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id/dedikasi Jurnal Dedikasi Pendidikan ERROR ANALYSIS OF THE STUDENTSAo TEST RESULT ON USING PERSONAL PRONOUNS Suryani .
Hidayatullah.
Program Studi Pendidikan Bahasa ingris.
Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Abulyatama.
Jl.
Blang Bintang Lama Km 8,5 Lampoh Keude Aceh Besar, email: Soer6484@yahoo.
Abstract: The objectives of this research were to know the percentage of studentsAo error in using Personal Pronouns and to know what kind of Personal Pronouns error that is often made by the students.
A case study which used a descriptive analysis was uttilized in this study.
The sample of this research was students at grade X MIPA-1 of SMAN 1 Mesjid Raya.
To get the data, the students were given 25 multiple choice questions about Personal Pronouns.
Then, the students test paper were analyzed based on types of Personal Pronoun errors.
The result of the analysis showed that the percentage error of Personal Pronouns were: Possesive Pronoun 70 .
,68%).
Reflexive Pronoun 64 .
,36%).
Possesive Adjective 63 .
,31%).
Object Pronoun 59 .
,10%) and the least made errors are Subject Pronoun consisted of 40 errors .
,10%).
Based on all of the findings above, it was found that the most errors which were made by students at the first grade of SMAN 1 Mesjid Raya.
Aceh Besar.
is in using Possesive Pronoun.
These findings suggest that the students need to be given much attention and support by their teachers in understanding different types of personal pronouns in English.
Key words: Error Analysis.
Personal pronouns Personal Pronouns are part of grammar.
It is different position and function, as the first person very important in teaching and learning English.
in English used as a Subject Pronoun (I), object Braine and Claire May .
state that writing .
Possessive Adjective .
Possessive clear sentences requires learning the rules of Pronoun .
and Reflexive Pronoun .
English grammar and mechanics such as the In Indonesian grammar, first person .
is used correct use of verbs and pronouns.
In addition, in any position in sentences and does not change to mastering grammar is an important point in other forms or position and as the result it makes Little mistakes in grammar can become the students are confuse to use English grammar a serious problem in writing, especially for the especially Personal Pronouns either in speaking or students of the senior high school.
Thus, mastering grammar is very useful for students in the process In Indonesia.
English grammar is studied by of writing because to make sentences they have to the students from Junior High School up to know grammatical rules.
University level in order to be able to use it However.
English grammar is very different If someone has good skill in English, we from Indonesian grammar.
Often, it makes students can know it through his/her actualization in confuse to understand how to use different types of speaking and writing, for example: when someone personal pronouns.
In English, there are many speak fluently and people can understand what he types of Personal Pronouns and they also have is talking about, so that he can be said that he and Volume 1.
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id/dedikasi Jurnal Dedikasi Pendidikan the listener are good particularly in English It is also the same as writing, if someone can read and understand what he has written and understood about the content is assumed that he has also knowledge about English grammar.
What kind of personal pronoun errors are often made by the EFL students? What are the percentages of studentsAo errors in using Personal Pronouns? What kind of Personal Pronouns error that is Grammar is an essential language skill and it often made by the students? is important for learning foreign language.
We hope the findings of this research can be According to Scrivener .
, grammar is not just beneficial to teachers in understanding the a dry list of facts and rules.
It is in our heads and it difficulty of the students in using several types of is a living resource that gives us the ability to English personal pronouns.
communicate our ideas and feelings and to understand what other people say or write to us.
this case, knowledge about grammar has an effect
LITERATURE REVIEW
The Importance of Grammar on the four skills .
istening, reading, speaking and Grammar is important for student in learning writin.
, so everyone must learn grammar first to English, because with has skill in grammar student get a good skill in English.
Knowledge about know how to use or make a good paragraph in personal pronouns and their functions is included writing and in use sentences.
According to Ur as an important part of grammar.
In reading, the .
, in the case of the learners, grammatical student will understand the text and know the rules enable them to know and apply how such writerAos idea if they have a good ability in grammar sentence patterns should be put together.
The and also in reading, speaking, listening and writing.
teaching of grammar should also ultimately centre In this case, the writers choose Personal attention on the way grammatical items or sentence Pronouns because the students are familiar with the patterns are correctly used.
In other words, material but sometimes they are still confused how teaching grammar should encompass language to use it in the sentences.
The writer make and use structure or sentence patterns, meaning and use.
the test to find studentsAo Personal Pronouns error Furthermore, grammar is thought to furnish because the test can demonstrate how well the the basis for a set of language skills: listening, students master the material.
In addition to that, the speaking, reading and writing.
In listening and teacher also can get the feedback in using Personal speaking, grammar plays a crucial part in grasping Pronouns.
Also, the researchers found that the and expressing spoken language .
ability of the first grade students of Senior High since learning the grammar of a language is School (SMAN .
Mesjid Raya.
Aceh Besar was considered necessary to acquire the capability of poor in using English Personal Pronouns, most of producing grammatically acceptable utterances in the language (Corder: 1988.
Widodo: 2.
circumstance, we were keen to seek the answer to reading, grammar enables learners to comprehend the following research questions:
sentence interrelationship in a paragraph, a passage Volume 1.
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id/dedikasi Jurnal Dedikasi Pendidikan and a text.
In the context of writing, grammar keeping the flow of the words smooth by reducing allows the learners to put their ideas into repeated use of the full subject or object word, intelligible sentences so that they can successfully Pronouns usually come after the noun they are communicate in a written form.
Lastly, in the case of vocabulary, grammar provides a pathway to Izzan .
describes that personal pronoun learners how some lexical items should be is a kind of pronoun.
Pronoun consists of eight combined into a good sentence so that meaningful types, they are: personal pronoun, interrogative and communicative statements or expressions can pronoun, relative pronoun, demonstrative pronoun, be formed.
In other words.
Doff .
says that reflexive pronoun, reciprocal pronouns, indefinite by learning grammar students can express pronoun, and possessive pronoun.
The differences meanings in the form of phrases, clauses and of many pronouns are depending on grammatical properties as gender, number, person, and case.
English has four skills: listening, speaking.
Personal pronouns are part of pronouns that reading and writing, but in learning English to the are words that replace a noun or noun phrase, but fullest, the students also have to learn about they commonly refer to person and thing.
grammar points.
In this script, the writer will Kollin .
says AuPersonal Pronouns are the discuss about pronouns especially is Personal Pronouns.
The Personal Pronouns also have five word pronoun comes to mind, we generally label types: Subject Pronouns.
Object Pronouns, them on the basis of person and members.
Ay Possessive Adjective.
Possesive Pronouns and There are five types of Personal Pronouns Reflexive Pronoun.
The explanation of each will which we focus on this study, namely Subject be discussed in the following section.
Pronouns.
Object Pronouns.
Possesive Adjective.
Possesive Pronouns, and Reflexive Pronouns.
For A Brief Explanation of Personal Pronouns Before explaining about Personal Pronouns, the writers would like to explain about pronoun.
According Frank .
, the definition of pronoun is a word that takes the places of a noun.
Modern grammarians who regard position and function as the decisive factors in classifying a part of speech often consider pronoun as a subclass of noun.
According to Guigan .
, that pronoun is a word used as a place-holder of a noun, noun phrase, or a different pronoun.
Pronouns are usually used in writing and speech as a way of Volume 1.
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Januari 2017 more about these types of Personal Pronouns, the discussion will be elaborated below:
Subject Pronouns is a Personal Pronouns that is used as a subject of a verb.
Subject Pronouns function as the subject of the sentence or a clause.
They are one of the easiest pronouns to identify in a sentence.
The subject pronoun in English are I, you, she, he, it, we, and they.
Object Pronoun appears after verbs or after preposition with a certain type of verb preposition combination, a pronoun object appears between the verb and preposition, for example call him up.
The object pronoun in English are me, you, him, w.
id/dedikasi Jurnal Dedikasi Pendidikan her, it, us, and them.
current theories of how we learn languages Possessive Adjective is followed immediately recognize that habit formation is only one part of by a noun, they do not stand alone, but refer to the Therefore, to achieve English possessor and not to the thing possessive:.
My, acquisition, the students must get through some your, his, her, its, our and their.
The Possesives are errors first, and then they can learn from their own used before nouns to say who is the possessor of the noun.
They are invariable, i.
, they do not change: My book Ae my books, our child Ae our children, his friend Ae his friends, her brother and Possessive Pronoun immediately by a noun, they stand-alone.
It also shows possession the same as Possessive Adjective.
Mine, yours, his, hers, its, ours, theirs are possesive pronoun in English.
Reflexive Pronoun is combination of self with one of the Personal Pronouns or with the impersonal pronoun one, generally refers to an animate being usually a person.
The most common use of the Reflexive Pronoun is as an object that reflects back to the subject.
For example: Myself, yourselves and themselves.
Human learning is fundamentally a process that involves the making of error and mistake assumptions that form an important aspect of Dullay .
defines errors as the flawed side of learner speech or writing.
They are those parts of conversation or composition that delicate from some selected norm of mature language performance.
It means that there is the making of errors is so unavoidable in learning process.
Besides, the making of errors is one part of learning and no one can learn without the making of errors.
Meanwhile.
Brown .
states that errors as a noticeable deviation from the adult grammar of a native speaker, reflecting the interlingual Error Analysis in Language Teaching Learning second language The Meaning of Error English competence of the learner.
Learner of language has language does not the same as learning first different competences of level in learning English language or mother tongue.
Learning mother and automatically that has involved different cause tongue or first language is not influenced by other of error.
For example if learners ask: does John can language but it is different for students who are sing?, they are probably reflecting a competence learning English.
It is because the process of level in which all verbs require a pre-posed do learning is influenced by their mother tongue as auxiliary for question formation.
so, he has their first language and it causes an error and committed an error.
On the other hand.
Harmer mistake in learning.
It is very normal and .
said error is the result of incorrect rule unavoidable to happen what is mentioned during learning language has been stored in the brain the learning process, as William .
says that That error may happen in teaching Volume 1.
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id/dedikasi Jurnal Dedikasi Pendidikan learning process, maybe it is caused by the teacher.
Errors of performances are the result of mistake they have the lack of grammar competences in in language use and manifest themselves as English teaching or by students who have different repeats, false starts, corrections or slips of the understanding or wrong perception.
Then, they Error of competence is knowing what save on the brain for long time and improve in is grammatically correct.
Error performance their English grammar.
occurs frequently in the speech of both native When we talk about error, we may also think about mistake.
Error and mistake are not the same, speaker and second language learner or what actually occurs in practice.
it is crucial to make distinction between error and mistake and most of people still misunderstand about the definition of both.
To be more classified between error and mistake.
Jeremy Harmer said mistake is less serious since it is the retrieval that is faulty not the knowledge.
In other word, the students know the rule, but they make a slip when producing it.
Meanwhile Brown .
asserts that a mistake refers to a performance error that is either a random guess or a slip.
In that meaning it is a failure to utilize a known system correctly.
All people make mistakes in both native and second language situations.
Hubbard .
states errors caused by lack of knowledge about the target language (Englis.
or by incorrect hypotheses about it.
and mistakes caused by temporary lapses of memory, confusion, slips of the tongue and so on.
Another way to differentiate between error and mistake is if the learners can correct themselves, it is probably mistake, but if they cannot, it is an error.
From its definition of error above, we have seen that there are some classifications of error, they are as Errors of competence are the result of application of rules by the first language learner which do not .
correspond the second language norm.
Volume 1.
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Januari 2017 The fact that learners do make errors and that these errors can be observed, analyzed and classified to reveal something or the system operating within the learner, led to a surge of study of learners errors called errors analysis.
The Causes of Errors Corder .
claims that there are three major the causes of error, they are mother tongue by teaching material or method.
Meanwhile.
Richard .
divides causes of error into four areas.
those are over-generalization.
According to Norris .
, there are three factors that can be classified as the causes of errors, they are:
Carelessness It is often closely related to lack of Lack of motivation may be the result of the presentation style done by the teacher, which does not suit the students, or may be the materials are not interesting for the students.
First language interferences First language interference is the result of the language habits that have been established in the w.
id/dedikasi Jurnal Dedikasi Pendidikan studentsAo native language.
When the students use English, they usually bring or use the native of individuals or objects that is the main focus language habit in the target language they being of a scientific query.
In this research, the It is similar to what Corder said before.
population of the study includes all of students at Translation the first grade of SMAN 1 MESJID RAYA.
It is the most common error made by Because of the population is too large, so the students, translating word by word of idiomatic writers take class X MIPA-1 which consists of 19 expression in the first students language can students as the sample.
produce error in this type.
This usually happen as To get the data, the writers used test as the the result of a situation when a learner is asked to main research instrument.
The test was multiple communicate something but does not know choice that will be given to the first year students appropriate expression or structure.
of SMAN 1 MESJID RAYA.
Aceh Besar.
This test was focused on the English Personal Pronouns METHOD The descriptive research was used in this Descriptive description, recording, analysis and interpretation of the present nature, composition or processes of conditions, or how a person or thing behaves or fungction in the present.
It often involves some type of comparison or contrast.
In other words, descriptive research was defined as a purposive process of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, beliefs, processes, trends and cause effect Then making addequate and accurate interpretation about such data with or without the aid of statistical method (Calderon, 2.
In this study, we conducted a case study and wanted to know what kind and the percentages of studentsAo error in using personal pronouns and to know what kind of personal pronouns error that is often made by the students at the first grate of SMAN1 Mesjid Raya.
Aceh Besar.
Castilo .
states that a case study is Volume 1.
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Januari 2017 which consists of 25 items and each numberof Personal Pronouns was put randomly.
The distribution of Personal Pronouns was five Subject Pronouns fivequestions about Object Pronoun, five questions about Possesive Adjective, five question about Possesive Pronoun and five questions about Reflexive Pronoun.
In collecting the data, we used the four steps suggested by McCharty .
as follows:
Collecting the data from the result of the students writing.
The researcher tried to determine the data that was collected to be treated, e.
g finding the Personal Pronouns that were used by the students in multiple choice.
Students were given about 25 questions related to the Personal Pronouns.
Identifying the studentsAo errors The researchers tried to identify the studentsAo errors by focusing on wrong Subject Pronoun.
Object Pronoun.
Possesive Adjective.
Possesive Pronoun and Reflexive w.
id/dedikasi Jurnal Dedikasi Pendidikan Pronoun in context usage.
classified the errors into Subject Pronoun.
Object Classifiying the studentsAo errors Pronoun.
Possesive Adjective.
Possesive Pronoun After researcher identified and divided the and Reflexive Pronoun.
After classified the kind of data, the researcher classified the errors based Personal Pronouns errors, the percentage was on their catagories Subject Pronoun.
Object determined based on the highest to the lowest Pronoun.
Possesive Adjective.
Possesive errors in all kinds of Personal Pronouns.
Pronoun and Reflexive Pronoun in context Based on the data analysis above, we found the total frequency of Personal Pronouns error Calculating the percentage from 25 items with 19 students as the sample.
After classifying the studentsAo errors, the There were 40 errors of Subject Pronoun, 59 errors researchers calculated the studentsAo catagories of Object Pronoun, 63 errors of Possesive errors and made percentage of each error Adjective, 70 errors of Possesive Pronoun and 64 errors of Reflexive Pronoun.
We calculated the percentage of error in each items by using the following formula:
P = ycux 100% based on the highest percentage to the lowest Explanation :
= percentage = frequency = total number of student 100 = constant value The result showed that the percentage of is 67,36%.
Possesive Adjective is 66,31%.
Object Pronoun is 62,10% and Subject Pronoun is 42,10%.
we used the following formula:
yce percentage of errors in using Personal Pronouns Possesive Pronoun is 73,68%.
Reflexive Pronoun For calculating the total percentage of errors.
P = ycA y ycux 100% We further arranged the result of this analysis .
Explanation :
P = percentage F = frequency N = total number of student n = total number of item 100 = constant value RESULT AND DISCUSSION Table 1.
The Percentage of Errors based on the Highest to the Lowest of Total Errors No.
Kinds Personal Pronouns Possesive Pronoun
The Total
Frequency of Errors The Total
Percentages of Errors 73,68% Reflexive Pronoun
67,36%
Possesive Adjective 66,31% Object
Pronoun
62,10%
Subject
42,10%
The Percentage of Personal Pronoun Errors After collecting the data from the students, the errors were identified and then classified based on Personal Pronouns types of errors.
The writers Volume 1.
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id/dedikasi Jurnal Dedikasi Pendidikan In this section, we will discuss and answer the research questions of this study namely:
What are the percentages of studentsAo errors in using personal pronouns? CONCLUSION After finding out the result and analyzing it, we can conclude that most of the students have not understood about the form and the function of What kind of personal pronoun error that is often made by the students? Personal Pronouns, especially Possessive Pronoun with the percentage of error 73,68%.
This suggests that the students of SMAN 1 Mesjid Raya.
Aceh Based on the data analysis above, we found that the percentage of Personal Pronouns from the total frequency and percentage of errorsfrom to the highestto the lowest.
The total errors from 25 items of Personal Pronouns are:
Possesive Pronoun frequency of errors are 70 .
,68%).
Reflexive Pronoun frequency of errors are 64 .
,36%).
Besar still find difficulties in using different types of Personal Pronoun, especially possessive The teachers are hoped to give more Personal Pronouns discriminating it between Subject Pronoun to Object Pronoun.
Possesive Adjective to Possesive Pronoun and also Reflexive Pronoun.
Possesive Adjective frequency of errors are 63 ,31%).
Object Pronoun frequency of errors are DAFTAR PUSTAKA