BAB IV

FINDINGS AND DISCUSSIONS

A. Findings

This chapter presented the collected data during the study and discussion on

them. It stars with the presentation of the data were obtained through questionnaire

filled in by the participants. The results of this study are developments that have

low ability in students in terms of the use of English.

Table 4.1
The results of the questionnaire of Using Adverb Clause In Foreign
Language Academy Makassar

Category Number of
No Percentage
(Score) Respondents
1 Low (5-35) 4 19.0%
2 Average (40-70) 15 71.5%
3 High (75-100) 2 9.5%
Total 21 100%

Based on table 4.1 shows that the percentage of the students’in

Foreign Language Academy Makassar to learn the adverb clause is with a low

ability was 4 respondents (19%). The percentage of of the students’in Foreign

Language Academy Makassar to learn the adverb clause with moderate abilities

was 15 respondents (71.5%), and the percentage of of the students’in Foreign

Language Academy Makassar to learn the adverb clause with high ability was 2

respondents (9.5%).

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 Table 4. 2
Errors On Surface Strategy Taxonomy

Surface Strategy Percentage

NO Component Frequency
Taxonomy (%)
1 Omission - 45 19

Regularization 13 5

2 Addition Double Marking 0 0

Simple Addition 36 15

Regularization 15 20

3 Misinformation Archi-Form 18 6

Alternating 14 8

4 Misordering 3 6

TOTAL 240 100

Based on table 4.2 Errors On Surface Strategy Taxonomy cause of errors, shows

that 19% of omission errors, 20% errors were found in addition, misinformation

errors are 34%, and errors in misordering was 6%. These errors described the

problems which students face in their writing.

Based on table 4.3 cause of errors, shows that the highest mean of the students’in

Foreign Language Academy Makassar the cause of errors to learn the adverb clause

is with a reason ” I cannot distinguish the use of the right adverb clause in a

sentence” was 3. 28. The lowest mean of the students’in Foreign Language

Academy Makassar the cause of errors to learn the adverb clause with a reason ”

My teacher never reminds me to practice English“ was 2.12.

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 Table 4.3
Cause of Errors

No Cause Mean Level of Problem

1. I have difficulty using adverb clause 2,84 Moderate
2. I cannot distinguish the use of the
3,28 Moderate
right adverb clause in a sentence
3. I do not know the translation so I feel
it difficult to choose the right adverb 3,24 Moderate
clause
4. I am difficult to understand the
explanation from the teacher 3 Moderate
regarding the adverb clause
5. I am not excited to learn adverb
3,12 Moderate
clause
6. I do not train myself to master
2,76 Moderate
English
7. I am not confident in learning
3 Moderate
English
8. My teacher never reminds me to
2,12 Low
practice English
9. My friends and I never study English
2,24 Low
together especially prepositions
10. I do not read the question carefully 3 Moderate

B. Discussions

Language as a medium of information is very important to master. One of the

languages we have to quasi is English. In addition, English language skills are very

important for children who live in areas that have tourist attractions. Writing is one

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way to communicate with other people besides speaking, reading, and Listening. The

word ‘writing’ seems to be very simple and easy to understand. However, it cannot

be ignored. When a student writes a paragraph, he/she should write not only

semantically correct but he/she should also use a correct grammar.

Based on this study shows that of the 20 students of Foreign Language Academy

who have been studied there were 4 students who have low ability to master adverb

clause. Students have difficulties using adverb clause because they do not understand

the meaning and difficulty in using the adverb clause. The students difficult to master

adverb clause because of lack of practice and the environment is less supportive to

improve their English skill, not training yourself to master English is something that

causes students to have difficulty in learning English especially adverb clause.

Students have to continue to practice with friends so that the lessons are quickly

understood and mastered.

The highest percentage of students’ error was Addition. The students

committed 49 errors on their writing. The errors were characterized by the presence

of new structure of morpheme or phrases in a correct linguistic form. The addition

errors are divide into three subcategory; regularization, double marking, and simple

addition. The highest percentage of addition errors were found in the research data

was Simple addition. The students committed this error as 36 times. Simple addition

errors characterize all addition errors. It is the use of an item which should not be

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appeared in a well-formed utterances.For example “After that, read of all that part”.

The word of should not be added in this sentence.

The second highest percentage of student errors was Misformation error,

which is committed as 47 times out of the whole errors. Misformation errors

comprised the use of the wrong form of the morphemes or structure. It is occured

when the learner supplies something although it is incorrect. There are three types of

misformation errors; Regularization, Archi-form, and Alternating.

From the data research, it was found that the Altenating errors was the biggest

errors the students made in the category of Misformation. It is caused by the learners’

vocabulary and grammar development. The errors such as “Although the goverment

have allocation the finance for education” This sentence has an incorrect form due to

the singular noun of goverment, so the using have must be changed with has, thus the

sentence should be “Although the government has Education”. Other example “all

the smart students that can’t continue their study bicause of financial problem”. In

this sentence the student used an uniqe word bicause to explain his problem. There

was not bicause word in english dictionary. Another subcategory of misformation is

Archi-form. Archi-forms errors are the selection of one number of a class of forms to

represent others in the class is common characteristic of all stages of second language

acquisition. Other example was found in the category of noun, such as “..read it

carefully and full of consentrating”. This sentence has an incorrect form as the word

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consentrating is a verb, and it should be change into noun consentration to make the

correct sentence.

From the research data, it was found that Omission was the third percentage of

students’ errors made in writing. The student s committed errors 45 times out of the

whole errors. Omission is the error which is characterized by the absence of an item

that must appear in a well-formed utterance. The errors mostly about the deletion of

correct linguistic words, morphemes, and phrases. From the data of students’ writing,

the researcher found the common errors such as “First, Second, Third, The last”. The

student ommitted ly to explain it is a step in the procedural texts. The sentences must

be “Firstly, Secondly, Thirdly, finally, and Lastly”. Another example of most

grammatical errors are found in the missing of article, for example, “It will be

comfort for us” instead of “It will be comfortable for us”. There was found an

example of relative clause error such as “...for the rich student or the poor student.”

The word student must be added s related to the singular word and explains about the

student. The example such as “They are smart and if they success, they will build our

country” instead of “They are smart and if they are success, they will build our

country”. In this sentence the student ignored the using of to be, which is should be

added are after subject they.

The lowest percentage was Misordering error. This error comprised the incorrect

placement of a morpheme or group of morphemes in an utterance or writing. For

example was found in the sentence “Thirdly, it takes a long time to wait the ready

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meals”. In this sentence, there was an incorrect of noun ready meals. The correct

noun should be the meals ready because it is the food which needs time to be ready

after it was cooked. Thus the correct sentence should be “Thirdly, it takes a long time

to wait the meals ready.

Based on this study, the cause of errors made by the students of Foreign

Language Academy of using adverb clauses in writing because the students were less

interested in learning English. Some other reasons they do not like English, that is,

English is a language that is difficult to learn, because there is a difference between

how to write and how to read it. Another reason is that they are more focused on

mastering their respective majors. Because, for them when they enter the workforce

later, they think that they are not required to speak English every day.

Some other reasons they do not like English, that is, English is a language that

is difficult to learn, because there is a difference between how to write and how to

read it. Another reason is that they are more focused on mastering their respective

majors. Because, for them when they enter the workforce later, they think that they

are not required to speak English every day. Some students also think that they

knew the formula of adverb clause but they did not know the name of it and also

some students not serious to answer their questionnaire.

Some students think that they only learn something when they are in

college. Not only English lessons, but also other lessons they learned. In learning

language, includes English and other ones, the students have to require four

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language skills, such as reading, listening, speaking, and writing which each skill

connects each other. From all of those skills, writing is the most difficult one.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the results of this study conducted by researchers regarding on the

Analysis Of Students Errors In Using Adverb Clause In Foreign Language Academy

Makassar, it can be concluded as follows:

1. The ability of Foreign Language Academy students in Makassar to understand the

adverb clause with a low ability of 4 respondents (19%). The percentage of Foreign

Language Academy students in Makassar to understand the adverb clause with

moderate abilities is 15 respondents (71.5%). Foreign Language Academy students

in Makassar to understand the adverb clause with high ability vocabularies was 2

respondents (9.5%).

2. Based on the results of calculations from this study the highest percentage of

students’ error was Addition. The students committed 49 errors on their writing.

The highest percentage of addition errors were found in the research data was

Simple addition. The students committed this error as 36 times. Simple addition

errors characterize all addition errors. The second highest percentage of student

errors was Misformation error, which is committed as 47 times out of the whole

errors. From the research data, it was found that Omission was the third percentage

of students’ errors made in writing. The student s committed errors 45 times out of

the whole errors. The lowest percentage was Misordering error. This error

comprised the incorrect placement of a morpheme or group of morphemes in an

utterance or writing.

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3. Based on the results of calculations from this study which occupies the highest

position there is moderate abilities is 15 respondents (71.5%). Because many of the

reasons that arise from each of these students, namely, English is a language that is

difficult to learn, because there are differences between the way of writing by

reading it and for them when entering the workforce later, they think that it is not

required to writing English every day. Some students also think that they knew the

formula of adverb clause but they did not know the name of it and also some

students not serious to answer their questionnaire.

B. Suggestion

This part of the chapter presents some suggestions that will hopefully

provide more insight into the learning of writing and give a new idea for

better teaching and learning process in university level. The first suggestion is

intended for the teachers who are competent to create good atmosphere to

facilitate teaching and learning process. The second is for the English students

who are interested in improving their writing skill, thus they can be aware to

their writing. The last is for further researchers who will conduct a research

related to this research study.

C.
1. The English Teachers

Based on this study, it can be suggested that the teachers should be aware on

grammatical errors in writing, thus they can recognize their students’ difficulties

in writing so they will pay more attention to the errors made by the students and

the causes of the errors in writing. Knowing the problem will make it easier for

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teachers to solve the problem. The result of the study will evaluate themselves

whether they are succesfull or not in teaching English. It is expectedthat the

teacher should enhance the method in teaching grammar so that the students are

motivated to improve their writing.

2. The English learners

It is better to know about this research study, particularly related to

grammatical error. The result of the study will show the learners in what aspect in

grammar which is difficult for them. By paying more attention, the learners are

expected to increase their knowledge on the English grammar, thus they will be

aware of the errors they made and sources of the errors. The learners are expected

to develope their writing proficiency to eliminate or at least reduce those errors.

D.
3. To Further Researchers

It is expected that the result of the study can give an informative input about

grammatical error analysis or other topics related to errors. The researcher believes

that there are still many phenomena that can be revealed in this research study. The

researcher expects that this result of study can inspire other researchers to conduct

the research related to grammatical errors analysis to enrich the existing study.

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