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AN ANALYSIS OF GRAMMATICAL ERRORS IN ADJECTIVE CLAUSE MADE BY THE TENTH GRADE STUDENTS OF MA UNGGULAN ULUMIYYAH JATIROGO - TUBAN

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ABSTRACT

Lutfi, Mukhamad Abdullah. 2015 : An Analysis of Grammatical Errors in Adjective Clause Made by the Tenth Grade Students of MA Unggulan Ulumiyah Jatirogo Tuban.
Advisor : Fathul Muin, M.Pd.
Key Words : Grammatical errors, Adjective clause

An adjective clause as part of a complex sentence is one of topics taught in Senior High School. The difficulties of the students in learning adjective clause sometimes bring errors. The study of learner?s errors is needed because the result of the study gives some contributions on attempts to deal with the students? difficulties.
The aims of this study are: (1) to classify the types of grammatical errors in adjective clause made by the students. (2) To analyze the causes of grammatical errors in adjective clause made by the tenth grade students. This study was done on May 30th 2015. This study is based on combination of descriptive quantitative and qualitative design. The subject of this study is the tenth grade students of MA Unggulan Ulumiyyah Jatirogo Tuban in second semester 2014/2015. The sample which is chosen randomly is 24 students in class X-B. The result of this study shows that the students still make a lot of errors. From the calculation of grammatical errors, errors in relative pronoun who and whom are the highest of all the errors with quantity 44 out of 195 or 22.56% errors, and the lowest is errors in relative pronoun why with quantity 16 out of 195 or 8.20% errors. Based on the surface strategy taxonomy proposed by Heidi Dulay, the most error is occurred in misformation with number 120 out of 236 errors or 50.84%. This means that the learners have wrong concept in applying the grammatical rules, so that, they misform the structure of sentence. Based on data analysis, there are four causes of errors, they are: over-generalization, ignorance of rules restriction, incomplete application of rules and false concept hypothesized. The most frequently caused is false concept hypothesized. This means that the students usually misinterpret the use of certain structures of the target language. By knowing the area of errors made by the students, the writer hope it can give feed back to the teacher to predict more effective teaching methods for the next teaching.

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Tuban : Unirow., 2015

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Indonesia

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