expressing their feelings by 'English it

CHAPTER I doesn't matter whether the person is fluent in

INTRODUCTION English or no, but just to encourage the

members that the students are able to speak
English. Each time discussing about
1.1. Background of the Study
communication, language is the most
Communication is the most important for
essential tool that will determine what kind
human being , especially for young people
of condition he will have. Human is the
nowadays are having necessary to build
highest creation among others and the good
relation to another. So, for today we know
thing about human is his creativity. It is
that so many applications are created to
proven through the media they apply to
facilitate young people in communicating
transfer every idea they have in their mind
with friends and LINE is one of the most
and share it to others so better life is not a
popular application that is used by young
dream any more but it will become reality.
people, in this case college students of
All this can be implemented unless a good
University of Sumatra Utara, Line can
communication is part of principle in our
facilitate a person to make a group or
lifes. Communication is an activity done to
official account of an institution that can
express everything which appears within
reach all members to be related to. Every
human mind and to get the real meaning of
individual has their own interest or needs to
its message, language is used to express or
satisfy themselves and they can achieve it if
deliver every idea so, there will be no miss
they are able to live in ease with other
understanding between speaker and hearer.
people because they need one another.
“Language is the ability to acquire and use
'Pesan Tersirat USU' used by college
complex systems of communication,
students of USU to be a facility in
particularly the human ability to do so, and
expressing their feelings to somebody they
a language is any specific example of such a
love or be admired without saying it to the
system” (https://en.wikipedia.org).
target directly and 'Pesan Tersirat USU' also
Meanwhile, according to Owen (2008:1):
has a program 'English Day' which is a
“Language can be defined as a socially
content where the users or members should
shared combination of those symbols and
use 'English as the message. I think, 'Pesan
rule governed combinations of those
Tersirat USU' wants the members are able
symbols.” It is obvious now, language has a
system, which means that it has been
formulated and it has a pattern of which man
has to follow so, people can comprehend his
message. Speaking of language, there are
many elements in it so that every written or
spoken expression conceives meaning.
Study elaborates all parts which involve in
the process of language formation is
linguistics. Everybody realizes, words will
mean nothing if they ignore the governed
combination language owns because it is the
central point of communication. As it has
been understood that language is like a
bridge to share information that man use in
their daily activity. To widen the
comprehension about linguistics, it is
important to look what linguist’s definition.
“Linguistics is the science of language,
including the sounds, words, and grammar
rules” (http://ielanguages.com). Language is
a product of human creativity and linguistics
is a field to analyses what elements are taken
when he starts communicating. Every
element found in interaction that he does
every day is elucidated in linguistics
subfields.
Pronunciation and composition of words
constitute the fundamental of
interaction. Pronunciation concerns to
articulation, intonation while
composition is an arrangement of words
used to deliver meaningful statement,
these are subfields of linguistics talking
about. There are seven (7) main topics
in linguistics, namely: Phonetics,
Phonology, Morphology, Syntax,
Discourse Analysis, Pragmatics, and
Semantics. On the other words, it can be
stated that language can be called a
language because it has been passed that
phases.
Relating to the title of this paper, the
writer is going to give detail explanation
of one subfield, which is syntax.
“Syntax is the study of the principles
and processes by which sentences are
constructed in particular languages”
Chomsky (1971:45). Since language is a
group of sentences which man acquires
from his environment and applies it as
connecting equipment to build a good
social life, writer (speaker) must be
aware of his sentences because reader
(hearer) will be confused or miss
understood if he neglects the principles
constructing a sentence and if it
happens, the message will never be
executed as it is expected. This mistake
is called grammatical error. There is a
rule or formation in making sentence
that must be followed so that
communication can run perfectly, the
name of its regulation in language is
grammar. Unfortunately, it is not easy to
make correct sentences based on
grammar, more over it is not his native
language. There are parts of speech in
English, such as: noun, verb, adjective,
adverb, pronoun, preposition,
conjunction, interjection, and sometimes
numerical, article or determiner
(https://en.wikipedia.org). This speech
has its own function in sentence and
there are many kinds of sentence people
write or utter when they do interaction.
In this case, language user must
recognize what sentence he would like
to express in order to place each speech
on the right position, choose the
appropriate words, and use
comprehensive sentence to avoid
applying different words but has the
same meaning. Even though it has been
known yet English learners still make
mistakes when they try to speak their
mind in English.
Based on the explanation above, the
writer will analyse some grammatical
errors found in Pesan Tersirat USU
Official Page Account on LINE’s
statuses is not something new for
Indonesia students yet it is still difficult
for some of them to speak or write
grammatically. This paper will convey
what kinds of grammatical error in
Pesan Tersirat USU and what kinds of
mistake they do in their statutes.
1.2. Problems of the Study
Question research of the paper areas
followed:
1. What are types of grammatical error
found in Pesan Tersirat USU
Official Page Account
on LINE’s statuses?
2. What is the most dominant of
grammatical error found in Pesan
Tersirat USU Official Page Account
on LINE’s statuses?
1.3. Objectives of the Study
In accordance with problems of the
study, these are objectives of the study
which are going to achieve:
1. To find out the types of grammatical
error found in Pesan Tersirat USU
Official Page Account on LINE’s
statuses.
2. To find out the most dominant type
of grammatical error found in Pesan
Tersirat USU Official Page Account
on LINE’s statuses.
1.4. Scope of the Study
Language is created by human because
they really need it for communicating.
To get the aim of communicating, there
are many rules that must be concerned,
and this rule is called grammar. Each
time analyzing about grammar, it will
take a long time, so the writer has
decided to limit the analysis. Relating to
the paper, the writer only spotlights
grammatical errors on: Subject Verb
Agreement, Singular Plural, To
Infinitive, Passive Voice, Forms of
Adjective, Redundancy, Preposition,
Parallel Structure, and Misplaced Word.
Since an analysis needs an object as
analysis material, thewriter has chosen
Pesan Tersirat USU’s 2 statuses on their
LINE page. There are nine types of
grammatical error as focus of this
thesis because after selecting and
finally choosing it as object of the
analysis, the writer has found that
most of the mistakes are on those nine
types.
1.5. Significance of the Study
Grammatical error is title of this
analysis. It can be sure that this is not
something new for students, especially,
the people who use social medias. The
writer is interested in analyzing this
topic because many of statuses of Pesan
Tersirat USU still makes the same
mistakes frequently. By bringing it as
main point of the analysis, the writer
hopes that it will help English learners
to understand more and may apply the
right grammar when they do interaction
in English.
CHAPTER II
REVIEW OF
LITERATURE
A. Error Analysis
Error analysis is the study of the
learner’s error, which can be observed,
analyzed, and classified to reveal
something of the system operating
within the learner.13 Brown claims that
it can keep too closely focused on
specific languages rather than viewing
universal aspects of language. By
establishing error analysis in learning
process, teachers are able to examine
students’ problem and the process of
acquiring a foreign language in
language learning. According to
Johansson, an analysis of the learners’
error gives the teacher evidence of the
learners’ competence in the foreign
language.14 The teacher will also gain
information’s concerning learner’s
difficulties at different levels. For
instance, it is important for teacher to
design lesson plan and the construction
of teaching materials.
Dulay et. al. 150) divides errors into the
following categories: (1) omission, (2)
additions, (3) misformation, and (4)
misordering. Omission is typical for the
early stages of the second language
acquisition, whereas in the intermediate
stages misformation, misordering, or
overuse are much more common (Dulay
et. al. 1982: 155)
(1) Omission means that an item which
must be present in a well-formed
utterance is absent. There is evidence
that grammatical morphemes (e.g. noun
and verb inflections, articles,
prepositions) are omitted more often
that content morphemes which carry the
meaning (Dulay et. al. 1982: 154- 155).
For instance, in the sentence *My father
teacher the grammatical morphemes is
and a are omitted.
(2) Additions are the second category of
surface strategy taxonomy and also the
opposite of omission. The presence of
an extra item which mustn't be present
in a well formed utterance is
characteristic for additions (Dulay et. al.
1982: 156). The characteristic for
additions are divided into three
categories: (a) double markings, as in
*Did you went there?, (b)
regularization, e.g.* sheeps, *cutted, and
(c) simple addition, which contains the
rest of additions.
(3) Misformation refers to “the use of
the wrong form of the morpheme or
structure” (Dulay et. al., 1982:158).
There are three types as well: (a) In
regularizations an irregular marker is
replaced by a regular one, as in *sheeps
for sheep. (b) Archi-forms refer to the
use of one member of a class of forms
instead of using all the members, e.g.
using this in the situations when either
this or these should be used. (c)
Alternating forms are represented by
“free alternation of various members of
a class with each other”, as in *those
dog and this dog used by the same
learner.
(4) We talk about misordering when we
come across an utterance where a
morpheme or a group of them is
incorrectly placed, as in *I get up at 6
o'clock always, where always is
misordered. Ellis (1997:15) says that
error analysis is a procedure used by
both researcher and teachers. It involves
collecting sample of learner language,
identifying the errors in sample,
describing these errors, classifying them
according to their hypothesized causes,
and evaluating their seriousness.
According to Betty Schrampfer Azar
explains the type of errors into fourteen
kinds. The explanation is elaborated as
follows:
a. Singular-Plural
Number is the form of word to show
whether it is singular or plural. Singular
number is when a noun denotes one
object e.g. I have one pen. Plural
number is a noun denotes more than one
object e.g. I have two pens. In addition,
singular can be identified by putting a or
an before noun e.g. I has a bird.
Generally, plural nouns can be added by
–s (as in friends) or –es (as in classes)
after noun. Moreover, in irregular noun
form, plural has various types e.g. child-
children, ox- oxen, foot-feet, man-men,
wife-wives, etc.
b. Word Form
Word form is the phonological or
orthographic sound or appearance of
a word that can be used to describe or
identify something; the inflected forms
of a word can be represented by a stem
and a list of inflections to be attached‖.
It means that word form is the change
form of word based on the grammatical
rules, for example, beautiful (adjective),
beautifully (adverb). The error word
form in a sentence e.g. I saw a beauty
picture.
c. Word choice (Diction)
Diction will be effective only when the
words you choose are appropriate for
the audience and purpose, when they
convey your message accurately and
comfortably. The idea of comfort may
seem out of place in connection with
diction, but in fact words can sometimes
cause the reader to feel uncomfortable.
Word choice is to use the word that suits
to the context of utterance, the error in
word choice for example in the
sentence; I am looking at you.
d. Basic Verb
Tense means time. However, it should
be pointed out that time in relation to
action is a concept that exists in the
mind of the speaker, reader, or listener.
Tense, in actual usage, refers
consistently only to grammatical forms.
Often tense, modal, auxiliary and time
do not correspond at all. In addition to
denoting time relationship, the verbs
tenses may indicate whether an activity
has been completed, has extended over a as Error of Omit a Word. While
period of time, or still in progress. according to Dulay et al
It means that basic verb is the changing e.g. She entered to the university is
form of verb as symbol which expresses categorized as Addition Error which the
or tells about activity or condition and preposition to considered as a
statement happened in the past, present morpheme that mustn‘t be added in the
and future. sentence.
e. Add a word g. Word Order
Add a word has slight similar example In linguistic, word order typology refers
with the term of Omission in Dulay, et to the study of the order of the syntactic
al. According to Dulay et al, Omission constituents of a language, and how
is the absence of an item of morphemes different language can employ different
that must appear in a sentence or orders.57
utterance56, e.g. They want ^ go to the It means that word order is to place the
museum. The absence preposition is to, word correctly based on the rules, the
the sentence called Omission Error of error in word order e.g. I saw five times
preposition to according to Dulay etal, that movie.
while according to Betty S. Azzar e.g. h. Incomplete Sentence
They want ^ go to the museum is Incomplete sentences are missing
categorized as error Add a word, necessary words or phrases.‖58 The
because the preposition to must be incomplete sentence happens when a
added in the sentence. necessary morphemes of words or
f. Omit a word phrases is missing in a sentence or
Omit a word is same as Addition in utterance.
Dulay et al theory in the term of There are causes and examples of
example. Betty S. Azzar gives example incomplete sentences:
the error of Omit a word e.g. She 1) In a
entered to the university. The compound
preposition to is not a necessary constructio
morpheme in the sentence therefore the n, a word
morpheme must be omitted and it called that
 functions types of punctuations. They are period
as but (.), the question mark (?), the
differs exclamation point (!), the comma (,), the
grammatic semicolon (;), the colon (:), the dash (-
ally from a or – ), the parenthesis (( )), the brackets
preceding ([ ]), the ellipsis (…), the quotation
word mark (―‖), and the apostrophe (‗).62
should not k. Capitalization
be omitted. Capitalization is to capitalize the first
For letter of a word. In English there are
example, many rules for using capital letters.
The car was given an oil change, and its l. Article
wheels (?) aligned. The articles are a, an and the. They
An incomplete sentence also results modify noun. A and a are indefinite; a
when a comparison is made completely car could mean any car. The is
or illogically. For example, indefinite: the car indicates a specific
My car is faster (?)59 car. The article a precedes nouns that
i. Spelling start with a consonant sound (a rocket).
Spelling rules apply to a relatively small The article an precedes noun that start
number of words, and unfortunately with a vowel sound (an astronaut).64
almost all rules have exceptions. m. Obscure
Nevertheless, some of the rules may Meaning not clear happens when a
help you to spell common words sentence or utterance is not
especially those words form with interpretable, for example: He borrowed
suffixes. some smoke. (See table 2.6)
j. Punctuation n. Run-On Sentence
―Punctuation can help a reader to A run-on is two complete thoughts that
follow the separations or links that are run together with no adequate sign
you wish to make between sentences given to mark the break between them.
and parts of sentences are the same.‖61 Some run-ons have no punctuation at all
According to Stanley et al., there are 12 to mark the break between the thoughts.
Such run-ons are known as fused with weather and allowing does not.
sentences: they are fused, or joined This may happen because the speakers
together, as if they were only one might be affected by First Language
thought. when speaking Second Language.

Collocation
According to the Oxford Advanced
Learner’s Dictionary (2003: 247), CHAPTER III
collocation is: (1) a combination of DISCUSSION
words in a language that happens very
often and more frequently than would 1. Types of Errors
happen by chance. (2) The fact of two or Based on linguistic categories,
more words often being used together, generally, there are two types of
in a way that happens more frequently errors found in the seventeen
than would happen by chance. On the proposals: morphological and
study page B3 of Oxford Advanced syntactic errors. Morphological
Learner’s Dictionary, collocation is errors involve the use of possessive
defined as the way in which particular case, basic verb, past participle,
words tend to occur or belong together. present participle, infinitive, adverb,
For example: Meals will be served adjective, verb and noun. Syntactic
outside on the terrace, weather errors fall into the categories of
permitting. Noun Phrase, Verb Phrase,
But not Transformations. Errors in Noun
Meals will be served outside on the Phrase are related to Determiners,
terrace, weather allowing. Number, Pronoun, Preposition;
Both these sentences seem to mean the errors in Verb Phrase involve the
same thing (‘they’ll bring us our meals verb be, tenses - present progressive,
outside if the weather is good enough.’): simple present, present perfect,
allow and permit have very similar simple past-; verb and verb
meanings. But in this combination only construction; and some
permitting is correct. It COLLOCATES transformations consisting of
negative transformation, and passive …who can’t found…
transformation. In addition, there are …who can find…
some syntactic errors, few in …it just you…
numbers, which are included under …it’s just you…
the category of Miscellaneous, …you have broke…
namely, Word Order, Fragment, …you have broken…
Addition of Subject, and …make some people laughing…
Conjunction. Besides, to show what …make some people
surface changes made, the errors are laugh…
classified based on Surface Strategy …i can’t egoist…
Taxonomy. All these error types are …I can’t be egoist...
summarized in the appendix …who proud my self…
presented in the Linguistic Category …who is proud of my self…
Taxonomy (table 1) and Linguistic …i can’t disapointed…
Category and Surface Strategy …I always wrong…
Taxonomy (table 2), which are …I just like…
subdivided into five sub-tables:-- …smiling…
…it hurt…
Morphological Errors …i ever do…
a. Basic Verb …it’s not hurt me…
There are 15 cases occurring in …i can’t angry…
the two Pesan Tersirat USU’s
statuses. Instead of using the
basic verb form, the page adds … may represents … may
the third singular inflection {-s} represent … will identifies …
and the past tense inflection {- will identify …will analyzes …
ed1} as seen in the following will analyze …may also happens
examples: … may also happen … will he
Error analyzed … will he analyze
Suggested correction Similarly, the present participle
inflection {–ing1} is added to the
 basic verb form after the 31. Apostrophe
32. Spelling
infinitive to: Error Suggested 33. Collocational (Diction of Noun)
correction …to following… to 34. Auxilary (Basic Word)
35. Apostrophe
follow … to supporting… to 36. Auxilary (Basic Word)
support 37. Determiner
38. Collocational (Diction of Pronoun)
39. Preposition
40. Noun Phrase
1. Basic Verb 41. Subject of Clause
2. Spelling 42. Auxilary
3. Collocational 43. Basic Verb
4. Capitalisation 44. Word Order
5. Basic Comparative Degree (Word Form) 45. Determiner
6. Capitalisation 46. Basic Verb
7. Apostrophe (Punctuation) 47. Basic Verb
8. Collocational (Diction of Adj) 48. Spelling
9. Apostrophe 49. Determiner
10. Word Order 50. Spelling
11. Auxilary (Basic Word) Verb (Basic 51. Obscure
Verb) 52. Determiner
12. Conjunction (Add a word) 53. Diction
13. Basic Verb 54. Basic Verb
14. Conjunction 55. Pronoun
15. Spelling 56. Collocational
16. Auxilary (Basic Word) 57. Structure error
17. Conjunction 58. Determiner
18. Apostrophe 59. Capitalistion
19. Basic Verb 60. Basic verb
20. Basic Verb 61. Subject of clause
21. Collocational (Diction of Noun) 62. Preposition
22. Pronoun (Word form) 63. Determiner
23. Prepostion of Because of 64. Diction
24. Pronoun
25. Auxilary (Basic Word)
26. Collocational
27. Auxilary (Basic Word)
28. Repetition
29. Basic Verb
30. Collocational (Diction of Pronoun) (can
do it)
Case 2
1. Spelling
2. Capitalistion
3. Preposition
4. Diction
5. Infinitive
6. Basic verb
7. Diction
8. Collocational
9. Collocational

13 H. Douglas Brown, Principles of Language Learning and Teaching (U.S. :

Longman, 2007), 260
14 David Johansson and Roger T, “Learning Together Alone, Cooperation,
Competition, and Individualization”. (New jersey: Practice Hall. Inc, 1975), 248
50 Brown, Op. Cit., p. 260.
51 J. C. Nesfield, M.A., Outline of English Grammar, (New York: St. Martin Press,
Inc., 1957), pp. 6—7.
52 http://www.thefreedictionary.com/word+form, retrieved on November, 5th 2013.
53 http://grammar.about.com/od/d/g/disctionterm.htm,
retrieved on November, 15th 2013.
54 George E. Wishon and Julia M. Burks, Let’s Write English, (New York:
Litton Educational Publishing Inc., 1980), p. 192.
 55
Linda C. Stanley, et al., Ways to Writing: Purpose, Task and Process,
(New York: MacMillan Publishing Company, 1988), p. 427.
56 Dulay et al., Op. Cit., p. 156.
57
http://en.wikipedia.org/wiki/Word_order/, retrieved on November, 5th 2013.
58
Stanley et al., Op. Cit., p. 439.
59
Ibid.