ERROR ANALYSIS ON THE USE OF LINKING WORDS IN WRITING

ESSAY OF THE FIFTH SEMESTER STUDENTS OF MUHAMMADIYAH

UNIVERSITY OF MAKASSAR
(A Descriptive Quantitative Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in partial fulfillement of the requirement
for the Degree of education in English Education Department

RAEYSHA ALQADRY DHANUFEBRY

10535601314

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2019
 UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:

Nama : Raeysha Alqadry Dhanufebry

Stambuk : 10535 6013 14

Jurusan : Pendidikan Bahasa Inggris

Dengan Judul : “Error Analysis in the Use of Linking Words in

Writing Essay of the Fifth Semester Students of
Muhammadiyah University of Makassar”

Dengan ini menyatakan bahwa:

Skripsi/proposal yang dilakukan di depan Tim Penguji adalah asli hasil karya
saya, bukan jiplakan dan tidak dibuat oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.

Makassar, 2019
Yang Membuat Pernyataan,

Raeysha Alqadry Dhanufebry

iv
 UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Raeysha Alqadry Dhanufebry

Stambuk : 10535 6013 14

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan Perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi saya. Saya akan
menyusun sendiri skripsi saya (tidak dibuat oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan Fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi
saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan
3, maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian saya buat dengan penuh kesadaran.

Makassar, 2019
Yang Membuat Pernyataan,

Raeysha Alqadry Dhanufebry

v
 MOTTO

‘I don’t judge people by their worst mistake’

-Natasha Romanoff-

vi
 ABSTRACT
Raeysha Alqadry Dhanufebry, 2019. The Error Analysis on the Use of Linking
Words in Writing Essay of the Fifth Semester Students of Muhammadiyah
University of Makassar. A thesis of English Education Department, The Faculty
of Teachers Training and Education, Makassar Muhammadiyah University, guided
by Nunung Anugrawati and Andi Asri Jumiaty.
This research aimed at finding out: (1) the dominant kind of linking words were
used by the students in their essay and (2) the dominant type of errors in using
linking words made by the fifth semester students in their essay in the English major
of Muhammadiyah University of Makassar. The method of this research was
descriptive quantitative method. The data were collected from 43 essays which
were written by the students. The researcher used free writing descriptive essay as
the instrument. In this case, in analyzing students’ ability in using linking words,
the researcher used type of linking words modified from several experts which
consist 10 type of linking words. The most dominant kind of linking words is
addition. While in analyzing students’ errors in using linking words, the researcher
used Surface Strategy Taxonomy which consist 4 types of errors. The most
dominant type of errors was misinformation.
Key words: linking words, error analysis, essay.

vii
 ACKNOWLEDGEMENTS

First and foremost, the researcher would like to praise and express his

high gratitude to Allah SWT the Almighty for the blessing, health, power, and

inspiration who has led him to the completion of the thesis. Also salawat and salam

to beloved prophet Muhammad SAW who has guide us to Islamiyah era.

Great appreciation goes to the Head of the English Department, Ummi

Khaerati Syam, S.Pd., M.Pd., and all lecturers of the English Department for their

guidance and assistance during the study. The researcher deeply indebted to

Nunung Anugrawati, S.Pd., M.Pd. and Andi Asri Jumiaty, S.Pd., M.Pd., the first

and second advisors for their continuous and valuable guidance, advice, and

encouragement in writing this thesis.

The researcher would like to give deepest gratitude to his beloved

parents, his brothers and sisters, and all family for their love, support, and

encouragement in finishing his study. The researcher also wish to thank all friends

in English Department 2014 who have given countless beneficial experiences and

admirable memories, especially to Nurhijjah, S.Pd., Andi Nur Fitrianty, S.Pd., and

Andi Wilham Windi Arsil who became the third advisor as they help and guidance

the researcher in writing this thesis. Also the researcher wish to thank to all the

participant from English Department 2016 that participate on this research.

Last but not least, to all people who cannot be mentioned one by one and

who helped me in writing this final project, thanks a lot. Hopefully, God gives the

blessing to them. Amin.

viii
 TABLE OF CONTENTS

TITLE PAGE ......................................................................................................i

LEMBAR PENGESAHAN ................................................................................ii
APPROVAL SHEET ..........................................................................................iii
SURAT PERNYATAAN....................................................................................iv
SURAT PERJANJIAN .......................................................................................v
MOTTO ..............................................................................................................vi
ABSTRACT ........................................................................................................vii
ACKNOWLEDGEMENT ..................................................................................viii
TABLE OF CONTENTS ....................................................................................ix
LIST OF TABLES ..............................................................................................xi
LIST OF FIGURES ............................................................................................xii
LIST OF APPENDICES .....................................................................................xiii
CHAPTER I INTRODUCTION

A. Background .............................................................................................1
B. Research Problem....................................................................................3
C. Objective of the Research .......................................................................3
D. Significance of the Research ...................................................................3
E. Scope of the Research .............................................................................3

CHAPTER II REVIEW OF LITERATURE

A. Previous Relate Research Findings .........................................................4

B. Relevant Ideas .........................................................................................7
1. Writing .............................................................................................7
2. Essay.................................................................................................8
3. Linking Words..................................................................................11
4. Concept of Error ...............................................................................15
C. Conceptual Framework ...........................................................................20

ix
CHAPTER III RESEARCH METHOD

A. Research Design ......................................................................................22

B. Population and Sample............................................................................22
C. Variables of the Research........................................................................23
D. Research Instrument ................................................................................23
E. Data Collection Procedure ......................................................................24
F. Data Analysis ..........................................................................................24

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings ...................................................................................................27
B. Discussion ...............................................................................................39

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions .............................................................................................44
B. Suggestions .............................................................................................45

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

x
 LIST OF TABLES

Page

Table 1. Typical of Linking Words .....................................................................15

Table 2. The Frequency and Percentage of Errors ..............................................28

Table 3. The Frequency and Percentage of Linking Words Uses .......................32

xi
 LIST OF FIGURES

Page

Figure 1. Conceptual Framework ........................................................................20

Figure 2. The Distribution of Errors Percentage .................................................28

Figure 3. The Distribution of Errors ...................................................................29

Figure 4. The Distribution of Linking Words Percentage...................................32

Figure 5. The Distribution of Linking Words Uses ............................................33

Figure 6. The Distribution of Enumeration .........................................................34

Figure 7. The Distribution of Addition ...............................................................34

Figure 8. The Distribution of Apposition............................................................35

Figure 9. The Distribution of Result ...................................................................36

Figure 10. The Distribution of Time ...................................................................36

Figure 11. The Distribution of Place ...................................................................37

Figure 12. The Distribution of Contrast ..............................................................37

Figure 13. The Distribution of Concession .........................................................38

Figure 14. The Distribution of Transition ...........................................................38

xii
 LIST OF APPENDICES

Page

Appendix 1 : Instrument……………………………………………………….49

Appendix 2 : Students’ Descriptive Essay…………………………………….50

Appendix 3 : Kontrol Pelaksanaan Penelitian…………………………………68

Appendix 4 : Pictures………………………………………………………….69

xiii
 CHAPTER I

INTRODUCTION

A. Background

Writing is one of human written communication activity or skill of

composing text by added a system signs, symbols, and coherent words on paper

that represents language and emotion. Writing is tool to make languages be read.

There are several ideas about definition of writing. According to Cox (2007: 56)

writing is a progressive activity. It means that when a writer first write something,

he have already been thinking about what he is going to say and how he is going to

say it. Meanwhile Nunan (2003:88) states that writing is the mental work of

inventing ideas, thinking about how to express them, and organizing them into

statements and paragraphs that will be clear to a reader. According to Brown (2004:

219), genre of writing can be divided into three genres; academic writing, job

related writing, and personal writing. This research only focusses on academic

writing genre and essay is one kind of academic writing besides proposal and thesis.

Essay is a piece of writing that comes from author’s point of view and

should be a structured treatment of a particular topic, presented in a standard form

and in a readable, fluent and logical manner. It is an analytic or interpretative

literary composition that defines or explains the author’s own argument about

something in the shape of a paper, an article, a pamphlet, or a short story. The aim
 2

of essay is to explain why the term is defined as such. The writer approach depends

on the topic, audience, and purpose of the essay.

In writing an essay there are many aspects that should be noticed, one of

them is ability to using linking words. Linking words perform an important function

in writing. They signal to the reader the direction the writer is taking by connecting

or linking ideas within a paragraph and providing a bridge between paragraphs.

Some can be used to link paragraphs and others can only be used to link ideas within

a paragraph. It means that linking words are some words that used to show

relationships between ideas by connecting two or more clauses, sentences or

paragraph. Linking words helps the writer fluency in English, as they help to create

longer sentences.

This research purposes to know the fifth semester students’ errors in using

linking words in their writing essay. The reason to choose them because they have

already learnt four course writing subjects (writing 1, writing 2, writing 3, and essay

writing). Thus, they already have basic knowledge about writing including linking

words. This research also can become a reference to developing a teaching method

for teacher to increase students’ ability and decrease the students’ errors in using

linking words.
 3

B. Research Problem

The problems discussed in this research are as follows:

1. What are the dominant kind of linking words are used by students

in writing essay?

2. What are the dominant type of errors in using linking words made

by the students in their essay?

C. Objective of the Research

This research aims are to find out:

1. The dominant kind of linking words are used by the students in

their essay.

2. The dominant type of errors in using linking words made by the

students in their essay.

D. Significance of the Research

For teachers, this research can be used as a reference to developing a new

teaching method which can be applied in a lesson plan. For students, this

research can be used as learning materials for self-teaching.

E. Scope of the Research

In collecting the data for this research, the researcher would limit the

study only focuses on the errors made by the students in using the linking words

in writing descriptive essay of fifth semester students of Muhammadiyah

University of Makassar.
 CHAPTER II

REVIEW OF LITERATURE

A. Previous Relate Research Findings

The use of linkers or connectors has been in the central of research

interest recently. There are several studies on the use of Linking Words in

students’ writing that had done by the researchers. Some of the study purpose

was to just to analyze the students’ errors (qualitative research) and some of

them try to improve the students’ ability in using it (quantitative research).

In the study that performed by Apse and Farneste (2018), they found

that a proficient user’s level, linking words and phrases are not among very

frequently used discourse markers to keep the written text coherent and unified.

In illustration essays the students use Linking Words of enumeration, addition,

summation, concession, apposition, contrast and result/inference. Linking

Words of enumeration, addition, apposition and summation are used as

interparagraph Linking Words. Overall, the students demonstrate good

knowledge and skills of the use of appropriate linking words and phrases in

illustration essays as there are rather few errors observed (13 cases out of total

112 LWPs used).

Another study that they performed about linking words founds that

that the designed practice tasks helped the students to improve their writing

performance regarding the use of Linking Words because the number of

 5

Linking Words used in the examination essay and their variety increased. The

number of errors in selecting Linking Words that are appropriate semantically

and for the academic register also reduced after additional training. Because the

tasks were designed based on authentic materials and dealt with business

context it can be assumed that it helped to improve the students’ skills to use

semantically and register appropriate Linking Words in an academic essay on a

business topic. It can also be concluded that the selected task types (multiple

choice and gap filling tasks) facilitated the positive students’ performance. It is

justified by the fact that the student whose essay contained most register errors

in the use of Linking Words was the one who had studied the course by distance,

that is, depended on her own management of learning, and who had not done

the practice tasks. Another justification is that only one error regarding

inappropriate semantic use of the selected Linking Word was observed.

In addition, the results from the study that perform by Onwuegbuzie

(2016) demonstrate three unique findings in relation to the use of link

words/phrases and manuscript preparation and submission. Specifically, the

frequency of link words/phrases differ in relation to the following: (a) number

of APA errors (i.e., narration), (b) number of authors (i.e., summarize previous

information), and (c) adjudication decisions (i.e., Add information/provide

similarity, Narration, and Provide an emphasis). The first relationship suggests

that authors who minimally or do not use link words/phrases associated with

narration also are those who commit the most APA errors, there by suggesting

that these authors’ lack of writing discipline is multidimensional. The second

 6

relationship that the more authors involved in writing the manuscript, the more

likely they are to use link words/phrases associated with summarizing previous

information has intuitive appeal because it suggests that different authors

writing different sections of a manuscript necessitates using words and phrases

to link these different sections.

Meanwhile Baxronovish (2016) explain linking words as a linguistic

object and the result of his study is the organizing role for which its grammatical

system performs in the language, does not come to the formal regulation of the

changing words processes and building itself becomes possible due to, that all

the elements of the grammatical system (both significant and function words)

have their special semantic content. It is characterized by maximum degree of

abstraction from the concrete meanings of the words and their combinations

directly reflecting the objects, phenomena and relations of reality.

Therefore, based on the research findings above, it can be concluded

that the students’ ability in using linking words is good. But still there are some

errors that made by the students’. They also just use view linking words and

they use it frequently often that makes the students’ writing was not creative

because the writing was not fluency. It means that the writing is lack of

correlation between sentences or paragraph and that makes the reader cannot

get the purpose of the writer well. That is why the ability in using linking words

is important in writing specially an essay.

 7

B. Relevant Ideas

1. Writing

Writing is one way to communicate with other people besides

speaking, reading, and listening. When a student writes a paragraph, he/she

should write not only semantically correct but he/she should also use a

correct grammar. Harmer (2004: 3) state that writing should be well-

organized in order to be understandable for the readers.

Writing is not a spontaneous activity. It is learnt in a formal

instruction. Swarbick (1994: 142) supported this statement. He described

that there are five stages of development which students need to go through

in acquiring competence in writing, i.e.: copying, reproduction, guided

writing, and free writing. Moreover, Harmer (2004: 4) explained that writing

requires the processes of planning, drafting, editing, and final draft. Before

writing, we should plan what we are going to write about and the purpose

of the writing. After that, we can start to write. We may produce a number

of writing (draft) and editing in order to get the good writing and that is final

draft. It supports the statement that writing requires some conscious mental

effort and considers various ways of combining and arranging.

From the definition that explain by the expert, can be concluded that

writing is a one-way communication tools by text-making activities, it

means that the writer must generating, arranging and developing ideas in

sentences, drafting, shaping and reading the text and also editing and
 8

revising them so the massage of the text can be understandable by the

readers.

According to Brown (2004: 219), genre of writing can be divided

into three genres; academic writing, job related writing and personal writing.

This research only focusses on academic writing genre. It is because the

importance of academic writing is unavoidable for them who are involved

in academic area which is in this case are students.

A board definition by Swales and Feak (1994: 8) of academic writing

is any writing done to fulfill a requirement of a college or university. It

means that academic writing has a role as an important object in college

education. And essay is one kind of academic writing besides proposal and

thesis.

2. Essay

Anderson and Beveridge (2007: 2) explain that essay is a piece of

structured writing usually written in formal academic writing. A board

definition of essay describes how important this kind of writing is,

especially in academic world. While Oshima and Hogue (1991: 76) define

Essay as a piece of writing several paragraphs long, not just one or two

paragraphs. Just like other kinds of academic writing, the form of essay

should consist more than two paragraphs. Starkey (2004: 12) defines essay

as a document that has a define structure such as introduction, body and

conclusion. Essay at least should have three paragraphs. Thus, the structure

of essay can be fulfilled. In addition, Schwerin (2007) explain that essay

 9

should be a structured treatment of a particular topic, presented in a standard

form and in a readable, fluent and logical manner. An essay is usually a short

piece of writing which is quite often written from an author's personal point

of view. It is a tool that communicates the writer’s ideas and should reflect

the writer’s interest in the topic and sometimes consist of a number of

elements, including: literary criticism, political manifestos, learned

arguments, observations of daily life, recollections, and reflections of the

author.

To conclude the explanation from the expert, can be defined that

essay is a piece of writing that comes from author’s point of view and should

be a structured treatment of a particular topic, presented in a standard form

and in a readable, fluent and logical manner. Essays have become a major

part of a formal education. Secondary students are taught structured essay

formats to improve their writing skills, and admission essays are often used

by universities in selecting applicants and, in the humanities and social

sciences, as a way of assessing the performance of students during

assignment and final exams.

However, there is no universally accepted for the types of essay.

Furthermore, Starkey (2014) divided essay into four types, they are:

a. Descriptive Essay

The aim of descriptive essay is to provide a vivid picture of a

person, location, object, or event. It will offer details that will enable

the reader to imagine the item described.

 10

b. Narrative Essay

The aim of a narrative essay is to describe a course of events

from a subjective vantage point and may be written in first person

present or first person past tense. The focus is often to more clearly

identify the point of view of the narrator.

c. Persuasive Essay

In a persuasive essay, the writer tries to persuade the reader to

accept an idea or agree with an opinion. The persuasive essay should be

written in a style that grabs and holds the reader’s attention, and the

writer’s opinion should be backed up by strong supporting details.

d. Argumentative Essay

Argumentative essays are most often used to address

controversial issues. Serious issue over which there is some evident

disagreement. An argument is a position combined with its supporting

reason.

For many reason, an essay has become very essential in the academic

area. It is a kind of writing style that use academic writing rules that are use

third person singular view, avoiding colloquial words and expression, most

of them have references to support its claim.

The researcher only takes descriptive essay as an instrument to

collecting the data. Beside to facilitate students in writing, it is also because

this kind of essay is the most basic essay and most of student has write this

kind of essay. Thus, it will make the student easier to make an essay and
 11

focus on the use of linking words. In writing an essay there are many aspects

that should be noticed, one of them is ability to using linking words.

3. Linking Words

a. Definition of linking words

Biber (2002: 356) distinguish linking adverbials that perform a

connecting function, showing the relationship between two units of

discourse, which may be sentences, units larger than a sentence and also

units smaller than a sentence. It means that linking words are some

words that used to show relationships between ideas by connecting two

or more clauses (units smaller than a sentence), sentences or paragraph

(units larger than a sentence).

Meanwhile Swales and Feak (1994: 22) explain that linking

words and phrases can help a writer to maintain flow and establish

relationships between ideas. It means that by using linking words, the

writer can describe the ideas in the writing well to the reader. So, the

reader can clearly understand what the objection from the writing is.

Based on the definition that given by the expert, it can be

concluded that linking words are some words that used to maintain flow

and establish relationships between ideas by link or connecting two or

more clauses, sentences or paragraphs.

 12

b. Purpose of linking words

Linking words perform an important function in writing. They

help the writer fluency in English, as they help to create longer

sentences. They relate sentences and paragraphs to eventually create a

cohesive and coherence text. They also signal to the reader the direction

the writer is taking by connecting the ideas within a paragraph and

providing a bridge between paragraphs. Some can be used to link

paragraphs and others can only be used to link ideas within the

paragraph.

c. Typical of linking words

Here there are several explanations from the expert about kinds

of linking words. Biber (2002: 389-391) classify linking words into six

major semantic categories, they are; Enumeration and Addition,

Summation, Apposition, Result/inference, contrast/concession, and

transition.

According to Blakey (1997) The main linking words and

phrases are grouped according to the three basic connectives and

(enumeration, addition, comparison, transition, summary, reference,

example, result, place, time), or (reformulation, replacement), but

(contrast, concession). Furthermore, Azar (2006: 385-402) classify

linking words into three major, they are; cause and effect, contrast, and

condition.
 13

In addition, Beaumont and Granger (1989: 160-164) classify

linking words into four major, they are; time, contrast, reason & result,

and purpose. Moreover, Onwuegbuzie and Frels (2016: 337) identified

a typology of transition words and phrase into twelve dimensions of

linking words, they are; add information/provide similarity (e.g. further,

moreover), narration (e.g. initially, suddenly), provide emphasis (e.g.

specifically, particularly), contrast ideas (e.g. however, although),

summarize previous information (e.g. in summary, in other words),

provide a result (e.g. therefore, consequently), express purpose (e.g.

with this in mind, to this end), sequence previous ideas (e.g. first, the

former), provide a reason (e.g. because, in as much as),

space/location/place (e.g. alongside, wherever), time (e.g. presently,

meanwhile), and provide examples (e.g. for instance, as an example).

Meanwhile Swales and Feak (1994: 22) distinguish linking

words into three majors based on their word status, they are;

subordinators (e.g. although, even though, because), sentence

connectors (e.g. furthermore, in addition, moreover) and phrase linkers

(e.g. in addition to, despite, in spite of). Not too different with Swales

and Feak, Oshima and Hogue (2006: 27) use the terms transition

signals: transition phrases (e.g. in addition, on the other hand, in

contrast), conjunctive adverbs (furthermore, moreover, still, otherwise),

coordinating conjunctions (and, but, yet), subordinating conjunctions

 14

(although, though, if), others (another (+ noun), an additional (+ noun),

in spite of (+ noun), despite (+ noun).

Based on the explanation that given by the expert, it can be

concluded that there are at least ten typical of linking words of linking

words, they are; enumeration, addition, summation (summary),

apposition (example), result/inference, time, place, contrast,

concession, and transition. Each of it has a different function even

though there are several words has more than one functions.

Semantic
NO. Use Linking Words
Categories
first(ly), second(ly), thirdly, finally,
to enumerate (list) lastly, in the first/second place, first of
1 Enumeration
pieces of information all, for one thing … for another, to
begin with, next, then
in addition, additionally, similarly,
to signal the addition of
2 Addition and, also, by the same token, further,
items to a list
furthermore, likewise, moreover
to indicate ‘that a unit of
in sum, to sum up, to conclude, all in
discourse concludes or
3 Summation all, in conclusion, overall, to
sums up points made in
summarise
the preceding discourse
to show that the
following piece of text in other words, for example/as an
is equivalent to, or example, for instance, e.g., which is to
4 Apposition
included in, the point say, that is to say, that is, i.e., namely,
made in the preceding viz., specifically, or
discourse
to show ‘that the second
unit of discourse states
consequently, thus, hence, because, so,
5 Result/inference the results or
therefore
consequence of the
preceding discourse
after a while, afterwards, once, at last,
presently, at that time, previously, at
the same time, shortly, before,
6 Time refers to other studies
simultaneously, currently, since,
earlier, soon, eventually, subsequently,
formerly, thereafter, in the meantime,
 15

until, in the past, until now, initially,

whenever, later, while
above, in front, adjacent, in the
background, at the side, in the
refers to things in or
7 Place foreground, behind, there, below, to
outside the document
the left, elsewhere, to the right, here,
wherever
in contrast, alternatively, on the other
to mark some kind of hand, on the other side, conversely,
contrast or conflict instead, on the contrary, at any rate, by
8 Contrast
between information in comparison, however, in the same
different discourse units way, both . . . and . . .,
correspondingly, equally, too, but
to signal ‘that the
subsequent discourse though, although, anyway, anyhow,
expresses something besides, nevertheless, nonetheless,
9 Concession
contrary to the still, in any case, at any rate, in spite of
expectations raised by that, after all, yet
the preceding clause
to show ‘the insertion of
an item that does not by the way, incidentally, by the by,
10 Transition
follow directly from the meanwhile, now
previous discourse

Table 1. Typical of Linking Words

4. Concept of Errors

a. Errors and Mistakes

In order to analyze the errors, it is necessary to make distinction

between errors and mistakes. According to Ellis, errors reflect gaps in

a learners’ knowledge; they occur because the learner does not know

what is correct. While, mistakes reflect occasional lapses in

performance; they occur because, in particular instance, the learner is

unable to perform what he or she knows (Ellis, 1997; 17).

The definition above shows that mistake is a fault which is made

by the learner and he or she can make correction. Meanwhile, error is a

 16

fault which is made by the learner, and he or she is unable to make

correction. Brown (1980: 163) stated that ‘a mistake refers to a

performance error that is either a random guess or a slip in that it is a

failure to utilize a known system correctly. Meanwhile, error is a

noticeable deviation from the adult grammar of a native speaker,

reflecting the interlanguage competence of the learner’.

From the definitions above, can be concluded that error is a

systematic and noticeable deviation in learner language from the

grammar of a native speaker which results from lack of knowledge of

the correct rule. It reflects the interlanguage competence of a learner

and consistently made by a learner who is unable to make correction.

And mistake is a deviation in learner language which results from the

failure to perform learners’ competence and to utilize a known system

correctly but they are able to correct their fault.

b. Typical of Errors

According to Dulay (1982) errors are classified into four types

based on the Surface Strategy Taxonomy, they are:

1) Omission

Omission errors are characterized by the absence of an item

that must appear in a well-formed utterance. Learners make an

incomplete sentence by omitting any morphemes. According to

Dulay (1982: 150), omission has two types of morphemes that are

omitted more than others, they are content morphemes and

 17

grammatical morphemes. Content morphemes are morphemes

that have meaning like nouns, verbs, adjective, and adverbs.

While grammatical morphemes are little words that have minor

play in sentences like noun and verb inflection, articles,

auxiliaries, and preposition. Grammatical morphemes also more

frequently omitted than content morphemes.

2) Addition

Addition is the opposite of omission. It is characterized by

the presence of an item which must not appear in a well-formed

utterance. There are three types of addition, they are:

a) Double marking, two items rather than one are marked for

the same feature.

b) Regularizations, a marker that is typically added to a

linguistic item is erroneously added to exceptional items of

given class that do not take a marker.

c) Simple addition, if an addition error is not a double marking

or regularization, it is called a simple addition.

3) Misinformation

Misinformation is characterized by the use of wrong form

of the morpheme or the structure.

4) Misordering

Misordering errors are characterized by the incorrect

placement of morpheme or a group of morphemes in the

 18

utterance. Learners might ignore the correct structure of each

sentence used in the target language.

c. Sources of Error

Based on Brown (1980: 66) Errors arise from several possible

general sources, namely interlingual errors of interference from the

native language, intralingual errors within the target language, the

sociolinguistic context of communication, psycholinguistic and

cognitive strategies, and no doubt countless affective variables.

1) Interlanguage errors

According to Chaistain quoted by Sururi (1996: 12),

interlingual errors are caused by the interference of the mother

tongue which has something to do with a contrastive analysis

hypothesis that aims at describing the differences and similarities

between the two languages with a view to predicting possible

learning problems.

2) Intralanguage errors

The second sources of errors that will be discussed in this

final project is what is called intralaguage (intralingual) source of

errors. Here, Brown considers the significance of the intralingual

source of errors, namely those which occur within the target

language itself. According to Richard (1974: 6), these types of

errors are direct result of the learner’s attempt to create language

system he is hearing.
 19

d. Error Analysis

In learning and using a foreign language, one of the most

inhibiting factors is the fear of making mistakes or errors. The making

of errors is a sign that students have not yet mastered the rules of the

language being learned. To cope with this problem, one of the strategies

widely used by linguist is error analysis. Brown (1980: 166) says that

error analysis is the study of students’ error which can be observed,

analyzed, and classified to reveal something of the system operating

within the learners. Brown’s point of view implies that error analysis is

useful for the teacher. Error analysis will show teachers some problems

confronting the students. It is an advantage that error analysis may be

tracked down to the importance of students’ errors.

According to Johansson (1975: 248), “An analysis of the

learner’s error gives the teacher evidence of the learner’s competence

in the foreign language.” The teachers will also gain information

concerning learner’s difficulties at different levels. Such information is

important for the planning of courses and the constructions of the

teaching materials.

In addition, it is necessary to discuss error analysis for teaching

English as a foreign language. English teachers should know error

analysis because it becomes a useful key to understanding the process

of foreign language acquisition. They should know how the target

language is learnt or acquired and what the best strategy the learners
 20

employ in order to master the target language. By conducting a

systematic study of error, they may improve their teaching method and

attempt to find some answers or solutions to solve some problems faced

by their students.

From the definition above, can be concluded that error analysis

is a methodology for investigating learners’ competence in acquiring a

second language acquisition or a foreign language. It describes learners’

interlanguage and can be used to identify the possible mistakes or errors

that are made by students.

C. Conceptual Framework

In this research, the researcher would like to analyze the students’ error

in using linking words in writing an essay and the result of it will be presented

in Chapter IV.
Writing

Academic
Writing

Essay

Descriptive
Essay

Linking Words

Students’ Errors

Figure 1. Conceptual Framework

 21

From the analyze, the researcher would show the students’ ability in using

linking words including the most domain linking words using and the most

domain errors makes by the students in their essay. The researcher would tell

the students to write an essay as an instrument for collecting the data. The

researcher would limit to only write descriptive essay. After that the researcher

would analyze the linking words that use by the students in their essay to find

the error.
 CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, the researcher did a descriptive quantitative research.

This study did not provide treatment, manipulation or alteration of independent

variables, but describes a condition as it was. Description of conditions using

numbers. This method was used to obtain data from a certain place naturally,

but the researcher conducts treatment in collecting data by giving a test. This

research is very important as an introduction to further research.

This research studying specifically case, so the result of this study

cannot be used to represent students from other university’s ability in using

linking words. It was only relevant to the fifth students of Muhammadiyah

University of Makassar in the academic year of 2018/2019 and their errors in

using linking words.

B. Population and Sample

The population of this research were the fifth semester of undergraduate

students from English major of Muhammadiyah University of Makassar in the

academic year of 2018/2019 which consists of 10 classes. Each of them

consists about 35-38 students. Thus, the total number of the population are 380

students. The researcher choose 43 students randomly as the sample. The

reason to choose them in addition to limit the sample so the researcher can cut
 23

more time, it also because they have already learnt four course writing subjects

(writing 1, writing 2, writing 3, and essay writing).

C. Variables of the Research

The variables in this research were divided into two, they were linking

words and dominant error. Linking words became the first variable in this

research even though the dominant error was the main topic on this research

but to find out the error in this research should be through linking words used

as the instrument.

D. Research Instrument

Instrument was a tool that used by an observer when he applied certain

method to collect data. There are two kinds of instruments: test and non-test

instrument. In this case, test was the compatible instrument to use in data

collecting. Test was a sequence of questions or exercise and other instruments

which were used to measure skill, intelligence, aptitude/talent that was had by

students.

There were three kinds of test, they were: An aptitude test, serves to

indicate an individual’s facility for acquiring specific skills and learning. A

general proficiency test, serves to indicates what an individual is capable of

doing now (as the result of his cumulative learning experiences), thought it may

also serve as a basis for predicting future attainment. An achievement test,

serves to indicate the extent to which an individual has mastered the specific

skills or body of information acquired in a formal learning situation.

 24

In this case, to get the required data, the researcher used a general

proficiency test. The instrument of this research was the free writing essay test

made by the students which applied as the data to analyze and describe the

ability of the students in using linking words.

E. Data Collection Procedure

In conducting this research, the researcher used some procedure as

follows:

1. Introduction between the researcher and the students. The researcher came

to the field, explain about essay and linking words were to refresh the

students’ knowledge about it.

2. Then the researcher told the students to write an essay accordance with the

rules that explained in the instrument. To collect the data, the researcher

applied a general proficiency test to find out the most dominant kinds of

linking words and the most dominant errors that used and made by students

in writing essay.

3. After that the researcher collected their works then analyzed and described

the most dominant kinds of linking words and the most dominant errors

that used and made by the students. In this way, the researcher tried to get

the data as objective as possible.

F. Data Analysis

After writing essay test was conducted, the data were analyzing. There

were four steps in analyzing the data:

 25

1. Coding

Coding means to change the information into symbols either in

letter or in number. It was necessary to organize the data and to make them

easier to be analyze. Here, the researcher transcribed students’ essay and

compare them with common linking words (modified from Biber, 2002;

Blakey, 1997; Azar, 2006; Beaumont and Granger, 1989; Onwuegbuzie

and Frels, 2016; Swales and Feak, 1994; Oshima and Hogue, 2006).

2. Organizing

After the data were coded, they must be organizing. The data,

which were not organize properly, would be difficult to be read and

understand. The researcher identified students’ errors in using linking

words and the most dominant kinds of linking words that used by the

students, then grouped them into separate divisions.

3. Counting

After the students’ data had been grouped into separate division,

the researcher employed the percentage the data to find out the most

dominant kinds of linking words and the most dominant errors that used

and made by the students. The researcher employed the percentage

descriptive analysis to count all errors by using a simple formula as

follows:

𝐹𝐼
𝑃𝐼 = × 100%
𝑁

Where PI : the proportion of frequency of occurrence of errors

FI : the absolute frequency of types of errors

 26

N : the total number of possible errors

𝐹𝐼
𝑃𝐼 = × 100%
𝑁

Where PI : the proportion of frequency of occurrence of LWs used

FI : the absolute frequency of types of errors LWs used

N : the total number of possible LWs used

4. Tabulation

It was an activity of summarizing all data which put into a table. It

could be done only when the coding, the organizing, and the counting of

the data were finished. Sometimes the counting of the data could be done

at the same time with tabulation. The data that have been analyzed would

gave us an abstract description about the matter we wish to know. The

result of the data analysis would answer the problems of the study as stated

in Chapter I.
 CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The findings are presented the errors in the use of linking word and

the most dominant kinds of linking words of the fifth semester students of

Muhammadiyah University of Makassar in their descriptive essay. There

were total 43 sample of essays that the researcher got from the students. The

researcher identified all the errors that found in students’ essay by using the

Surface Strategy Taxonomy. While to identify the kinds of linking words,

researcher compared with common linking words modified by the experts.

In analyzing the errors in the using linking words and the most dominant

kinds of linking words in the students’ essay, the researcher applied the

procedure.

1. Dominant Type of Errors

In this case, there were four types of error which are omission,

addition, misinformation and misordering. Then addition divided into

three types which are double marking, regularizations and simple

addition but only the last type that appear in students’ essay. The

frequency and percentage of each types of error were as follows:

 28

Number of Percentage
NO. Types of Errors
Errors %
1 Omission (O) 4 12.50%
2 Addition (A) 11 34.38%
3 Misinformation (Mi) 13 40.63%
4 Misordering (Mo) 4 12.50%
Total 32 100%
Table 2. The Frequency and Percentage of Errors

PERCENTAGE (%)

Mo O
12% 13%

A
Mi 34%
41%

Figure 2. The Distribution of Errors Percentage

As seen in text above, there are 32 errors in the use of linking

words in 43 essays that could be found by the researcher from the fifth

semester students of English major of Muhammadiyah University of

Makassar. However, the researcher also found many errors in essay.

From the result of counting, misinformation errors became the most

dominant type of errors with 13 times (40.63%). The second dominant

error was addition errors with 11 times (34.38%). Then the last was

omission and misordering errors with 4 times (12.50%) each.

 29

Types of Errors
14

12 13

10 11

4
4 4
2

0
Omission (O) Addition (A) Misinformation (Mi) Misordering (Mo)

Figure 3. The Distribution of Errors

a. Omission

The researcher found 4 errors in the students’ essay or 12.50% in

this type of errors.

b. Addition

The researcher found 11 errors in the students’ essay or 34.38%

in this type of errors. It became second frequent type of error in

this research.

c. Misinformation

The researcher found 13 errors in the students’ essay or 40.63%

in this type of errors. It also became the most frequent type of

error in this research and make it the most dominant error of using

linking words made by student.

 30

d. Misordering

The researcher found 4 errors in the students’ essay or 12.50% in

this type of errors. It became third or the last frequent type of error

in this research along with omission error.

2. Dominant Kind of Linking Words

In the other side, there were ten kinds of linking words that

the researcher decided from the several expert opinions (Biber, 2002;

Blakey, 1997; Azar, 2006; Beaumont and Granger, 1989; Onwuegbuzie

and Frels, 2016; Swales and Feak, 1994; Oshima and Hogue, 2006),

which are enumeration, addition, summation (summary), apposition

(example), result/inference, time, place, contrast, concession, and

transition. The frequency and percentage of each types of linking words

were as follows:

Types of Linking Number of

NO. Percentage %
Words Uses
1 Enumeration
First 2 0.47%
Second 1 0.23%
Next 3 0.70%
Then 4 0.94%
Last 1 0.23%
Finally 2 0.47%
Total 13 3.05%
2 Addition
In addition 2 0.47%
Similarly 1 0.23%
and 221 51.88%
 31

also 36 8.45%
Furthermore 5 1.17%
Moreover 5 1.17%
Total 270 63.38%
3 Summation
Total 0 0%
4 Apposition
For Example 1 0.23%
Namely 1 0.23%
Or 22 5.16%
Total 24 5.63%
5 Result
Because 17 3.99%
So 5 1.17%
Therefore 1 0.23%
Total 23 5.40%
6 Time
Until now 2 0.47%
While 4 0.99%
Before 2 0.47%
Since 2 0.47%
Until 2 0.47%
Total 12 2.82%
7 Place
Above 2 0.47%
In front 2 0.47%
Wherever 1 0.23%
Total 5 1.17%
8 Contrast
On the other side 1 0.23%
However 3 0.70%
 32

Both…and… 11 2.58%
But 36 8.45%
Total 51 11.97%
9 Concession
Although 3 0.70%
Besides 2 0.47%
Still 12 2.82%
Total 17 3.99%
10 Transition
Meanwhile 1 0.23%
Now 10 2.35%
Total 11 2.58%
TOTAL 426

Table 3. The Frequency and Percentage of Linking Words Uses

Enumeration
Addition
summation
Apposition
Result
Time
Place
Contrast
Concession
Transition

Figure 4. The Distribution of Linking Words Percentage

As seen in table above, there were 426 linking words that

appear in 43 essays that could be found by the researcher from the fifth

semester students of English major of Muhammadiyah University of

 33

Makassar. However, from the result addition became the most

dominant type of linking words with 270 times (63.38%). The second

dominant type was contrast with 51 times (11.97%). Then the third

dominant type was apposition with 24 times (5.63%). The forth

dominant type was result with 23 times (5.40%). The fifth dominant

type was concession with 17 times (3.99%). The sixth dominant type

was enumeration with 13 times (3.05%). The seventh dominant type

was time with 12 times (2.82%). Then the next type was transition with

11 times (2.58%). Then the next before the last dominant type was place

with 5 times (1.17%). And the last was summation with there was not

appear at all in students’ essay (0%).

Types of Linking Words

Transition 11

Concession 17

Contrast 51

Place 5

Time 12

Result 23

Apposition 24

summation 0

Addition 270

Enumeration 13

0 50 100 150 200 250 300

Figure 5. The Distribution of Linking Words Uses

a. Enumeration

The researcher found 13 times this type of linking words that

appear in the students’ essay or 3.05%.

 34

Enumeration
4,5
4
3,5
3
2,5
2
1,5
1
0,5
0
First Second Next Then Last Finally

Figure 6. The Distribution of Enumeration

b. Addition

The researcher found 270 times this type of linking words that

appear in the students’ essay or 63.38%. It also became the most

frequent type of linking words in this research and make it the most

dominant kind of linking words made by student.

Addition

Moreover

Furthermore

also

and

Similarly

In addition

0 50 100 150 200 250

Figure 7. The Distribution of Addition

 35

c. Summation (Summary)

The researcher did not find this type of linking words appear in the

students’ essay or 0%. It became last frequent type of linking words

in this research.

d. Apposition (Example)

The researcher found 24 times this type of linking words that

appear in the students’ essay or 5.63%. It became third frequent

type of linking words in this research.

Apposition
25

20

15

10

0
For Example Namely Or

Figure 8. The Distribution of Apposition

e. Result/inference

The researcher found 23 times this type of linking words that

appear in the students’ essay or 5.40%.

 36

Result
18
16
14
12
10
8
6
4
2
0
Because So Therefore

Figure 9. The Distribution of Result

f. Time

The researcher found 12 times this type of linking words that

appear in the students’ essay or 2.82%.

Time
4,5
4
3,5
3
2,5
2
1,5
1
0,5
0
Until now While Before Since Until

Figure 10. The Distribution of Time

 37

g. Place

The researcher found 5 times this type of linking words that appear

in the students’ essay or 1.17%.

Place
2,5

1,5

0,5

0
Above In front Wherever

Figure 11. The Distribution of Place

h. Contrast

The researcher found 51 times this type of linking words that

appear in the students’ essay or 11.97%. It became second frequent

type of linking words in this research.

Contrast

But

Both…and…

However

On the other side

0 5 10 15 20 25 30 35 40

Figure 12. The Distribution of Contrast

 38

i. Concession

The researcher found 17 times this type of linking words that

appear in the students’ essay or 3.99%.

Concession
14

12

10

0
Although Besides Still

Figure 13. The Distribution of Concession

j. Transition

The researcher found 11 times this type of linking words that

appear in the students’ essay or 2.58%.

Transition

Now

Meanwhile

0 2 4 6 8 10 12

Figure 14. The Distribution of Transition

 39

B. Discussion

Discussions are presented as the way to discover the ideas related

to the findings, previous study and correlated theories. The finding shown

that the fifth semester students of English major of Muhammadiyah

University of Makassar used linking words in their essay. This indicate what

has been observed in previous studies that “ideas are overtly linked

throughout the essay. Use cohesive device (such a logical connectors) is

always accurate. Compound and complex sentences are used accurately to

create clear connections across sentences and paragraphs” (Gennaro, 2016:

13).

From the findings, it was known there were 426 times linking

words that appear in the students’ essay. Addition became the most

dominant type of linking words that used by the students with 270 times.

“And” became the most frequent linking words that appear in addition types.

This is another indication of what has been observed in previous study that

“the appropriate use of particular linking words depends on the organization

of the essay” (Apse and Farneste, 2018).

From the findings, it was also known that there were nine types

of linking words that appear in students’ essay from ten types. The only type

of linking words that did not appear was summation (summary). This is

another indication of what has been observed in previous study that

”considering the linking words and phrases these authors recommend to be

used in each type of essays and organizational patterns, it can be observed

 40

that the same groups of linking adverbials are common for several essay

types and organizational patterns, for example, to illustrate, to persuade and

to argue, enumeration linking adverbials are used, and all essays are

recommended to be finished with the summation linking words and phrases”

(Apse and Farneste, 2018). It is allowing us to assume why the summation

(summary) types did not appear in students’ essay. Students’ essay was a

descriptive essay and as we know descriptive essay did not use to persuade

(persuasive essay) or to argue (argumentative essay), it is just to describe a

thing.

Even the total numbers of linking words uses were 426 times, the

kind of words that appear only 35 types of word from total 120 types of

word that found by the researcher. Which means that the students only use

several linking words that they have known and compatible with the kind of

essay. This indicate what has been observed in previous studies that “at a

proficient user’s level, linking words and phrases are not among very

frequently used discourse markers to keep the written text coherent and

unified” (Apse and Farneste, 2018).

On the other side, the finding also shown that the fifth semester

students of English major of Muhammadiyah University of Makassar made

errors in their essay. Learners’ errors need to be analysed because they

provide significant information to the researcher about the language

acquisition process, to the teacher – ‘how far towards the goal the learner

has progressed’, and the learner can also learn from them (Corder, 1967:
 41

161). The explanation from Corder are related to the significance of this

research.

From the findings, it was known there were 32 errors that made

by the students in their essay. Misinformation error became the most

dominant types of error with 13 errors. All of the observed errors may be

classified as intralingual errors base on the source of the error, which

coincides with conclusion that more advanced learners mainly demonstrate

intralingual errors (Apse and Farneste, 2018). It also related to Heydari and

Bagheri (2012: 1588) as learners’ progress in acquiring the norms of the

target language, more and more intralingual errors are manifested.

The findings shown that only 32 errors that found in the students’

essay from total 457 linking words that appear (426 was correct uses). That

was a small number of errors which related to Ngadda and Nwoke (2014:

13) their research indicates that errors in the use of connectives appear to be

the least frequent ones. Which mean that beside this research only focus on

the errors in the using of linking words, it also because error in use of

connectives, like linking words, is one of infrequent one.

As seen also in the findings, there are four types of error that occur

in the students’ essay and the sources of those errors was intralanguage

errors, which means that the sources of errors came from target language

itself, in this case English. It was because all types of error that occur in the

students’ essay were in the English essay form and English was the target

language from the students where Indonesian was the source language of
 42

them. It supported the statement form Apse and Farneste (2018) that the

main type of errors found in the essay is intralingual errors. The

intralanguage errors are caused by overgeneralization, ignorance of rule

restriction, incomplete application of rules, and false concept hypothesized.

Because the research was only focused on error in using linking words, so

there are only three possible cause that became the cause of the errors

besides false concept hypothesized.

From all discussion above, it can be summarized that the fifth

semester students of English major of Muhammadiyah University of

Makassar who learn English as foreign language tend to use linking words

in their essay specially addition, contrast and apposition type which consist

the basic linking words (and, or, but). However, the most dominant still

addition types. It allows us to assume that the result of this research correlate

with the research observations mentioned in Apse and Farneste (2018) the

main findings of the research indicate that proficient users of a language

tend to use linking words and phrase appropriately.

The students also tend to make some errors, especially

misinformation errors that become the most frequent error that found by the

researcher. It allows us to assume that the result of this research correlate

with the research observations mentioned in Apse and Farneste (2018) the

students demonstrate good knowledge and skills of the use of appropriate

linking words and phrases in illustration essays as there are rather few errors

observed. And also related to another Apse and Farneste (2018) knowledge
 43

and skills of how to use LWPs properly do not result in the overall

correctness of a written text and the students’ ability to express themselves

comprehensively and without errors.

 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the research, doing the analysis and presenting the

result, the researcher could draw some conclusions. The conclusions of this

study presented as follows:

1. Based on the finding of the analysis, it can be seen that the students’ used

total 457 linking words, 426 correct uses and 32 errors. The findings shown

total 426 linking words that found by the researcher which consist of 13

enumerations (3.05%), 270 additions (63.38%), 0 summations (0%), 24

appositions (5.63%), 23 results (5.40%), 12 times (2.82%), 5 place

(1,17%), 51 contrasts (11.97%), 17 concessions (3.99%) and 11 transitions

(2.58%). Addition became the most dominant kind of linking words that

found by the researcher with the word “and” became the most frequent

linking words. While summation is the most infrequent kind of linking

words of all.

2. Based on the errors that occur in the students’ essay, source of those error

was intralanguge errors. The findings shown total 32 errors appear in the

students’ essay which is consist of 4 omission errors (12.50%), 11 addition

errors (34.38%), 13 misinformation errors (40.63%) and 4 misordering

errors (12.50%). Misinformation errors was the most dominant kind of

 45

errors that found by the researcher, while omission and misordering were

the most infrequent kind of error of all.

B. Suggestion

The researcher would like to propose some suggestions. It is expected

that the result of this research will hopefully give a new idea for a better

teaching and learning process especially in teaching writing in the English

major of Muhammadiyah University of Makassar.

1. For lecturers

The researcher suggested the lecturers of English major to pay more

attention of their students’ ability in using linking words especially the

errors in using it. The lecturers can use interesting technique in teaching

process to increase students’ ability and decrease students’ errors. This

research can be used as a reference to developing a new teaching method

which can be applied in a lesson plan.

2. For students

As the students, make errors in the writing essay is normal, include error

in the use of linking words, they have to learn more about the function of

the linking words and how to use them. This research can be used as

learning materials for self-teaching.

3. For the next researchers

The researcher expected that the result of this study can give an

informative input to the next researchers who probably conduct similar

research variable.
 46

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Muhammadiyah Makassar
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INSTRUMENTS FOR COLLECTING DATA

Error Analysis on the Use of Linking Words in Writing Essay

(A Descriptive Quantitative Research of the Fifth Semester Students of

Muhammadiyah University of Makassar in the Academic Year 2018/2019)

INSTRUCTION:

1. Write a descriptive essay that consist of at least 3 paragraphs.

2. Each paragraph consists of at least 4 sentences.

3. Pay more attention on the linking words uses.

4. You may look up to your dictionaries in case there are some vocabularies which

you are not familiar with.

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 CURRICULUM VITAE

The writer, Raeysha Alqadry Dhanufebry was born on

February 1st, 1996 in Enrekang, South Sulawesi. He is the first

son from two siblings from the marriage of Saifullah and

Sajarah. He began his study at SDN 1 Enrekang in 2002 and

graduated in 2008. Then he continued his education at MTs Rahmatul Asri

Enrekang in 2008 and graduated in 2011. Afterwards, he continued his study at

SMAN 1 Enrekang in 2011 and graduated in 2014. In year 2014, he was registered

as a student of English Education Department of Teacher Training and Education

Faculty of Muhammadiyah Makassar University. At the end of his study, he could

finish his thesis by the title Error Analysis in the Use of Linking Words in Writing

Essay of the Fifth Semester Students of Muhammadiyah University of Makassar.

Email: reytherad@gmail.com