CHAPTER I INTRODUCTION
In this chapter, the background
of the study, the statement of the problems, object of the study, scope of
limitation of the study, significance of the study, and the definition of the
key terms are discussed.
1.2 Background of the Study Any
language has its own system which is different from one another. As a foreign
language, the system of English is different from Indonesian language.
Therefore English is considered
difficult to be learned. Corder (1950:22) said that it still remains to be
shown that the process of learning second language is fundamentally different
nature from the process of primary acquisition.” As the learner of foreign language, students
especially from English department expect to master English not only in one
skill but also in any kinds of skills, as in listening, speaking, and writing.
However they still have some difficulties using it, something like error in
applying their second language as like English.
Corder (1967:20) said” we live in an imperfect world; consequently errors
will always occur in spite of our best effort. It seems reasonable they make some
errors.
Students’ errors may occur in
different components of language: in Grammar, lexicon, or pronunciation. In
other words, students’ errors occur in different
linguistics categories such as phonology, morphology, syntax, and discourse.
One language component which is
crucial to be considered is grammatical structure. One of which is
morphology. Morphological item is one of
the important things dealing with word formation, as said in (Frank Palmer,
1984: 99) Morphology is essentially the grammar of words and deal with form of
words, the relation between take and took, dog and dogs and etc.
Matthews (1986:55) stated
“Morphology is the subfield of linguistics that studies the internal structure
of words and the interrelationships among words.” Morphology is study of how
words are structured and how they are put together from smaller parts called as
morpheme. Morpheme is the smallest meaningful part of word. Morpheme may either
free or bound morphemes. Free morphemes can stand by themselves, while bound
morphemes never occur in isolation. Free morphemes are usually bases, whereas
bound morphemes are usually affixes.
Yule(in Zuhriyah, 2005: 8) says
that morphemes which can stand by them selves as single word e.g. sit, walk,
door, etc, are called free morphemes. In contras, bound morpheme is morpheme
that cannot stand alone, but typically attached to another form, e.g. –ist,
-ed, -s, etc.
Akmajian et. al.(1984:119) said
“Both derivational and inflectional morphemes are bound forms and are called
affixes”. It shows that there are two kinds of affixes; inflectional and
derivational. Both inflectional and derivational are important factors of
making grammatical sentences. In addition, derivational affixes are one of
efficient way in enlarging ones’ vocabulary. Yet, students often face difficulties in using them appropriately.
The difficulties in applying those affixes show the students’ grammatical
competence in producing the language.
Thus, the students’ difficulty in
learning inflectional and derivational affixes needs more attention. One way to
know the students’ difficulty is by analyzing their errors. As Corder said
“what has come to be known as ‘error analysis’ has to do with the investigation
of the language of second-language learner.
The students’ difficulties in
learning about inflectional and derivational affixes on morphological item have
been examined by several studies; Written by Gabriele Miceli, Rita Capasso,
Alfonso Caramazza(2003).
“The relationships between
morphological and phonological errors in aphasic speech”. The fact that
phonological errors can occur either in isolation or in association with morphological
errors could be attributed to the functional heterogeneity of phonological
errors, and to the separability of the neural substrates involved in processing
various aspects of phonological information.
Akinmade Timothy “Morphological
Errors in the English Usage of Some Nigerian”. The study revealed that (a) the
pupils’ competence in English morphology is very low and (b) the errors were
caused by such factors as the inconsistency in the morphological rules of
English, overgeneralization of rules, misapplication of rules as well as the
interference of the subjects’ mother tongue on English.
Diah (1993), Morphological Errors
Made by Fourth Year Students of the English Department IKIP Malang. She
attempted to study errors on inflectional and derivational affixes. From her
research she found that inflectional errors occurred much more then derivational errors.
On the basis of the Surface Strategy taxonomy, the 176 errors found in the
students’ compositions revealed that the highest frequency of occurrence of
inflectional errors was reached by omission (54.09%), while the highest
frequency of occurrence of derivational errors was reached by
misformation(47.06%).
Anastasia (1989) studied inter
lingual and intra lingual errors in English composition of S1 students of
English department of IKIP Malang. She wanted to identify, classify, and
describe the error in their English writing. She focused on the morphological
and syntactical errors caused by interlingual and intralingual inferences. She
administered free argumentative composition test. She found that the source of
error which most interfered is the interlingual errors in syntax, and the most
difficult grammatical categories are preposition and simple past tense.
Due to the fact that students
commonly face the problems in learning the target language and considers the
importance of teaching learning strategy in producing well-formed sentences.
Most of the previous studies studied about some component of morphological
items such as affixes, Inflectional and derivational dealing with linguistics
categories such as phonology and syntax.
Here the researcher wants to
focus on analyzing the component of Morphological item only not dealing with
other linguistics study as like phonology and syntax; they are about
inflectional affixes and the things related with functional morpheme. It all
will be analyzed by using the theory taxonomy of Dulay.
The researcher conducted this
study to find the answer whether or not the students of English Letters and
Language Department of UIN Malang who were in the fifth semester(2008) face the problems
in learning English as the target language, in learning morphological item as
the word formation. From their compositions she classified it according to the
theory of Dulay; surface strategy taxonomy.
1.2 Statements of the Problem From
the statement above, the researcher wants to explore the following research
problems: 1. What
are the types of Morphological errors found in the students’ essays? 2. What is the most dominant type of
morphological error found in the students’ essays? 1.7 Objectives of the Study The
objectives of the studies are: 1. To
find out the types of morphological errors in the students’ essays.
2. To find out the dominant type of
morphological error in the students’ essays.
1.8 The Scope and Limitation of
the Study To be well focused, the scope and limitation of this study needs to
be classified especially the specific aspects discussed. This study focuses on the morphological error
analysis especially in inflectional
affixes and functional morpheme. The theory of error used in this study
proposed by Dulay starategy taxonomy.
The researcher chooses the
Students’ compositions of English letters and language department of UIN Malang
who were in the fifth semester (2008), when they got final exam in writing III, as the
data sources. She took only 8 writings from them that got trouble on
morphology. Because she wanted to focuse on it.
She does not analyze another
types of error from other writing, since it only analyze morphological error on
8 writings as stated above. And the finding does not picture that all students
in the fifth semester (2008) got trouble in morphology, except the 8 students
whose writing were analized.
1.9 Significance of the Study Hopefully
this study can give contribution to the related study both theoretically and
practically.
1. Theoretical Significance The result of this
study is expected to enlarge the view on linguistics especially on Morphology.
2. Practical significance Besides the
theoretical, the result of this study is also expected to be more practical.
For The students: a. The students who interested on Morphology are
expected to recognize the well-formed or ill-formed word to make understanding
and good sentences in their writing.
For the teacher: a. teacher understand the source of the errors
so that he/she can be aware on giving explanation and example errors on
morphology as appear in finding.
b. Errors tell the teacher how far towards the
goal the learner has progressed and what remains for him to learn (Corder,
1987). It is useful to measure and evaluate the successful of her/his teaching
process.
1.10 The Definition of the Key Terms To
avoid the ambiguity
and misinterpretation in
understanding this study, the researcher provides the following
key terms: 1. Morphology Morphology is
essentially the grammar
of words and
deals with the forms
of words, the
relation between take
and took, dog
and dogs. Frank Palmer (1984:99) 2.
Grammar Error Brown (1987: 170)
defined an error as noticeable deviation from the adult grammar of native
speaker, reflecting the interlingual competence of the learner. They are the
clearest evidence for the learner developing system (Littlewood, 1984: 22).
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