CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language has an important role in human life. Finocchio states, as quoted by

Brown, that language is a system of arbitrary, vocal symbols that permit all people in

a given culture to communicate or to interact. It means that language issued for social

purpose or interaction, such as for teaching and learning process of getting to know

each other and so on.

Nowadays, English is getting more and more of its importance as an

international language. English is widely used not only in the countries of which

native language is English, but also in other countries where English becomes the

second or even foreign language, including Indonesia. In Indonesia, English has been

taught as an optional subject at school.

Moreover, English is taught as a compulsory subject at school from the first

year of Junior High School up to the third year of Senior High School and also as a

general basic subject at Universities. Teaching English at Senior High School is

mainly to prepare the students to have the language skills, which include four skills

that are listening, speaking, reading and writing. The skills must be taught

integratedly without ignoring the language components: (1) vocabulary, (2)

pronunciation, (3) phonology, and (4) grammar.

1
 One of the language components that must be known by English learners is

grammar. Grammar plays an important role in understanding English. By mastering

grammar, the students will be able to develop their listening, speaking, reading, and

writing skills.

According to Janah (2015) grammar is an essential part of the use of language

process, both in spoken and written language. Canale (1983) outlines four major

components of communicative competence: grammatical competence, including

knowledge of vocabulary, rules of words and sentence formation, linguistic

semantics, pronunciation and spelling; sociolinguistic competence, including rules of

appropriateness of both meanings (allowable messages) and grammatical forms in

different sociolinguistic contexts; discourse competence, the knowledge required to

combine forms and meanings to achieve unified spoken or written texts; and strategic

competence, knowledge of verbal and non-verbal communication strategies that may

be called upon to compensate for limitations in one or more of the other areas of

communicative competence.

In learning English, grammatical errors still become important problem in

writing for any learners. Hsu (2013) states that grammatical error is a systematical

deviation occurs when a learner has not fully comprehended grammar. Consequently,

the learner gets wrong in most of their language practice, in other words, learning

other languages become difficult since the target languages have different system

from the native language. Therefore, this difference sometimes makes the learners (in

this case the students) make errors particularly in applying the grammar.

2
 In writing, the use of language has its own rule and structure to be followed,

especially grammar. Writing is one of four skills in language learning. Learning how

to write in a second language is one of the most challenging aspects of second

language learning (Richards, 2003).

Grammar plays crucial rules in a language, because it affects every meaning

of sentences. Therefore, in learning English especially English as foreign language,

grammar is an important thing that should be mastered by the learners in order to

produce good and correct writing.

Based on the explanation above, the researcher is interested to analyze the

grammatical errors conducted by the students in producing. This research focus on

the eleventh grade students of SMK Negeri 1 Motoling Barat as the subject of the

study. In this case the research aim to identify the grammatical errors by the students

in their narrative writing.

1.2 Statement of the Problem

Based on the observation, the writer found that the students were hard to write

the correct grammar in narrative text. To solve this problem, the teacher should use

the correct method.

3
1.3 Research Question

What kind of grammatical errors faced by the eleventh grade students of SMK

Negeri 1 Motoling Barat in writing narrative text?

1.4 Purpose of the Study

The purpose of this study is to find out the grammatical errors in writing

narrative text by the eleventh grade students of SMK Negeri 1 Motoling Barat.

1.5 Delimitation of the Study

As explained in the background of the problem, the writer and the teacher put

the limitation of the problems only in the use of verb and pronoun. In light of this

view, the writer will conduct this research study to fulfill his curiosity by focusing it

on improving students’ writing skill on eleventh grade in the academic year of

2021/2022.

1.6 Significances of the Study

1. For the English teachers, by reading the result of this study they can find

new methods to anticipate the errors and improve their teaching ability.

4
 2. For the students, by reading the result of this study they can improve their

ability in writing text, especially in writing narrative text.

1.7 Definition of Terms Used

Grammatical Error : an error which is not suitable to the grammatical

rules that may make writing become not good

(Burt and Kiparsky, 1974).

Writing : producing something in written form then people

can read, perform and use it (Argawati, 2017).

Narrative text : kinds of text about story of legend and resolution

to amuse and to give entertain to readers

(Djuharie, 2007).

5
 CHAPTER II

REVIEW OF LITERATURE

2.1 Grammar

The word grammar has several meanings and there is no universally accepted

definition. Different experts define the term grammar differently. Leech (1982: 3)

defined grammar as something in reference to the mechanism according to which

language works when it is used to communicate with other people. Harmer (2001: 12)

defines grammar as the description of the ways in which words can change their

forms and can be combined into sentences in that language.

Based on the statements above, we understand that why grammar take a big

role on language. That is why grammar is very useful and important. The mechanism

of grammar cannot be seen concretely, because it is rather abstractly represented in

the human mind, but we know it is there because it works. One way of describing this

mechanism is by means of a set of rules which allow us to put words together in

certain ways which do not allow others. The meaning of a message conveyed by

language has to be converted into words put together according to grammatical rules

and these words are then conveyed by sounds.

6
2.2 Grammatical Error

Learning other language becomes difficult since the target language has

different system from the native language. This difference sometimes makes the

learners (in this case – the students) make errors especially in applying the grammar.

Fotos (1993) did an experiment involving noticing. She hypothesized that

noticing would be induced to different degrees by two sorts of teaching: teacher-

formed formal instruction, and doing grammar tasks in groups. So she gave two

matched groups of learners grammar-noticing opportunities under these two

conditions in order to find out which way is the more effective (James, 1998: 257).

2.3 Writing

According to Hartley, et al (1962: 66) writing might, that is to say, be

regarded as a form of artificial memory, whose development should be accompanied

by a deeper knowledge of the past and, therefore, by a greater ability to organize the

present and the future.

Writing involves more than just producing words and sentences. To be able to

produce a piece of writing, we should be able to write a connected series of words

and sentences which are grammatically and logically linked, so that the purpose we

have in our mind will suit the intended readers. Writing should be done with the

7
understanding from the past time in order to inform and express what had happened.

It should be well-organized in order to be understandable for the readers.

Writing involves some activities before, when we write, and after writing. The

activities before we write include exploring ideas which could be building

vocabulary, interviewing someone, discussion, etc; and organizing ideas which could

be ordering information in a paragraph, writing topic sentences, limiting information,

using a time sequence, making an idea map, categorizing and making outline,

summarizing ideas, writing titles, etc. When we write we should develop cohesion

and style which includes connecting ideas, adding details, selecting the correct verb

tense, selecting the correct tense, and writing the first draft.

Then, after we write the first draft we should edit and revise it. It could be the

content, form, organization, cohesion and style, and grammar. In order to produce a

good writing we should write more than just one draft. A good writing could be the

fourth or fifth draft or even more.

2.4 The Purpose of Writing

According to Hugo Hartig in H. R. Tarigan’s book, the purposes of writing

are: 1) Assignment purpose

This purpose is there is no aim at all the writer writes something

because as just a duty, it is not her self-will.

8
a. Altruistic purpose This purpose is to place the readers to bring the

reader’s sadness.

b. Persuasive purpose

This purpose is to make sure the readers of the truth of ideal is

shared.

c. Informational purpose

This purpose is to give information or explanation to the readers.

d. Self-expressive purpose

This purpose is to introduce or defined author to the readers.

e. Creative purpose

It has deep relation with self-expressive purpose, but it has

“creative will”. It is more than self-expressive and involving

herself with the will to reach artistic norm ideal art, so the purpose

is to reach artistic value, and art value.

f. Problem solving purpose

The writer wants to solve the problem is found, the writer wants to

explain, to clear, and to search the thoughts and ideas carefully to

be understood and received by the reader.

9
2.5 Kinds of Writing

There are some kinds of writing, they are:

a. Exposition consists of definition and analysis.

1) Classification

2) Definition

3) Exemplification

4) Cause-effect

5) Comparison and contrast, and

6) Process

b. Argumentation consists of inductive and deductive.

1) Formal argument (deductive and inductive)

2) Informal persuasive

c. Description consists of expository description and literary description.

1) Expository descriptive

2) Artistic descriptive

d. Narration consists of time sequences, motive, conflict and interest center.

1) Informative narrative

2) Artistic descriptive

10
2.6 Definition of Narrative Text

Knapp and Watkins (2005) said narrative is simply about entertaining a

reading audience. It also has a powerful social role beyond that of being a medium for

entertainment. In other Elliot (2005) said narrative (story) in the human sciences

should be defined provisionally as discourse with a clear sequential other that connect

events in a meaningful way for a definite audience and thus offer insight about the

world and or people’s experience of it.

2.7 Generic Structure of Narrative Text

According to Anderson (1997) there are four generic structure in narrative text

namely orientation, evaluation, complication, resolution.

1. Orientation in which tells the audience about who is in the story, when the

story is taking place and where the action happening.

2. Evaluation It explains the condition, behaviour, and the attitude of the

participant.

3. Complication that sets off a chain of events that influences what will happen

in the story.

4. Resolution in which the characters finally sort out the complication.

11
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

Yin in Nunan (1992: 76) stated that a case study is an empirical enquiry that

investigates a contemporary phenomenon within its real-life context; when the

boundaries between phenomenon and context are not clearly evident; and in which

multiple sources of evidence are used.

In addition, Merriam in Nunan (1992: 77) stated that the qualitative case study

can be defined as an intensive, holistic description and analysis of a single entity,

phenomenon, or social unit. Case studies are particularistic, descriptive, and heuristic

and rely heavily on inductive reasoning in handling multiple data resources”.

In this research, the writer will conduct a case study. So the result of this

study cannot be used to represent students from other school’s mastery in writing

narrative text.

3.2 Subject of the Study

The subject of this research will be the 20 students of Eleventh grade

students of SMK Negeri 1 Motoling Barat in the academic year of 2021/2022.

12
3.3 Research Instrument

The instrument of this research will be the free narrative writing that made by

the students. Then the data will be analyzed and the writer will describe the errors

that made by the students.

3.4 Research Procedure

The writer will come to the field, explaining what is narrative text to the

students to make them understand about narrative text itself, make them write the

narrative text, analyze and describe the errors that made by the students.

3.6 Data Analysis

In analyzing data, the writer will use the formula below:

n
P= × 100 %
N

Where: P = percentage of students error

n = total of the given error

N = total of the whole errors

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

frequent error and the least frequent error that made by the students.

13
BIBLIOGRAPHY

Canale, M. 1983. From communicative competence to language pedagogy. in

Sarangi, S & Coulthard, M. 2000. Discourse and Social Life. Essex: Longman

Janah, M. 2015. ANALYSING THE STUDENTS’ GRAMMATICAL ERROR ON

WRITING NARRATIVE TEXT. English Department STKIP Muhammadiyah

Pringsewu.

Richard, J. C. (2003). Second Language Writing. New York: Cambridge university

press.

Hsu, C. H. (2013). Revisiting Causes of Grammatical Errors for ESL Teachers.

Educational Research, 4(6), 513-516.

Burt, M. K & Kiparsky. (1974). Error Analysis in the Adult EFL Classroom. TESOL

Quarterly 9.1, 53-63.Mass: Newbury House

Argawati, N. O., & Suryani, L. (2017). Teaching Writing Using Think-Pair-Share

Viewed From Students’level Of Risk-Taking. English Review, 6(1).

Djuharie, Otong Setiawan. Genre. Bandung: Yrama Widya, 2007.

Leech, G., Margaret Deuchar and Robert Hoogenraad. 1982. English Grammar for

Today. London: Macmillan Education Ltd.

Harmer, J. 2001. The Practice of English Language Teaching. London: Longman

Group Limited.

14
Hartley, J. and R. Male. 1962. Reading and writing. Alternate Edition. The United

States of America: Holt, Rinehart and Winston. Inc.

Tarigan, H. R. Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkala,

1986.

Knapp, P & Watkins, M. (2005). Genre and Grammar. Sidney: UNSW Press.

Elliot, J. (2005). Using Narrative in Social Research. Qualitative and Quantitative

Approaches. London. Sage Publications

Anderson & Cathy, A. (1997). Text Types in English. South Yarra: McMillan

James, C. 1998. Errors in Language Learning and Use: Exploring error Analysis.

London and New York: Longman.

Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge

University Press.

15