1. THE ABILITY OF THE SECOND YEARS STUDENTS OF SMK TELKOMSANDHY
PUTRA IN DIFFERENTIATING SUBORDINATE CLAUSE FROMMAIN CLAUSEA THESIS
PROPOSALSubmitted as a partial fulfillment of the Requirement
forThe degree of Sarjana PendidikanBy :Rudi Salam SinulinggaENGLISH
EDUCATION DEPARTMENTFACULTY OF TEACHERS TRAINING AND EDUCATION
SCIENCESUNIVERSITY OF PRIMA INDONESIA2014 2. CHAPTER I1.1. The
Background of Study1.2. The Problem of Study1.3. The Objective of
Study1.4. The Significances of Study1.5. The Scope of Study 3. 1.1.
The Background of StudyThe researcher chooses thestudents of
Writing grade XI IPA1 as the subject of the researchbecause they
are expected tomake writings which are correctin grammar, so it is
important toknow whether the students makegrammatical errors or not
andwhat kind of grammatical errorsthat students make. 4. 1.2. The
Problem of StudyWhat grammaticalerrors are made bythe students
takingWriting grade XI IPA 1at the SMA HKBP 2Tarutung AcademicYear
2013 / 2014? 5. 1.3. The Objective of Studythis research intends
tofind out thegrammatical errors inwriting which are madeby
students of grade XIIPA 1 at the SMA HKBP2 Tarutung in theirwriting
of narrative textacademic year test2013 / 2014. 6. 1.4. The
Significances of Study1. To help English teachers ofSMA HKBP 2
Tarutung, by givingthem an important contribution inEnglish
teaching process whichis part of grammar they shouldpay attention
too.2. To help students, by givingvaluable input about errors
theyencounter andhow to overcome them.3. It hopes that this
research willhelp other researchers to do thesomerelated researches
indeeper, further and bettertechniques 7. 1.5. The Scope of
StudyThe scope of this study is thegrammatical errors that made
bystudents when they are in Writingof grade XI IPA 1 at the SMAHKBP
2 tarutung in theirassignments of narrative textAcademic Year 2013
/ 2014 8. 1.6. Defenition of the Key Term Error is a part of
conversation or a composition thatdeviates from some selectednorm
of mature languageperformance. Error analysis is identifying,
classifying errors of aforeign language and givingsolution.
Grammatical errors are errors which happen in writing Students of
English Department Academic year 2010are the students who were
registered in 2010 in EnglishDepartment. English Department is one
of the departments in theFaculty of TeachersTraining and Education
of the PrimaIndonesia University, Medan which is located
onJl.BelangaMedan . 9. CHAPTER IIREVIEW OF LITERATURE2.1.
ErrorAnalysis2.2. Grammar2.3. Writing 10. 2.1.1. The Defeniton of
ErrorAnalysisErrors in foreign language teaching especiallyin
English are the cases which are difficult enough toavoid. Error
analysis is the process of determinate theincidence, nature,
causes, and consequences ofunsuccessful languageRichard state that:
error analysis is an activityto reveal errors found in writing and
speaking. Erroranalysis also is the study of errors made by the
secondand foreign language learners. Error analysis may becarried
out in order to (a) find out how well someoneknows a language, (b)
find out how a person learns alanguage, and (c) obtain information
on commondifficulties in language learning, as an aid in teachingor
in the preparation of teaching materials. 11. 2.1.2. The Defenition
Between Error andMistakea mistake is made by alearner because he
doesnot apply the rule (s) thathe actually knows, inother words, a
mistake isa nonsystematicdeviation from the normsof the language.
12. 2.1.3. The Cause1)sC Oarefl eEssrnreossr. It is oftenclosely
related to lack ofmotivation.2) First language. Norrish statesthat
learning a language (amother tongue or a foreignlanguage) is a
matter of habitformation.3) Translation. It is one of thecauses of
error. This happensbecause a student translateshis first language
sentence oridiomatic expression in to thetarget language word by
word.Norrish 13. Richards in Schummann and Stenson in his article
Error Analysis and Secondlanguage Strategies. He classifies sources
of errors into six points:1. Interference, that is an error
resulting from the transfer ofgrammatical and/or stylistic elements
from the source language tothe target language2.
Overgeneralization, that is an error caused by extension of
targetlanguage rules to areas where they do not apply .3.
Performance error, that is unsystematic error that occurs as
theresult of such thing as memory lapses, fatigue, confusion, or
strongemotion.4. Markers of transitional competence, that is an
error that results froma natural and perhaps inevitable development
sequence in thesecond language learning process (by analogy with
first languageacquisition).5. . Strategy of communication and
assimilation that is an errorresulting from the attempt to
communicate in the target languagewithout having completely
acquired the grammatical form necessaryto do so6. Teacher-induced
error that is an error resulting from pedagogicalprocedures
contained in the text or employed by the teacher.(J.C.Richards,
Error Analysis . . . p.32 9 ) 14. 2.1.4. The Procedure of Error1.
Identify errors, what is theerror (e.g. incorrect sequence
oftenses, wrong verb form, etc)2. Classify errors. Is it an errorof
Tense? Is it an error insentence pattern?3. Quantify errors. How
manyerrors of Tense occur?4. Analysis of source/causes.5.
Remediation. Based on thekind and frequency of an errortype,
pedagogical interventionis carried out. 15. 2.2. Grammar2.2.1. The
Defeniton of GrammarJames E. Purpura statedin his book Asses
Grammar:Grammar is defined as asystematic way accounting for
apredicting an ideal speakers orhearers knowledge of thelanguage.
16. The rules or principles that can be used to generate
allwell-formed or grammatical utterances in the language.1.
Grammatical structuresA specific instance of grammar isusually
called a structure. Examples ofstructures would be the past tense,
nounplurals, the comparison of adjectives, andso on.2. Grammatical
MeaningGrammar does not only affecthow units of language are
combined inorder to look right; it also affects theirmeaning. The
meaning of a grammaticalstructure may be quite difficult to teach.
17. 2.2.2. The Place of GrammarTeachingThese are opinions about the
teachinggrammar:1. When someone learns his/her mothertongue, he/she
does not need learn thegrammar.2. Learner study grammar
individuallyand independently than as a part of theclassroom
lesson. But other says thatgrammar is surely sufficient
justificationfor the teacher to help them by providinginformation
and practice in theclassroom.3. Teaching learners how to
constructgrammatical sentences does not enablethem to produce
real-life discourse.4. Grammar is an affirmation of theusefulness
of grammar for effectivelanguage learning. 18. 2.2.3. The
Grammatical Errors in Writing1. Sentence Pattern2. Tense3.
Pronoun4. Preposition5. Punctuation ( FullStops,
Commas,Apostrophe)6. Spelling 19. 2.3. Writing2.3.1. Defeniton Of
WritingAccording to Cohen and Riel inYuliantis thesis (1989),
writingas a communicative act, a wayof sharing
observations,information, thought, or ideaswith others 20. Voss and
Keene (1992:2-3) writewhy we should bother with writingand purposes
for writing asfollows:1. Writing is a way of thinking
andlearning.2. Writing is a way of discovering.3. Writing create
reading.4. Writing ability is needed byeducated people. 21. 2.3.2.
Purpose For Writing- To express yourself- To provideinformation for
yourreader- To persuade yourreader- To create a literarywork 22.
2.3.3.WritingComponentsAccording to Raimes (1983), there are
eightwriting components that should be consideredby a writer in
order to produce good writing.1. Grammar : rules of verbs,
agreement,pronouns.2. Mechanics : handwriting,
spelling,punctuation.3. Organization : paragraphs, topics,
andsupports, cohesion and unity.4. word choice : vocabulary and
idiom.5. Purpose : reason for writing.6. Audience : reader(s).7.
The writers purposes : getting ideas,getting started, writing
drafts, revising.8. Content : relevance, clarity,
originality,logic. 23. CHAPTER IIIRESEARCH METHODOLOGY3.1. Research
Method(This research uses a descriptive method to describe the
grammatical errors instudents writing for the final test made by
the students taking Writing grade XI IPA 1 atSMA HKBP 2 Tarutung
academic year 2013 / 2014.3.2. Time and Place of the StudyThis
research will be conducted at SMA HKBP 2 Tarutung, located atJalan
Ahmad Yani II/20, Tarutung, around May 20143.3. Population and
Sample 24. 3.3. Population and Sample3.3.1. PopulationThe
population of this research is the students ofwho take grade XI IPA
1 at SMA HKBP 2 Tarutungacademic year 2013 / 2014. The total
numbers of thestudent are about 30 students.3.3.2 SamplesFrom the
30 students of grade XI IPA 1, theresearcher takes the entire
student as samples.
