CHAPTER V

CONCLUSION AND SUGGESTION

Relating to the findings and discussion in the previous chapter, this

chapter presents some important points which the researcher expresses

through conclusion and suggestion.

5.1 Conclusion

Referring to the research question formulated in chapter I, in this chapter

the researcher drew the conclusions of types of syntactical errors, the

dominant syntactical errors and the sources of syntactical errors occurred

in students' writings in the fourth semester of English Department of

STKIP-PGRI Bandar Lampung in academic year of 2020/2021.

1. The types of syntactical error occurred in students' writings in the fourth

semester of English Department of STKIP-PGRI Bandar Lampung in

academic year 2020/2021 are misformation, omission, addition and

misordering word. It can be concluded that the students made all the

types of syntactical error in their writings. Based on the data result,

misformation was divided into two types; they were archi/alternating

form and regularization. Omission was divided into 9 types; they were

omission of pronoun, article, to be, preposition, verb, conjunction,

noun, helping verb and quantity. Addition was divided into 2 types; they

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 were double marking and simple addition. Misordering word was

divided into 4 types, they were misordering of subject, noun, adverb

and adjective.

2. Based on the research findings, misformation holds the highest

frequency which can be concluded as the most dominant type of

syntactical error made by the students in their writings in the fourth

semester of English Department of STKIP-PGRI Bandar Lampung in

the academic year of 2020/2021. The researcher found 426 times of

syntactical errors in which misformation was found 234 times or 54,93

% with 233 times of archi/alternating form and once of regularization.

Misformation gained more than 50 % or more than half of the other

syntactical errors.

The occurence of misformation was divided into two types, they were

archi/alternating form with 233 times or 99,57 % and regularization with

just once or 0,43 % out of 234 errors. The next type of syntactical error

which holds the second dominant error was omission with 108 times or

25,35 %. There were 9 types of omission found in students’ writings;

they were omission of pronoun with 34 times or 31,48 %, omission of

article with 20 times or 18,52 %, omission of to be with 20 times or

18,52 %, omission of preposition with 19 times or 17,59 %, omission of

verb with 9 times or 8,33 %, omission of conjunction with twice or 1,85

%, omission of noun with twice or 1,85 %, omission of helping verb

with once or 0,93 % and omission of quantity with once or 0,93 % out

of 108 errors. Furthermore, errors of addition occurred in their writings

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 with 57 errors or 13,38 %. This error was divided into 2 types; they

were simple addition with 33 times or 57,89 % and double marking with

24 times or 42,11 % out of 57 errors.

Meanwhile, error of misordering word was found the least with only 27

times or 6,34 %. In students' writings, there were four types found in

misordering word; they were misordering of subject with 19 times or

70,38 %, misordering of noun with 4 times or 14,81 %, misordering of

adverb with 3 times or 11,11%, and misordering of adjective with only

once or 3,7 % out of 27 errors. Then the researcher concluded that

misformation is the most dominant error and misordering word is the

least error in students' writings.

3. In reference to the discussion of the interpretation of syntactical error

occurred in students' writings in chapter IV, the researcher found that

the causes of syntactical errors they made were because of Intralingual

interference and interlingual interference or mother tongue interference

with intralingual interference as the major which there were 389 errors

or 91,31 %. The students did not know about English structures and

how to use each part of speech. There were also negative transfers

from their mother tongue which there were 37 errors or 8,69 % which

made their writings were not in a good form. Therefore, the researcher

concludes that the students should learn and study more about English

structures and each element of syntax in particular, as well as of

grammar in general, in order to make good sentences.

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5.2 Suggestion

With regard to the conclusion above, the suggestion are presented below:

1. For academic use

a. For teacher of English as a foreign language

To improve students' writing skill, teachers have an important role to

encourage their skill. Therefore, it would be good if the teachers

explain how to use each part of speech well and how to make a

sentence in a good form to their students. The teachers are required

to master all elements in making a sentence and so that they can

encourage students to make a well formed sentence. Thus, they will

be able to use a good structure and apply each part of speech in a

sentence.

b. For students of English as a foreign language

Students of English as a foreign language should improve their

writing skill in order to produce a good writing. In making a text, the

students are required to pay attention to the text structure or word

choice and the ideas of their writings in order to make the writings be

conveyed well to the reader. Hopefully, mastering English structure

and each part of speech will help them to produce good writings.

2. For Other Researcher

There were many errors found in students’ writings because they did

not know about English structures and how to use each part of speech.

Moreover, they did not often use punctuation accurately. So, deeper

analyses from the other researchers are needed in order to make better

analysis about writing.

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