1

CHAPTER I

INTRODUCTION

A. Background of The Problem

Writing is an activity to write or produce something

in written from so that people can read, perform or use

it in learning. Writing is a way for the people to think

into the language by using graphic symbols. It means that

the writer does not just use the symbols but should make

a good arrangement.

Based on curriculum 2006 (KTSP), there are several

kinds of writing text that have to be introduced at

junior high school, such as narrative, descriptive,

argumentative and exposition. Descriptive text is one of

the texts that studies by the second year students of

junior high school. Descriptive text is a kind of writing

that expresses the ideas to describe something, people or

place. Descriptive text has the component such as, the

generic structure and the language features.

2

Besides, the students should understand language

components that build their communication in English

well. Those components are grammar, vocabulary and

pronunciation. All of these components should be

considered in writing. It means that to make a good

writing, the students should have the basic knowledge in

grammar, vocabulary, organizing idea, spelling and

punctuation. All of them are essential aspects that

should be considered in producing good writing.

In addition, English syllabus of Junior high school

states that, students have to write in correct

grammatical. It means that the students should choose

suitable words to be arranged into sentences and

determine the right verb that is suitable to the tense.

Considering grammar as one important components in

making a good writing, it is important by the writer to

give an error analysis in students writing. Error

3

analysis is an activity to identify, classify and

interpreted or describe the errors made by someone in

writing and it is carried out to obtain information on

common difficulties faced by someone in speaking or in

writing English sentences.

Furthermore, some mistakes are made when the

students do not understand well about the English

grammar. Then the students make mistakes and it happens

repeatedly because they do not have the correction and

it is what we have called as error.

In fact, as writer conducted preliminary research

at Junior High School 31 Padang on March 28th 2014,

writer found that there are some grammatical errors in

students’ writing. The following table shows the

examples and the causes of errors:

Erroneous

SentencesReconstructed

SentencesCauses of Error

My friend usually My friend usually

4

call me Cindycalls me Cindy

Intralingual error

The verb “call” should be “calls” because the subject is singular and thesentence is present

I am very loveher and she love

me too

I love her verymuch and sheloves me, too

Interlingual andIntralingual error

The verb shouldbe “love”without “am”.The order is likeIndonesian rule.The verb “love”should be“loves” becausethe subject issingular and thesentence ispresent.

Based on the example above, we can conclude that

students’ ability in writing is still not good. It can

be evidence that students’ have lack ability in grammar

5

and it bring about they make grammatical errors in their

writing.

Considering that problem, the writer would like to

conduct a research entitled “An Analysis on the

Grammatical Errors in the Students’ Writing at Eighth

Grade of Junior High School 31 Padang”.

B. The Scope of The Problem

The students usually make errors in their writing,

especially related to the structure construction; namely

grammatical errors. In this study the writer will focus

on grammatical errors found in the students’ writing.

The writer will only take descriptive text writing since

the eighth grade of Junior High School 31 Padang has

descriptive materials in the curriculum.

C. Research Questions

Based on the description above, the writer

formulated the research questions as follow:

6

1. What are common grammatical errors made by the

eighth grade students of SMP N 31 Padang in writing

descriptive text?

2. What are the possible causes of these errors?

D. Purpose of the Research

The purpose in this study is one important thing

in order the study will reach the target what the

writer hopes. Here are the purposes of the research:

1. To identify the grammatical errors are made by

the students in their written text.

2. To describe the reasons why the students make

errors in their writing.

E. Significance of the Research

This study is expected to give some crucial

contributions to the writer, the English teacher, and

the students as well. Firstly, to the writer, this

research gives him a description about some errors in

students’ writing especially in descriptive text.

7

Next, to the English teachers, it may help them to

find a better strategy in teaching writing for the

students in order to make some problems in writing

would not happen. And to the students, it is important

for them to learn and practice their writing in order

to make them could be mastered this skill.

CHAPTER II

REVIEW RELATED LITERATURE

A. Writing

1. The Nature of Writing

Writing is one of the skills that should be

mastered by the students. It is reasonable because

writing can include to process of communication which

through written form. In addition, Swales (1994:34)

states that writing is complex socio cognitive process

involving the construction of recorded message on

8

paper. It means that by writing people can do

communication. They can communicate each other by

using message which can be understood by them.

In addition, Florian (2003) states there are six

meanings of “writing” can be distinguished (1) a

system of recording language by means of visible or

tactile marks; (2) the activity of putting such as a

system to use; (3) the result of such activity, a

text; (4) the particular form such a result, a script

style such as block writing; (5) artistic composition;

(6) a professional occupation. Based on these things,

it means that writing is a process of making a

sentence until paragraph that has meaning which can be

used to a professional occupation,

On the other hands, Ozhima (2005:98) states that

writing is a process not a product. It means that

writing can be referred to how to do something in

creating ideas, an applying in their work. Besides

5

9

that, the writer should know about the process in

writing activity.

Furthermore, Nation (2009) cites that writing is

an activity that can usefully be prepared for by work

in other of listening, speaking, and reading. It means

that writing activity has multi functions which are

related to other skills. For instance, task from a

teacher can be started from listening, speaking,

reading, and writing.

In addition, Magnotto (2009:115) states that

writing is a tool for communication. It means that, by

writing many people can communicate. For example, they

can send a message to their family and their friends

by writing. Besides that, writing will influence

education. For instance, the students can express

their ideas by writing activity. In addition, writing

can be a great job for someone as well.

10

In summary, the writer concludes that writing is

the process to express ideas. Writing can help human

life in many aspects because there are combinations

between process and product in writing activity.

2. The Principles of Writing

Students should know the principles of writing

text. It can help them to be easy in developing their

ideas into written form. Many principles of writing

that can be gotten by the students from the teacher.

In addition, Nunan (2003:92) notes that those below:

a. Understanding students’ reason for writing.

The students should know what the purpose of

their activity.

b. Provide many opportunities for students to write.

In writing, there are some activities. Here, the

teacher should check about her or his lesson plan

for the students.

c. Making feedback helpful and meaningful.

11

Writing should contain some advantages that will

build knowledge for the students.

d. Clarifying for the students how their writing

will be evaluated.

Here, the evaluation that will be given to

students should be objective.

e. Classroom technique and ask.

Technique and task should be used by the teacher

to teach writing.

In conclusion, the teacher should know the

principles in writing. These principles should be

taught to the students in order to make the students

know about the function of their activities, and the

teacher can use the time effectively to teach writing.

Besides, the teacher should do objective evaluation

for his or her students and try to apply appropriate

technique for the students in writing activity.

12

3. Writing Components

According to Jacobs (1981: 12), there are five

components of writing namely; Content, organization,

vocabulary, language use and mechanics. Below is the

explanation of each:

a. Content. Content is a substance of a text. There

are four descriptors for content, they are

knowledgeable, substantive, thorough development

of thesis, relevant to assigned topic

b. Organization. Organization is related to the

appropriate sequence of events or chronological

order of an event in a text and

appropriate length. It means the idea of the text

should be well-organized, the idea must relate

from one to another in paragraph. There are six

descriptors for this component; fluent expression,

13

ideas clearly stated/supported, succinct, well

organized, logical sequencing, cohesive.

c. Language use, in writing evaluation language use

consists of eight descriptors: effective complex

construction, agreement, tenses, number, word

order/function, articles, pronouns and

prepositions.

d. Vocabulary, a writer should choose a correct

vocabulary. Usually good writers have enriched

their vocabulary for their writings’ quality.

Because vocabulary is a basic of writing, without

grammar very little can be conveyed, but without

vocabulary nothing can be conveyed. Vocabulary in

this case consists of four descriptors:

sophisticated range, effective word / idiom choice

and usage, word form mastery, appropriate

register.

e. Mechanics is related to spelling, punctuation,

capitalization, paragraphing and handwriting in

14

written product.

Based on the explanation above, it is conclude that

there are five components that should be considered for

a good and meaningful writing such as: Content,

Organization, Vocabulary, Language Use, and Mechanic.

By comprehending the aspects or components of writing,

learner can produce a well-organized text, easily to

read and understandable. And since writing is a

complex activity and difficult to the student, teacher

must be clear about the purpose of teaching writing in

order to help students faces the difficulties of

writing.

4. Teaching Writing

Teaching writing is to get things done, to form

and maintain all aspect in our daily life making

relationship. In fact, the teacher can teach the

student kind of text like descriptive, procedure,

recount, narrative and report.

15

According to Raimes (1983: 3) there is very

important reason why the student should pay attention

in writing: 1) writing helps the student to reinforce

to grammatical structure, idiom, and vocabulary that

the teacher has been teaching the student; 2) when the

student write, they also have a chance to be

adventurous with the language, to go beyond what they

have just learned to say, to take risks; 3) when the

student write, they necessarily become very involved

with the new language, the effort to express ideas and

the constant use of eye, hand, and brain in a unique

way to reinforce learning.

In other hand, Graves (1991) says that the

writing process as classroom activity incorporates the

five writing process. They are: 1) pre-writing such as

getting ready to write, decide on the topic,

brainstorm, and organize ideas; 2) drafting and

writing, like write and refine paragraphs and also

focus on communication of meaning; 3) sharing and

16

responding, such as share work to gain feedback, peer

editing and writing workshop; 4) revising and editing

like revise content, proofread for writing conventions

and text reorganizing; 5) publishing, such as

celebrate and show case finishing products and build

confidence in students as writes.

5. The Purpose of Teaching Writing at Junior High

School

Writing should be taught at junior high school in

order to develop their skill in writing. Harmer (1998)

states that the reasons for teaching writing to

students of English as a foreign language include

reinforcement, language development, learning style,

and most importantly, writing as a skill in its own

sight. It means that, before writing, the teacher

should have some reasons to teach this skill for his

or her students such as about language, style in

writing, and others.

17

Harmer (2004:34) cites that teaching ‘writing for

writing’ is entirely different however, since our

objective here is to help students to become better

writers and to learn how to write in various genres

using different registers. It means that the purpose

of teaching writing is to make the students become

good writers by learning how to write well.

Hyland (2003:20) states that teaching writing can

help students to distinguish between different genres

and to write tem more effectively by a careful study

of their structures. It means that purpose of teaching

writing is to make the students understand about kinds

of text and how to write the text well.

Kirby and Crovitz (2013:5) note that attempting

to teach writing as a process of identifying and

practicing various components that can be combined,

assembly-line style, into an effective piece of

writing just does not work. It shows that teaching

18

writing is the process of identifying, and practicing

about structures in writing text.

In conclusion, the purpose of teaching writing is

to help the students become a good writer by making

the students know about how to write well in some

structures into some texts.

B. Grammar

The Definition of Grammar

James E. Purpura states in his book (Assessing

Grammar) “Grammar is defined as a systematic way

accounting for a predicting an ideal speaker’s or

hearer’s knowledge of the language. This is done by a

set of rules or principles that can be used to

generate all well-formed or grammatical utterances in

the language”. In addition, Penny Ur says that:

“Grammar is sometimes defined as the way words are

put together to make correct sentences”.

19

Gerot & Wignell (1994: 2) state that grammar is a

theory of a language, of how language is put together

and how it works. Having known the definition of

grammar, it is not hard for us to understand why

grammar is useful and important. Without knowing the

grammar of a language, one can not be said to have

learned the language. Besides, it seems impossible to

learn a language without learning the grammar because

it tells him how to use the language.

C. Descriptive Text

1. The Nature of Descriptive Text

Descriptive text is a kind of text that used to

describe about something. For example: place, person,

and thing. In addition, Linda Gerrot and Peter Wignell

(1994) in Mursyid state that descriptive text is a

kind of text with purpose to give information. The

context of this kind of text is the description of

particular thing, animal, person, or other. For

instance: our pets or a person we know well. It means

20

that descriptive text is a kind of text which will

inform the readers about something by describing, such

as particular thing, animal, person and others.

In addition, Wahidi (2008) states that

descriptive text is usually used to help a writer

develop an aspect of their work for instance: to

create a particular mood, atmosphere or describe a

place so that the reader can create vivid pictures of

characters, places, objects and more. It shows that

descriptive text is very useful for the writers to

develop writing skill by describing something.

In conclusion, descriptive text is a kind of

texts that explains about place, people, and thing. In

addition, generic structure of descriptive text as

some linguistic features which use simple present,

noun phrase, action verb, and others that will be

explained in the following section.

2. The Language Features of Descriptive Text

21

Descriptive text is a kind of text which has some

language features. Jenny Hammond (1992:5) in Mursyid

states that there are some language features of

descriptive text, they are:

1. Focus on Specific Participants

It means that descriptive text focus to the

object that will be described. For example: my

English teacher, Andini’s cat, my favorite place.

2. Use of Simple Present Tense

It means that descriptive text will describe

something in present time.

3. Use of Simple Past Tense if Extinct

It means that descriptive text will describe

something in past time.

4. Verbs of Being and Having Relational Processes

It means that descriptive text will use sentence

which have connection each others. For example:

my mother is really cool, she has long black

hair.

22

5. Use of Descriptive Adjectives

Based on the type of text, descriptive text will

describe something by using descriptive

adjectives. For example: strong legs, white

fangs.

6. Use of Detailed Noun Phrase to Give Information

about the Subject.

It means that, descriptive text will use noun

phrase in order to create reader’s understanding

about the content of the text. For example: very

beautiful scenery, a sweet young lady, very thick

fur.

7. Use of Action Verbs Material Processes

It means that descriptive text uses material

processes which will describe about the process

of something happens. For example: it eats grass,

it runs fast.

8. Use of Adverbials to Give Additional Information

about Behavior

23

It means that descriptive text uses adverb which

will explain about where and how something

happens. For example: fast, at tree house.

9. Use of Figurative Language

It means that descriptive text uses figurative

language to make a perception of the readers

about the content of the text. For example: John

is as white as chalk.

3. The Generic Structure of Descriptive Text

Descriptive text has some generic structures that

should be known by the teacher and the students.

Jenny Hammond (1992:4) states that there are some

generic structures of descriptive text, they are:

Identification

It is the first structure of descriptive text

which will identify phenomenon to describe

Description

24

It is the second structure of descriptive text

which will be used to describe parts, qualities,

characteristics, and etc.

In conclusion, descriptive text has two

generic structures that will be used to describe

about something in general and specific. They are

identification and description

D. Error Analysis

1. Error Analysis

Error analysis is a kind of activity that

should be done by the teacher to know about the

difficulties of students in analyzing something.

James (1998) in Sirkka states that error analysis

compares learner English with English (L2) itself

and judges how learners are ignorant. It means that

error analysis is something which is made by the

students as learners in English and the error will

be analyzed by the teacher to know about how far

25

learners’ comprehension about their second

language.

In addition, Richards and Schmidt (2002) in

Sirkka define error analysis as the study and

analysis of the errors made by second language

learners. It means that error analysis can be

analyzed based on the second language learners in

written form.

Besides that, Corder (1967) in Sirkka states

that learners’ errors are important in and of them.

It means that errors which are made by the students

can be used to analyze about their comprehension

and how far their errors.

Another concept of error analysis is given by

Brown. He defines error analysis as the process to

observe, analyzes, and classifies the deviations of

the rules of the second language and then to reveal

the systems operated by learner. It seems this

26

concept is the same as the one proposed by Crystal

i.e. Error Analysis is a technique for identifying,

classifying and systematically interpreting the

unacceptable forms produced by someone learning a

foreign language, using any of the principles and

procedures provided by linguistics. The three

definitions above clarify that error analysis is an

activity to identify, classify and interpreted or

describe the errors made by someone in speaking or

writing and it is carried out to obtain information

on common difficulties faced by someone in speaking

or writing English sentences. Another thing which

should be noticed is the procedure of error

analysis.

In conclusion, error analysis is a kind of

error that should be analyzed by the teacher in

order to know about how far his students’

comprehension and mistakes especially in written

form.

27

2. The differences Between Error and Mistake

In order to analyze learners’ errors in a

proper perspective, it is crucial to make a

distinction between “mistake” and “error”.

According to Brown (2000) in Andrea Giordano, a

“mistake” refers to a performance error in that it

is a failure to utilize a known system correctly.

While an “error” is a noticeable deviation from the

adult grammar of a native speaker, reflecting the

interlanguage competence of the learner. This

recognition process is followed by the error

description process. We compare learners’ sentences

with the correct sentences in target language, and

find out the errors. The differences between these

two in detailed can be described as under:

28

1. Errors are result of ignorance. Whereas

mistakes are result of stress.

2. Errors of a learner have a definite

pattern, whereas mistakes do not occur in

pattern.

3. Errors can’t be rectified by its doer,

mistakes can be.

3. Significance of Error Analysis in Language

Teaching and Learning

In order to teach a language, it is necessary

to understand the process that goes on in the mind

of the learner. Error analysis is a part of this

process.

Significance:

As Corder has pointed out, there is a vital

difference between ‘errors’ and ‘mistakes’. He

labels ‘mistakes’ as ‘performance errors’, which

29

are like slip of pen. The learner himself can

correct it later on, because they are not the

results of unawareness. Whereas, genuine errors are

ignorance of rules. The learner can’t correct it by

himself. They show the learner’s “transitional

Competence”.

Error analysis is essentially significant

because, as Jack Richards refers to Corder’s

observation: “Learner’s correct sentences do not

necessarily give evidence of the rules of the new

language and the rules he has developed at given

stages of his language development”. This can be

done only by the errors he makes. And after knowing

this only one can proceed in teaching. So, errors,

and its analysis both are an inevitable part of

teaching & learning.

4. The Types and The Causes of Error

4.1 Types of Errors

30

In the stage of identifying and describing the

errors in this research, the writer will use the

surface strategy taxonomy (Dulay, Burt, Krashen,

1982). Based on the taxonomy, errors are classified

into four categories:

a) Omission

Omission errors are characterized by the absence of

an item that must appear in a well – formed phrases

or sentence. Any morpheme or word in a sentence is

a potential candidate for omission. However,

between content words and function words, the

letters are more frequently omitted by language

learners.

Examples:

1. He sitting

He is sitting.

31

2. English use as second language

English is used as second language.

b) Addition

Addition errors are opposite of omission. They

are characterized by the presence of an item, which

does not appear in a well-formed utterance.

Examples:

1. She is eats

banana

She eats banana.

2. It is on a picture of

giraffe

It is a picture of

giraffe

c) Misformation

Misformation errors are characterized by the

use of the wrong form or morpheme of structure.

While in omission error, the item is not supplied

at all. In the misformation errors the learner

supplies something, although it is incorrect.

32

Examples:

1. Eki eat a pineapple

Eki eats a pineapple

2. It is the tiger

It is a tiger

d) Misrodering

It is characterized by the incorrect placement

of one or more elements in a phrase or sentence.

The errors may be made by L1 and L2 learners when

they have acquired certain simple patterns.

Examples:

1. Elephant has a nose long

Elephant has a long nose.

2. Zebra the colors is black and white

Zebra’s color is black and white.

4.2 Causes of Errors

33

Richards (1974) concludes that writing

errors made by the students are caused by two

factors, they are Interlingua and intralingua.

Interlingua factor occurs when they make deviant

sentences from mother tongue. Intralingua occurs

when they lack grammatical knowledge in the

target language. Richard state that there are

four types of intralingua or developmental

errors, they are:

1. Overgeneralization

Overgeneralization is defined as the use of

the previously available strategies in a new

situation. Learners make a new deviant structure

on the basis on their experience of their

structures in target language. They make errors,

as they want to reduce their linguistic burden in

using the language. The kinds of errors occur

when the learners are given different kind of

34

sentence patterns and rules but sometimes she or

he uses them in different situation, in which

particular generalization doesn’t apply.

2. Ignorance of the rule restriction

Ignorance of rule restriction related to

generalization. Learners make errors because they

fail to observe the restriction of existing

structures. They apply the rules in a new

situation where if should not be applied.

3. Incomplete application of rules

Learners make errors because they are more

interested in communication, so they think that

there is no need for mastering the rules of the

language.

4. False hypothesized concepts

The errors are caused by the poor gradation

of the teaching items. It is derived from a

35

faulty comprehension or distinction in the target

language.

E.Previous Studies

In analyzing this research, the writer needs

to review some thesis to help his analysis. He

found three researchers who analyzed about

students’ writing. All of them are study about

the grammatical errors in students’ writing.

First, a thesis by Toni Haryanto (2007) that

observes about Grammatical Error Analysis in

Students’ Recount Text. He used case study in

doing the research. Finally, he found that the

students made 235 grammatical errors which were

classified into 153 errors in producing verbal

groups, 3 errors in subject-verb agreement, 10

errors in the use of article30, errors in the use

of preposition, 12 errors in pluralization, 23

errors in the use of pronoun, 4 errors in the use

36

of conjunction. He also found that the possible

causes of errors are overgeneralization and

interference.

Next, a thesis by Fajariani Emmaryana

(2010). She did the research about students’

grammatical errors in writing. She used case

study research as well. As the result of the

research, she found that the error was done in

Tense for the highest errors by 19 students or

95%, the second is errors in Spelling and

Punctuation by 18 students or 90%, the third is

errors in Sentence Pattern by 17 students or 85%,

the forth is errors in Preposition by 7 students

or 35%, and the last errors in Pronoun with 6

errors or 30%

Third, a thesis by Indah Sri Purwanti

(2013). She did the research about Analysis of

Grammatical Errors in Descriptive Essay. She used

descriptive qualitative research. She found that

37

there are 201 items of errors, which occur in the

students’ sentences. They are analyzed based on

the surface strategy taxonomy, it is found that

39 items or 39.4% errors are omission errors, 7

items or 7.2% errors are addition errors, 39

items or 39.4% errors are malformation errors,

and 14 items or 14.1% errors are disordering

errors. In describing the possible causes of

errors, based on the comparative strategy

taxonomy, it is found that 187 items or 93%

errors is intralingual errors and 14 items or 7%

errors is interlingual errors.

Based on the finding of previous study

above, the writer interest to conduct a research

entitled “An Analysis on the Grammatical Errors

in the Students’ writing at Eight Grade of Junior

High School 31 Padang.

38

CHAPTER III

METHOD OF THE RESEARCH

A. Research Design

39

The type of the research is content analysis. The

writer applies this type in his research because it is

appropriate method to describe the result of research.

According to Kimberly A. Neuendorf, Content analysis is

a research tool used to determine the presence of

certain words or concepts within texts or sets of texts.

Researchers quantify and analyze the presence, meanings

and relationships of such words and concepts, then make

inferences about the messages within the texts, the

writer(s), the audience, and even the culture and time

of which these are a part.

In line with the description above, the content

analysis research will be used in this research because

the writer wants to describe grammatical errors in the

students; writing, especially the types of error and

causes of errors. Those errors will be described in

details in this research based on the result of the

students’ writing.

40

B. Research Participants

The participant of this research is the eighth

grade students of SMP N 31 Padang which have eight

classes in academic year 2014/2015. The class separated

in eight classes (VIII.1, VIII.2, VIII.3, VIII.4,

VIII.5, VIII.6, VIII.7, and VIII.8). Every class

consisted of 32 students. So, the totals of participants

are 256 students. It can be seen in the following table:

The Number of Eighth Grade Students of SMP N 31Padang in Academic Year 2014/2015

NO CLASSES NUMBER OF STUDENTS

1 VIII.1 32

2 VIII.2 32

3 VIII.3 32

4 VIII.4 32

5 VIII.5 32

6 VIII.6 32

7 VIII.7 32

8 VIII.8 32

25

41

TOTAL 256

B. Research Instrument

The instrument of this research is writing task.

The kind of writing task is writing descriptive text.

Then students’ writing will be applied as the data to be

analyzed and described by using content analysis

research method. The students will be given 60 minutes

for writing a descriptive text in free topics.

C. Technique of Data Collecting

To collect the data, the writer will get in touch

directly with the students of SMP N 31 Padang. He will

give written test to the students of class VIII.1 to

VIII.8 to know the students’ ability in making

42

descriptive text with good grammatical. Then the writer

will use random sampling to take 2 students from each

class as the sample so there are 16 students’ writing to

be analyzed.

D. Technique of Data Analysis

The writer uses content analysis research method

with following steps:

NO STEPS EXPLANATION

1 Reading students’

writing

Deciding which students’ writing to use for the analysis.

2Defining unit of

analysis

Categorizing every single grammatical errors in students’ writing

3

Coding the

grammatical

errors

Marking the grammatical errors by

using some codes and different

colors of pens or highlighter for

each category

4 Calculating

grammatical

Counting each category of

grammatical errors

43

errors

5Analyzing causes

of errors

Determining causes of errors that

found in the students’ writing

6Interpreting the

result

Reporting how often some

grammatical errors appear

Then, the writer calculates the errors using simple

statistic formula. And the data will be explained after

doing steps in content analysis research method.

Furthermore the writer uses book and other materials

such as the data from the internet which have topic

related to this study that support to the research.

The formula is:

P = F X 100 % N

P: Percentage

F: Frequency of wrong answer

N: Number of sample

44