AN ERROR ANALYSIS ON DEPENDENT CLAUSES MADE BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF AHMAD DAHLAN UNIVERSITY

AN ERROR ANALYSIS ON DEPENDENT CLAUSES MADE BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF AHMAD DAHLAN UNIVERSITY

ABSTRACT

This thesis is a research report about error analysis on dependent clauses made by the fourth semester students of English Education Study Program of Ahmad Dahlan University.The objectives are to identify and to describe the kinds of grammatical errors and to find the causes or sources of those errors.

The population of this study consists of 408 students of the fourth semester students of English education study Program of ahmad Dahlan University. The sampling used is proportioate random sampling technique. The sample is 25 % of populatio. To collect the data needed, the researcher analyzed the mid- examination papers of the writing subject from some lecturers. The writer uses descriptive qualitative method to anlyze the data.

Some important findings are reported as follows: from the data collected, the total sentences are 1500 sentences. There are 680 dependent clauses or 45. 333 % dependent clauses from the total of sentences. In the dependent clauses, there are 100 dependent clauses errors or 14, 705 % of the total number of dependent clauses, while the total of correct dependent clause is 580 or 85. 294 % of the total number of dependent clauses.The errors are described into the errors in using relative pronoun, the errors in using connectors, and the errors in subject- verb agreement. Those errors are distributed into addition, omission, and missformation. The addition happens because the students add the items which should not appear in a well- formed utterence. The omission is caused by the students who omit the items that must appear in a well- formed utterence. Misformation is caused by the use of the wrong form of the morpheme or structure. The causes or sources of errors are interlingual transfer (the interference of mother tongue) and intralingual transfer (over- generalization and ignorance of rule restrictions). It is caused by interlingual transfer because the students are still influenced by their first language, while intralingual transfer is caused by the complexity of the role of English sentence itself. Intalingual transfer causes over- generalization because the students create a deviant structure on the basis of his experience of other structures in the target language. It also causes ignorance of role restrictions because the students fail the restrictions or existing structures, that is, the application of the rules to context where they do not apply.