objective complement, 28, 3% errors on adverb as objective complement, 47, 5% errors on adjective as objective complement. It means that noun as direct object was more difficult than the others. Based on the surface taxonomy or errors type, misordering reaches the highest frequency (87, 15%), out of 685 errors. By studying the students? errors of structures of complementation, we could get a clear picture of the students? knowledge of English structures of complementation. It is expected that the teachers should pay more attention to problem faced by the students. And for the students, it is suggested that they can learn from those errors that they made.
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