CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, the researcher uses qualitative descriptive method. Thus,

the research would know types of errors made by students in writing text.

According to Polkinghorne (2005: 137),” Qualitative research is inquiry aimed at

describing and clarifying human experience as it appear in people’s life and

research using qualitative methods gather data that serve as evidence for their

distilled description”. It means qualitative is a research design where the research

presenting the data with using description. Moreover, the purpose of qualitative is

to help the research found the solution of the phenomenon happened in society

with doing investigation to the object research. Based on Sarwono’s

statement(2006:193)”. Qualitative research bring the research blend with object

research, the purpose of this way is the research can understand the phenomenon

that they studied.” From the explanation above, the researcher concludes that the

using of qualitative method should be objective to describe the information as the

researcher’s opinions. Moreover, the researcher should be consistent to give

opinions because this the results of qualitative research is static.

B. Object of the Research

Understanding the research object in general is a problem that is used as

the topic of writing in the context of compiling a research report. Determination of

the object of research is very important due to support the activities during the

research, so that the things needed in research will be easily achieved also is

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something that becomes attention in a study because the research object is the

target to be achieved to get answers and solutions to problems that occur.

According to Sugiyono (2012: 144) understanding the object of research is

as following:

"The object of research is a scientific goal to get data with the specific

purpose and usefulness of an objective, valid, and realiable matter about a

thing (certain variables)".

The object of this research is to find out what mistakes made by students in

writing, then from what types of learning styles are supportive and more desirable

for students to write in order to be fun and to achieve a conducive learning

process. Meanwhile, the subjects of this research were all fourth semester English

language students which had been divided into two classes, namely fourth

semester A class and fourth semester B class. Of the two classes there were two

male and twenty four female English fourth semester majors. As explained in the

following table:

Table 3.1
The subject of the Research
No Male Female
1 2 24
Total Number 26
(Source: English Education Study Program at STKIP PGRI Lubuklinggau)

C. Technique of Collecting the Data

This research will use interview as the instrument of the research. Then,

the researcher will choose from various types of student learning that had been

applied from several of the teachers, said one of the students are being

interviewed. In this research, writing activities in class using the interview

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checklist. In addition, this research collects student writing using the results of

work in assessment. Then, the research gives a project for students to watch short

films with title two and two and the research asks students to write the moral

values obtained after watching short films with two and two titles based on

concepts and research with ten to fifteen sentences. Finally, researcher will ask the

students to send or collect the results they make about what they see and hear

from this film and research will use the types of errors in their writing.

D. Technique of Analyzing the Data

To get valid data, the researcher uses Error Analysis theory suggested by

Corder. According to Corder (1974, p. 25), there are three steps of error analysis:

recognition, description and explanation of error. The analysis procedures of the

writing task made by the fourth semester students of English Department at

STKIP PGRI Lubuklinggau are as below:

Table 3.2
The steps of error analysis

No Steps Explanation

1 Collection of the samples of Deciding what samples of learner

learner language language to use for the analysis and

how to collect these samples

2 Identification of the errors Identifying the errors by underlining

the errors which the learner made

3 Classification of the errors Grouping the errors that have been

found and stating the classes

4 Explanation of the errors Explaining the errors by establishing

the source of the errors and calculating

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how often the errors appear

5 Evaluation of the errors Evaluating the errors step involves

making table and drawing conclusion

From the steps of error analysis above, the data is analyzed as follow:

1. Identification of the errors

In this step, the researcher studies the acquired data and tries to find out the

errors by underlying. The researcher tries to analyze the data as objective as

possible.

2. Classification of the errors

The table below indicates several types of error that frequently omitted by

the learners in producing utterances as well as in written form.

TABLE 3.3
Examples of Error Committed by Learner

Category Typical Error Example

Ommision Noun and verb inflection -s –ed –ing
Article A And The
Verb auxiliaries Is will Can may
Preposition In On Of
Addition Regularization Regular plural (-s) Mouses
Past tense marker Goed

(-ed)
Double marking He didn’t went

to Kuala Lumpur”

“She doesn’t knows

your name”
Simple addition The birds doesn’t

live in the water “We

stay in over there”

Misinformat Regularization “runned” for “run”
Archi form “that houses are theirs”
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ion Alternating form “this cats”

Misordering Marked by miss-ordering for a “I don’t remember what

morpheme or a group of morphemes is her name”

in the sentence Instead of : “I don’t

know what her name is

“What your mother is

doing?

Instead of: “What is

your mother doing?”

3. Calculation of the errors

In this step, the research calculates the errors in order to know how frequent

these errors have been made by the fourth semester students. In calculating the

frequency of these each error, the research employs the following formula:

F
P= X 100%
N

P : Percentage

F : Frequency of Error Made

N : Number of Sample Which is Observed / Cases

By calculating the frequency of each error, the research can identify the most

frequent error and the least frequent error made by the students. Then the research

describes the result of each type of errors to make it clear.

4. Making table result

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Once The errors are calculated and arranged the table result of the analysis.

This table is meant to make easy the identification of the percentage of each error.

Therefore, the result of the analysis of the grammatical errors in students’ writing

task is presented in the form of a table.

TABLE 3.4
Detailed description on Surface Strategy Taxonomy

Category Description Type Example Explanation

Ommision Refers to the Why do you Missing of

absence of an always look (at) preposition at

item which must me? in the

be present in a sentences

well-for med

utterance.
Addition The presence of Double We inclusion of

an extra item marking discuss(about) our preposition

which must not homework about in the

Regulariza
be present in a sentence
tion
well formed

utterance is
Alternatin
characteristic for
g Form
additions

Misinform Refers to the use Regulariza I did this by spin The missing

ation of the wrong tion the handle Instead of -ing form

Archi
form of the of: I did this by
Form
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morpheme or Alternatin spinning the

structure g Form handle

Misorderi Whom did you prepositions

ng sent the letter? are

Instead of: To incorrectly

whom did you placed

send the letter?

5. Drawing a conclusion

The next step would be drawing a conclusion based on the analysis. In this

step, the research makes valid conclusion in the form of a brief description of the

errors.

6. Describing the cause of error

After knowing the percentage of the errors which students make, the

researcher selects the highest the error category percentages as a base in finding

the possible causes of the error which students make. It is done by interviewing

the students who made the error. In describing the cause of error, the researcher

uses the result of interviewing the students.

E. Accountability of the Research

The instruments which are used in this research are very important because

they are as obtaining data media to make conclusion of the research. The

instrument must be appropriate, meaningfulness, usefulness and consistency in

order to be accountability. In this research, to get the accountability of the

research, the research used validity and reliability.

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1. Validity

This research needs a validity to prove the evident of the result correctly.

As stated by Alwasilah (2002:169), correction and honesty in a description,

conclusion, explanation, interpretation, and all kinds of report can be called

validity. Fraenkel and Wallen (2012:458) explain “in qualitative research validity

refers to the appropriateness, meaningfulness, and usefulness of the inferences

research make based specifically on the data they collect. It meant instrument

should be designed fitted to the determined criteria so the research could obtain

the desired data in order to draw correct conclusion for his or her research.

The instrument use on this research is documentation in the form writing

task. This data source has some superiority than the other data source. Different

from other instrument, documentation is not reactive so that the subject cannot

hide anything. A research of error analysis in writing skill can use a document of

students‟ writing, where in this research the document was pointed on students‟

moral value writing. The raters paid attention to the criteria. The criteria of

writing whether it was valid. The criteria of validity of the instrument in this

research were simple present tense, length and title two and two short film

motivation. After the assessment, all the moral value writing committed by the

students were accepted or categorized as valid.

2. Reliability

According to Fraenkel, Wallen & Hyun (2012:458) explain “in qualitative

research reliability refers to the consistency of these inferences over time, location
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and circumstances. The basic principle of reliability is consistency. The reliability

of this research is more related to the collected data. Concept of consistency is

done by triangulation. Triangulation or double method is a combination of two

methods or more in collecting data about the behavior of the research subject

(Setiyadi, 2006:30).

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