A DESCRIPTIVE STUDY OF THE ERRORS OF THE PRONOUN USE IN GUIDED COMPOSITIONS OF THE FIRST YEAR STUDENTS OF SLTP 2 JEMBER IN THE 1999 / 2000 ACADEMIC YEAR

Abstract

Teaching English in Junior High School and Senior High School is mainly aimed at making the students be able to communicate in English. Unfortunately, most or school graduates still make a number of errors in their writing. The problem in this research is how is the first year students' errors of the pronoun use in guided compositions at SLTP 2 Jember. The respondents taken were 46 students. The technique used was proporsional random sampling. The methods used to collect the secondary data were interview and documentation, while test was used to collect the primary data. The results of test were analyzed by using quantitative statistical method. Based on the results of the data analysis, it can be concluded that the first year students of SLTP 2 Jember in the 1999 / 2000 academic year made pronoun errors in their writing. The highest pronoun errors were on Indefinite pronouns (65.65 %) while the lowest pronoun errors were on personal pronouns (23.04 %). Finally, it is suggested that students should study structure, especially on pronouns and practice writing more to develop their writing skill. In addition the students' pronoun errors should be discussed to avoid them making the same errors in the future.