Parsih , 2201415032 (2019) AN ANALYSIS ON STUDENTS’ ERRORS IN USING DERIVATIONAL AFFIXES (Descriptive Qualitative Study of Second Semester Students at English Department of UNNES in the Academic Year 2018/2019). Under Graduates thesis, UNNES.

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Abstract

This study aims to determine the kinds of errors and the most dominant error made by the students in using derivational affixes. This study used a descriptive qualitative research method that focused on analyzing students‟ errors in using derivational affixes. The subjects of this study were the second semester students in English Education Program of UNNES batch 2018. In collecting data, there were two instruments used namely test and questionnaire. The test was divided into two namely try out test and real test. In analyzing these data, I used the theory of error analysis methods (error analysis). The method consists of identifying errors, describing errors, explaining errors, and evaluating errors. Various errors found were divided into 4 parts, namely omission, addition, misordering and misformation. The results showed that errors were found in all types of derivational affixes. There were 1700 errors consisting of 1527 (89.83%) misformation, 159 (9.35%) omission, and 14 (0.82%) addition. Thus, the data clearly shows that the most common error is misformation. The results of this study also showed that the students had the most difficulty in converting verbs into adjectives and verbs into nouns. Based on this study, it is crystal clear that the students still have difficulties in using derivational affixes for the most frequent error is misformation. I suggested that the lecturers should be careful in explaining the material to the students. The lecturers have to learn more to handle the students‟ errors and how to guide them to avoid the same errors. The students should learn harder. Their perception n of derivational affixes should be changed. It is a way to create a good atmosphere when learning about derivation, especially derivational affixes.

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