GRAMMATICAL ERRORS FOUND IN ENGLISH TEXT BOOK LAEARNING BY DOING FOR 5TH GRADES OF
ELEMENTARY SCHOOL
RESEARCH
PROPOSAL WRITING
By:
YOGA PRADANA
115110102111001
ENGLISH DEPARTMENT
FACULTY OF CULTURE
STUDIES
UNIVERSITAS BRAWIJAYA
MALANG
2014
CHAPTER I
INTRODUCTION
This
chapter provides the background, the problems, the objectives of the study, and
the definition of the key terms.
1.1
Background
of the Study
Language is important thing in our life. As we know
we use language to communicate each other. People can’t hand over their
feeling, ideas and emotions without a language. By the language people can
express themselves. One of the popular and most of people in this world use is
English. English is international language. Almost most of countries in this
world learn English. In Indonesia English is given started from elementary
school even from kindergarten. Learn English is not easy especially for people
who don’t use English for their mother tongue.
By learning English we can be international people.
We will not find any difficulties if we go to abroad to communicate with other
people there. We are able to use English to share our information. In learning
English we are surely learn grammar. However,
Joseph Galaso (2002, p.2) states that Grammar is
traditionally subdivided into two inter-related studies: Morphologyand Syntax.
Morphology is the study of how words are formed out of smaller units called
morphemes. Commonly
Indonesian children learn English started from schools. The informants are the
teachers usually use the textbook as the source of teaching material. There are
many books that the teacher can use as their source. Every levels of school
have different books to be their references. In this study the researcher would
like investigate the books for elementary school. Not all of English book have
good quality to be learn by the children especially for elementary school. The
researcher thinks
that elementary school is unstable
condition that we have to give right source for the best English that can they
learn in this condition. Usually the books that don’t have good quality have
many grammatical errors which make the student learn wrong English. If they are
given wrong source in elementary school it is affected their junior, senior
even in the university in learning English.
In regards to english grammar there is something related
to english grammar, suh as Second language Acquisition. The process by which
people learn a second language in addition to their native language.SLA vs. FLA
(Ellis, 1994). Moreover the researcher would like
to identify the grammatical errors found in the English text book Speak Please For Elementary School
for elementary school. The researcher would like to conduct textual analysis ,
phrases or sentences that have error in grammar. According
to Krashen (1982),
learned competence and acquired competence develop in very different ways. In
his view, language learning occurs through the formal study of rules, patterns,
and conventions, a study
which enables one to talk about and
consciously apply the knowledge gained. The researcher use taxonomy to analyze
grammatical errors in detail such as omissions, additions, misformations, and
misorderings. There are three reason why the researcher would like to analyze
the books from elementary school. Setiyadi, at all (2007;1.23) stated that
ideally, in learning English students should be evaluated not only based on
their mastery of language skills: listening, speaking, writing and reading, but
also language components such as: vocabulary and grammar. Based on two statements above, as one of the
language components, especially grammar has to be learnt for students to master
of the language well.. The
first is elementary school is the first time for student started and
understanding English. The second is if the researcher analyze kindergarten is
to young and the books are not to interest to be analyzed. The third elementary
school is the best time for people in Indonesia to learn English. Based on the
reasons above the researcher choose a study by the title” GRAMMATICAL ERROR
FOUND IN ENGLISH TEXTBOOK LEARNING BY
DOING FOR ELEMENTARY SCHOOL FOR 5TH GRADE OF ELEMENTARY SCHOOL”.
1.2 Problem of the
Study
Based on
background of the study, the researcher intended to find the answer of the
following question:
1.
What are the Grammatical
Errors Found in English Textbook
Learning by Doing For Elementary
School for 5th Grade of
Elementary School?
2.
Which parts
of the book that contains many
grammatical errors?
1.3
Objective of the Study
1. To find out grammatical errors Found
in English Textbook Learning by Doing For
Elementary School for 5th Grade
of Elementary School.
2. To know the parts of the book that contain many
grammatical errors.
1.4
Significance of the Study
1.
The parents of 5
Grade of elementary school:
This research can provide useful information regerding
the best book fo their children. They can buy the books that has good quality
with minimum errors even there is no errors at all.
2.
The book authors :
The author can correct their writing to improve the
quality of their book. It can extend their image as book author.
1.5
Definition of key terms
The last sub chapter is aimed to provide the definition
of key terms used in this study in order to make the term clearly understood.
1.
Grammatical Errors: "The
expression 'grammatical error' sounds, and is, in a sense, paradoxical,
for the reason that a form can not be grammatical and erroneous at the same
time. One would not say musical discord. . . . Because of the apparent
contradiction of terms, the form grammatical error should be avoided and
'error in construction,' or 'error in English,' etc., be used in its stead. Of
course one should never say, 'good grammar' or 'bad grammar.”(J. T. Baker, Correct
English, Mar. 1, 1901)
2.
Second Language Acquistion: Second
language acquisition (SLA) is the study of how second languages are learned and
the factors that influence the process. SLA researchers examine how communicative
competence-the ability to interpret the underlying meaning of a message,
understand cultural references, use strategies to keep communication from
breaking down, and apply the rules of grammar-develops in a second language
(Savignon, 1997).
3.
Errors : H. Douglas Brown has defined linguistic errors as
"a noticeable deviation from the adult grammar of a native speaker,
reflecting the interlanguage competence of the learner." He cites an
example Does John can sing? where a preceding do auxiliary verb
has been used as an error.
4.
Mistakes : A mistake refers to a perfomance error that can either be a random guess
or a slip of the tongue, in that is the failure to utilize the known system
correctly.
CHAPTER II
REVIEW OF LITERATURE
This chapter
discuses explanation of the theories related to this study. Those are theory
include: Grammar, Grammatical Error, Second Language acquisition, error and
mistake.
2.1
Grammar
English is international language. Almost all of people
in the world learn english. Usually when
people learn english they also learn grammar.Grammar is important parts
in English. The learner of english ever get grammatical error. A
pedagogical grammar typically provides paradigms of regular constructions,
lists of prominent exceptions to these constructions (irregular verbs, etc.),
and descriptive commentary at various levels of detail and generality about the
form and meaning of expressions in a language (Chomsky 1986a: 6).
In ineraction, a theoretical
grammar, in Chomsky's framework, is a scientific theory: it seeks to provide a
complete theoretical characterization of the speaker-hearer's knowledge of her
language, where this knowledge is interpreted to refer to a particular set of
mental states and structures. "The difference between a theoretical
grammar and a pedagogical grammar is one important distinction to bear in mind
in order to avoid confusion about how the term 'grammar' operates in theoretical
linguistics. A second, more fundamental distinction is between a theoretical
grammar and a mental grammar." (John Mikhail,2011).
2.2 Grammatical Error
"The expression 'grammatical error' sounds, and is, in a sense, paradoxical, for
the reason that a form cannot be grammatical and erroneous at the same time.
One would not say musical discord.
. . . Because of the apparent contradiction of terms, the form grammatical error should be avoided
and 'error in construction,' or 'error in English,' etc., be used in its stead.
Of course one should never say, 'good grammar' or 'bad grammar.”(J. T. Baker, Correct English, Mar. 1, 1901)
2.3
Second Language Acquisition
Language
acquisition very similar to the process children use in acquiring first And second languages. It
requires meaningful interactions in the target language natural communication
in which speakers are concerned not with the form of their utterances but with
the messages they are conveying and understanding. Error correction and
explicit teaching of rules are not relevant to language acquisition (Brown and
Hanlon, 1970; Brown, Cazden, and Bellugi, 1973). The Acquisition-Learning
distinction is the most fundamental of all the hypotheses in Krashen's theory
and the most widely known among linguists and language practitioners.
According to Krashen there are
two independent systems of second language performance: 'the acquired system'
and 'the learned system'. The 'acquired system' or 'acquisition' is the
product of a subconscious process very similar to the process children undergo
when they acquire their first language. It requires meaningful interaction in
the target language - natural communication - in which speakers are concentrated
not in the form of their utterances, but in the communicative act.The 'learned
system' or 'learning' is the product of formal instruction and it
comprises a conscious process which results in conscious knowledge 'about' the
language, for example knowledge of grammar rules. According to Krashen
'learning' is less important than 'acquisition'.
The Monitor hypothesis
explains the relationship between acquisition and learning and defines the
influence of the latter on the former. The monitoring function is the practical
result of the learned grammar. According to Krashen, the acquisition system is
the utterance initiator, while the learning system performs the role of the
'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting
function when three specific conditions are met: that is, the second language
learner has sufficient time at his/her disposal, he/she focuses on form or
thinks about correctness, and he/she knows the rule. It appears that the role
of conscious learning is somewhat limited in second language performance.
According to Krashen, the role of the monitor is - or should be - minor, being
used only to correct deviations from 'normal' speech and to give speech a more
'polished' appearance.
Krashen also suggests that there
is individual variation among language learners with regard to 'monitor' use.
He distinguishes those learners that use the 'monitor' all the time
(over-users); those learners who have not learned or who prefer not to use
their conscious knowledge (under-users); and those learners that use the
'monitor' appropriately (optimal users). An evaluation of the person's
psychological profile can help to determine to what group they belong. Usually
extroverts are under-users, while introverts and perfectionists are over-users.
Lack of self-confidence is frequently related to the over-use of the 'monitor'.
2.4
Error And Mistake
The term
'error' is used in a variety of ways in linguistics and language teaching
theory, in error analysis research, in English language teaching (ELT) including
Teaching English as a Second Language (TESL), and not least in the ordinary
classroom . It is noticeable in particular that the term tends to be
interpreted differently when applied to Native Speakers or to Non-Native Speakers
of a language (for our purposes, of English) . Although 'error' has been
clearly defined inerror analysis research and in ELT, interpretation and usage
of this term specifically for error correction purposes has nevertheless been
less than systematic .
The present paper proposes a system for categorising
errors which is feasible and appropriate and specifically oriented towards the
classroom correction of errors . The next two sections clarify the notions of
'error' versus 'mistake' in linguistic andlanguage teaching theory and in
relation to intedanguage (IL) competence. This is followed by a description of
categories of error designed specifically for error correction purposes
A mistake refers to a performance error that is
either a random guess or a ‘slip’ in that it is a failure to utilize a known
system correctly. Mistakes, when
attention is called to them, can be self –corrected .These lapses occur in
native and second languages.
2.5
The Previous
Study
The are two works related to
the study of Second language acquisition
especially grammatical errors. Furthermore, Fajriani (2010), in her thesis
entitled AN ANALYSIS ON THE GRAMMATICAL ERRORSIN THE STUDENT’S WRITING (A Case
Study of the First Year Students of “SMA Negeri 1 Cigudeg-Bogor”). This study use grammatical errors to be
analysed. IN her finding she used
descriptive analysis technique
(percentage) with the percentage from the frequency of
information and divided with number of cases. And she finds that the grammar errors made by the first year
students of SMA Negeri 1 Cigudeg in writing recount text are 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.
The next study was conducted by Siti (2006)i, in her research entitled ERROR ANALYSIS OF THE STUDENTS TEST RESULTS ON PERSONAL PRONOUNS(A case Study in First year of MTs Nurul Falaah Gunung Sindur, Bogor). She analysed grammatical in writing. Something related with this study athough different subject. In her thesis she findstudents have not understood about the form and the function of personal pronouns; the highest frequency that they made is about 52,65%, so, the correct answer is less than 50%. It means that the more concept of personal pronouns are given by the English teacher the more difficulties are taken by thestudents, may be it is caused by the change of personal pronouns form, like subject pronoun to object pronoun and possessive pronoun to possessive adjective and also every personal pronoun have different position and function in sentences. So, the students of MTs Nurul Falaah Gunung Sindur, Bogor find difficulties to use personal pronoun form in the sentences.
CHAPTER III
RESEARCH METHOD
This chapter consist of Research Design, Data Source, Data collection,
and Data Analysis.
3.1 Type of
Research
This
research Classified as Qualitative research, as Glaser 1967 states that In
grounded theory data is gathered and analysed and the theory derives from that
data. This is in contrast to frameworks that put together a theory from a
series of observations or concepts and then gather data to test to theory. It
is believed that grounded theory develops theories that are closer to reality.
Furthermore,
this research use qualitative research because its characteristics, the first
the purpose is To find out grammatical errors Found
in English Textbook Learning by Doing For
Elementary School for 5th Grade
of Elementary School. It use
the book as the object to be analysed. This research also use document analysis
to get the data that is from the book.
3.2 Data Source
The data of this research is taken from the book Learning
by Doing for 5th grade of elementary school. The sentence or
the utterrance are presented in this book are choosen by the researcher
himself. The researcher uses all of pages of this book to be analysed.
In this study, the researcher analyse the grammatical
errors within the sentence or utterance in the book Learning by Doing for
5th grade of elementary school.
3.3 Data Collection
In this research, the instrumen of collecting the data of
this research is the book and the researcher himself. The method used to
collect the data is through document analysis within the utterances every pages
that the researcher thinks have grannatical error. The data in this tudy is
primary one as printed one of the book.
3.4 Data Analysis
For data analysis
procedure the writer
uses gramatical error analysis technique. The researcher opens the
book one by one every pages. Then the
researcher looking for the pages that contain many text. Furthermore the text
is collected by the researche. Next the Researcher Analyse every text that has
grammatical errors. Moreover the researcher classified each errors. After the
grammatical errors are finded in all of the pages. The researcher count each grammatical errors.
And show the result like a table.
a.
Reading the Book
In this step the researcher reads the
book that will be analysed that is Learning
by Doing for 5th grades of elementary school. The researcher choose this
book because this book is interesting to be analysed. Moreover The researcher
reads whole contains of the book.
b.
Looking for Long Text
After reading the book, the researcher looks for long text in each pages.
That text is useful for the researcher because it can be analyzed what is wrong
with the sentence or utterance there.
c.
Classifying Each Error
The researcher classifying the grammatical errors that found in long text
every pages. Furthermore its error is collected in the same types of errors.
d.
Giving Marks and Correction
In the last step the researcher give the marks in every grammatical errors that
had found in every long text. Then the researcher give correction with the
right suggestion to be written.
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