A final project - an error analysis in using simple past tense in narative text

AN ERROR ANALYSIS IN USING SIMPLE PAST TENSE IN NARRATIVE TEXT (A Case Study of the Seventh Grade Students of SMP Islam Sultan Agung 4 Semarang in the Academic Year of 2011/2012)

A Final Project Project Presented in Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

HARISMANIA ROSYIDA 18.208.0080

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM COLLEGE OF LANGUAGES SULTAN AGUNG ISLAMIC UNIVERSITY SEMARANG 2012 i

APPROVAL

A Sarjana Pendidikan Final Final Project on


Prepared and Presented by

Harismania Rosyida 18.208.0080

Approved by

Kurniawan Yudhi Nugroho, S.Pd, M.Pd

Semarang, 6 September 2012

First Advisor

Arif Suryo Priyatmojo, S.Pd, M.Pd


Second Advisor

ii

APPROVAL

A Sarjana Pendidikan Final Final Project on


Prepared and Presented by


Approved by

Kurniawan Yudhi Nugroho, S.Pd, M.Pd


First Advisor

Arif Suryo Priyatmojo, S.Pd, M.Pd


Second Advisor

ii

VALIDATION

A Sarjana Pendidikan Final Project on


Prepared and Presented by Harismania Rosyida 18.208.0080

Defended before the board of Examiners th

On September, 11 2012 And Declared Acceptable Board of Examiners

Chairman

: Hartono, S.S. M.Pd

_________________ _________________

Secretary

: Kurniawan Yudhi Nugroho, S.Pd. M.Pd

_________________ _________________

Member

: Arif Suryo Priyatmojo, S.Pd. M.Pd

_________________ _________________

Semarang,

September 2012

College of Languages UNISSULA Dean

Drs. Widiyanto, M.Si, Ph.D

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STATEMENT OF WORK ORIGINALITY

Hereby, I honestly declare that the undergraduate thesis I wrote does not contain the works or part of the works of other people, except those which were cited in the quotations and the references, as a scientific paper should. If my statement is not valid in the future, I absolutely agree to accept an academic sanction in the form of revocation of my paper and my degree obtained from that paper.

Semarang, 10 September 2012 The Writer,


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MOTTO

                                      

           

"This, because God would never change the blessings with which He has graced a people unless they change their inner selves: and (know) that God is all-hearing, all-seeing."

Continual Efforts and Frequent Errors are Genius Stepping Stone (Elbert Hubbard)

Something that has not been done, often seems impossible, we will be confident if we have managed to doing well. ☺ (Evelyn Underhill)

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DEDICATION

This thesis is dedicated to: ♥

My beloved late father (Bahroji) in the heaven and mommy (Wiji Lestari) who always give inspiration and motivation to continue this study (Lovely BahWi) ☺ ♥

My beloved brothers ( Masyhur, Ali, Huri) and my nephews (Dian, Fajar, and Izaa) who always supports the writer to finish this thesis ☺

♥

My best friends Minory Ndut, “PoPiTaEm”, all E2/08 crew. Thanks for your support and advice. I will always remember you ☺ ♥

♥

My Sweetheart “Ozi”, thanks for your support and attention ☺

Last but not least, those who cannot be mentioned one by one, who have supported the writer to finish this thesis ☺

Thanks for all

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ABSTRACT

Rosyida, Harismania. 182080080 “An Error Analysis in Using Simple Past th Tense in Narrative Text (The Case Study of the 7 Grade Students of SMP Islam Sultan Agung 4 Semarang in the Academic Year of 2011/2012”. A Final Project, English Language Education Study Program, College of Languages Sultan Agung Islamic University. The first advisor: Kurniawan Yudhi Nugroho, S.Pd, M.Pd and the second advisor: Arif Suryo Priyatmojo, S.Pd, M. Pd.

The background of this research is based on the phenomenon of students' mistakes in the use of simple past tense. In learning and understanding the English language, especially grammar, students usually make mistakes. This is caused by differences in components between Indonesia and English language. Mastery of English is the knowledge of how to set the sentence grammatically. In a narrative text, students make some mistakes in the use of simple past tense because they do not have sufficient knowledge of grammar. The problem of this study is what common mistakes contained in the narrative texts that have been analyzed by the students. This research is descriptive qualitative. The population was the seventh grade students of SMP Islam Sultan Agung 4 Semarang in the academic school year 2011/2012 consisting of one class. Total population is 80 students, 34 students in 7A1 selected as sample using non-random sampling. The results showed that students made a mistake in using the simple past tense in narrative text. Based on the calculation error analysis, there are three kind of errors made by students, that are (1) wrong of be (30%), (2) wrong in using verb (53.3%) are the biggest mistakes made by students , and finally (3) wrong in modal auxiliary (17.6%). Based on the above results, it is suggested that teachers should explain to students about the simple past tense, including patterns and how to use them in writing narrative text. Key words: Error Analysis, Simple Past Tense, text narration and Junior High School.

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INTISARI

Rosyida, Harismania. 182080080 “An Error Analysis in Using Simple Past th Tense in Narrative Text (The Case Study of the 7 Grade Students of SMP Islam Sultan Agung 4 Semarang in the Academic Year of 2011/2012”. A Final Project, English Language Education Study Program, College of Languages Sultan Agung Islamic University. The first advisor: Kurniawan Yudhi Nugroho, S.Pd, M.Pd and the second advisor: Arif Suryo Priyatmodjo, S.Pd, M. Pd.

Latar belakang dari penelitian ini didasarkan pada fenomena kesalahan siswa dalam penggunaan simple past tense. Dalam belajar dan memahami bahasa Inggris terutama tata bahasa, para siswa biasanya membuat kesalahan. Hal ini disebabkan oleh perbedaan komponen bahasa antara Indonesia dan Inggris. Penguasaan bahasa Inggris adalah pengetahuan tentang cara mengatur kalimat gramatikal. Dalam menulis teks narasi, siswa membuat beberapa kesalahan dalam penggunaan simple past tense karena mereka tidak memiliki pengetahuan tata bahasa yang cukup. Masalah penelitian ini adalah apa saja kesalahan umum yang terdapat dalam teks narasi yang telah dianalisis oleh siswa. Jenis penelitian ini adalah deskriptif kualitatif. Populasi adalah siswa kelas VII SMP Islam Sultan Agung 4 Semarang pada tahun ajaran akademik 2011/2012 yang terdiri dari satu kelas. Jumlah total populasi adalah 34 siswa, dari 80 siswa terpilih sebagai sampel dengan menggunakan non-simple random sampling. Hasil penelitian menunjukkan bahwa siswa membuat kesalahan dalam menggunakan simple past tense dalam teks narasi. Berdasarkan perhitungan analisis kesalahan, terdapat tiga macam kesalahan yang dibuat oleh siswa, yakni (1) salah pada be sebanyak (30%), (2) Kesalahan pada bentuk kata kerja sebanyak (53,3%) ini termasuk kesalahan terbanyak yang dilakukan oleh siswa, dan yang terakhir (3) kesalahan pada kata kerja bantu sebanyak (17,6%). Berdasarkan hasil di atas, disarankan kepada guru bahwa seharusnya memberikan penjelasan kepada siswa tentang simple past te nse termasuk pola dan bagaimana menggunakannya dalam menulis teks narasi.

Kata-kata kunci: Error Analysis, Simple Past Tense, Teks Narasi dan Siswa SMP

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ACKNOWLEDGEMENT Bismillahirrohmaanirrohiim,

Praise be to Allah SWT, Alhamdulillahirobbil’alamin, thank for the love given to me that makes me wake up every day to realize my dreams. As the final project was done, I would like express my deepest thanks to some persons. First, thanks to Drs. Widiyanto, M.Si., Ph.D as Dean of the College of Languages UNISSULA, and Hartono,S.S.,M.Pd as secretary of Dean of College of Languages. Second, I would like to give my deep gratitude to Kurniawan Yudhi Nugroho, S.Pd., M.Pd., my first advisor, whose great patience, guidance, advice, and encouragement led me to the completion of this writing, and Arief Suryo Priyatmojo, S.Pd., M.Pd., as my second advisor, who carefully gave me valuable suggestions as well as corrections to complete this paper. Then, special thanks to Prof. H. Retmono, M.A., Ph. D, my inspirator lecture, the headmaster of SMP Islam Sultan Agung 4 Semarang, Zaenuri, S.Ag, Sholeh Anwar, B.A and all teachers who have given me a chance to conduct the research there. I would also like to give my deep gratitude to my parent, brothers and family for their prayers and support to enable me to finish my study. Last but not least, thanks to all my friends in education program 2008, UKM SAEC and to numerous people that I can not mention one by one. Thank you very much.

Semarang, 11 September 2012 The Writer,


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TABLE OF CONTENTS

Title ...........................................................................................................

i

Approval ...................................................................................................

ii

Validation .................................................................................................

iii

Thesis of Statements .................................................. ..............................

iv

Motto ........................................................................................................

v

Dedication ................................................................................................

vi

Abstract ...................................................................................................

vii

Intisari ......................................................................................................

viii

Acknowledgement ....................................................................................

viii

Table of Contents .....................................................................................

x

List of Tables ............................................................................................

xiii

CHAPTER I INTRODUCTIONS

1.1.

Background of the Study ........... .....................................................

1

1.2.

Reason for Choosing Topic .............................................................

3

1.3.

Research Question ..........................................................................

4

1.4.

Objective of the Study ....................................................................

4

1.5.

Significance of the Study ........... .....................................................

4

1.6.

Limitations of the Study .................................................................

4

1.7.

Definitions of Key Terms ...............................................................

5

1.8.

Outline of the Study ................... .....................................................

6

CHAPTER II RIVIEWS OF RELATED LITERATURE

2.1.

Theoretical Reviews ................... .....................................................

8

2.1.1. Error Analysis .................................................. ..............................

8

2.2.

9

General Description of Tenses .................................................. .......

2.2.1. Simple Past Tense ...........................................................................

10

2.2.2. Forms of Simple Past Tense ...........................................................

11

2.2.3. Time Signal of Simple Past Tense ...................................................

12

2.2.4. Uses of Simple Past Tense ..............................................................

13

x

2.3.

General Concept of Narrative Text .................................................

14

2.3.1. Narrative Text .................................................. ..............................

14

2.3.2. Generic Structure Narrative Text ....................................................

15

2.3.3. The Lexicogrammatical ........................................................... .......

15

2.4.

16

General Description of Junior High School .............................. .......

CHAPTER III METHODS OF INVESTIGATION

3.1.

Research Design ..................................................................... .......

19

3.2.

Subjects of the Study .....................................................................

20

3.2.1. Population .....................................................................................

20

3.2.2. Sample ...........................................................................................

20

3.3.

Instruments of the Study .................................................................

21

3.3.1. Test ...............................................................................................

21

3.3.2. Question List .................................................................................

22

3.4.

Data Gathering ..............................................................................

22

3.4.1. Test ...............................................................................................

22

3.4.2. Interview ................................................................................ .......

23

3.5.

Technique of Analyzing Data ................................................. .......

25

3.5.1. Identification of Error ....................................................................

24

3.5.2. Classification of Error ....................................................................

24

3.5.3. Percentage of Error ................... .....................................................

24

3.5.4. Identfying the Causes of Error ......................................................

26

CHAPTER IV ANALYSIS OF RESULT AND DISCUSSION

4.1.

General Description .......................................................................

27

4.2.

Data Description ..................................................................... .......

28

4.2.1. Common Error in Simple Past tense Analysis ................................

28

4.2.2. Common Error in Generic Structure Analysis ................................

32

4.3.

Discussion .....................................................................................

33

4.3.1. The Result of Error Analysis in Simple Past Tense ........................

33

4.3.2. The Percentage of Error and Dominant Errors ...............................

37

4.4.

Summary of Interview ...................................................................

43

4.5.

The Implication of Research Finding .............................................

45

xi

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1.

Conclusion ....................................................................................

47

5.2.

Suggestions ...................................................................................

48

BIBLIOGRAPHY ....................................................................................

50

APPENDICES...........................................................................................

53

xii

LIST OF TABLES

Table

page

1. Errors in Using Past Tense ........................................................... .......

28

2. Errors in Generic Structure ........................................................... .......

32

3. Percentages of Errors of Each Students ................. ..............................

39

4. Common Errors and the Proportional Each Students .................... .......

42

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CHAPTER I INTRODUCTION

1.1.

Background of The Study

Language is a mean of communication among individuals. It is a sound system which were structured and used to communicate people’s feelings, intentions, purpose, etc to the others. Language is the development of the basic form of communication between human beings in a society. As it is the basic form, it is also the most developed. We cannot communicate in any real sense without language, other than through gestures; we do communicate through some non-verbal forms like the visual arts - painting and sculpture as well as dance, communication is through language. It could take a number of forms, of course. According to Brown (2000:5), "language is system of arbitrary conventionalized vocal, written, or gestural symbols that enable members of a given community to communicate intelligibly with one another. English is one of the international languages were used as a means of communication both orally and written to cooperate among people in different countries in the world was English. Therefore, it was very important to learn English. Everyone need to learn English because it becomes the first foreign language and has an important role in the development of Indonesia. In Indonesia, English has been taught as the foreign language. Learning English becomes more 1

2

and more important nowadays since we know that English is one of the international languages which can be used to communicate around the world. After we knew the language, in order to be able to communicate, people should master the communicative competence. Johnson & Johnson (1999: 62-68) stated that communicative competence is the knowledge which enables someone to use a language effectively and their ability to actually use this knowledge for communication. Communicating in English was extended to understand and express information, thought, feelings and develops science, technology culture (Depdiknas, 2004:6). Thus it can be said that mastering English is an essential requirement as stock in an effort to make the interaction and communication in the association’s growing community, both nationally and internationally. In this connection, the mastery of English can be obtained through various programs, and programs of teaching or learning in a formal school course was the main tool for students. Genre is one of the important and influential concepts in language education. There were much kind of genres such as narrative, descriptive, report, and exposition are referred to as text types. In writing, those kinds of texts should follow the generic structure of the texts as well as the grammar.

In learning and understanding English, the students usually make errors. Error in learning process is very human and it is caused by the differences of language components between Indonesia and English. For example, in writing a narrative text, sometimes the students make some errors in the use of simple past tense because they do not have enough grammar knowledge. Consequently, the

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result of the teaching English in our school is still unsatisfactory especially in writing a narrative text. Because of these errors, the teacher has to give motivations and create effective teaching. In addition, students' error can also give information for the teachers themselves. The information includes the effectiveness of techniques used in delivering materials and the students understanding of the materials. Based on the statement above, the conclusion as the research goal is to identity and describes some common errors, especially in the use of simple past tense in writing narrative text.

1.2.

Reason for Choosing the Topic

Through grammar, people will learn to make correct English sentences in the time adjustment in the referring to the tenses. To construct the sentences, everyone should study the several of words that are the basic or fundamental in the preparation of English sentences. The reason for choosing the topic because many people have problems in grammar that was difficult, because of the limited of student ability in the mastering grammar, especially for identify regular and irregular verb according to the problem because it was commonly found in narrative text. Another reason was simple past tense was one form of the essential tenses in English that students should know earlier before writing narrative text. By knowing the errors on using simple past tense in narrative text that students will be made, the teacher can give more concern in teaching the grammatical patterns, especially the use of simple past tense. In this research was conducted to learn how to make an analysis for simple past tense in narrative text easily for beginners.

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1.3.

Research Question

The research question was; “What are common errors that occurred in the narrative text uses the simple past tense by students?”

1.4.

Objective of The study

The objective of this study is to find out of the common errors made by students in narrative text in use of simple past tense.

1.5.

Significance of The Study

This study may contribute some benefits as follows: 1. It gives information for teachers, teacher trainers, and readers that need some data, references about types of errors, dominant errors, and causes of error in using simple past tense in narrative text. 2. It gives information to the English teacher of the seventh grade students of SMP Islam Sultan Agung 4 Semarang in the academic year of 2011/2012 about students’ mastery of simple past tense; hopefully this information will be meaningful in setting new policy of teaching the same material in the future.

1.6.

Limitation of The Study

This research was limited only to the analysis of the students’ errors and causes of the errors in using simple past tense in narrative text. This research was done only at the seventh grade students of SMP Islam Sultan Agung 4 Semarang in the academic year of 2011/2012.

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1.7.

(1)

The Definitions of Key Terms

An Error Analysis Error is mistake which learner cannot correct themselves and which therefore need explanation by Harmer (2007:96). While according to Brown (2000:218) “Error analysis is a fact that learners do make errors, and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the leaner, led to a surge of study of learners’ errors”.

(2) Simple Past Tense The simple past tense indicates that an activity began and ended at a particular time in the past by Azar (1989:24). For example: John studied in my room last night. She brought me some potatoes two days ago. The simple Pat tense is also used for a past habit. For example: he always carried an umbrella. They never drank wine. (3) Narrative Text Narratives may be imaginary or concerned with real-life situations. A narrative has a beginning, a middle, and an ending by Sadler and Hayllar (2004: 65). The main characteristics of narrative text are the presence of a problem (or what is considered a problem or difficult) and the steps taken to respond to this issue with the general form of solution or resolution. To write a narrative story, we should know that social function and generic structure. The social function of narrative is to amuse, entertain and

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to deal with actual or vicarious experience in different ways. (Hartono, 2005:6) (4) Junior High School Junior high school learner are different than young learner. They are included in the adolescents; the age is changed from childhood to adulthood. According to Howard (1968: 2) that the junior high school is a unique pupils. The junior high school is intended to educate and serve those children who are preadolescent and early adolescent, that is, on the edge of puberty. Many transition in this age they are way of thinking, physical changes and the appearance. According to Harmer (2007:15) adolescent students have a great capacity for learning, enormous potential for creative thought and passionate commitment to things which interest them.

1.8.

Outline of the Study

This final project proposal consists of five chapters. Chapter I gives an Introduction which contains Background of the Study, Reasons for Choosing the Topic, Research Question, Objective of the Study, Significance of the Study, Limitation of the Study, Definition of the Key Terms, and Outline of the Study. Chapter II deals with the Review of Related Literature. This present an Error Analysis, Source of Error, Simple Past Tense, Narrative Text, and Grammatical Differences between English and Indonesia in sentences of Simple Present Tense, and Previous Research.

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Chapter III is concerned with Methods of Investigation consists of Design of Research, Population and Sample, Technique of Collecting Data, Instruments, and Technique of Analyzing Data. Chapter IV deals with the Result of the Study, which presents General Description, Data Description and Discussion. In this chapter, the Collected Data are Analyzed to find out the Common Errors, the Dominant Errors, and Possible Causes of Error made by the seventh grade students of SMP Islam Sultan Agung 4 Semarang in using simple past tense in narrative text seen from their test result. Chapter V is the last chapter which presents some Conclusions and Suggestions of the Research.

CHAPTER II RIVIEW OF THE RELATED LITERATURE

This chapter deals with the review of related literature. This presents the definition Error Analysis, Source of Error, Simple Past Tense, and Narrative in Analysis Narrative Story.

2.1.

Error Analysis

According to Brown (2000:218), “Error analysis is a fact that learners do make errors, and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the leaner, led to a surge of study of learners’ errors.” While James (1998:7) states that error analysis is a methodology for dealing with data rather than a theory of acquisition. The data can be taken by conducting a test with the students as the respondent.” From those explanations, the writer concludes that error analysis is a method to deal with data which can be observed, analyzed, and classified to reveal or determine the incidence, nature, causes and consequences of unsuccessful language learning within the learners. An error can identify 3 levels of errors in students’ writing -

grammar (sentence level) errors,

-

paragraph level errors (problems with coherence within the paragraphs, summary sentences, linking phrases and other devices),

-

whole text level errors (introduction, thesis statement, direct linear text, etc)

-

focuses on the grammatical or sentence 8

9

Lange and Lane (1993: 1) Error analysis helps for intelligible in writing, clear ideas, and get higher marks (some subjects allocate a percentage of final mark to accuracy in grammar or lack of errors). http://www.latrobe.edu.au/learning/assets/downloads/error-analysis.pdf (retrieved th

on February 12 2012) The sources of error occurrence according to Ancker (2000: 1) (1) Interference from the native language is similar. Then, he will over generalize the rules of his native language. (2) An incomplete knowledge of the target language. Because of the incomplete knowledge, the learner may make guesses. When he has something that he doesn’t know, he may guess what it should be there. Lengo (1995: 1) added that foreign language learners commit errors largely because of the paucity of their knowledge of the target language whereas deviant forms produced by native speakers are dismissed as slips of the tongue or slips of the pen. (3) The complexity of the target language certain aspects in English are difficult for some learners, it may be caused the rules of their native language are quite different from English and even more complex that their native language.

2.2.

General Description of Tenses

A tense is a form of the verb in the English language to indicate the time (present, future, or past) the occurrence of an act or event. Because the form of time is used in everyday life. By using the "tenses" we can use the sentence appropriate to the circumstances. For example; something that used to do, in progress, will be done, something in the past and others.

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The verb used for an act done with habits, different verb used in ongoing activities and verbs in use for past actions, it is also different.

2.2.1. Simple Past Tense

Tense is a systematic structure to describe different forms of verbs that show the time of action. Meanwhile, simple past tense expresses an action or event that occurs at certain times in the past. In other line, according to Hornby (1975:78), “tense stands for a verb form or series of verb forms used to express a time relation”. In mastering simple past tense, we must know its definition. There are some definitions from some experts, as follows: 1) According to Hornby (1975:85), “Simple past tense is to indicate activities or states in the past, without indicating any connection the present.” 2) According to Hewings (1999: 6), “We use the past simple for situation that existed for a period of time in the past, but not now.” 3) According to Azar (2002: 24), “The simple past indicates that an activity or situation began and ended at a particular time in the past.” Based on the explanations above, here can be concluded that simple past tense is a verb form to indicate activities or situations that happen at a particular time in the past.

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2.2.2. Forms of Simple Past Tense

There were some forms of simple past tense: They are affirmative (+), negative (-), and interrogative (?) sentences. They can be put into the pattern as follows:

+

S + V 2 + O + Complement

-

S +

?

   

  + V 1 + O + Complement     

+ S + V 1 + O + Complement ?

The explanations of forms above are in the affirmative, the simple past tense uses verb to be was/were. For example; I/he/she/it was and You/we/they/ were. The negative is formed by did not/ was not / were not + the infinitive with adding to. For example; I/you/he/she didn’t/was not and You/we/they didn’t/were not (won’t). And the third forms is interrogative form of past tense is used was/were/did + subject + the infinitive without to (of the main verb) and question mark. For example; Was I/she/he/it ? and Were you/we/they ? This analysis focuses specifically on regular and irregular past tense verb ending formation. Most verbs in English are regular, meaning they use the same inflections to mark person, tense, aspect, and voice (Biber et al, 2002:115). To form regular past tense endings one simply adds an –ed suffix but has to memorize six main patterns to mark past tense irregular verbs.

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Past Tense Verb Ending Formation Verb Ending

Patterns

Examples

Regular

1. base + suffix –ed

a. looked, moved, walked

Irregular

1. The –t suffix replaces a final

a. build – built, spoil – spoilt

d of the base of many be added

to the base 2. The –t or –d suffix is added

b. think – thought, sell – sold

and base vowel changes 3. No suffix is used and the

c. give – gave, know – knew

base vowel changes 4. Only the base vowel

d. begin – began, come –

changes

came

5. Forms are identical to base

e. cut – cut, hit – hit, run –

form

run

6. The form is completely different

f. go – went, eat – ate, see – saw

Adapted from Biber et al (2002:116-117)

2.2.3. Time Signal in Simple Past Tense

There were time signals uses in simple past tense by (Lado, M.J., 2005: 23), as follows: Just now

Last Monday

This morning

Last week/month/year

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Yesterday

Three days ago

The day before

A few weeks ago

Last night

Many years ago, etc.

For example; •

I went to Surabaya last year.

•

She taught English three days ago

2.2.4. Uses of Simple Past Tense

There were some used of simple past tense. According to Wishon and Burks (1980:195) state that simple past tense is used to report a state or activity which can be described to a definite past time. The past time is also used for activities that occurred over a period of time in the past, both are now finished or that occurred at intervals in the past, but don’t occur now. While according to Walker et al in Tiarani, Dede’s paper for seminar (2000:37).

1)

Completed actions To talk about events and actions in the past those are now finished. The past simple refers to the complete event. The time or approximate time that the event took place is stated or is understood from the context. It may be in the very recent past. •

Your mother phoned a few minutes ago.

•

I played tennis with my friends yesterday.

•

I never learnt to swim as a child.

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2) Past Habit or Regular Event •

She went out for a meal every evening on holiday.

•

She got up at 5 o’clock every morning to do to pray.

•

He worked there for twenty years.

•

He worked for most of his life. So, it can be concluded that basically the use of simple past tense is to talk

about situation and activity in the past.

2.3.

General Concept of Narrative Text

2.3.1. Narrative Text

Narratives set out to entertain and amuse listeners and readers. To achieve this purpose, they must attract and hold an audience’s attention it is the interesting and extraordinary events that can hold an audience spellbound. Some narratives go a step further than this; as well as telling a story they seek to instruct, give an explanation for natural events or teach a m oral lesson. Narrative could be spoken or written texts. They were usually told by a narrator, who might be one of the characters or an outsider. Some of the most familiar forms of narratives were novels, short stories, science fiction, fairytales, folktales, movie, script, soap operas, comic strips, ballads, mysteries, and etc.

15

2.3.2. The Generic Structure of Narrative Text

In some narrative, visual elements were very important. In pictures books, artwork or photographs may be part of the story. In comic strips, the drawings were often just as important as the words. Narratives usually have a series of happenings in which action occurs and characters were involved. Narratives usually consist of the following three parts.

(1) Orientation (beginning) The orientation tells the reader who: the character(s) or people, for when, where: the setting time and place, what and why can the direction of the story

are all introduce. (2) Complication (middle) As the story develops, complication occurs. At least one problem arises that a character must overcome before the goal in the story can be reached. There is often a sequence of events involving the characters in actions that test their courage, determination and other qualities. (3) Resolution (ending) As the sequence of events brings the story an end, the problem that faced the characters is solved or resolved. A resolution is achieved, which leads to a happy or unhappy ending in the story. (Haylar 2003: 14)

2.3.3. The Lexicogrammatical of Narrative Text

Setiawan (2007: 41) stated that narrative text often used specific linguistics elements, such as:

16

•

A particular noun as a pronoun, animals, and objects in the story for example, Stepmother, household, etc.

•

Individual participants focusing on the narratives of participants (actors) certain specific.

•

Simple Past Tense

•

Time to sort connective and the conjunction of events, such as after, before, soon, then, after, that, etc.

•

Action verb, verbs that show the event or activity for example stayed, climbed, killed, etc.

•

Verb saying and thinking verbs, reporting verbs that show or speech for example; said, of toll, promised, thought, understood, etc.

2.4.

Junior High School

According to Harmer (2003: 37), age becomes a major factor in our decision about how to teach students. Because students at different ages have different characteristics, the way we teach them will differ too. So, in teaching English for students especially junior high school, a teacher has to be more creative and he/she has to make it more interesting for the learners to learn the language. As we know that most of junior high School students are the age of thirteen to fifteen years old, and they are called young adolescent. As Salyer and Mkeel, 2003 defined that “young adolescents are students who are 10 to 15 years old”. Harmer (2003: 11) commented that the children of thirteen to fifteen seemed

17

to be less lively and humorous than adults. They were so much less motivated and they showed outright discipline problems. Young adolescents are wondrous group. Eager to learn, full of energy, curious, ready for adventure, sociable, disarmingly honest, and ready to solve the problems of the world; this group of students can be a challenge for teachers to motivate, hold their attention, and channel their enthusiasm and energy into real learning (http://www.turningpts.org/pdf/YALGuide2.pdf). There are five key areas of young adolescent development that can provide a strong foundation for meeting the needs of these learners. The National Middle School Association (1995) identifies these important a reas as: 1.

Intellectual Young adolescent learners are curious, motivated to achieve when challenged, and capable of critical and complex thinking.

2.

Social Young adolescent learners have an intense need to belong and be accepted by their peers while finding their own place in the world. They are engaged in forming and questioning their identities on many different levels.

3.

Physical Young adolescent learners are mature at varying rates and go through rapid and irregular physical growth, with bodily changes that can cause awkward and uncoordinated movements.

4.

Emotional and Psychological

18

Young adolescent learners are vulnerable and self-conscious, and often experience unpredictable mood swings. 5.

Moral With their new sense of the larger world around them, young adolescent learners are idealistic and want to have an impact on making the world a better place (http://www.turningpts.org/pdf/YALGuide2.pdf) In Indonesia, the characteristics of junior high school students are not

different from common students. However, the researcher wants to emphasize several characteristics based on the article of “At the Turning Point: The Young Adolescent Learner” Complete guide available from http: //www.turningpts.org// that characteristics of young adolescent intellectual development include: a)

Moving from concrete to abstract thinking

b)

An intense curiosity and wide range of intellectual pursuits, few of which are sustained over the long term

c)

High achievement when challenged and engaged

d)

Preferences for active over passive learning experiences

e)

Interest in interacting with peers during learning activities

f)

An ability to be self-reflective Therefore, from the brief explanation above, the researcher comes to a

conclusion that the junior high school students still need specific guidance to learn English and they need more attention from English teacher, so that they can understand English lesson well.

CHAPTER III METHODS OF INVESTIGATION

This chapter presented the Research Method. This Chapter was divided into five sections. They were Research Design, Population and Sample, Data Gathering, Instruments of the Research and Technique of Analyzing Data.

3.1.

Research Design

There were some definitions of research put forward in this sub-chapter. The research is an investigation undertaken in order to discover new fact, to get additional information, etc. Hornby (1995: 996). The conclusion that research is an investigation held scientifically, systematically, and logically to obtain the facts objectively. This research use descriptive qualitative method. Research was investigation of a knowledge which had done to obtain the fact and principles patiently and systematically by Narbuko and Achmadi (2010: 1-2). While, according Sowell and Casey (Maskar, 2008:37) stated that “descriptive method is a method that uses exiting situation to collect the data in order to measure the variables and interpret the result appropriately without any manipulation of the variables themselves”. It means by using this method were analyze by collecting the existing data, such as common errors and causes of error, and computed in order to find out the dominant errors in narrative text. After that, it will be described in terms of its need and in order to find out the facts in it. 19

20

This research is descriptive because it will describe a systematically facts and characteristics of certain population accurately, briefly, and clearly. The descriptive research studies are applied to describe certain information objectively. This case was also designed to obtain the answer concerning the current status of problem that the method of descriptive research is applied to solve the current problem. The main purpose is for describing a certain situation objectively. Narbuko and Achmadi (2010:44).

3.2.

Subjects of the Study

3.2.1. Population

Koentjaraningrat (1986: 89) stated that population is all part of the subject involved in research as a direct target or as the sources of information. According to the definition above, it can be concluded that population is the total subject of the research as a direct target or the sources of information. The writer used the seventh grade students of SMP Islam Sultan Agung 4 Semarang in the academic year 2011/2012 as the population.

3.2.2. Sample

In a study, a researcher should determine the population. After determining the population the researcher selects the sample. The writer only selects a few of the population as a sample in order to make it more efficient. To get sample, non random sampling was decided because not all individuals in the population gave opportunity of being selected for the sample. There were various kind of non random sampling technique; here the writer used

21

purposive sampling technique. Purposive sampling technique was the technique intends to existence the groups to get the sample based on groups that were in population. A good sample is one that is representative of the population from which it was selected. (Achmadi and Narbuko, 2010:107). From the statement above, it could be summarized that sample is a part which is selected to represent the population that will be examined. The number of population is too big to be investigated. According to Arikunto (2002:134), “ if the population of the research is less than a hundred, the writer has to take all of the population . Because the populations less than a

hundred, the total of populations that uses are 80 students. Here will be use as sample was class of 7A1 with total number are 34 students.

3.3.

Instruments of the Study

There must be an instrument in a research. It influences the data which are obtained. Instrument means equipments for collecting the data using a method. Based on the statement, instrument plays important role in conducting a research that is for gathering the data accurately. The equipments the writer uses in this research as follows:

3.3.1. Test

The equipments the writer used in this research were question sheets and answer sheets because this study talked about the subjects’ achievement in using simple past tense in narrative text. Consequently, the writer used a writing test to measure the students’ writing ability in order to obtain the empirical data.

22

Therefore, the writer uses 34 pieces of paper consisting of outlines to write the narrative text to treat the same theme of the students’ writing, and 34 pieces more are for the students’ writing.

3.3.2. Question List

This contains the list of questions that will be used to obtain additional data from students. The aspects to be investigated in interview include these following: 1. Students’ understanding of simple past tense. 2. Students’ understanding of narrative text. 3. The causes of student’ errors in using simple past tense in narrative text.

3.4. Data Gathering

All research studies involve data gathering. In gathering data, research instrument plays an important role in a research project in which the validity and reliability of the data obtained. Data gathering can be obtained through test and interview.

3.4.1. Test

In general, this instrument is the first order used to collect data that can be divided into two types, a test and non-test. A test is sequence of question, exercise to measure student’s skill, knowledge, and intelligence. In gathering the data for the analysis in this re search, the writer uses test as the instrument. Before testing students, the writer first explain the subjects about the using of the simple past tense, and then the writer explain about the rules in

23

writing a narrative text. Next, the writer held a field research by holding a writing test. Then looks after the test to avoid the same writing among the students. After the students did the test, the writer analyzes the students’ works by making a list of the students’ errors. The writer furthermore began to conduct an error analysis.

3.4.2. Interview

Interview is a dialogue which is done by interviewer to gain information from interviewee. The researcher, in this case, is as interviewer, give questions, give mark for the answer, and ask for explanation. In other side, the interviewee (can be teacher or student), answer questions, explain and sometimes give question back to the interviewer. (Hadi, S. 2004:218). There were four students who are interviews because they can represent all of students’ voice. The goal of interview is to collect information and not to change or clout the opinion of the respondents (Achmdi and Narbuko, 2008: 86).

3.5.

Technique of Analyzing Data

In this research, the writer described about students’ errors of using simple past tense in narrative text make by the seventh grade students of SMP Islam Sultan Agung 4 Semarang in the academic year of 2011/2012. The writer wants to explain the common errors and to provide the percentage of students’ errors and the dominant errors. After collecting the data, the writer analyzes it using a certain technique. In this research, the writer applies the technique of analyzing data as follow:

24

3.5.1

Identification of Error

In this step, the writer tried to find out the errors in using the simple past tense in writing narrative text. The writer checks the students’ writing. The writer only collects the wrong answers. It helps the writer find some error ea sily.

3.5.2

Classification of Error

In this step, the writer classifies types of error in using the simple past tense in writing narrative text into some categories. In writer’s opinion, the possible errors are in the writer’s opinion. There are possible errors categories; 1)

The Form of “Verb”

Correct

Incorrect

2)

:

:

V1

V2

cut

cut

write

write

cut

cutted

write

writted

The Form of “To Be”

3.5.3

Correct

:

was, would

Incorrect

:

is, will

Percentage of Error

Sattayatham, A and Pongrat, R (2008:27), dealing with this step, to calculated the percentage of error in using the simple past tense in writing narrative text done by the students. To measure and to calculate the percentage of errors made by each student, the writer used the following formula:

25

X=

 x 100 % 

Where: X =

the percentage of errors

∑ E = the sum of various kinds of errors ∑T = the sum of sentences

Furthermore, the researcher carried out an error analysis in order to find out the dominant error. The writer counted the percentage of each type of error. The writer used the following formula:

pi =

 x 100% 

Where: pi =

the proportion of the frequency of error

fi =

the absolute frequency of a particular type of errors

n =

the total number of errors observed

After that, the researcher calculated the average proportion of frequency of error assurance that is called the mean (M). The formula of the mean is as follow: 

M=∑ Where: M = the average proportion of frequency of occurrence (Mean)

26

∑x = the sum of percentage of all errors N = the total number of possible errors of all the categories http://www.journal.su.ac.th/index.php/suij/article/view/ 119/132. (Retrieved on th

August 30 2102). Next, the writer identified the degree of dominance of particular error by calculating the (pi-M). Any error whose (pi-M) is plus (+) is called dominant errors. Whereas, if the (pi-M) is zero (0) or minus (-), it is said to be less dominant.

3.5.4

Identifying the Causes of Error

Based on each category of the errors, the writer identified the causes of the errors as follows: 1.

Errors which are caused by the influence of the first language or mother tongue (interlinguas errors).

2.

Errors which are caused by the second language which is being learnt (intralingual errors). By doing these steps, the writer expects that there will be a maximum

result of the research achieved. Furthermore, the result is supposed to encourage the seventh grade students of SMP Islam Sultan Agung 4 Semarang in the academic year of 2011/2012 to correct their error in narrative text by using simple past tense especially in order that their writing ability will be developed significantly.

CHAPTER IV ANALYSIS OF RESULT AND DISCUSSION

This chapter describes the Result of the Study based on the data which th

th

were obtained on May 16 – 17 2012. As the writer mentioned in the previous chapter, this Study is intended to describe the Possible Errors in the use of Simple Past Tense in Narrative Text made by the seventh grade students of SMP Islam Sultan Agung 4 Semarang. Therefore, this chapter is divided into two aspects. They are General Description and Data Description. The data description consists of story contents in error analysis and generic structure analysis.

4.1.

General Description

In this analysis, writer uses texts of narrative entitle “ Snow White”. The topic was given to the students was the topic that can motivation them to study analysis because it help the students make an analysis in narrative text easily, because they know about the topic. Out of the topic that were given to the students, there were a lot of students who enthusiasm with the topic, because they explore the answers easily. And there were six students of thirty four students did not focus, it makes students difficulty to answer it.

27

28

4.2.

Data Description

The data in this research is obtained from the writing test result of the seventh grade students of SMP Islam Sultan Agung 4 Semarang in Academic year of 2011/2012. It was described the data about students’ errors in using simple past tense in narrative text. The description and the analyzing of the data were as follows: 4.2.1. Common Errors in Using Simple Past Tense Analysis

There are three categories of errors that will be used as the base of classify the errors. They are wrong of be, wrong use of verb, and wrong in Modal Auxiliary. Therefore, it will categorize the students’ errors in using simple past tense in narrative text into each item. The result of the categorization is shown in the table below: Table 4.1: Errors in using Past Tense

No

Error Categories

Erroneous Sentences 1

2

1.

I was here now

v

2.

Did you went to London?

v

3.

Sorry, I was not hear you at the door

28

3

v

29

4.

She doesn’t go with me

5.

I going to school

v

6.

John work very hard

v

7.

She went to the door

8.

We were fly to Germany last month

9.

I was school on Kaligawe Street

10.

They were come home from work

v

11.

He had not left before I come

v

12.

She run away from home

v

13.

The glass broken

v

14.

I lived in Jakarta for 2 years

v

15.

Her parents dead

16.

The water boiled

17.

She is diligent at that time

18.

I was work in Semarang

19.

The old man walked away

v

20.

She lived in Indonesia

v

21.

The bird flew up in the sky

v

v

v v v

v v v v

29

30

22.

The child was cry

v

23.

Worked she in Semarang?

v

24.

Did you saw her new rabbit

v

yesterday? 25.

The door opened

26.

Alex don’t work last week

27.

Were you are angry?

28.

What you eat for lunch yesterday?

29.

She drive to London on Monday

30.

We not hear the telephone

v v v v v V

∑ Errors

9

16

5

 Note :

1. Wrong of be 2. Wrong use of verb 3. Wrong in modal auxiliary

For it result, shows that the students’ errors in wrong of be there are 9 errors for 30 sentences that they make, wrong use of verb there are 16 errors for 30 sentences, and last errors is wrong in modal auxiliary t here are 5 errors.

30

31

From the first data result description above, will sum of average of dominant of errors with the general formula;

X=

 x 100 % 

1. Wrong of be X=

 x 100% 

X = 30% 2. Wrong use of verb X=

 x 100% 

X = 53,3% 3. Wrong in modal auxiliary X=

 x 100% 

X = 16,7%

The sum above shows the dominant errors occurs in use of wrong of verb there was 53,3% from 100% was the constant value. From the description above, we know about the common errors that are found in students’ analyze, the percentage of each error, and the dominant errors. It is called dominant because frequency of error is too much while less dominant

31

32

is little error that made by students. All of them will be useful for further discussion of this research.

4.2.2. Common Error in Generic Structure Analysis

The generic structure analysis was based on aspect number students. This aspect was about organization which includes orientation, complication and re– orientation. The formula was taken from Heaton (1979:29) to interpret the result statistically. The formula was as follow:

      

         

Table 4.2: Error in Generic Structure Generic No.

Number of the Students

Total

Percentage

28

82.353%

6

17.647%

34

100%

Structure S.1/S.2/S.3/S.4/S.5/S.6/S.7/S.8/S.9 S.11/S.12/S.16/S.17/S.18/S.19 1

Complete S.20/S.21/S.22/S.23/S.24/S.25/S.27 S.28/S.29/S.30/S.32/S.33/S.34

2

Incomplete

S.10/S.13/S.14/S.15/S.26/S.31 ∑

32

33

From the data above, we can see that 28 students completed the three elements of the generic structure, and 6 students failed in writing, because they did not make a conclusion. It made their writing incomplete and distracts the reader to catch the ideas.

4.3.

Discussions

In this point is the discussion of the error using simple past tense was created by students on some points which will answer the statement of the problems in this research. The writer tries to make the discussion of research based on the findings.

4.3.1. The Result Of Error Analysis In Simple Past Tense

Based on the findings of the research that is described above, it could be conclude some statements that are useful for discussion about the subject problem. In this research, it is proven that there are errors, especially in using simple past tense found in students’ evaluating in writing a narrative text. Then, those errors are classified into three types of errors. They are wrong of be, wrong use of verb, and wrong in Modal Auxiliary. For the first discussion, the writer want to let the reader to understand about the common errors that is done by the seventh grade students of SMP Islam

33

34

Sultan Agung 4 Semarang in academic year of 2011/2012 in analyze narrative text. 1)

The first error found in using simple past tense that is done by the students is wrong of be. In this case, omission can be characterized by the absence of certain item that has to appear in a well-formed sentence, because any omission will make the sentence or utterance incomplete consequently. Here the students had omitted be in sentence. Due to omitting be, the sentence can’t be understood in English correctly. Based on an incomplete sentence caused omission of be, it must be imported the correct certain item needed to be a correct sentence. Here are incorrect sentences found. Incorrect Sentences

Correct Sentences

She was went to the door


I was school on Kaligawe street

My school on Kaligawe Street

I were lived in Jakarta for 2 years


Her parents’ dead

Her parents’ were dead

The old man was walked away


34

35

2)


She was diligent at that time

She was lived in Indonesia


The bird was flew up in the sky


The door was opened

The door opened

The second error is found is the wrong use of the verb. This error can occur because students are always adding "ed" to verbs, although they are able to tell it. In this case, the students are in place to add it is not necessary in a sentence. Here are some result of the use of the verb: Incorrect Sentences

Correct Sentences

The glass broken

The glass broke


She drove to London on Monday

I am here now

I was here now

She run ran away from home


The water is boiled

The water boiled

35

36


Did you see her new rabbit

yesterday?

yesterday?


Did you go to London?

I going to school

I went to school

John work very hard

John worked very hard


We flew to Germany last month


They were coming home from work


I was worked in Semarang

The child was cry

The child cried

Were you are angry?

Were you angry?


Did she work in Semarang?


He had not left before I came

36

37

3)

The third error that the writer found in using simple past tense that is done by the students is wrong use of modal auxiliary. In this case, the students ignore rule of modal auxiliary that is after modal auxiliary must use infinitive. Here are some result of incorrect sentence that is made by students:

Incorrect Sentences

Correct Sentences


Sorry, I was did not hear you at the door


She did not go with me


Alex didn’t work last week


We didn’t hear the telephone


What did you eat for lunch yesterday?

4.3.2. The Percentage of Each Error and Dominant Errors

After finding the students’ errors through identification and classification of errors, the writer started to analyze the data. First, the writer counted the errors proportion made by each student and then counted the mean of the errors

37

38

proportion. Next, the writer calculated the dominant errors by conducting an error analysis. To find out the dominant errors, the writer classified the errors into several categories based on the students’ errors. Finally, the writer put the result of the computation in tables. In order to determine the proportion of errors made by each student in the use of simple past tense in narrative text, the writer used the following formula:

X=

 x 100 % 

Where: X =

the percentage of errors

∑ E = the sum of various kinds of errors ∑T = the sum of sentences

Since there were 34 students participating in this study, the writer had 34 computations for the percentages of errors in using simple past te nse. The result of the data can be seen in table 3. The first column is the total number of t he students who participated in this study that is 34 students. The second column is the sum of various kinds of errors made by the students. The writer found that there were 50 simple past tense errors. The third column is the sum of simple past tense in sentence analysis that was used in the students’ narrative analyze. Here, the students had to write more than 15 answers in their analysis. The sum of sentences in simple past tense occurrences is 476. The last column is the percentages of the

38

39

errors made by each student. The result of the study shows that the students made errors in various degrees of percentages. Then the mean of the error proportion which is obtained by dividing the total percentages of errors by the total number of the students is 10, 11 %. It means that there were still some students who faced some difficulties in using correct structure.

Table 3. Percentages of Errors of Each Student Sample code

∑E

∑T

Percentage (%)

(1)

(2)

(3)

(4)

S.1

1

14

7,14

S.2

1

14

7,14

S.3

4

11

36.3

S.4

1

14

7,14

S.5

1

14

7,14

S.6

1

14

7,14

S.7

0

15

0

S.8

1

14

7,14

S.9

1

14

7,14

S.10

3

12

25

S.11

1

14

7,14

39

40

S.12

1

14

7,14

S.13

2

13

15,4

S.14

3

12

25

S.15

3

12

25

S.16

1

14

7,14

S.17

1

14

7,14

S.18

1

14

7,14

S.19

1

14

7,14

S.20

2

13

15.4

S.21

1

14

7,14

S.22

1

14

7,14

S.23

1

14

7,14

S.24

1

14

7,14

S.25

1

14

7,14

S.26

5

10

50

S.27

1

14

7,14

S.28

1

14

7,14

S.29

1

14

7,14

S.30

1

14

7,14

S.31

3

12

25

40

41

S.32

1

14

7,14

S.33

1

14

7,14

S.34

1

14

7,14

Total

50

476

343,9

The mean of the errors’ proportion is 343,9 : 34 = 10,11 %

The result above shows the mean of errors’ proportion that was made by 25 students. To find out the dominant errors, the writer classified the errors into three categories or three headings. They are wrong of be, wrong use of verb, and wrong in Modal Auxiliary. They are wrong of be, wrong use of verb, and wrong in Modal Auxiliary. To find the percentage of error of each heading, the writer had to do an error analysis by using the following formula: pi 

  



Where: pi =

the proportion of the frequency of error

fi =

the absolute frequency of a particular type of errors

n =

the total number of errors observed

Based on the data, the writer classified the students’ errors into several types. The result of the data can be seen in the following table:

41

42

Table 4. Common Errors and the Proportion of Each Error No

Headings

Proportion

1

Wrong of be

9

30

2

Wrong use of verb

16

53.3

3

Wrong in Modal auxiliary

5

17.6

n=30

∑pi=100

Total

pi 

fi

 

 

pi = 33,3%

The mean of the proportion is 100/3=33, 3%

Table 4 shows that some common errors made by students in using simple past tense in narrative text and the proportion of each error. The mean of the proportions of each error is derived from the sum of percentage of all errors divided by the total number of possible errors of all the categories. Before finding out the degree of dominant errors, the writer computed the proportion of frequency of occurrence of errors as a whole (Mean) by using the formula:

M = ∑  Where: M =

the average proportion of frequency of occurrence (Mean)

42

43

∑x =

the sum of percentage of all errors

N =

the total number of possible errors of all the categories

The M was computed as follows: M=∑

 

M =  M = 33, 3 %

From the table above, the writer concluded that the students’ dominant errors between wrong of be, wrong use of verb, and in modal auxiliary is wrong use of verb when they use simple past tense in writing narrative texts. There were 53, 3 % error in using verb from mean was 33,3 %.

4.4.

Summary of Interview on Students’ Understanding and the Causes of Errors Related to Simple Past Tense

The interview was administered based on the interview guide that c ould be highlighted into two major questions pertaining to the students’ understanding related to simple past tense and narrative text and the causes of students’ errors in using simple past tense. The writer had interviewed the teacher and the students of SMP Islam Sultan Agung 4 Semarang.

43

44

Concerning to the first question that tried to investigate the students’ understanding related to the mastery of simple past tense. The teacher and most of the students explained their comments that the students had been taught simple past tense and students enough to understand simple past tense. The next question related to the mastery of narrative text. The teacher stated that the students had understood narrative text well including the generic structure of narrative text. Meanwhile, some students also said that they more understand about narrative text although other student still lacks understand it. The teacher gave the task to analyze narrative text that the title different. Meanwhile, the last question about the causes of students’ errors in using simple past tense in narrative text. The teacher said that when he gave the task to analyze narrative text, there were a lot of errors in their writing after it was corrected especially in grammatical structure such as using verb and be. It is happened because the students still confused to understand using verb. In addition, there are some causes of errors made by students. After interviewing some students, the writer categorize some causes because the students answer almost same to another student. The first, they forgot to fulfill the sentence by using be. For example, I go to school. In this case, using it sentence was true but in using simple present tense, and in simple past tense was false because it was happened because they forgot to changed the verb one into verb two. Secondly, some students lack to understand the use of simple past tense

44

45

because they did not catch the teachers’ explanation clearly. For example, it was happened one night in September. They added be “was” in the sentence. The students said that they added “was” because they considered that “was” as marker of simple past tense. So in their mind, be “was” should be followed in sentence. It was caused by less understanding about the use of simple past tense. The true sentence is it was happened one night in September. Because, in almost all other variations of past tense, the form of the verb “to be” and the participle retain the same form regardless of the type of sentence. The last causes that they confused th

the use of verb. For example, I launched this blog on July 13 2012. The form of verb is second verb "launched", is classified as irregular verbs, just add "ed" behind the "launch".

4.5.

The Implication of Research Findings for the Teaching of Simple Past Tense

The collected data was analyzed by identification, classification, and percentage of errors to find out the common errors, the dominant errors, and the causes of errors made by students. By knowing them, the researcher offers suggestions or implications for teaching of simple past tense for students of SMP Islam Sultan Agung 4 Semarang in the academic year of 2011/2012. Concerning to come up with research based suggestion for teaching of simple present tense can be highlighted by repetition. Students should be

45

46

accustomed and continued to use simple past tense in sentences or paragraph and the teacher gives assignment in writing narrative form in order to able to improve students’ understanding of simple past tense. In addition, by using types of grammatical exercise and skill based exercise that make students practice and correct their errors. From the teachers’ explanation of the errors, the students do not make errors again. The last, the students should be given motivation to lose a fear in themselves when they make errors. In learning the second language acquisition make error is common. Because error is stepping stones to acquire rightness. Thus, we learn of errors.

46

CHAPTER V CONCLUSION AND SUGGESTIONS

In this chapter, the writer presents the Conclusion and the Suggestion of the research.

5.1.

Conclusion

In this point, the writer concluded of the research based on the findings of this research. Hopefully, the readers are able to have a good understanding after reading the conclusion of the research. Based on the analysis of error, there are three kinds of errors found and the errors which are considered being dominant in using simple past tense in narrative text made by the seventh grade students of SMP Islam Sultan Agung 4 Semarang in Academic year of 2011/2012. They are wrong use of verb (53.3%) is the dominant error. In contrast, the writer also f ound the errors which are considered being less dominant. They are which done in wrong of be (30%) and wrong of Modal Auxiliary (17.6%). Students’ errors are caused by the first language of the students (interlinguas errors) and the second language which is being learnt (intralinguas errors) include overgeneralization, ignorance of rule restriction, incomplete application of rule, and false concept hypothesized.

47

48

5.2.

Suggestions

From the conclusion above, there are some suggestions for students, teacher, and future research. 1. For students a. Students should pay more attention to the grammatical structure because it will give a learners good understanding about how to make good sentences. b. Students should be more exercises in using simple past tense, especially in narrative text. c. Students should not be fear when they make errors in their early stage of study. It is because making error is something common happen when we start to study a new language. d. Students should be accustomed to use simple past tense in sentence or writing narrative text. They can participate actively during group work, speak up their mind, state their objection, and bear mutual respect of other’s opinion in forum to exercise their ability.

2.

For teacher a. Teacher should motivate students’ writing interest. b. Teacher should explain more clearly about wrong of be, wrong use of verb, and wrong in Modal Auxiliary.

48

49

c. Teacher is supposed to give the students a clear explanation about simple past tense including the pattern and how to use it in writing narrative text. d. Teacher should be use more source of learning. It is because explore the material and can improve student’s skills in using simple past tense in narrative text. 3.

For future research The writer hopes for future researchers which are interested in the same focus of study (students’ errors in using simple past tense in narrative text). It can be an input to develop their research toward another text or any of its variations. Hopefully, the suggestion above can help the students to minimize the errors and the teaching learning process will give a better result than before. The writer also hopes that this study could be reference for future researcher that will analyze students’ errors in using simple past tense in narrative text.

49

BIBLIOGRAPHY

Ancker, William. 2000. Errors and Corrective Feedback : Updated Theory and Classroom Practice. Forum ( online ), Vol. 38, No.4,

http://cupep.blogspot.com/2010/01/skripsi-analysis-of-grammaticalth

error.html (retrieved on September 20 2012) Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta. Arikunto, Suharsimi. 2006. Dasar-dasar Evaluasi Pendidikan (Edisi Revisi) . Jakarta: Bumi Aksara. Azar, Betty S. 1941. Fundamentals of English Grammar . London: Pretience Hall Regents. nd

Azar, Betty S. 1989. Understanding and Using English Grammar (2 Ed). New Jersey : Pretience Hall Regents. Biber, D., Conrad, S. & Leech, G. 2009. Longman student grammar of spoken and written English (8 ed.). Essex: Pearson

Best, John W. 1981. Research in Education (fourth edition) . London: PrenticeHall International Celce–Murcia, M. & Larsen–Freeman, D. 1999. The grammar book: An ESL/EFL nd teacher’s course (2 ed). Boston: heinle &heinle. E. Lange and J. Lane. 1993. Error Analysis – Handout for students. A Trobe University. LAS (ESL) (accessed July 30, 2012) available at http://www.latrobe.edu.au/learning/assets/downloads/error-analysis.pdf Depdiknas. 2003. Kurikulum 2004: Standar Kompetensi Mapel Bahasa Inggris SMP dan MTs, SMA dan MA, Jakarta. Djuharie, Otong Setiawan. 2007. Genre. Bandung: Yrama Widia.

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Hadi, Sutrisno. 2004. Metodologi Research, Bandung: CV. Pustaka Setia. Harmer, J. 2001. The Practice of English Language Teaching . London: Longman Group. Harmer, J. 2007. How to teach English (new edition) . Pearson: Longman Group. Hartanti, Pefry. 2010. Skripsi – Analysis Grammatical Error in Writing . Online at http://cupep.blogspot.com/2010/01/skripsi-analysis-of-grammaticalerror.html (accessed February 26, 2012) Hartono, Rudi. 2005. Genre-Based Writing (Handout of Paragraph Based Writing). Semarang: Semarang State University Press. Hayllar, S & Sadler, K. 2000. Texts in Action an English Workbook 1-3 . South Yarra: Macmillan Education Australia PTY Ltd. Howard, Alvin W. 1968. Teaching in Middle Schools . Pennsylvania: International Textbook Company. James, Carl. 1998. Errors in Language Learning and Use: Exploring Error Analysis . New York: Addison Wesley Longman Limited. Johnson, K and H. Johnson. 1999. Encyclopedic Dictionary of Applied Linguistics . Oxford: Blackwell Publishers. Ltd. Koentjaraningrat. 1986. Metode-Metode Penelitian Masyarakat , Jakarta: PT. Gramedia. Lengo, Nsakala. 1995. What is an Error? Forum (online), Vol.33. No.3, (http//exchanges.states.gov/forum/). Murphy, Raymond. 1994. English Grammar in Use. Cambridge: Cambridge University Press. Narbuko, C and Abu Achmadi. 2010. Metode Penelitian. Jakarta. Bumi Aksara. Nordquist, Ricard. Why Does Grammar Mater? . Grammar and Composition About. Com Guide (online) available at: [http://grammar.about.com/] (accessed February 26, 2012)

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Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press. Nunan, D. 2003. Practical English Language Teaching . New York: Mc Graw – Hill Companies Oshima, alice & Houge, Ann. 1999. Writing Academic English. London : Longman. Ozbek, Nurdan. 1995. Intergrating Grammar into the Teaching of Paragraph Level Composition. Forum (online), Vol. 33, No.1. [http://exchanges.state.gov/forum/.] (accessed on February 26, 2012) Saleh, Mursid. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa . Semarang: IKIP Semarang Press. Saleh, Mursid. 2008. Enam Tradisi Besar Penelitian Pendidikan Bahasa . Semarang: IKIP Semarang Press. Ramelan. 1992. Introduction to Linguistic Analysis. Semarang: IKIP Semarang Press. Sattayatham, A and Pongrat, R. 2008. Analysis of Errors in Paragraph Writing in English by First Year Medical Students from the Four Medical Schools at Mahidol University. Available at [http://www.journal.su.ac.th/index.php/suij/article/view/%20119/132] (Retrieved on August 30th 2102) Tiarani, Dede. dkk. 2011. Teaching Simple Past Tense By Recount Text . Tasikmalaya: Universitas Siliwangi [http://materibelajar-materipembelajaran.blogspot.com/2012/01/teachingsimple-past-tense-by-recount.html] (Retivied on April, 14th 2012) Wishon, George E. And Julia M. Burks. 1980. Let’s Write English. New York: American Book Co.

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Appendix 1

YAYASAN BADAN WAKAF SULTAN AGUNG BIDANG PENDIDIKAN DASAR DAN MENENGAH SMP ISLAM SULTAN AGUNG 4 TERAKREDITASI : A JL. Raya Kaligawe KM. 4 Telp. 6581525 Semarang DAFTAR SISWA VII A1 TAHUN PELAJARAN 2011 / 2012

NOMOR URT

NIS

1

3419

2

3420

3

NISN

L/P

NAMA

L

Adi Cahyo Saputro

P

Afrada Novis Safira

3421

L

Aldrian Purmajianto

4

3422

L

Ali Imron Al Amin

5

3423

9991077472

P

Aulia Izza Safira

6

3424

9972927224

L

Bagus Slamet Rinjani

7

3425

L

Dian Pratama Priambodo

8

3426

9981139536

L

Difa Zain

9

3427

9996237901

P

Febbi Alviyani

10

3428

9983131251

L

Gilang Fandy Saputra

11

3429

L

Ichwan Danial

12

3430

P

Ida Khusnul Karomah

13

3431

9981138975

P

Karisma Anggraeni

14

3432

9997413300

L

Luqmanul Khakim

15

3433

9991077500

L

Maulana

16

3434

9994712232

L

Mohammad Anharul Huda

17

3435

L

Mokhamad Edo Indrawan

18

3436

9994276208

L

Muhammad Afdzal S.

19

3437

9993220316

L

Muhammad Vicky Budiyono

20

3438

L

Muhhamad Eryan Sugara

9994712174

1

21

3439

L

Ochtavian Syafiul Huda

22

3440

P

Oktaviana Kusumaningrum

23

3441

P

Revo Alfian Pratama

24

3442

L

Riski Dwi Murdiantoro

25

3443

L

Riski Satrio Wibowo

26

3444

P

Silvi Hanafarah

27

3445

P

Tiara Yulianingtyas

28

3446

9981150407

L

Tofan Enfiro Amsa

29

3447

9991074969

P

Tyas Candrawati

30

3448

9993171646

P

Wahyu Frediana Dinda Putri

31

3449

9991869163

P

Winda Lia Aprilia

32

3450

9991073973

L

Yuda Ari Setiawan

33

3451

9997516810

P

Zahra Febilla

34

3452

9997539174

P

Zalsa Nurul Hidayah

998284608

9994712261

JUMLAH

L

20

P

14

Semarang,

Mei 2011

Mengetahui Kepala Sekolah

Guru Bahasa Inggris

Zaenuri, S.Pd.

H. Sholeh Anwar, B.A

2

Appendix 2 OUTLINE OF THE RESEARCH INSTRUMENT

Theme

: Analysis Texts

Subject

: Seventh grade students of SMP Islam Sultan Agung 4 Semarang in the Academic Year of 2011/2012

Tense

: Simple Past Tense

Genre

: Narrative

Purpose

: To Analysis Texts of Narrative

Time allotment

: 60 minutes

-

Write your name on the top right corners of your answer sheet!

-

Read carefully a narrative text that you get!

-

You may look up to your dictionaries in case there are some vocabularies which you are not familiar.

-

You may look up the list of Regular Verb and Irregular Verb which provided.

-

Write the right words in the blank spaces.

-

Write sentence that tell about Narrative Text . For example: kind of generic structure and language feature.

-

Good Luck.

3

Appendix 3

Narrative Text Definition Narrative text is an imaginative story to entertain people (teks narasi adalah cerita imaginatif yang bertujuan menghibur orang). Social Function To amuse, entertain and to deal with actual or vicarious experiences in different ways.

(Untuk menghibur pendengar atau pembaca tentang suatu kisah atau cerita masa lampau yang bertalian dengan pengalaman nyata, khayal atau peristiwa-peristiwa pelik yang mengarah ke suatu krisis, yang pada akhirnya menemukan suatu penyelesaian). Generic Structures Narrative text has three generic structures namely, orientation, complication, and resolution. It can be showed in the following table Generic Structure 1. Orientation

Function Introducing the participants and informing the time and the place Pengenalan yang berisi tentang pengenalan tokoh dalam cerita serta waktu dan tempat kejadiannya.

2. Complication

Describing the rising crises which the participants have to do with berisi tentang gambaran munculnya 4

krisis atau masalah yang di alami oleh tokoh pada cerita tersebut yang harus dipecahkan. 3. Resolution

Showing the way of participant to solve the crises, better or worse Pada baigan Resolution berisi tentang bagaiman tokoh dari cerita tersebut memecahkan masalah yang ada pada bagian Complication.

Language Features/ Lexicogrammatical •

A particular noun as a pronoun, animals, and objects in the story for example, Stepmother, household, etc.

•

Individual

participants

focusing

on

the

narratives

of

participants (actors) certain specific. •

Simple Past Tense

•

Time to sort connective and the conjunction of events, such as after, before, soon, then, after, that, etc.

•

Action verb, verbs that show the event or activity for example stayed, climbed, killed, etc.

•

Verb saying and thinking verbs, reporting verbs that show or speech

for

example;

said,

understood, etc.

5

of

toll,

promised,

thought,

Appendix 4 QUESTIONS LIST

The aspects that will be investigated are highlighted as follows: a.

Students’ understanding of simple past tense.

b.

Students’ understanding of narrative text (the generic structure and language features).

c.

The causes of students’ errors in using simple past tense in writing narrative text.

6

Appendix 5 Examine the following letter and fill the t he blank with appropriate word and identify its part

SNOW WHITE

Once upon a time there 1 _____________ (live) a little A

girl 2 _____________ (name) Snow white. She lived with her

aunt

and

Uncle

because

her

parents

3 _____________ (dead).

One day she heard her Uncle and Aunt talking about B

leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White didn’t want her Aunt and Uncle to do this so she 3 _____________ (decide) it would be best if she ran away. The next morning

C

she 4 _____________ (run) away from home when her Aunt and Uncle

5

_____________ (have) breakfast. She 6 _____________ (run) away into the woods. She was very tired and hungry. Then she 7 _____________ (see) this little cottage. She 8 _____________ (knock) but no one 9 _____________ (answer) so she 10 _____________

(go) inside and fell asleep.

Meanwhile, the seven dwarfs were 11 _____________ (come) home from work. They went inside. There they 12 _____________ (find) Snow White sleeping. Then Snow White 13 _____________ ( wake) up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said,” My 14 _____________ (name) is Snow White.” Doc said,’ if you wish, you may live here with us’. Snow White

15 _____________ (say) ,

Oh, could I? Thank you’. Then Snow White told the dwarfs the whole story and Snow White and the seven dw arfs lived happily ever after.

7

Examine the following letter and fill the blank blank with with appropriate appropriate word word and and identify identify its part

The Frog Prince

Long ago there was a king who had a beautiful daughter. He 1_____________ (love) her

very

much.

Everyday

A

the

princess 2_____________ (will) sit by the old palace well and toss a golden ball high in the air and the let it drop. She loved to play this game. One day she accidentally tosses her ball too high. When it came down she could not catch it. It fell into the well. The princess

B

3_____________ (begin) to cry. “Why are you crying?” said a voice behind her. The princess looks down. She 4_____________ (see) a frog. “Oh please, Frog”, 5 _____________ (say) the princess,” I lost my ball down the well. If you bring it back to me, I will do anything you want.” “Anything at all?” 6 _____________ (ask) the frog. “Yes, anything”, said the princess. So the frog into the well and gave the ball back to the princess, “I don’t want money or property”, said a frog. “Let me live with her as her favorite friend but she 7_____________ (be) an honest princess. When she 8_____________ (make) a promise she kept it. So the frog came back with her to the palace. One day the princess discovered that the frog had 9_____________ (turn) into a handsome prince so they got 10_____________ (marry) and live happily ever after.

8

C

Appendix 6 THE TRANSCRIPT OF INTERVIEW WITH STUDENTS

Interviewer

: Harismania Rosyida (H)

Interviewee

: Students (S)

Date

: May 17 2012

th

1. H: Apakah kamu pernah belajar tentang Simple Past Tense dan Narrative Text ?

S:

Iya, saya pernah belajar tentang pelajaran ini.

H: Apakah kamu paham materi ini? S:

Iya, saya paham past tense tentang bentuk lampau dan saya pikir generic structure mudah.

H: Ketika saya memberi tes dan saya koreksi, kalimat kamu adalah "She was went to the te door ", itu adalah kalimat yang salah. Ini akan lebih baik

jika "She went to the door ". Di sini, Kamu menambahkan " was" dalam kalimat. Apakah pendapat kamu? mengapa Kamu membuat kesalahan dengan menambahkan "was" dalam kalimat? S:

Itu benar. Karena saya lupa untuk memenuhi kalimat dengan "was", sehingga kalimat kurang lengkap gramatikal, hehe..... .

H: Ok, terima kasih atas waktunya. . S:

Sama-sama miss.


S:

Iya, pernah.


Ehmm, cukup paham sich miss.

H: Waktu saya memberikan tes kemarin. Coba lihat tulisan kamu, “ I went to school”. Menurut kamu apakah kalimat kamu benar?

9

S:

Iya miss, karena bentuk kedua dari “go” adalah “went ”.

H: Kenapa bisa begitu? S:

Setahu saya, dalam setiap simple past selalu menggunakan bentuk kedua, karena lampau.

H: Good, memang benar apa yang telah kamu tulis dan penjelasan kamu juga. O.k thank you for your time. S:

You are welcome miss.


S:

Iya, pernah.


Insyaallah paham.

H: Bagaimana pemahamanmu tentang materi ini? S:

Simple past tense, menjelaskan tentang bentuk lampau. Narrative, ehmmm... tentang ceerita rakyat, kayak gitu lah.

H: O.k ketika tes, kamu menulis kalimat “The water was boiled ” seharusnya kau tidak pelu menambahkan “was” ketika sudah menggunkan tambahan“ –ed ”. Bagaimana pendapat kamu? S:

Berarti yang bener “The Water Boiled ” o.k akan saya ingat miss....

H: Baiklah, terimakasih waktunya... S:

Yeahhh...


S:

iyaa, saya pernah


iya saya paham.

H: Ketika tes menulis dilakukan, dalam tulisan Kamu ada kalimat “ John work very hard ”. Kamu tidak menambahkan akhiran-ed dalam kalimat,

10

mengapa? S:

Saya lupa.

H: O.k terimakasih S:

Yups, sama-sama.

11

Appendix 7

THE TRANSCRIPT OF INTERVIEW WITH AN ENGLISH TEACHER

Interviewer

: Harismania Rosyida (R)

Interviewee

: Mr. Sholeh Anwar (T)

Date

: May 17 2012

th

R: Apakah siswa pernah diajarkan Simple Past Tense dan Narrative Text sebelumnya? T:

Yes, ofcourse mereka pernah saya ajarkan. Mereka belajar tentang Simple Past Tense ketika mereka awal duduk di kelas tujuh ini. Saya pernah

mengulas materi tenses ketika mereka SD, yang di dalamnya mengenai Simple Past Tense juga.

R: Bagaimana pemahaman siswa berkaitan dengan Simple Past Tense? T:

Saya pikir mereka cukup baik untuk memahami penggunaan Simple Past Tense.

R: Lalu bagaimana dengan Narrative Text , mengenai pemahaman mereka? T:

Pastinya, setelah memahami penggunaan Simple Past Tense , mereka mengerti tentang Narrative Text dengan baik termasuk Generic Structure dan Lexicigrammatical-nya. Kan...di buku panduan belajar dan RPP sudah tersedia, mbak. Jadi setelah belajar Simple Past Tense , mereka harus bisa memahami Narrative Text , mbak.

R: Apakah ada masalah selama pengajaran bahasa Inggris, pak? T:

Tentu saja, para siswa tidak mempersiapkan diri dengan baik tentang kelas Karena pada dasarnya mereka masih termasuk siswa labil, sifat SD-nya masih terbawa, dan saya harus meminta mereka untuk mempersiapkan

12

mereka sebaik mungkin, ketika pelajaran telah usaii... R: Pak Sholeh sebagai guru di sini, apakah bapak pernah memberikan tugas atau meminta siswa untuk membuat Narrative Text menggunakan Simple Past Tense?

T:

Yess, buku yang saya pakai, telah tersedia bacaannya, lalu saya jelaskan dan saya beri tugas pada soal selanjutnya.

R: Mengenai tugas rumah, berkaitan dengan materi ini, apakah bapak pernah memberikannya? T:

Iya dulu saya pernah memberikannya untuk browsing cerita Narrative Text . Pada meeting selanjutnya, saya tugaskan mereka untuk analisis cerita tersebut.

R: Judul apa yang mereka sukai? T:

Banyak sich mbak. Malin kundang, ada. Snow White, juga pernah. Pokoknya banyak mbak. Materi ini emang yang palig favorite anak-anak.

R: Ketika Mr Sholeh mengoreksi hasil siswa, apakah banyak menemukan kesalahan pada anak? Misalnya dalam grammatical–nya. Jadi apa penyebab kesalahan ini, pak? T:

Of course , mereka masih memiliki banyak kesalahan dengan jawaban mereka.Sebagian dari masalah mereka adalah pada penggunaan verb. Misal, mereka menemukan kata “ go” pada Simple Past Tense , pada analisa mereka, mereka tinggal menambahkan –ed . Salah besar, right!. Seharusnya mereka menggunakan V2 –nya yaitu “went ”. Yaaa tidak langsung menyalahkan mereka, karena mereka bigung dengan banyaknya regular dan irregular verb.

13

Table 1: Errors in Using Past Tense Error Categories No

Erroneous Sentences 1

2

3

31.

I was here now

v

32.


v

33.


v

34.


v

35.

I going to school

v

36.

John work very hard

v

37.


38.


39.

I was school on Kaligawe Street

40.


v

41.


v

42.


v

43.

The glass broken

v

44.


v

45.

Her parents dead

46.

The water boiled

47.


48.


v v v

v v v v 14

49.


v

50.


v

51.


v

52.

The child was cry

v

53.


v

54.


v

yesterday? 55.

The door opened

56.


57.

Were you are angry?

58.


59.


60.


v v v v v v

∑ Errors

9

 Note :

1 : wrong of be 2 : wrong use of verb 3 : wrong in modal auxiliary

15

16

5

Table 2 : Percentage of Errors

No

Percentage

Dominant

of Error

Errors

30 %

-

Error

1

Wrong of be

2

Use of wrong verb

53.3 %

v

3

wrong in modal auxiliary

16.7 %

-

∑

100%

Table 3 : Error in Generic Structure

No.

Generic Structure

Number of the Students

Total

Percentage

28

82.353%

6

17.647%

34

100%

S.1/S.2/S.3/S.4/S.5/S.6/S.7/S.8/S.9 1

Complete

S.11/S.12/S.16/S.17/S.18/S.19 S.20/S.21/S.22/S.23/S.24/S.25/S.27 S.28/S.29/S.30/S.32/S.33/S.34

2

Incomplete

S.10/S.13/S.14/S.15/S.26/S.31 ∑

16

Table 4. Percentages of Errors of Each Student

Sample code

∑E

∑T

Percentage (%)

(1)

(2)

(3)

(4)

S.1

1

14

7,14

S.2

1

14

7,14

S.3

4

11

36.3

S.4

1

14

7,14

S.5

1

14

7,14

S.6

1

14

7,14

S.7

0

15

0

S.8

1

14

7,14

S.9

1

14

7,14

S.10

3

12

25

S.11

1

14

7,14

S.12

1

14

7,14

S.13

2

13

15,4

S.14

3

12

25

S.15

3

12

25

S.16

1

14

7,14

S.17

1

14

7,14

S.18

1

14

7,14

S.19

1

14

7,14

S.20

2

13

15.4

S.21

1

14

7,14

S.22

1

14

7,14

S.23

1

14

7,14

S.24

1

14

7,14

S.25

1

14

7,14

S.26

5

10

50

S.27

1

14

7,14

17

S.28

1

14

7,14

S.29

1

14

7,14

S.30

1

14

7,14

S.31

3

12

25

S.32

1

14

7,14

S.33

1

14

7,14

S.34

1

14

7,14

Total

50

476

343,9

18

Appendix 9 Wrong of be She was went to the door

(incorrect sentence should not be added “was”)


(correct sentence)

I was was school school on on Kaligawe Street

(incorrect sentence should not be be added “was”)

My school on Kaligawe Street

(correct sentence)

I were lived in Jakarta for 2 years (incorrect sentence should not be added “were”) I lived in Jakarta for 2 years

(correct sentence)

Her parents’ dead

(incorrect sentence should be added “were”)

Her parents’ were dead

(correct sentence)

The old man was walked away



(correct sentence)


(incorrect sentence should be use “was”)

She was diligent at that time

(correct sentence)

She was lived in Indonesia



(correct sentence)

The bird was flew up in the sky



(correct sentence)

The door was opened


The door opened

(correct sentence)

19

Wrong Use of Verb nd

The glass broken

(incorrect sentence should be used 2 verb)

The glass broke

(correct sentence)



She drove to London on Monday

(correct sentence)

I am here now


I was here now

(correct sentence)

She run ran away from home

(incorrect sentence “wrong use in verb”)


(correct sentence)

The water is boiled


The water boiled

(correct sentence)

nd

nd

Did you saw her new rabbit yesterday? (incorrect sentence “interrogative sentence” wrong use in verb) Did you see her new rabbit yesterday? (correct sentence) Did you went to London?


Did you go to London?

(correct sentence)

I going to school


I went to school

(correct sentence)

John work very hard


John worked very hard

(correct sentence)

We were fly to Germany last month (incorrect sentence “wrong use in verb”) We flew to Germany last month

(correct sentence)

They were were come come home from work work

(incorrect sentence sentence “wrong use in verb”)

20

They were coming home from work (correct sentence) I was work in Semarang


I was worked in Semarang

(correct sentence)

The child was cry


The child cried

(correct sentence)

Were you are angry?

(incorrect sentence “wrong in interrogative sentence”)

Were you angry?

(correct sentence)


(incorrect sentence “wrong in interrogative sentence”)

Did she work in Semarang?

(correct sentence)



He had not left before I came

(correct sentence)

21

A final project - an error analysis in using simple past tense in narative text

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