CHAPTER I INTRODUCTION

A. Background of the Problem Writing is one of the language skills which is known as receptive skill. It is used to communicate ideas in written form. As a mean of communication in written form, writing has the same purpose like speaking as spoken form in communication. In speaking, the communication process heppened between speaker and listener. Meanwhile, in writing the communication process happened between writer and reader. As a language skill, writing is a complex process which demands cognitive analysis and linguistic synthesis. That is why, espesially in educational purpose, students do more effort in achieving their skill of writing. In order to be a good writer, there are some aspects that should be considered by the students. One of the aspects is grammar. Since writing is one of communication process in written form so the students have to write in correct grammar to avoid misunderstanding for those who read their writing. Since writing should be in the correct grammar, most of english teachers teach students intensively start from junior high school up to senior high school. In fact, there are still found that students make errors, eventhough the students have got some

knowledge from their teachers. It is often found that in learning language process, errors are made by the students. There is a realization that doing errors are part of learning that can not be avoided. During the learning process, especially in writing activity, there are some errors found in students writing. In writing descriptive text for example,there are some errors found in students writing. For example, the students write She buy three apple. In

this case, the students ommit certain linguistic form because of their complexity in production. The students leave out the third person singular morphem-s and the plural maker-s. It must be She buys three apples. Based on the phenomenon above, the researcher wants to discuss about Morphological errors made by the students of Pondok Pesantren Al Madinah Munawarah Buya Naska Padang in writing descriptive text.

B. Identificaton of the Problem Based on the explanation from the background above, researcher identifies errors categories in writing, they are morphological errors, lexical errors, syntactic errors, and mechanical errors.Morphological errors related with verbs: tense, subject-verb agreement and nouns: articles/determiners, noun endings (plural/possessive). Lexical errors related with word choice, word form, informal usage, idiom error, pronoun error. Syntatic errors related with sentence structure, run-ons, fragments.Mechanical errors related with punctuation and spelling.

C. Limitation of the Problem From the identification of the problem stated above, the researcher will limit the problems on morphological errors in decriptive writing D. Formulation of the Problem The problem of this study can be formulated as follow : What kinds of morphological errors made by the students in writing descriptive text at Pondok Pesantren Al Madinah Munawarah Buya Naska Padang.

E. Research Questions

Due to the formulation above, the reseracher tries to describe the problems as follow: 1. What are kinds of morphological errors found in students writing ? 2. What kinds of morphological errors mostly found in students writing of descriptive text ?

F. Purpose of the Research The purposes of this research are to analyze kinds of morphological errors and to find out kinds of morphological errors that mostly found in students writing.

G. Significance of the Research This research is hoped to give some informations and contributions to the researcher itself, English teachers, and English students. For the researcher, it is hoped to give a new knowledge about errors in writing, because the researcher also will be a teacher after graduate. For English students, it is hoped that they get some informations about errors that they make in written form so that they have to make a good correction in writing. For English teachers, it is hoped that it will give them some informations as inputs in teaching learning process, especially in writing, so that they can improve their teaching skills especially for teaching writing.

H. Definition of the Key Term 1. Morphological error is the error on forming word either deleting or addition such an item which against the grammatical rules in students writing. 2. Error analysis is the study of errors made by the students in writing

3. Descriptive is a text which describes someone,something or feeling written by the students of Pondok Pesantren Al Madinah Munawarah Buya Naska Padang.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Errors 1. Error Vs Mistake In learning process, learners can not avoid making an errors.Identifying an error goes beyond explaining what an error is. In this case, the reseacher tries to make the distinction between an error and a mistake. It is necessary to go over the definition of these two different phenomena. They are two closely related terms and have slight differences. According to Richard (1992), a learner makes a mistake when writing or speaking because of lack attention, fatigue, carelessness, or some other aspects of performance. Mistake can be self corrected when attention is called. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning. In other words, it occurs because the learner does not know what is correct, and thus it cannot be self-corrected. It is supported by Ur (1996), where Ur states that error is consistent and based on mislearned generalization. Meanwhile, mistake is occasionally inconsistent slips. Furthermore, James (1998), explains that an error can not be self corrected while a mistake can be self corrected by the learners.When learners are able to correct a fault of their output, this is called a mistake. On the other hand, when learners are unable to make their self correction of their output, that is an error. To distinguish between an error and mistake, Ellis (1997) suggests two ways. The first one is to check the consistency of learners performance. If he sometimes uses the correct form and sometimes the wrong one, it is a mistake.

However, if he always uses it incorrectly, it is then an error. The second way is to ask learner to try to correct his own deviant utterance. Where he is unable to, the deviations are errors; where he is successful, they are mistakes. From the explanation above, it can be conclude that mistake and error are two closely related terms and have slight differences.Mistake can be corrected by the learners themself because of their careslesness, meanwhile error can not be self coreccted by the learners because of their lack competence. Both of them are often found in the language acquisition especially learning english as foreign language. 2. Soursces of Errors Brown (2007) identifies sources of error into four majors type, they are: Interlingual transfer, Intralingual transfer, Communication strategy 1. Interlingual transfer Interlingual transfer is a significant source for language learners. Dictionary of Language Teaching and Applied Linguistics (1992) defines interlingual errors as being the result of language transfer, which is caused by the learners first language. Kesavarz in Gelichi (2011) explains the taxonomy the sources of Interlingual transfer as follow: a. Transfer of Phonological elements, it is kind of features that may not be found in another language or even they exist in another language, so that they take new characteristic which are different in that particular language. b. Transfer of Morphological elements, it is the use of morphemes to form different part of speech and the relationship between those morphemes of one language to another language. Language learning strategy and

c. Transfer of Grammatical elements, it is the different of grammatical structures of learners mother tounge to the target language. d. Transfer of Lexico Semantic elements, it can be devided into two sub categories. They are cross association, where there are two words in the target language for which there is only one word in the learners mother tongue. As a result, the learner may use that single word in two senses in the target language. False cognates, refer to the incorrect use of a target language word because of its phonological similarity with a word in the learners mother tongue, similarity in form and not in meaning e. Transfer of Stylistic and Cultural elements, it is a transfer of native culture habbits when learning a foreign language. 2. Intralingual transfer Keshavarz in Ghelichi (2011) defines intralingual and developmental errors as errors caused by the mutual interference of items in the target language item upon another.He also explains this can be devided into two elements bellow: a. Over generalization, it happens when the learners ignore the rules of restriction , the learners has mastered the general rules, but do not know yet all the expectation to that rules. b. Transfer of training, it is a language rules in teaching where it is not part of the second or foreign language. 3. Language learning strategy It is the strategies used by the learner in dealing with the target language 4. Communication strategy

The limit of linguistic sources of the language learner may force learners to express themself without making the distinctions that native speakers do, because they feels need to do so and avoid such distinctions.

3.

Clasification of Errors Corder in Lengo (1995) proposes the categories to describe errors base on linguistic category clasification. He clasifies the categories of errors into four elements. They are: a. Ommision, it is certain linguistic forms that is omitted by the learner because of their complexity in production. First example is in morphology, learners often leave out the third person singular morpheme -s, the plural marker -s and the past tense inflection -ed .The second example is in Syntax, learners may omit certain elements which are obligatory. b. Addition, learners not only omit elements which they regard as redundant but they also add redundant elements. In morphology for example, learners often overuse the third person singular morpheme -s and the plural marker -s. Also in Synatx, the learner may produce a wrong combination. c. Selection, it dues to the selection of the wrong phoneme, morpheme, structure or vocabulary item. In morphology, it is as a result of the selection of a wrong morpheme. In Syntax, learners may select a wrong structure d. Ordering, it is the result of learners relying on carrying out words for words translation of native language surface structure when producing spoken or written utterance in target language. In morphology, learners attach the inflection -ing to the particle of the two-word verb. In Syntax, learners split constituents of a single noun phrase.

4. Errors Analysis Errors analysis is a type of linguistic study that focuses on the errors made by learners. It consists of a comparison between the errors made in the target language and within that target language itself. Systematically analyzing errors made by language learners makes it possible to determine areas that need reinforcement in teaching.

Keshavars in Erdogan (2005) suggests that the field of error analysis can be divided into two branches: 1. Theoretical Theoretical analysis of errors, fisrtly concerns to the process and strategies of language learning and its similarities with first language acquisition. In other words, it tries to investigate what is going on in the minds of language learners. Secondly, it tries to decode the strategies of learners such as overgeneralization and simplification, and thirdly, to go to conclusion that regards the universals of language learning process whether there is an internal syllabus for learning a second or foreign language. 2. Applied Applied analysis concerns with organizing remedial courses, and devising appropriate materials and teaching strategies based on the findings of theoretical error analysis. Language learners errors can be used as a mean of knowing how language is learnt or acquired. Based on such knowledge, afterwards, language teaching methodology can be developed. Corder in Pardede (2006) emphasizes: A

learners errors are significant in [that] they provide evidence of how language is learnt or acquired, what strategies or procedures the learner is employing in the discovery of the language. In addition, errors also have immediate practical applications for foreign language teachers because these errors provide natural and immediate feedback to improve their teaching. Keshavarz in Ghelichi (2011) states that an error-based analysis can give reliable results upon which remedial materials can be constructed. In other words, analysis of language learners errors can help identify learners linguistic difficulties and needs at a particular stage of language learning. It is essential for a syllabus designer to provide with the needs for learning appropriately and errors are important evidence for that. To provide maximum benefits, students errors should be initially analyzed in order to see what kind of errors are committed the most and why students produce them. To analyze errors properly, someone must understand the nature and procedure of error analysis. Ellis in Pardede (2006) proposes that error analysis involves the collection of samples of classroom learner-language, the classification of errors according to the different levels of language description, the explanation of errors by reference to various learning process and the evaluation of errors for the purposes of assessment or remediation.

B. Errors in Writing 1. Writing Writing is an act of communication. It is an act of making marks on certain surface in a form of graphic presentation, to make meaning. Writing is the fourth skill in English learning language.

According to Nunan (2003) writing is the process of thinking to invent ideas, thinking about how to express ideas into good writing, and arranging the ideas into statement and paragraph clearly. It indicates that the learners are expected to explore the ideas and make them into good paragraph. Besides, writing is both a physical and a mental act. It is the physical act of committing words or ideas to some medium, whether it is an object or a symbols or an email message. In addition Lyons and Heasly in Nunan (2000 ) add that writing is clearly a complex process and competent. Writing is frequently accepted as being the last skill acquired. Based on this statement, it can be concluded that writing is a complex process. Writing is a continuous activity that has more than one step, but it needs steps. The most important in writing is process not a product. Furthermore, Brown (2001) states that written products are often the result of thinking, drafting, and revising procedures that require specialized skill, skill that not every speaker develops naturally. Writing needs thinking that focuses students on how to generate ideas. In written product it involves thinking, drafting, and procedure. Skills are also important in writing activity. Nunan (1991) writes successful writing involves mastering the mechanics of letter formation and obeying conventions of spelling and punctuation, using the grammatical system to convey ones intended meaning, organizing content at the level of paragraph and the complete text to reflect given/new information and topic/comment structures, polishing and revising ones initial efforts, and selecting an appropriate stylefor ones audience. It can be concluded that if students want to be successful in writing, they must do some steps, and each step involves the grammar rule, spelling, punctuation, how to organize content at the level of paragraph.

2.

Descriptive Text According to Dorothy E Zemach and Lisa A Rumisek (2003 ) a descriptive paragraph explains how someone or something looks or feels. Descriptive text presents the appearance of things that occupy space, whether they are objects, people, buildings, or cities. In this kinds of text, the students are required to list the characteristics of something and usally delas with physical appearance of described things, ( Smalley et all,2001). In other words, a particular person,place or thing is described in details in this composition. Tompkin (1998) defines that, descriptive text as painting pictures with words. By reading the descriptive text, readers feel that they see the description just like they see picrures. In additition, Anderson and Anderson (2003) adds that, a descriptive text is different from information report because they describe a specific subject rather than general group This text types features are definite articles, copula sentences, relative clauses, prepositional and adverbial phrases, presentatives, descriptive adjectives of shape, size, colour and number, and the focus is the description of a scene in which the action happens (Hatch, 1992) According to Hammond et all (1992), the social function of descriptive text is to describe a particular person, place, or thing. The generic structures of this text are: (1) Identification: identifies the person, place or things to be described. (2) Description: describes parts, qualities, characteristics. It has language features; focus on specific rather than generic participants, use of simple present tense, verbs being and having, use of descriptive adjectives to build up long nominal groups.

3. Errors in Writing According to Norrish in Sattayatham and Ratanapinyowong (2008) writing is not easy and in some way, it is more difficult than speaking. In addition Liu and Braine in Sattayatham and Ratanapinyowong (2008) add that, writing is more complex in that it tests a persons ability to use a language and the ability to express ideas. As a result, a person needs to write not only coherently but correctly, which requires more time and effort. This difficulty of writing leads students to be more susceptible to produce errors. Furthermore, Norrish in Sattayatham and Ratanapinyowong (2008) state that, in writing, learners easily make errors because information has to be transmitted without any aid from sources other than the language itself. However, there is a danger that the language learner will tend to focus on the errors rather than on the presumed aim of the piece of writing: communication. Related to errors in writing, Ferris in Kato (2006),proposes that there are four common errors in writing. They are: 1. Morpphological errors, this errors can be devided into Verbs errors and Nouns errors. Verbs errors consists of Tense,From and Subject-verb agreement. Meanwhile,Nouns errors consists of articles or determiners and nouns eding ( plural or possesive) 2. Lexical errors, it relates with words choice, words form, informal usage, idiom errors and pronoun errors. 3. 4. Syntatic errors, realates with sentence structure, run ons and fragments. Mechanical errors, relates with punctuation, spelling and capitalization. James (1998) also describes text errors which is refer to a unit of written language. He clasifies text errors into some categories as follow:

1. Lexical error, it consists of formal errors of lexis, such as: formal misselection( pairs or triples of words that look and sound similar, such as accessory and accessary), misformations ( words production that are not exsist in foreign language, the can originally in learners mother tounge or created by learners from the resource of the target language itself), and distortions ( intralingual errors resulted from misapplication one or more processing operations). 2. Semantic error, such as: confusion of sense relations (using more general terms where more specific terms are needed or the oposite of it), and collacational errors( words precede and follow another words). 3. Grammar error, consist of morphology errors (function words of english), syntax errors( errors that affect text larger that the words), sentence errors( misselection and miscombination of clauses into larger unit), and intersentence errors ( unlogical ralationship between sentence of a text ). 4. Discourse error, consist of coherence( communicative function), pragmatic errors (the use of languge based on the situation) and receptive errors(misunderstanding or misprocessing).

C. Morphological Errors 1. Morphology There are some defenitions of morphology that is defined by experts. Morphology is the branch of science that deals with the form and structure of an organism or its parts (etymologically, it is a Greek word: morph + logie (-logy)). In linguistics, morphology is the branch that studies the structure of words. Words may be simple (e.g., girl, walk, rational) or complex (e.g., girl+s, walk+ed, ir+rational) (Andreea, 2007 )

Salmon in Booij ( 2000 ) explains that the term of morphology has been taken over from biology where it is used to denote the study of the forms of plants and animals. Its first recorded use is in writing by the German poet and writer Goethe in 1796. It was first used for linguistic purposes in 1859 by the German linguist August Schleicher to refer to the study of the form of words. In present-daylinguistics, the term morphology refers to the study of the internal structure of words, and of the systematic formmeaning correspondences between words. According to Booij ( 2005 ), morphology is the subdiscipline of linguistics that deals with the knowledge of words relationship. It is discuss about the relationships of the words and create a meaning. In addition , Bolshakov and Alexander Gelbukh (2004 ) state that Morphology deals with inner structure of individual words and the laws concerning the formation of new words from pieces-morphs. Morphology is the study of the structure and form of words (Shedd, 2008). Morphology is the field of linguistics that studies the internal structure of words. (Words as units in the lexicon are the subject matter of lexicology.) While words are generally accepted as being the smallest units of syntax, it is clear that in most (if not all) languages, words can be related to other words by rules. From the definition above, the researcher can conclude that morphology is the field of linguistc study which discuss about word relationship. It is also discuss about the structure of words with the relationships between words involving the morphemes that compose them. 2. Morpheme Morpheme is the smallest unit of meaning in a language Gleason (2005). It is a meaningful linguistic unit, minimal, unable to be further devided or

broken to be smaller meaningful part. The morpheme itself can be clasified into two types: a. Free morpheme Free morpheme is a morpheme that can stand alone (Gleason, 2005). It is independent and it can occur alone by itself as a word in a language. For example: man, love, good and bad.

According to Yule (2010), free morpheme can be classified into: 1. Lexical morpheme This set consist of ordinary nouns, adjectives and verbs that we think of as the words that carry the content of the messages we convey. examples are: girl, man, house, tiger, sad, long, yellow, sincere, open, look, follow, break. We can add new lexical morphemes to the language rather easily, so they are treated as an open class of words. 2. Functional morpheme This set consists largely of the functional words in the language such as conjunctions, prepositions, articles and pronouns. Because we almost never add new functional morphemes to the language, they are described as a closed class of words. Examples are and, but, when, because, on, near, above, in, the, that, it, them. b. Bound morpheme

Bound morpheme is a morpheme that can not stand alone and always attached to free morphemes (Gleason, 2005). It is dependent and always attach to another morphem. They are : 1. Prefixes, It is bound morphemes which occur only before other morphemes. Examples: un(uncover, undo), dis (displeased, disconnect), pre (predetermine, prejudge). 2. Suffixes, It is bound morphemes which occur following other morphemes. Examples: er (singer, performer), ist (typist, pianist), ly (manly, friendly) Bound morpheme can be clasified into two form. They are: 1. Inflectional morpheme Inflection is one type of grammatical morpheme that indicate some kinds of grammatical relationship.It is shown on table bellow. Yule (2010) states that an inflectional morpheme never changes the grammatical category of a word . For example, both old and older are adjectives

Infelctions -s

Description 3rd person present tense singular Possessive Plural

Examples He/she likes movies the childs toy girl/girls

-ing -ed

Progressive aspect Past tense/perfective aspect

He/she is leaving He/she talked for an hour

He/she has talked for an hour -er -est Comparative form of adjective Superlative form of adjective mild/milder mild/mildest

2. Derrivational morpheme A derivational morpheme can change the grammatical category of a word. The verb teach becomes the noun teacher if we add the derivational morpheme er. Derivational morphemes can be either prefixes or suffixes, whereas inflectional morphemes can be only suffixes. Unlike inflectional morphemes, derivational morphemes can change the meaning of a word or its part of speech: adding dis- to the base like results in a word dislike with a completely opposite meaning; adding -able to like changes like from a verb to an adjective: likeable. Adding -ed to a verb.

3.

Morphological Errors According to James (1998 ), morphological errors is a type of grammatical errors which involves a failure to comply with the norm in supplying any part of word classes. In addition, Zaughnessy in James (1998) adds that, morphological errors is the admition of the function words in english such as plurality, genitive, and third person singular. Furthermore, Politzer and Ramires in Pardede (2006) states that the

morphological errors include: indefinite article incorrect, possesive case incorrect,

third person singular verbs incorrect, simple past tense incorrect, past participle incorrect, and compararive incorrect. In conducting this research, the researcher uses the taxonomy of morphological errors propose by Politzer and Ramires in Pardede (2006), where they devide kinds of morphological errors into six types. All of theses items are supported by the theory proposed by Leech (2006). They are: 1. Indefinite article incorrect, indfinite article is the word a and an where a is used before nouns with consonants. For example Are you a doctor? An is used before nouns ended with vowels. For example I am an English teacher. 2. Possesive case incorrect, possessive is an alternative term for genitive. Genitive is the form of a noun or noun phrase ending in s (apostrophes) or s (s apostrophe) and indicating possession or some such meaning. After singular name or noun, the possesive is s. For example This is Ilhams bag. When the name is plural and ended with s add . For example My parents job is farmer. If the name is plural but does not end with s add s. For example The childrens toys are out side. 3. Third person singular verb incorrect, a third-person pronoun (or other thirdperson expression) is one whose reference excludes both the speaker and the hearer. If the subject of a sentence is third person singular, the verb will be ended with s or es. Usually the verbs ended with es are the verb which is ended by the letter o,ch,sh,and y. For verb ended with y, before y is consonant, y is change with i then add -es. The other verbs out of these rules just add s. For example She plays badminton every Sunday morning, after that she watches TV.

4. Simple past tense incorrect, included regular and irregular verb.it is a form of the verb (for example, saw, looked, found) which contrasts with the present tense (for example, see[s], look[s], find[s]). The regular past tense is formed by adding -ed (or -d) to the base form of the verb: talk ~ talked, change ~ changed, and the irregular verbs are changed in written form, for example see ~ saw, take ~ took, meet ~ met. 5. Past participle incorrect,it is a traditional term for the non-finite -ed form of verbs. The past participle form of a verb, used to form the perfect after have (for example, has changed); to form the passive after be (for example, are changed); and to act as the verb in a non-finite -ed clause (for example, Convinced of his innocence, the Queen ordered his release). The -ed form of regular verbs ends in -ed (for example, looked, prepared, tied). The -ed form of irregular verbs takes many different forms (for example, blown, sung, sent), some ending in -en (for example, been, taken, eaten). With regular verbs and many irregular verbs, the -ed participle is identical to the past tense form. 6. Comparative incorrect The form of a gradable word which ends (according to the regular rule) in -er, and which indicates a comparison of two things in terms of a higher or lower position on some scale of quality or quantity, for example wider, colder, happier. There are a few irregular comparative forms, for example good ~ better, bad ~ worse, little ~ less, many/much ~ more, far ~ further. Regular one-syllable gradable adjectives and adverbs form their comparative by adding -(e)r, but for most adjectives and adverbs of more than one syllable it is necessary to add the preceding adverb more (or less for a comparison in the opposite direction), for example more careful, more slowly,

less natural. The comparative forms make a series with the base (uninflected) forms and superlative forms.

D. Conceptual Framework The researcher assumes that there will be some errors committed by the students of Pondok Pesantren Al Madinah Munawarah Buya Naska in writing descriptive text. Then the researcher will refer to the rule of morphological errors proposed by Politzer and Ramires in Pardede (2005) include: indefinite article incorrect, possesive case incorrect, third person singular verbs incorrect, simple past tense incorrect, past participle incorrect, and compararive incorrect. Related with the linguistic feature used in descriptive text that is simple present tense, so the morphological errors that always find in simple present tense are indefinite article incorrect, posessive case incorrect, third person singular verbs incorrect, and comparrative incorrect. Next the researcher will analyze students writing descriptive text through errors analysis method. Finally, the researcher will show the explanation about students morphological errors in writing descriptive text. The following figure shows the conceptual frame work.

Writing Descriptive Text

Morphological Errors

Indefinite article incorrect

Possesive case incorrect

Third person singular verb incorrect

Simple past tense incorrect

Past participle incorrect

Comparative incorrect

Errors Analysis

Students morphological errors in writing descriptive tetxt

CHAPTER III RESEARCH METHOD

A. Research Design The research design will be descriptive where it involves data collecting in order to answer the questions of this research in chapter one. The researcher tries to find out and to analyse the students morphological errors in writing. According to Gay and Airisian ( 2000 ), descriptive research is also called as survey research.Then Issac in Yusuf ( 2005 ) says that, the purpose of descriptive research is to describe sistematically the facts and characteristic of population given or area interest. In this case, the

researcher will explain the morphological errors of students descriptive text. As the result, this research will describe about the morphological errors in writing descriptive

text made by the second year students of Pondok Pesantren Buya Naska Padang Academic Year 2010/2011.

B. Population and Sample 1. Population According to Gay and Airisian ( 2000 ), population is a group of interest to the researcher. It is the group that researcher wants to get the result of the research. The population of this research will be the students writing At Pondok Pesantren Al Madinah Munawarah Buya Naska grade VIII accademic year 2010/2011, which is consist of 29 students.

2.

Sample Borg and Gall ( 1997 ) stated that, sample is a number of people from a defined population. Where Gay and Airisian ( 2000 ) also describe sample as a number of individuals for a study in such a way that they present the larger group from they were selected. It is also supported by Arikunto ( 2000 ) states that sample is a representative population which is researched. In this research, the reasearcher will use total sampling since the researcher will have small number of population. It means, all students are going tobe analyzed.

C. Instrumentation The instrument of this research is free descriptive text written by the students which researcher applies as the data to be analyzed and described in order to explain errors made by the students. The researcher gives students free descriptive writing. The students are free to choose the topic that they like.

D. Technique of Data Collection To collect the data, researcher collects all students writing assignment about free descriptive writing, since researcher tries to analyze the morphological errors made by the students in writing descriptive texts. Researcher comes to the field, collects the students writing about descriptive text, and analyze them. In this way, researcher tries to get the data as objective as possible. E. Technique of Data Analysis In analyzing the data, researcher uses error analysis method. Corder as quoted by Ellis (1994) suggests the following steps to conduct an error analysis research: No Steps 1 Collection of samples of learner language Explanation Deciding what samples of learner language to use for the analysis and how to collect these samples 2 Identification of errors Identifying the errors by underlying the errors the learner made 3 Classification of errors Grouping the errors that have been found and stating the classes of the errors 4 Explanation of errors Explaining the errors by establishing the source of the errors and calculating how often the errors appear 5 Evaluation of errors Evaluating the errors step involves tabelizing the errors and drawing conclusion

Referring to the steps of error analysis method above, the data will be analyzed as follows: 1. Identification of errors In this step, researcher studies the acquired data and tried to find out the morphological errors by underlying the errors. Researcher tries to analyze the data as objective as possible. 2. Classification of errors Once the errors have been identified, reseracher classifies them into categories, they are: a. Errors in using indefinite articles b. Errors in using possesive case c. Errors in using third person singular incorrect d. Errors in using comparative 3. Calculation of the errors In this step, researcher calculates the errors in order to know how frequent these errors have been made by the students of immersion class in the seventh grade of Pondok Pesantren Al Madinah Munawarah Buya Naska Padang.

In calculating the frequency of these each error, reseacrher employes the formula which is suggested by Sudjana (1991) as follow:
F P = x 100 % N

in which, P F N : percentage of the errors : frequency of each errors : total of the whole errors By calculating the frequency of each error, researcher can identify the most frequent error and the least frequent error made by the students. 4. Tabelizing the result Once the errors are calculated and arranged, researcher tabelizes the result of the analysis. This table is meant to ease the identification of the percentage of each error. Therefore, the result of the analysis of the morhological errors in decsriptive writing made by the students of immersion class in the second grade stutents Pondok Pesantren Al Madinah Munawarah Buya Naska Padang is presented in the form of a table. 5. Drawing a conclusion The last step, the researcher will draw a conclusion based on the analysis. In this step, researcher has to make a valid conclusion in the form of a brief description of the errors.