The Training Of The Skill For The Grammatical Errors Found In Indonesian Chinese Students

Language competence includes listening, speaking, reading, writing four competences,but it doesn’t simply mean four competences. Prof. Wang Pei Guang (2005) said thatlanguage competence is also include diagnose errors competence, mention errors competence,correct errors competence, conclude language perception competence, explain languagesystem competence, these five competences specified becomes language related competence,then he conclude diagnose errors competence, mention errors competence, correct errorscompetence become sense of language. In detailed, the ability to distinguish and correctgrammatical errors which this thesis mentioned is kind of language ability that based on thesense of purpose language and the level of mastering grammatical rules in purpose languageof learners, thus trough grammatical analysis about correct incorrect mention and correctgrammatical errors.The content of this thesis is devided into6chapters. The first chapter is introductionexplains about the origin of the topic, the purpose of analysis, meanings and nowdayscondition of errors and language competence analysis, summerized the samples of thesis,analysis method, plans, explains about the relation of bias corpus and the competence ofdistinguish and correct errors. The second chapter is about the grammar characteristicscomparison of mother languae of Indonesian overseas students and purpose language, mainlydiscuss about the grammar characteristic differences between Indonesian language andChinese. The third chapter is about the analysis of Chinese grammatical errors of Indonesianoverseas students and the competence of distinguish errors and correct errors, devided intofour parts: first is the meaning of observation and analysis of grammatical errors and thecompetence of distinguish and correct errors; second is description about the analysis processof distinguish errors and correct errors competence of Indonesian overseas students in China;third is about result and analysis, based on monitor theory and interlanguage theory, by usingliterary, observation and questionnaire analyze the development of distinguish errors andcorrect errors competence of Indonesian overseas students; fourth is the analysis of distinguish errors and correct errors competence problems and reasons of Indonesian overseasstudents questionnaire result. The fourth chapter is about the analysis of Chinese grammarproject input output hypothesis condition of Indonesian overseas students, devided into threeparts: first is the meaning of language input output analysis; second is description about theanslysis process of input output hypothesis of learning chinese grammar process ofIndonesian overseas students in china; fourth part briefly explains the analysis result of inputoutput hypothesis of learning chinese grammar process of Indonesian overseas students inChina. The fifth chapter gives suggesstions to increase distinguish errors and correct errorscompetence in learning Chinese grammar of Indonesian overseas students. Refer to the resultof previous research, through questionnaire verifythe conclusion, based on monitor theory,interlanguage theory and cognitive theory, gives teaching chinese teachers some usefulteching methods, teaching materials and teaching techniques to increase distinguish errors andcorrect errors competence in learning Chinese grammar, suggesting Indonesian overseasstudents some techniques how to get a maximum result in learning Chinese. The sixth chapteris about teaching experiment and reflection. The principles of teaching experiment is agrammar error analysis teaching and the teaching of "chunks of language", concern to theteaching of grammar and sense of language. Teaching learning experiment proves thatexercise to analyze errors and the teaching learning of chunks of language really useful toimprove their distinguish errors and correct errors competence.