This document outlines a thesis proposal that examines the grammatical errors made by second year students at SMK Telkom Sandhy Putra in differentiating between subordinate and main clauses. The proposal includes an introduction that provides background on why the researcher chose to study these students, the research problem and objectives, significance of the study, and scope. It then reviews relevant literature on error analysis, grammar, and writing. The methodology section indicates that this will be a descriptive study of the grammatical errors in the writing assignments of 11th grade science students at a school in Tarutung, Indonesia.

1. THE ABILITY OF THE SECOND YEAR’S STUDENTS OF SMK TELKOM
SANDHY PUTRA IN DIFFERENTIATING SUBORDINATE CLAUSE FROM
MAIN CLAUSE
A THESIS PROPOSAL
Submitted as a partial fulfillment of the Requirement for
The degree of Sarjana Pendidikan
By :
Rudi Salam Sinulingga
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION SCIENCES
UNIVERSITY OF PRIMA INDONESIA
2014

2. CHAPTER I
1.1. The Background of Study
1.2. The Problem of Study
1.3. The Objective of Study
1.4. The Significances of Study
1.5. The Scope of Study

3. 1.1. The Background of Study
The researcher chooses the
students of Writing grade XI IPA
1 as the subject of the research
because they are expected to
make writings which are correct
in grammar, so it is important to
know whether the students make
grammatical errors or not and
what kind of grammatical errors
that students make.

4. 1.2. The Problem of Study
“What grammatical
errors are made by
the students taking
Writing grade XI IPA 1
at the SMA HKBP 2
Tarutung Academic
Year 2013 / 2014?”

5. 1.3. The Objective of Study
this research intends to
find out the
grammatical errors in
writing which are made
by students of grade XI
IPA 1 at the SMA HKBP
2 Tarutung in their
writing of narrative text
academic year test
2013 / 2014.

6. 1.4. The Significances of Study
1. To help English teachers of
SMA HKBP 2 Tarutung, by giving
them an important contribution in
English teaching process which
is part of grammar they should
pay attention too.
2. To help students, by giving
valuable input about errors they
encounter and
how to overcome them.
3. It hopes that this research will
help other researchers to do the
somerelated researches in
deeper, further and better
techniques

7. 1.5. The Scope of Study
The scope of this study is the
grammatical errors that made by
students when they are in Writing
of grade XI IPA 1 at the SMA
HKBP 2 tarutung in their
assignments of narrative text
Academic Year 2013 / 2014

8. 1.6. Defenition of the Key Term
• Error is a part of conversation or a composition that
deviates from some selectednorm of mature language
performance.
• Error analysis is identifying, classifying errors of a
foreign language and givingsolution.
• Grammatical errors are errors which happen in writing
• Students of English Department Academic year 2010
are the students who were registered in 2010 in English
Department.
• English Department is one of the departments in the
Faculty of TeachersTraining and Education of the Prima
Indonesia University, Medan which is located onJl.
BelangaMedan .

9. CHAPTER II
REVIEW OF LITERATURE
2.1. Error
Analysis
2.2. Grammar
2.3. Writing

10. 2.1.1. The Defeniton of Error
Analysis
Errors in foreign language teaching especially
in English are the cases which are difficult enough to
avoid. Error analysis is the process of determinate the
incidence, nature, causes, and consequences of
unsuccessful language
Richard state that: error analysis is an activity
to reveal errors found in writing and speaking. Error
analysis also is the study of errors made by the second
and foreign language learners. Error analysis may be
carried out in order to (a) find out how well someone
knows a language, (b) find out how a person learns a
language, and (c) obtain information on common
difficulties in language learning, as an aid in teaching
or in the preparation of teaching materials.

11. 2.1.2. The Defenition Between Error and
Mistake
a mistake is made by a
learner because he does
not apply the rule (s) that
he actually knows, in
other words, a mistake is
a nonsystematic
deviation from the norms
of the language.

12. 2.1.3. The Cause1)sC Oarefl eEssrnreossr. It is often
closely related to lack of
motivation.
2) First language. Norrish states
that learning a language (a
mother tongue or a foreign
language) is a matter of habit
formation.
3) Translation. It is one of the
causes of error. This happens
because a student translates
his first language sentence or
idiomatic expression in to the
target language word by word.
Norrish

13. Richards in Schummann and Stenson in his article “Error Analysis and Second
language Strategies”. He classifies sources of errors into six points:
1. Interference, that is an error resulting from the transfer of
grammatical and/or stylistic elements from the source language to
the target language
2. Overgeneralization, that is an error caused by extension of target
language rules to areas where they do not apply .
3. Performance error, that is unsystematic error that occurs as the
result of such thing as memory lapses, fatigue, confusion, or strong
emotion.
4. Markers of transitional competence, that is an error that results from
a natural and perhaps inevitable development sequence in the
second language learning process (by analogy with first language
acquisition).
5. . Strategy of communication and assimilation that is an error
resulting from the attempt to communicate in the target language
without having completely acquired the grammatical form necessary
to do so
6. Teacher-induced error that is an error resulting from pedagogical
procedures contained in the text or employed by the teacher.(J.C.
Richards, Error Analysis . . . p.32 9 )

14. 2.1.4. The Procedure of Error
1. Identify errors, what is the
error (e.g. incorrect sequence of
tenses, wrong verb form, etc)
2. Classify errors. Is it an error
of Tense? Is it an error in
sentence pattern?
3. Quantify errors. How many
errors of Tense occur?
4. Analysis of source/causes.
5. Remediation. Based on the
kind and frequency of an error
type, pedagogical intervention
is carried out.

15. 2.2. Grammar
2.2.1. The Defeniton of Grammar
James E. Purpura stated
in his book Asses Grammar:
“Grammar is defined as a
systematic way accounting for a
predicting an ideal speaker’s or
hearer’s knowledge of the
language.

16. The rules or principles that can be used to generate all
well-formed or grammatical utterances in the language.
1. Grammatical structures
A specific instance of grammar is
usually called a “structure”. Examples of
structures would be the past tense, noun
plurals, the comparison of adjectives, and
so on.
2. Grammatical Meaning
Grammar does not only affect
how units of language are combined in
order to look right; it also affects their
meaning. The meaning of a grammatical
structure may be quite difficult to teach.

17. 2.2.2. The Place of Grammar
Teaching
These are opinions about the teaching
grammar:
1. When someone learns his/her mother
tongue, he/she does not need learn the
grammar.
2. Learner study grammar individually
and independently than as a part of the
classroom lesson. But other says that
grammar is surely sufficient justification
for the teacher to help them by providing
information and practice in the
classroom.
3. Teaching learners how to construct
grammatical sentences does not enable
them to produce real-life discourse.
4. Grammar is an affirmation of the
usefulness of grammar for effective
language learning.

18. 2.2.3. The Grammatical Errors in Writing
1. Sentence Pattern
2. Tense
3. Pronoun
4. Preposition
5. Punctuation ( Full
Stops, Commas,
Apostrophe)
6. Spelling

19. 2.3. Writing
2.3.1. Defeniton Of Writing
According to Cohen and Riel in
Yulianti’s thesis (1989), writing
as a communicative act, a way
of sharing observations,
information, thought, or ideas
with others

20. Voss and Keene (1992:2-3) write
why we should bother with writing
and purposes for writing as
follows:
1. Writing is a way of thinking and
learning.
2. Writing is a way of discovering.
3. Writing create reading.
4. Writing ability is needed by
educated people.

21. 2.3.2. Purpose For Writing
- To express yourself
- To provide
information for your
reader
- To persuade your
reader
- To create a literary
work

22. 2.3.3.Writing
Components
According to Raimes (1983), there are eight
writing components that should be considered
by a writer in order to produce good writing.
1. Grammar : rules of verbs, agreement,
pronouns.
2. Mechanics : handwriting, spelling,
punctuation.
3. Organization : paragraphs, topics, and
supports, cohesion and unity.
4. word choice : vocabulary and idiom.
5. Purpose : reason for writing.
6. Audience : reader(s).
7. The writer’s purposes : getting ideas,
getting started, writing drafts, revising.
8. Content : relevance, clarity, originality,
logic.

23. CHAPTER III
RESEARCH METHODOLOGY
3.1. Research Method
(This research uses a descriptive method to describe the grammatical errors in
students’ writing for the final test made by the students taking Writing grade XI IPA 1 at
SMA HKBP 2 Tarutung academic year 2013 / 2014.
3.2. Time and Place of the Study
This research will be conducted at SMA HKBP 2 Tarutung, located at
Jalan Ahmad Yani II/20, Tarutung, around May 2014
3.3. Population and Sample

24. 3.3. Population and Sample
3.3.1. Population
The population of this research is the students of
who take grade XI IPA 1 at SMA HKBP 2 Tarutung
academic year 2013 / 2014. The total numbers of the
student are about 30 students.
3.3.2 Samples
From the 30 students of grade XI IPA 1, the
researcher takes the entire student as samples.