., Apriyanto (2019) An error analysis of using inflectional morpheme made by the tenth grade students of SMK PGRI 1 Punggur Central Lampung. Undergraduate thesis, IAIN Metro.

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Abstract

Students often face many difficulties and problems to master English. Therefore, it will cause errors in learning the target language. Errors are good indicator to indicate the students’ progress and success in the process of English learning. Because of the above reason, the researcher intends to conduct a study about the students’ errors. The researcher focuses on analyzing errors in the use five English inflectional morphemes (plural inflection, possessive inflection, progressive inflection, past tense inflection, and third person singular inflection) made by the tenth grade students of SMK PGRI 1 Punggur.

This research aimed to obtain the information about the percentage of the students’ errors and knowing the reason why the students of SMK PGRI 1 Punggur made errors in understanding English inflectional morpheme. The kind of this research is qualitative research. The researcher collects the data from documentation and interview. Moreover, the researcher applied Miles and Huberman’s model to analyze the data. The research result shows that possessive inflection error is on the first rank (32 or 34,04%), then it is followed by third person singular inflection errors on the second rank (25 or 26,6%), on the third rank is progressive inflection errors (17 or 18,08%), on the fourth rank is Plural inflection errors (11 or 11,7%), and the last is Past Tense inflection errors on the fifth rank (9 or 9,6%).

In conclusion, Students SMK PGRI 1 Punggur still make error in understanding English inflectional morpheme. There are many reasons why students still got difficulties especially English Inflectional Morpheme. There were 2 factors that caused the errors. The first is internal factor. The internal factor was come from the students. They still got difficulties about the way to understanding English inflectional morpheme. They also felt bored and not interested in learning English. Then the external factor came from the teacher where the teacher method was sometimes not interesting enough and the teacher’s explanation was not clear enough. Students hoped that the teacher will do the new method in teaching, also explaining the lesson more clearly.
Keywords : Error, Analysis, Inflection, Morpheme.

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