MORPHOLOGICAL ERRORS IN NARRATIVE WRITING OF ELEVENTH GRADE STUDENTS AT MADRASAH ALIYAHNEGERI 2 PALEMBANG E The objectives of the study are 1) to find out the types of morphological errors in students of MAN 2 Palembang in writing narrative composition, 2) to find out the most frequent type of morphological errors made by eleventh grade students of MAN 2 Palembang in their narrative compositions. Thirty nine students of the eleventh grade students at MAN 2 Palembang were assigned to write narrative text in English based on the topic provide minutes. The frequencies of errors were calculated as percentage. In this thesis, the researcher used morphological errors taxonomy based on James to identify the English composition of eleventh grad revealed: 1) The participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. 2) The most frequent type of morphological errors contributed by participants were ‘missele were mainly from first language (L1) transfer rather than second language (L2) intrinsic difficulty. From this study, the writer believe that students’ L1 interferes their L2 in their second language learning. Key words: Morphological errors, narrative composition Introduction People use language to communicate one other. Meyer language is one of many different systems of communication, a system that is to human beings and different from, for instance, the systems of communication that animals employ. It can also be used to express the ideas, opinions, thought and feeling either written or oral. Therefore, language is very useful for people. In learning English, there are four skills; listening, speaking, reading, and writing. From those skills, writing is the most difficult skill among them. As stated by Choudhury(2013, p. 27), the four core language skills MORPHOLOGICAL ERRORS IN NARRATIVE WRITING OF ELEVENTH GRADE STUDENTS AT MADRASAH ALIYAHNEGERI 2 PALEMBANG Sahran Imam UIN Raden Fatah Palembang E-mail :Imam.sahran@gmail.com Abstract The objectives of the study are 1) to find out the types of morphological errors in students of MAN 2 Palembang in writing narrative composition, 2) to find out the e of morphological errors made by eleventh grade students of MAN 2 Palembang in their narrative compositions. Thirty nine students of the eleventh grade students at MAN 2 Palembang were assigned to write narrative text in English based on the topic provided by the researcher. They were asked to write text in 60 minutes. The frequencies of errors were calculated as percentage. In this thesis, the researcher used morphological errors taxonomy based on James to identify the English composition of eleventh grade students of MAN 2 Palembang. This study revealed: 1) The participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. 2) The most frequent type of morphological errors contributed by participants were ‘misselection’. The identified sources of errors were mainly from first language (L1) transfer rather than second language (L2) intrinsic difficulty. From this study, the writer believe that students’ L1 interferes their L2 in their second language learning. : Morphological errors, narrative composition People use language to communicate one other. Meyer (2009, p. 1) language is one of many different systems of communication, a system that is to human beings and different from, for instance, the systems of communication that animals employ. It can also be used to express the ideas, opinions, thought and feeling either written or oral. Therefore, language is very useful for people. arning English, there are four skills; listening, speaking, reading, and writing. From those skills, writing is the most difficult skill among them. As stated by , the four core language skills are listening, speaking, reading 101 MORPHOLOGICAL ERRORS IN NARRATIVE WRITING OF ELEVENTH GRADE STUDENTS AT MADRASAH ALIYAHNEGERI 2 PALEMBANG The objectives of the study are 1) to find out the types of morphological errors in students of MAN 2 Palembang in writing narrative composition, 2) to find out the e of morphological errors made by eleventh grade students of MAN 2 Palembang in their narrative compositions. Thirty nine students of the eleventh grade students at MAN 2 Palembang were assigned to write narrative text in English d by the researcher. They were asked to write text in 60 minutes. The frequencies of errors were calculated as percentage. In this thesis, the researcher used morphological errors taxonomy based on James to identify the e students of MAN 2 Palembang. This study revealed: 1) The participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. 2) The most frequent type of morphological ction’. The identified sources of errors were mainly from first language (L1) transfer rather than second language (L2) intrinsic difficulty. From this study, the writer believe that students’ L1 interferes (2009, p. 1) says that language is one of many different systems of communication, a system that is unique to human beings and different from, for instance, the systems of communication that animals employ. It can also be used to express the ideas, opinions, thought and feeling either written or oral. Therefore, language is very useful for people. arning English, there are four skills; listening, speaking, reading, and writing. From those skills, writing is the most difficult skill among them. As stated by are listening, speaking, reading mailto:Imam.sahran@gmail.com 102 and writing where writing is obviously the most difficult skill for second and foreign language learners to master. He asserts that main reason for this difficulty is the fact that writing is a very complex process which i ideas and translating them into cohesive texts which are readable. However, writing should be learnt by everyone. So, it is possible that everyone can master writing skill. As Hamza which every educated man, woman, and child should be skillful and any one can master it if he goes about it in the right way. Therefore, writing is important skill that needs to be mastered. There are many types expository, and so on. From those texts, narrative is easier to be analyzed. According to Norrish in Hendriwanto and Sugeng (2013, p.61), narrative text is easy to investigate grammatical errors. Therefore, investigate the errors, especially for EFL students. In Indonesia, which English is considered as a foreign language, it is not easy to master writing skill because the students sometimes make errors because of the weaknesses in writing. According to Sarfaz (2011, p.30), the students being weak in English, especially in their writing skills, commit multiple errors as they have been inadequately exposed to learning of L2. She also asserts that committing errors is reflection of a cognitive activity of a learner and tells us a great deal about the internalize process of language production. Errors in writing come from misunderstanding in of language. James (1998, p. 142) misaplication of the ‘lexico would be appropriately to be content to account for lexical and system seperately. Grammar exists in every language including English. According to Subasini and Kokilavani, (2013, p.56), all languages have grammar, and each language has its and writing where writing is obviously the most difficult skill for second and foreign language learners to master. He asserts that main reason for this difficulty is the fact that writing is a very complex process which involves both creating and organizing ideas and translating them into cohesive texts which are readable. However, writing should be learnt by everyone. So, it is possible that everyone can master writing skill. As Hamza(2009, p. 3) states writing is a trade in which every educated man, woman, and child should be skillful and any one can master it if he goes about it in the right way. Therefore, writing is important skill that There are many types of text writing. They are descriptive, narrative, expository, and so on. From those texts, narrative is easier to be analyzed. According to Norrish in Hendriwanto and Sugeng (2013, p.61), narrative text is easy to investigate grammatical errors. Therefore, narrative is chosen as the instrument to investigate the errors, especially for EFL students. In Indonesia, which English is considered as a foreign language, it is not easy to master writing skill because the students sometimes make errors because of the weaknesses in writing. According to Sarfaz (2011, p.30), the students being weak in English, especially in their writing skills, commit multiple errors as they have been inadequately exposed to learning of L2. She also asserts that committing errors is reflection of a cognitive activity of a learner and tells us a great deal about the internalize process of language production. in writing come from misunderstanding in constructing the component (1998, p. 142) asserts, text errors arise from ignorance and misaplication of the ‘lexico-grammatical’ rules of the language. He also says that it would be appropriately to be content to account for lexical and grammatical (sub) Grammar exists in every language including English. According to Subasini and Kokilavani, (2013, p.56), all languages have grammar, and each language has its and writing where writing is obviously the most difficult skill for second and foreign language learners to master. He asserts that main reason for this difficulty is the fact nvolves both creating and organizing However, writing should be learnt by everyone. So, it is possible that states writing is a trade in which every educated man, woman, and child should be skillful and any one can master it if he goes about it in the right way. Therefore, writing is important skill that of text writing. They are descriptive, narrative, expository, and so on. From those texts, narrative is easier to be analyzed. According to Norrish in Hendriwanto and Sugeng (2013, p.61), narrative text is easy to narrative is chosen as the instrument to In Indonesia, which English is considered as a foreign language, it is not easy to master writing skill because the students sometimes make errors because of their weaknesses in writing. According to Sarfaz (2011, p.30), the students being weak in English, especially in their writing skills, commit multiple errors as they have been inadequately exposed to learning of L2. She also asserts that committing errors is a reflection of a cognitive activity of a learner and tells us a great deal about the the component text errors arise from ignorance and He also says that it grammatical (sub) Grammar exists in every language including English. According to Subasini and Kokilavani, (2013, p.56), all languages have grammar, and each language has its own grammar but grammar of English is more complex and diffi According to Shiu (2011, p.2), English grammar is complex, regardless of how “complexity” is defined, it stands to reason that the more complex a grammar structure is, the more difficult it would be for L2 learners to learn. Therefore, l English grammar is commonly not easy and need long process. Most research analysis in writing revealed that most students contribute errors in grammatical aspects in writing than other aspect, such as lexical or discourse. According to Ning, (2012, error that is found in students’ composition than other errors, such as lexical error. Therefore, grammar error in writing process needs more attention and awareness. Grammar is divided in two aspect by James (1998, p. 154), grammar has traditionally been discussed in terms of morphology and syntax, the former handling word structure, the latter handling structures ‘larger’ than the word. So, these two aspects have different function and need different comprehension. From those aspects of grammatical errors (morphology and syntax), morphological errors are the most frequent category that occur in students’ writing. Kovac in his journal reports recorded, morphological errors were the most frequent ones, followed by syntactic and lexical errors which occurred in approximately equal phonological errors constituted in the error corpus. Based on researcher’s preliminary visit, when he did an informal interview to the teacher of English and the students of MAN 2 Palembang, the teacher said that the students had some diffi describe past event, because of the alteration of verb/auxiliary verb from present to past tense. Furthermore, the students said it was hard to choose the types of verb when making paragraphs in p own grammar but grammar of English is more complex and difficult to be taught. According to Shiu (2011, p.2), English grammar is complex, regardless of how “complexity” is defined, it stands to reason that the more complex a grammar structure is, the more difficult it would be for L2 learners to learn. Therefore, l English grammar is commonly not easy and need long process. Most research analysis in writing revealed that most students contribute errors in grammatical aspects in writing than other aspect, such as lexical or discourse. According to Ning, (2012, p.7), in making text errors, there are more grammatical error that is found in students’ composition than other errors, such as lexical error. Therefore, grammar error in writing process needs more attention and awareness. Grammar is divided in two aspects called morphology and syntax. As stated , grammar has traditionally been discussed in terms of morphology and syntax, the former handling word structure, the latter handling ger’ than the word. So, these two aspects have different function and need different comprehension. From those aspects of grammatical errors (morphology and syntax), morphological errors are the most frequent category that occur in students’ writing. in his journal reports (2011, p. 25), from the total number of 3518 errors recorded, morphological errors were the most frequent ones, followed by syntactic and lexical errors which occurred in approximately equal proportion and phonological errors constituted in the error corpus. Based on researcher’s preliminary visit, when he did an informal interview to the teacher of English and the students of MAN 2 Palembang, the teacher said that the students had some difficulties to write paragraphs, especially the paragraphs that describe past event, because of the alteration of verb/auxiliary verb from present to past tense. Furthermore, the students said it was hard to choose the types of verb when making paragraphs in past event, such as narrative text. Therefore, it can be 103 cult to be taught. According to Shiu (2011, p.2), English grammar is complex, regardless of how “complexity” is defined, it stands to reason that the more complex a grammar structure is, the more difficult it would be for L2 learners to learn. Therefore, learning Most research analysis in writing revealed that most students contribute errors in grammatical aspects in writing than other aspect, such as lexical or discourse. p.7), in making text errors, there are more grammatical error that is found in students’ composition than other errors, such as lexical error. Therefore, grammar error in writing process needs more attention and awareness. s called morphology and syntax. As stated , grammar has traditionally been discussed in terms of morphology and syntax, the former handling word structure, the latter handling ger’ than the word. So, these two aspects have different function and From those aspects of grammatical errors (morphology and syntax), morphological errors are the most frequent category that occur in students’ writing. , from the total number of 3518 errors recorded, morphological errors were the most frequent ones, followed by syntactic proportion and Based on researcher’s preliminary visit, when he did an informal interview to the teacher of English and the students of MAN 2 Palembang, the teacher said that culties to write paragraphs, especially the paragraphs that describe past event, because of the alteration of verb/auxiliary verb from present to past tense. Furthermore, the students said it was hard to choose the types of verb ast event, such as narrative text. Therefore, it can be 104 concluded that morphological errors become a serious problem in learning writing especially for the foreign language learners such as MAN 2 Palembang students. Concept of Morphological Errors Morphological error is a part of grammatical errors. It is a failure to follow the norm or rules of word classes. According to James (1998, p.154) is one which involves a failure to comply with the norm in supplying any part of any instance of these word classes; errors; *bringed, was drink*en ( is an adverb morphology error; and error. Prepositions happen to have no morphology.” This research framework for morphological error classification is mainly drawn from James’s (1998) morphological error taxonomy. The classifications are drawn as bellow: Classification of Morphological Errors Base Noun Morphology Errors Verb Morphology Errors 1. Plural –s a. Omission b. Redundant (Numerals / Quantifier) c. Overinclusion (addition) 2. Misselection 1. Third Person singular –s) a. Omission b. Misplacement 2. Past Tense a. Omission b. Overused (addition) 3. Progressive c. Omission d. Overused (addition) 4. Misselection concluded that morphological errors become a serious problem in learning writing especially for the foreign language learners such as MAN 2 Palembang students. Concept of Morphological Errors ogical error is a part of grammatical errors. It is a failure to follow the norm or rules of word classes. According to James (1998, p.154), Morphology error is one which involves a failure to comply with the norm in supplying any part of any these word classes; six book*, aboli*shment (√-tion) are noun morphology *bringed, was drink*en (√-ing) are verb morphology errors; visit me soon*ly is an adverb morphology error; and a colourfull*er scene, an adjective morphology ns happen to have no morphology.” This research framework for morphological error classification is mainly drawn from James’s (1998) morphological error taxonomy. The classifications are Table.1 Classification of Morphological Errors Based on James (1998) Taxonomy Verb Morphology Errors Adverb Morphology Errors Adjective Morphology Errors Third Person singular –s (suffix Omission Misplacement Past Tense –ed Omission Overused (addition) Progressive –ing Omission Overused (addition) Misselection 1. Omission 2. Addition 3. Misselection 1. Past Tense a. Omission b. Addition 2. Progressive c. Omission d. Addition 3. Misselection concluded that morphological errors become a serious problem in learning writing especially for the foreign language learners such as MAN 2 Palembang students. ogical error is a part of grammatical errors. It is a failure to follow the orphology error is one which involves a failure to comply with the norm in supplying any part of any are noun morphology visit me soon*ly , an adjective morphology This research framework for morphological error classification is mainly drawn from James’s (1998) morphological error taxonomy. The classifications are d on James (1998) Taxonomy Adjective Morphology Errors Past Tense –ed Omission Addition Progressive –ing Omission Addition Misselection Noun Morphology Errors 1. Plural –s It is one of the morphology errors. it appears (1) Redundancy when preceded by numerals and other quantifiers. e.g; *every teachers , (3) Omission, e.g; * 2. Misselection It is a use of the wrong form of a structure of morpheme. it could be caused by the difficulties of specific characteristic of the English words which were significantly different with the first language of the agentsE.g; real *dessent (dessentshould be Verb morphology Errors 1. Third person singular – It is a facet of concord and is suffixed to lexical verb ( auxiliaries (has, is, does). This applies (1) Omission, e.g; which *make life great, and (2) Misplacement e.g; up and open it. 2. Past tense –ed Past tense –ed is both omitted and overused. It is multifunctional. E.g; yesterday, he accept* Ø the Nobel analogy/overused) 3. Progressive –ing It contains omission ( didn’t giving the answer), and also Misselection Adverb Morphology Errors 1. Addition e.g; visit me soon*ly 2. Misselectione.g; he takes the stick * Errors It is one of the morphology errors. it appears (1) Redundancy when preceded by numerals and other quantifiers. e.g; *six book, *several tree ,(2) overinclusione.g; (3) Omission, e.g; *one of my friend*Ø It is a use of the wrong form of a structure of morpheme. it could be caused by the difficulties of specific characteristic of the English words which were significantly different with the first language of the agentsE.g; he didn’t know his should be descent) –s (suffix –s) It is a facet of concord and is suffixed to lexical verb (drinks ). This applies (1) Omission, e.g; They do what √pleases them and (2) Misplacement e.g; He*s open the hot water, He*s get ed is both omitted and overused. It is multifunctional. E.g; yesterday, he accept* Ø the Nobel (omission), He *can walked It contains omission (she was *do homework), and overused/addition ( and also Misselection Adverb Morphology Errors visit me soon*ly Misselectione.g; he takes the stick *direkly 105 It is one of the morphology errors. it appears (1) Redundancy when preceded (2) overinclusione.g; It is a use of the wrong form of a structure of morpheme. it could be caused by the difficulties of specific characteristic of the English words which were he didn’t know his drinks) and to √pleases them He*s open the hot water, He*s get ed is both omitted and overused. It is multifunctional. E.g; He *can walked (false ), and overused/addition (he 106 Adjective Morphology Errors a. Past tense –ede.g; a *cook dinner b. Progressive –inge.g; Definition of Writing Writing is an activity which has close relation with spoken language. According to Brown (2001, p. 335), writing is the representation of spoken language, written language is almost same with spoken language, the difference is the performance of written language is conveyed in graphical. Besides Brown also mentioned that written products are the result of thinking, drafting, and revising procedures, specialized skills is required in written language, and that not every speaker develops naturally. The conclusion based on statements above that writing is a process of expressing the idea into a written form, and it needs specialized skills that not every students can develop it naturally, it needs the teacher who is able to motivate and encourage the students to develop their writing skills, and they are expected to be able to develop their writing skills and make a good composition. Concept of Narrative Narrative text is texts that contains past event and it is used to entertain the reader. According to Rebecca (2003, p.5), a narrative text is a text which relates a series of logically, and chronologically related events that are caused or experienced by factors. It is a kind of text to amuse, entertain, and to deal the readers with actual or vicarious experience in different ways. The generic structure of narrative text: explained 3 (three) steps in constructing a narrative text. They are orientation, complication, and resolution. Adjective Morphology Errors a *cook dinner (it should be a cooked dinner) inge.g; a *bored time (it should be a boring time) Writing is an activity which has close relation with spoken language. ing to Brown (2001, p. 335), writing is the representation of spoken language, written language is almost same with spoken language, the difference is the performance of written language is conveyed in graphical. Besides Brown also roducts are the result of thinking, drafting, and revising procedures, specialized skills is required in written language, and that not every speaker develops naturally. The conclusion based on statements above that writing is a process of idea into a written form, and it needs specialized skills that not every students can develop it naturally, it needs the teacher who is able to motivate and encourage the students to develop their writing skills, and they are expected to be able their writing skills and make a good composition. Narrative text is texts that contains past event and it is used to entertain the reader. According to Rebecca (2003, p.5), a narrative text is a text which relates a logically, and chronologically related events that are caused or experienced by factors. It is a kind of text to amuse, entertain, and to deal the readers with actual or vicarious experience in different ways. The generic structure of narrative text: Anderson, M. & Anderson, K. (2003, p.6) explained 3 (three) steps in constructing a narrative text. They are orientation, complication, and resolution. Writing is an activity which has close relation with spoken language. ing to Brown (2001, p. 335), writing is the representation of spoken language, written language is almost same with spoken language, the difference is the performance of written language is conveyed in graphical. Besides Brown also roducts are the result of thinking, drafting, and revising procedures, specialized skills is required in written language, and that not every The conclusion based on statements above that writing is a process of idea into a written form, and it needs specialized skills that not every students can develop it naturally, it needs the teacher who is able to motivate and encourage the students to develop their writing skills, and they are expected to be able Narrative text is texts that contains past event and it is used to entertain the reader. According to Rebecca (2003, p.5), a narrative text is a text which relates a logically, and chronologically related events that are caused or experienced by factors. It is a kind of text to amuse, entertain, and to deal the readers with actual Anderson, M. & Anderson, K. (2003, p.6) explained 3 (three) steps in constructing a narrative text. They are orientation, 1. Orientation, the writer tells the audience who is in the story, when it is happening, where it is happen 2. Complication, the writer tells about something that will begin a chain of events. 3. Resolution is the ending of the story, it shows how the characters deal with the problem. Concept of Narrative Writing Narrative writing is an a fiction) or experience to express their feelings. According to Gaetz and Phadke (2011, p.1), narrative writing tells a story in which the writers talk about their feelings, thoughts, or actions. In nar entertain the readers, but will have a concluding point or message. Because narrative writingare the telling of personal stories, the writer is able to be more creative with the structure and organization. Method of the Research This study was drawn in descriptive method. This method was used to describe the collected data. According to Knufer and McLellan (n.d. p. 1196), descriptive research refers to the types of research question, design, an that will be applied to a given topic and tells what is, while inferential statistics try to determine cause and effect. Descriptive research method is related to qualitative research. According to Lambert (2012, p. 255), there are a number of researchers who believe and support the fact that ‘qualitative descriptive’ is a viable and acceptable label for a qualitative research design. While phenomenology, grounded theory, and ethnography also are descriptive qualitative approaches, by nature, they are not exclusively in the descriptive domain because they also tend to explain phenomena. Orientation, the writer tells the audience who is in the story, when it is happening, where it is happening, and what is happening. Complication, the writer tells about something that will begin a chain of Resolution is the ending of the story, it shows how the characters deal with the Concept of Narrative Writing Narrative writing is an activity of the writers to tells the story (fiction/non fiction) or experience to express their feelings. According to Gaetz and Phadke (2011, p.1), narrative writing tells a story in which the writers talk about their feelings, thoughts, or actions. In narrative writing, the writer creates a story that will not only entertain the readers, but will have a concluding point or message. Because narrative writingare the telling of personal stories, the writer is able to be more creative with ganization. This study was drawn in descriptive method. This method was used to describe the collected data. According to Knufer and McLellan (n.d. p. 1196), descriptive research refers to the types of research question, design, and data analysis that will be applied to a given topic and tells what is, while inferential statistics try to determine cause and effect. Descriptive research method is related to qualitative research. According to here are a number of researchers who believe and support the fact that ‘qualitative descriptive’ is a viable and acceptable label for a qualitative research design. While phenomenology, grounded theory, and ethnography also are riptive qualitative approaches, by nature, they are not exclusively in the descriptive domain because they also tend to explain phenomena. 107 Orientation, the writer tells the audience who is in the story, when it is Complication, the writer tells about something that will begin a chain of Resolution is the ending of the story, it shows how the characters deal with the ctivity of the writers to tells the story (fiction/non- fiction) or experience to express their feelings. According to Gaetz and Phadke (2011, p.1), narrative writing tells a story in which the writers talk about their feelings, rative writing, the writer creates a story that will not only entertain the readers, but will have a concluding point or message. Because narrative writingare the telling of personal stories, the writer is able to be more creative with This study was drawn in descriptive method. This method was used to describe the collected data. According to Knufer and McLellan (n.d. p. 1196), d data analysis that will be applied to a given topic and tells what is, while inferential statistics try to Descriptive research method is related to qualitative research. According to here are a number of researchers who believe and support the fact that ‘qualitative descriptive’ is a viable and acceptable label for a qualitative research design. While phenomenology, grounded theory, and ethnography also are riptive qualitative approaches, by nature, they are not exclusively in the 108 Whereas, in analyzing the data, this study employed inferential statistics; this is a kind of quantitative data analy frequencies (Cohen et all, 2007, p. 503) Population and Sample According to Creswell (2012 have the same characteristic. In addition, Watt and Van den Berg (2002 definea population is the full set of all the possible units of analysis, and the population is also sometimescalled the universe of observations. The population of this study are the Aliyah Negeri (MAN) 2 Palembang, in academic year of 201 classes of the eleventh year of the students, they are X 2, XI MIA 3, XI MIA 4, XI IIS 1, and XI IIS 2. According to Creswell population that the researcher plans to study for generalizing about the target population.In this study, convinience sampling is used. This sampling is appropriate for this research since the population is l teacher. According to Fraenkel and Wallen (2009, p. 98), A convenience sample is a group of individuals who (conveniently) are availablefor study. Thus, a researcher might decide to study classes at a nearby scho asks for help in evaluating students’ ability. The sample of this study is class XI. MIA 1 in academic year of 2015/2016 of MAN 2 Palembang. The total number Findings and Discussion In order to get the data, t this research. Corder (1981 ability or knowledge in a given area. n analyzing the data, this study employed inferential statistics; this is a kind of quantitative data analysis which one of the purposes was to find out the data’s (Cohen et all, 2007, p. 503). According to Creswell (2012, p.142) population is a group of individuals who teristic. In addition, Watt and Van den Berg (2002 definea population is the full set of all the possible units of analysis, and the population is also sometimescalled the universe of observations. The population of this study are the eleventh grade students of M Palembang, in academic year of 2015/2016. There are year of the students, they are XI IPA AKS, XI MIA 1,XI MIA 2, XI MIA 3, XI MIA 4, XI IIS 1, and XI IIS 2. to Creswell (2012, p.142), sample is a subgroup of a target population that the researcher plans to study for generalizing about the target In this study, convinience sampling is used. This sampling is appropriate for this research since the population is large but only one class is available by the teacher. According to Fraenkel and Wallen (2009, p. 98), A convenience sample is a group of individuals who (conveniently) are availablefor study. Thus, a researcher might decide to study classes at a nearby school because the principal or the teacher asks for help in evaluating students’ ability. The sample of this study is class XI. MIA 1 in academic year of 2015/2016 of MAN 2 Palembang. The total numbers of the students are 44. r to get the data, the test was used as a technique to collect the data in this research. Corder (1981, p.209) states a test is a method of measuring a person ability or knowledge in a given area. In addition,Riduan (2009, p.30) states the n analyzing the data, this study employed inferential statistics; this is a sis which one of the purposes was to find out the data’s 142) population is a group of individuals who teristic. In addition, Watt and Van den Berg (2002, p.62) definea population is the full set of all the possible units of analysis, and the grade students of Madrasah . There are 7 I MIA 1,XI MIA 142), sample is a subgroup of a target population that the researcher plans to study for generalizing about the target In this study, convinience sampling is used. This sampling is appropriate arge but only one class is available by the teacher. According to Fraenkel and Wallen (2009, p. 98), A convenience sample is a group of individuals who (conveniently) are availablefor study. Thus, a researcher ol because the principal or the teacher The sample of this study is class XI. MIA 1 in academic year of 2015/2016 of technique to collect the data in is a method of measuring a person states the test is a series of questions or exercises that are used to measure the skills of knowledge, intelligence, ability or aptitude of the individual or group. In this research, before doing the test, the researcher gave a short explanation just to remain the students about na that if the students contributed errors not mistakes. Then, the students were asked to write a narrative composition about 120 topics are provided; 1). Roro Jongg legend of Toba Lake 4).Sangkuriang. The participants are suggested to choose one of the provided. In addition, the researcher allowed students to open their dictionary to make sure that they wrote each word cor students to open google translate. In doing this assignment, the students did not need specific preparation. The students completed the writing work under their present condition at the time when the researcher came to the class to give the assignment. This spontaneous production was expected to produce authentic data. After collecting the data from the students, writer analyzed, underlined, and identified student’s sentences that contained morphological errors. Th and identified sentences of morphological errors were figured out in the table below: Identifications and Classifications of Morphological Errors Type of Errors A. Noun Morphology Errors 1. Plural –s a. Omission b. Redundancy c. Overinclusion (addition) 2. Misselection of questions or exercises that are used to measure the skills of knowledge, intelligence, ability or aptitude of the individual or group. In this research, before doing the test, the researcher gave a short explanation just to remain the students about narrative text that they had studied and to make sure that if the students contributed errors not mistakes. Then, the students were asked to write a narrative composition about 120 - 150 words within sixty minutes. four topics are provided; 1). Roro Jonggrang 2). The Legend of Malin Kundang 3).The legend of Toba Lake 4).Sangkuriang. The participants are suggested to choose one of the provided. In addition, the researcher allowed students to open their dictionary to make sure that they wrote each word correctly. But, the researcher did not allow students to open google translate. In doing this assignment, the students did not need specific preparation. The students completed the writing work under their present condition at the time when e to the class to give the assignment. This spontaneous production was expected to produce authentic data. After collecting the data from the students, writer analyzed, underlined, and identified student’s sentences that contained morphological errors. The classification and identified sentences of morphological errors were figured out in the table below: Table 2 Identifications and Classifications of Morphological Errors Type of Errors Identified Sentences Noun Morphology Errors 1. After some *year, Malin *sucses 1. They had two *daughter Overinclusion (addition) 1. They asked *peoples to join 1. The fish begged *his to set it free 2. *his *wont to go to ocean 3. He *live with *she 109 of questions or exercises that are used to measure the skills of knowledge, In this research, before doing the test, the researcher gave a short explanation rrative text that they had studied and to make sure that if the students contributed errors not mistakes. Then, the students were asked to 150 words within sixty minutes. four rang 2). The Legend of Malin Kundang 3).The legend of Toba Lake 4).Sangkuriang. The participants are suggested to choose one of the provided. In addition, the researcher allowed students to open their dictionary to rectly. But, the researcher did not allow In doing this assignment, the students did not need specific preparation. The students completed the writing work under their present condition at the time when e to the class to give the assignment. This spontaneous production After collecting the data from the students, writer analyzed, underlined, and e classification and identified sentences of morphological errors were figured out in the table below: Identifications and Classifications of Morphological Errors The fish begged *his to set it free 110 B. Verb Morphology Errors 1. Third person singular (suffix –s) a. Omission b. Misplacement 2. Past Tense –ed a. Omission 4. *Their Malin kundang and his mother 5. Malin kundang agree with it and left *he mother 6. With *angry, her mother Sangkuriang head hit hard 7. His *named is Toba Verb Morphology Errors Third person singular –s 1. Then, he *receive fish at lake 2. His father *promis not to say 3. This daughter *help to bring 4. They found their mother and *talk about it 5. The fish *change to girl 6. He *was *wait a few time 7. They *live in old house 8. His mother *feel not *admited *curse Malin Kundang 9. He *like to help his mother 10. She *agree about anything 11. Malin finally *travel to country side 12. Malin also *mary the beautiful girl 13. Malin and his wife *travel to his village 14. His mother also *hear about the happy news 15. His mother *recognize him and then hugged and *kiss him 16. God *answer her prayer 17. The Malin’s body *turn into big stone 18. The process *continue to the upper of his body 19. He *live with *she 20. His mother *follow Malin 21. Main kundang *pity his mother 22. His mother *curse Malin 23. Malin kundang *agree with it *Their Malin kundang and his mother Malin kundang agree with it and left With *angry, her mother Sangkuriang They found their mother and *talk admited and Malin finally *travel to country side Malin also *mary the beautiful girl Malin and his wife *travel to his His mother also *hear about the happy His mother *recognize him and then The Malin’s body *turn into big stone The process *continue to the upper of b. Overused (addition) 3. Progressive –ing a. Omission b. Overused (addition) 4. Misselection 24. Dayang sumbi *regret after hitting Sangkuriang 25. Sangkuriang *want to hunt and *ask Dayang Sumbi 26. Many ladies *are mandate 27. Sangkuriang *answer Overused (addition) 1. He *was cut the fish 2. He *was lifed alone 3. He was *was feeled hungry 4. He *was thinked to catch fish 5. He *was *wait a few time 6. Please don’t *killed me 7. The beautiful girl *was prepared dinner 8. A farmer *was feeled happy 9. They *were *fallin love 10. His mother *is cried 11. His mother *cryed to *listened it 12. He *was went for *nomade 13. Where do you *lived Malin? Overused (addition) 1. The fish *say 2. They *have a children 3. Bataraguru *feel in love 4. He *can’t control his mad 5. He *go to *searced a fish 6. Her husband had *broke his promise 7. Bang toba *direkly *take the stick 8. You Ø not *said to the child 9. They *were *fall in love 10. His son found his mother and *tell about it 11. His mother *go to beach 12. Malin Kundang *speak to his mother 13. *his *wont to go to ocean 14. Malin and his mother *meet old grand mother 15. Malin *speak, “No, this grandmother *don’t my mother” 111 hitting Sangkuriang *want to hunt and *ask was prepared a Her husband had *broke his promise the stick His son found his mother and *tell Malin Kundang *speak to his mother Malin and his mother *meet old grand Malin *speak, “No, this grandmother 112 16. Malin *leaved his mother 17. She *life with a son 18. He *to help his mother 19. Malin kundang *go to make a way 20. He *leaved his mother alone 21. He *to become a wealthy very rich 22. He there *find women 23. They *become happy family 24. Malin kundang and wife *go to market 25. They *meet old women and *sayed 26. His mother *cryed to *listened it 27. His mother Ø angry and *feel sad 28. His mother *feel not *admited and *curse Malin Kundang 29. There *lives the mother and her son 30. So, he *lives only with his mother 31. When he *turning home 32. He *success in the country side 33. She really *missing her son 34. The mother *praying to God 35. His mother *have news 36. They *meet up 37. Malin kundang *get permission to his mother 38. His mother *leaved Malin kundang 39. His mother *to think about Malin kundang 40. His mother *seeked Malin kundang 41. His mother *meet with Malin kundang 42. His mother *feeling not admitted 43. His mother *cryed to *listened it 44. His life *to be happy 45. He *get a beautiful wife 46. Malin *did not go home 47. He *was not know about her 48. Sangkuriang also *feel frustrated and *go hiking 49. He *meet a beautiful women 50. Sangkuriang also *feel *frustaited Malin kundang *go to make a way a wealthy very rich Malin kundang and wife *go to en and *sayed *listened it His mother Ø angry and *feel sad not *admited and There *lives the mother and her son So, he *lives only with his mother Malin kundang *get permission to his His mother *leaved Malin kundang about Malin His mother *seeked Malin kundang is mother *meet with Malin Sangkuriang also *feel frustrated and *frustaited C. Adverb Morphology Errors 1. Omission 2. Addition 3. Misselection D. Adjective Morphology Errors 1. Omission 2. Addition 3. Misselection Based on the findings above, this study revealed that the most frequent category of morphological errors contributed by participants were misselection of verb.Misselection indicated that participants faced difficulties of characteristic of the English words which were significantly different from the first language of the agents. It was followed by omission noun, overuse of verb, misselection of adjective, and the fewest category of err were found only one sentence for each of omission of noun, overinclusion of noun, redundancy, misselection of adverb, and omission of adjective. This finding was generally similar with Al Saudi Arabian students which al were the failure to use or a tendency to misuse certain morphemes arises from lack of knowledge of English morphemes. It indicated that there were the same contribution between Arabian and Indonesian le There were some characteristics of the occurrences of errors in misselection type (vowel based type errors, consonant based type errors, suffix errors) made by the participants in their narrative compositions. The errors (consonant based type errors, vowel based type errors, suffix errors) were also the influence of L1, this is in line with Ellis 51. Sangkuriang *go away Adverb Morphology Errors Adjective Morphology 1. Suddenly, there Ø *biger wave 1. There was a little *pour boy Based on the findings above, this study revealed that the most frequent category of morphological errors contributed by participants were misselection of verb.Misselection indicated that participants faced difficulties of characteristic of the English words which were significantly different from the first language of the agents. It was followed by omission –ed of verb, misselection of noun, overuse of verb, misselection of adjective, and the fewest category of err were found only one sentence for each of omission of noun, overinclusion of noun, redundancy, misselection of adverb, and omission of adjective. This finding was generally similar with Al-Badawi (2012) in his research in Saudi Arabian students which also found the most frequent errors of Arabian students failure to use or a tendency to misuse certain morphemes arises from lack of knowledge of English morphemes. It indicated that there were the same contribution between Arabian and Indonesian learners in terms of morphological errors. There were some characteristics of the occurrences of errors in misselection type (vowel based type errors, consonant based type errors, suffix errors) made by the participants in their narrative compositions. The occurrences of formal misselection errors (consonant based type errors, vowel based type errors, suffix errors) were also the influence of L1, this is in line with Ellis (1985, p. 19) who said that it is a popula 113 Based on the findings above, this study revealed that the most frequent category of morphological errors contributed by participants were misselection of verb.Misselection indicated that participants faced difficulties of specific characteristic of the English words which were significantly different from the first ed of verb, misselection of noun, overuse of verb, misselection of adjective, and the fewest category of errors were found only one sentence for each of omission of noun, overinclusion of noun, Badawi (2012) in his research in so found the most frequent errors of Arabian students failure to use or a tendency to misuse certain morphemes arises from lack of knowledge of English morphemes. It indicated that there were the same contribution arners in terms of morphological errors. There were some characteristics of the occurrences of errors in misselection type (vowel based type errors, consonant based type errors, suffix errors) made by the occurrences of formal misselection errors (consonant based type errors, vowel based type errors, suffix errors) were also who said that it is a popular 114 belief that second language acquisition (SLA) is strongly influenced by the leaner’s first language, the clearest support for this belief comes from “foreign accents” in the second language (L2) speech of learner. Firstly, the causes of occurrences of v types were mainly caused by interferences of the first language sound, the agents contributed this type of errors mainly because of the sound of the English word that were written in Indonesian way of writing, for examp sound of this word could be listened as “sukses” in Indonesian, then the agent wrote it “sucses”, as in the sentence “ right for the agent because of the sound Secondly, the cause of suffix type errors was misselection of a particular word classes, where the students found confusion in selecting the part of speech of the words in the sentences, for example: consistent with Hemchua and Schmitt (2006) as their findings suggested that the similarity of form and parts of speech (for example, verb, noun, adjective and so on) remained a serious problem in the Thai students’ writing. On the other hand, the cause of suffix type errors was the confusion of similar forms. For example: didn’t know Malin’s real *doesent. formal misselection errors were lack of knowledge of words. Next, possible cause why the participants con the learners wrongly assume that the new item B behaves like A: they know that daughter (A) has its plural pluralize to *childsand also *peoples. This phenomena is called false analogy (James, 1998, p.185). the morphological errors that caused by this source is called overinclusion. Morphological errors that occurred because of difficulties of the target langua were depended on students’ knowledge and understanding toward target language itself, for example the occurrence of verb morphology errors (omission errors, belief that second language acquisition (SLA) is strongly influenced by the leaner’s first language, the clearest support for this belief comes from “foreign accents” in the second language (L2) speech of learner. Firstly, the causes of occurrences of vowel based type and consonants based types were mainly caused by interferences of the first language sound, the agents contributed this type of errors mainly because of the sound of the English word that were written in Indonesian way of writing, for example in writing verb “succeed”, the sound of this word could be listened as “sukses” in Indonesian, then the agent wrote it “sucses”, as in the sentence “After some year*, Malinsucses. right for the agent because of the sound. Secondly, the cause of suffix type errors was misselection of a particular word classes, where the students found confusion in selecting the part of speech of the words in the sentences, for example: She *life with a son. This finding was t with Hemchua and Schmitt (2006) as their findings suggested that the similarity of form and parts of speech (for example, verb, noun, adjective and so on) remained a serious problem in the Thai students’ writing. On the other hand, the pe errors was the confusion of similar forms. For example: didn’t know Malin’s real *doesent. Therefore,the possible reasons for the formal misselection errors were lack of knowledge of words. Next, possible cause why the participants contributed morphological errors were the learners wrongly assume that the new item B behaves like A: they know that (A) has its plural daughters and assume that child (B) behaves likewise, so and also people (plural) was thought as singular, so pluralize to This phenomena is called false analogy (James, 1998, p.185). the morphological errors that caused by this source is called overinclusion. Morphological errors that occurred because of difficulties of the target langua were depended on students’ knowledge and understanding toward target language itself, for example the occurrence of verb morphology errors (omission errors, belief that second language acquisition (SLA) is strongly influenced by the leaner’s first language, the clearest support for this belief comes from “foreign accents” in the owel based type and consonants based types were mainly caused by interferences of the first language sound, the agents contributed this type of errors mainly because of the sound of the English word that le in writing verb “succeed”, the sound of this word could be listened as “sukses” in Indonesian, then the agent wrote it After some year*, Malinsucses. It seemed Secondly, the cause of suffix type errors was misselection of a particular word classes, where the students found confusion in selecting the part of speech of the This finding was t with Hemchua and Schmitt (2006) as their findings suggested that the similarity of form and parts of speech (for example, verb, noun, adjective and so on) remained a serious problem in the Thai students’ writing. On the other hand, the pe errors was the confusion of similar forms. For example: His wife Therefore,the possible reasons for the tributed morphological errors were the learners wrongly assume that the new item B behaves like A: they know that (B) behaves likewise, so as singular, so pluralize to This phenomena is called false analogy (James, 1998, p.185). the Morphological errors that occurred because of difficulties of the target language were depended on students’ knowledge and understanding toward target language itself, for example the occurrence of verb morphology errors (omission errors, misselection and overused) it could be caused by some characteristics of the words from target language which could not be remembered easily by the learners because of strong differences of accent between first language and target language, for example: a participant wrote “even throught” instead of “even though. In understanding this word, the stud tried to write it without any aids (dictionary or goggle translate) in order she/he knew how to write this word correctly. Conclusion The study has collected some important information from the eleventh students of MAN 2 Palembang narrative compositions in term of morphological errors using James classifications lexical errors. Based on the findings and interpretations, researcher concluded that: Firstly, from the four types of morphology errors, grade students of MAN 2 Palembang) contributed three types, they are noun morphology errors, verb morphology errors, and adjective morphology errors.The noun morphology errors that occurred in participants’ composition were: 1) including: omission, redundancy, and overinclusion 2) misselection. The verb morphology errors that occurred in participants’ composition were: 1) third person singular –s, including: omission and misplacement where both were not found in this study. 2) past tense –ed, including:omission and overused. 3) progressive including omission and overused, were not found in this study. 4) misselection. Adjective morphology errors that occurred in this study were: 1) suffix including: omission and addition, where addition was not found in this study. 2) suffix –ing, including: omission and addition, where both were not found in this study. 3) misselection. Secondly, this study revealed that the most frequent category of morphological errors contributed by participants were verb misselection. Misselection misselection and overused) it could be caused by some characteristics of the words anguage which could not be remembered easily by the learners because of strong differences of accent between first language and target language, for example: a participant wrote “even throught” instead of “even though. In understanding this word, the students were expected to use this word frequently and tried to write it without any aids (dictionary or goggle translate) in order she/he knew how to write this word correctly. The study has collected some important information from the eleventh students of MAN 2 Palembang narrative compositions in term of morphological errors using James classifications lexical errors. Based on the findings and interpretations, researcher concluded that: Firstly, from the four types of morphology errors, the participants (eleventh grade students of MAN 2 Palembang) contributed three types, they are noun morphology errors, verb morphology errors, and adjective morphology errors.The noun morphology errors that occurred in participants’ composition were: 1) including: omission, redundancy, and overinclusion 2) misselection. The verb morphology errors that occurred in participants’ composition were: 1) third person s, including: omission and misplacement where both were not found in this ed, including:omission and overused. 3) progressive including omission and overused, were not found in this study. 4) misselection. Adjective morphology errors that occurred in this study were: 1) suffix and addition, where addition was not found in this study. 2) ing, including: omission and addition, where both were not found in this Secondly, this study revealed that the most frequent category of tributed by participants were verb misselection. Misselection 115 misselection and overused) it could be caused by some characteristics of the words anguage which could not be remembered easily by the learners because of strong differences of accent between first language and target language, for example: a participant wrote “even throught” instead of “even though. In ents were expected to use this word frequently and tried to write it without any aids (dictionary or goggle translate) in order she/he knew The study has collected some important information from the eleventh grade students of MAN 2 Palembang narrative compositions in term of morphological errors using James classifications lexical errors. Based on the findings and the participants (eleventh grade students of MAN 2 Palembang) contributed three types, they are noun morphology errors, verb morphology errors, and adjective morphology errors.The noun morphology errors that occurred in participants’ composition were: 1) plural –s, including: omission, redundancy, and overinclusion 2) misselection. The verb morphology errors that occurred in participants’ composition were: 1) third person s, including: omission and misplacement where both were not found in this ed, including:omission and overused. 3) progressive –ing, including omission and overused, were not found in this study. 4) misselection. Adjective morphology errors that occurred in this study were: 1) suffix –ed, and addition, where addition was not found in this study. 2) ing, including: omission and addition, where both were not found in this Secondly, this study revealed that the most frequent category of tributed by participants were verb misselection. 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(2011). Error analysis of the written English essay of Pakistani undergraduate student: A case study.Asian Transaction on Basic & Applied EFL learners’ perceptions of grammaticaldifficulty in relation to second language proficiency performance, and knowledge. (Graduate Thesis of Department of Curriculum, Teaching and Learning University of Toronto). Subasini & Kokilavani. (2013). Significance of grammar in technical English. International journal of English literature and culture, 1(3), 56-58. Types of words and word-formation process in English Facultad de Humanindades y Educacion Ingles IV (B-2007) , 1. from:http://webdelprofesor.ula.ve/humanidades/azapata/materias/englis 1_types_of_words_and_word_formation_processes.pdf 117 Uzbek state world language http://www.durov.com/study/file-708.pdf Errors in language learning and use: Exploring error analysis. Research methodologies in educational Kovac, M. (2011).Speech error in English as a foreign language: A case study of English language and literature studies, 1(1) 20- Pacific Rim international journal of nursing research, 255. Implications of inter language error analysis and research . Higher education of social science, TEFL methodology teaching . (Unpublished Graduated School (3rd ed.). New , Bandung: Contrasive analysis, error analysis, interlanguage and the Ragam Jurnal Pengembangan of the written English essay of Pakistani Asian Transaction on Basic & Applied EFL learners’ perceptions of grammaticaldifficulty in relation to Graduate Thesis of Department of Curriculum, Teaching and Learning University of Toronto). Subasini & Kokilavani. (2013). Significance of grammar in technical English. 58. formation process in English. , 1. Retrieved from:http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_ In order to get the data, the test was used as a technique to collect the data in this research. Corder (1981, p.209) states a test is a method of measuring a person ability or knowledge in a given area. In addition,Riduan (2009, p.30) states the test is a series of questions or exercises that are used to measure the skills of knowledge, intelligence, ability or aptitude of the individual or group.