ERRORS IN USING COLLOCATIONS
MADE BY THE SECOND SEMESTER STUDENTS
OF ENGLISH DEPARTMENT
OF UNIVERSITY OF MUHAMMADIYAH GRESIK
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Institusion
Universitas Muhammadiyah Gresik
Author
Mardiyana, Lina
Subject
English Education
Datestamp
2020-12-11 08:30:50
Abstract :
Indonesian learners of English often find difficulties and make errors in their attempt to use the target language, especially in using collocations. This study try to analyze the use of collocation, particularly grammatical collocation (noun + preposition, noun + to + infinitive, noun + that-clause, preposition + noun, adjective + preposition, adjective + to + infinitive, adjective + that-clause, and verb patterns) and lexical collocation (verb (usually transitive) + noun/pronoun (or prepositional phrase), verb (meaning eradication and/or nullification) + a noun, adjective + noun, noun + verb, noun + noun, adverb + adjective, and verb + adverb). The purpose of this study is to identify and classify types of errors, to figure out frequency of occurrence of each type of errors using collocation. The subjects of this study are the Second Semester Students of English Education Department of University of Muhammadiyah Gresik. The tests as the instrument used to collect the data of this study are administered to 20 students. In data analysis there are three steps in the process. The first step was identification errors, the second step was classification error on grammatical collocation and lexical collocation types, and the last step is tabulation. The result of the test showed that lexical collocation was more difficult collocation than grammatical collocation for the students. It was supported by the fact that the average frequency of the occurrence of lexical error (50.25%) was higher than grammatical collocation (49.75%). Whereas, for each type of grammatical collocation and lexical collocation itself, the verb pattern was the most difficult grammatical collocation and the verb (meaning eradication and/or nullification) + noun was the most difficult lexical collocation for students. It is supported by the fact that the average frequency of the occurrence of the verb pattern was 24% and the average frequency of the occurrence of the verb (meaning eradication and/or nullification) + noun was 12.78%. The writer feels that the findings of the study are sufficient for her to give several suggestions. By studying the students? errors of collocation, we could get a clear and reliable picture of the students? knowledge of English collocations. It is expected that English teachers pay more attention to the problems that the students faced like in this study and give more proper emphasis in their teaching of using English collocations. For students, it is suggested that they get better understanding of grammatical collocations and lexical collocations receptively and productively to help them improve the mastery English collocations. This study then is open to other writers to replicate of the study with larger samples as a comparison to make more valid generalization.
Indonesian learners of English often find difficulties and make errors in their attempt to use the target language, especially in using collocations. This study try to analyze the use of collocation, particularly grammatical collocation (noun + preposition, noun + to + infinitive, noun + that-clause, preposition + noun, adjective + preposition, adjective + to + infinitive, adjective + that-clause, and verb patterns) and lexical collocation (verb (usually transitive) + noun/pronoun (or prepositional phrase), verb (meaning eradication and/or nullification) + a noun, adjective + noun, noun + verb, noun + noun, adverb + adjective, and verb + adverb). The purpose of this study is to identify and classify types of errors, to figure out frequency of occurrence of each type of errors using collocation. The subjects of this study are the Second Semester Students of English Education Department of University of Muhammadiyah Gresik. The tests as the instrument used to collect the data of this study are administered to 20 students. In data analysis there are three steps in the process. The first step was identification errors, the second step was classification error on grammatical collocation and lexical collocation types, and the last step is tabulation. The result of the test showed that lexical collocation was more difficult collocation than grammatical collocation for the students. It was supported by the fact that the average frequency of the occurrence of lexical error (50.25%) was higher than grammatical collocation (49.75%). Whereas, for each type of grammatical collocation and lexical collocation itself, the verb pattern was the most difficult grammatical collocation and the verb (meaning eradication and/or nullification) + noun was the most difficult lexical collocation for students. It is supported by the fact that the average frequency of the occurrence of the verb pattern was 24% and the average frequency of the occurrence of the verb (meaning eradication and/or nullification) + noun was 12.78%. The writer feels that the findings of the study are sufficient for her to give several suggestions. By studying the students? errors of collocation, we could get a clear and reliable picture of the students? knowledge of English collocations. It is expected that English teachers pay more attention to the problems that the students faced like in this study and give more proper emphasis in their teaching of using English collocations. For students, it is suggested that they get better understanding of grammatical collocations and lexical collocations receptively and productively to help them improve the mastery English collocations. This study then is open to other writers to replicate of the study with larger samples as a comparison to make more valid generalization.
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