The main purpose of the study is to analyze the types of erros of the subject
verb agreement in paragraph that the students make in writing paragraph.
The research method used qualitatif method, which the researcher wants to
analyze the types of errors of subject verb agreement that the students make in
writing narrative text. To collect the data, the resercher used test and interview.The
analysis of the data used collect the data, data reduction, data display, and conclution
drawing. The subject of research is the eleventh grade students of SMAN 26 Bone
class XI MIA 3 which has 35 students. But the researcher chooses 20 students for this
research.
The result of the study, as follow: The students contributed the three types of
error in term of subject verb agreement in their narrative writing, those are (1)
omission (35 errors), (2) addition (4 errors), (3) misformation (30 errors). Meanwhile,
there is no error in misordering found in this research.
A. Conclusion
This study collected some important information from the eleventh grade
students of SMAN 26 Bone narrative writings in term of subject verb agreement
errors using Surface Strategy Taxonomy by Dulay, Burt and Kreshen. Based on
the findings and discussion, it could be conclude. The students contributed the
three types of error in term of subject verb agreement in their narrative writing,
those were (1) omission (35), (2) addition (4), (3) misformation (30). Meanwhile,
there was no error in misordering found in this study.
In omission, From 35 errors in omission, 24 errors fell in the use of
(was/were). Then, 1 errors in ommision fell in the use of (did). Also, 10 errors in
omission fell in the use of suffix. In addition, based on surface strategy taxonomi
proposed by Dulay, Burt, and Krashen, errors in addition were divided into double
marking, regularization and simple addition. From 4 errors in addition, 4 errors
were in dauble marking when the students added auxiliary verb even the verb had
been applied. In misformation, there were not errors in regularization errors, 10
errors in archi-forms and 20 errors in alternating forms. Meanwhile there was no
error in misordering found in this study.
B. Suggestion
Based on the study that was carried out, the researcher would like to give
some suggestion to the teacher of English and to the students:
1. For the teacher of English, it is expected to make correction and give further
explanations toward students’ errors during learning process in students writing
when they make errors in omission, addition, misformation and the other types
subject verb agreement errors.
2. For the students, it is expected to practice more in writing especially in English
lesson, try to understand the sentence form. The students are also expected to
reduce the addiction in using the dictionary or online dictionary (google
translate) in doing writing exercises.

ST20190015

15/2019

Perpustakaan Pusat

Tersedia