An Analysis of Students Errors in Using English Tenses

AN ANALYSIS OF STUDENTS’ ERRORS IN USING ENGLISH TENSES (A Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah, Ciledug)

AN ANALYSIS OF STUDENTS’ ERRORS IN USING ENGLISH TENSES (A Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah, Ciledug)

A “Skripsi” Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By: Lia ratna Komala 207014000289

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies the “Skripsi” (Scientific Paper) entitle “AN ANALYSIS OF STUDENTS’ ERRORS IN USING ENGLISH TENSES” (A Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah Ciledug), written by Lia Ratna Komala, student’s registration number 207014000289 was examined in the examination session of the Faculty of Tarbiya and Teachers’ Training, th Syarif Hidayatullah State Islamic University Jakarta on May, 14 2014. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English Language Education at the English Education Department. th

Jakarta, May, 14 2014

KEMENTERIAN AGAMA UIN JAKARTA FITK

FORM (FR)

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia

No. Dokumen Tgl. Terbit

: :

FITK-FR-AKD-064 FITK-FR-AKD- 064 5 Maret 2010

No. Revisi: Hal

: :

01 1/1

SURAT PERNYATAAN KARYA SENDIRI Saya yang bertanda tangan di bawah ini, Nam

: Lia Ratna Komala

Tempat, Tgl. Lahir

: Tangerang, 02 Oktober 1987

NIM

: 207014000289

Jurusan/Prodi

: Pendidikan Bahasa Inggris

Judul Skripsi

: An Analysis of Students’ Errors in Using English Tenses (A case study at the second grade students

of

SMP

YAPERA

Ciledug)

Dosen Pembimbing: Ismalianing Eviyuliwati, M.Hum.

An-Nurmaniyah

ABSTRACT

Lia Ratna Komala. “An Analysis of Students’ Errors in Using English Tenses” (A Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah, Ciledug), Skripsi of English Education Departement, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014.

Advisor Keyword

: Ismalianing Eviyuliwati, M.Hum : Error Analysis, Tenses (Simple Present Tense, Simple Present Continuous Tense, Simple Past Tense)

The aim of this research was to describe the students’ errors and its causes in using simple present tense, simple present continuous tense and simple past tense. In this research, the writer used a qualitative method in a form of descriptive analysis (percentage) that included observation, collecting the students’ test, analyzing, and interpreting the data. For collecting the data the researcher used test as the instrument. This research was conducted to 28 students in class 8.6 of SM P YAPERA An-Nurmaniyah Ciledug. The result of the research showed that the highest frequency of errors was simple past tense; there were 73 errors or 37.24 %. The writer classified the types of error into missformation,

ABSTRACT

Lia Ratna Komala. “An Analysis of Students’ Errors in Using English Tenses” (Studi kasus di kelas VIII SMP YAPERA An-Nurmaniyah Ciledug), Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Pembimbing : Ismalianing Eviyuliwati, M.Hum. Kata Kunci : Analisa Kesalahan, Tenses (Simple Present Tense, Simple Present Continuous Tense, Simple Past Tense)

Tujuan penelitian ini adalah untuk menjelaskan beberapa kesalahan yang digunakan siswa dan penyebab-penyebabnya dalam menggunakan simple present tense, simple present continuous tense dan simple past t ense. Dalam penelitian ini, penulis menggunakan metode kualitatif dalam bentuk deskriptif analisis yang meliputi pengamatan, pengamatan, pengumpulan tes si swa, analisis, dan penafsiran data. Untuk mengumpulkan data, penulis menggunakan soal sebagai instrument. Penulis melakukan penelitian pada 28 siswa dikelas 8.6 siswa kelas delapan SMP YAPERA An-Nurmaniyah Ciledug. Hasil penelitian menunjukan terdapat frekuensi kesalahan tense terbanyak adalah simple past tense; terdapat 73 kesalahan atau 37.24%. Penulis mengklasifikasikan macam-macam kesalahan

ACKNOWLEDGEMENT

In the name of Allah, the beneficent and the merciful, all praises be to Allah the lord of the universe, who has been giving mercy and blessing until the writer accomplished her “skripsi” entitled “An Analysis of Students’ Errors in Using English Tenses”. Peace and salutation be upon to the noble prophet of Islam Muhammad SAW, his families, her r elatives, and her faithful followers. In this occasion, the writer would like to express her sincere gratitude to her advisor, Mrs. Ismalianing Eviyuliwati, M.Hum who has patiently given her valuable help, guidance, and corrections to finish this skripsi. The writer would also like to give her sincerest gratitude and great honor to her parents (Mr.Toha and Mrs.Titin Komala Sari) and to her lovely Husband (Sukarjo, S.E), for giving an understanding, a support, an advice, love and moral encouragement to the writer. Without them, the writer cannot finish his study. For whole family who always gives their love, support, motivation, and advice in accomplishing her study. Further appreciation and gratitude goes to:

The words are not enough to say any appreciations. May Allah guide them and give them all happiness in throughout their life. The words are not enough to say any appreciations for their help and contributions on this skripsi. May Allah SWT protect and give them happiness throughout their life. Finally, the writer realizes that the skripsi is far from being perfect. It is a pleasure for her to receive constructive critiques and suggestions from the readers.

Jakarta, 14 Mei 2014

The Writer (Lia Ratna Komala)

TABLE OF CONTENTS

ABSTRACT………………………………………………………

i

AKNOWLEDGEMENT…………………………………………

iii

TABLE OF CONTENTS …..........................................................

v

LIST OF TABLES …………………………………………….....

vii

LIST OF APPENDICES ………………………………………...

viii

CHAPTER I : INTRODUCTION ………………………………

1

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

1

B. Identification of the Problem ……………………..

3

C. Research Focus ……………......……......................

4

D. Research Question ……….....................…………..

4

E. The Objectives of the Study ………………………

4

F. Significance of the Study ……………………...…..

5

2. Kinds of Tense ...................................................

17

3. Simple Present Tense ……...……….………….

18

4. Simple Present Continuous Tense .…..………..

19

5. Simple Past Tense ……………………………..

21

D. Relevant Studies ........................................................

22

CHAPTER III : RESEARCH METHODOLOGY ...................... .

24

A. Place and Time of Research ………………………..

24

B. Method of Research ..................................................

24

C. Research Subject ………….......................................

25

D. Research Instrument ……..........................................

25

E. Checking of the Instrument Validity ….....................

26

F. Technique of Data Analysis .......................................

27

CHAPTER IV : RESEARCH FINDINGS AND INTERPRETATION 28

A. Research Finding …………………………………....

28

1. Data Description ………………………………...

28

LISTS OF TABLES

Table 3.1

: The Table of Tested Area ............ ......................................... .......... 25

Table 4.1

: Percentage of Errors in the Form of Simple Present Tense .............. 28

Table 4.2

: Percentage of Errors in the Form of Simple Present Continuous Tense… ............................................................................................. 29

Table 4.3

: Percentage of Errors in the Form of Simple Past Tense ............... .... 30

Table 4.4

: Data Recapitulation of Students’ Errors in Simple Present Tense …

Table 4.5

: Data Recapitulation of Students’ Errors in Simple Present Continuous Tense ………….........................................................

31

34

Table 4.6

: Data Recapitulation of Students’ Errors in Simple Past Tense ….. ... 37

Table 4.7

: Table of the Sequence of Tenses ........... .............. ............................ 41

Table 4.8

: Table of Types of Errors ....................... ...................... .................... 42

Table 4.9

: Table of Total of the Students’ Errors ............ ................................. 42

LISTS OF APPENDICES

Appendix 1

: The Reconstructions of Students’ Original Writing ……

74

Appendix 2

: Instrument Students’ Writing English Tenses ………….

86

Surat Pengajuan Judul Skripsi Surat Bimbingan Skripsi Surat Permohonan Izin Penelitian Surat Keterangan Telah Melaksanakan Penelitian Surat Pernyataan Karya Sendiri

CHAPTER I INTRODUCTION This chapter presents and discusses background of the study, identification of the problem, research focus, research question, the objective and significances of the study.

A. Background of the Study In this era globalization, Indonesia as developing country, it is necessary for Indonesian students to master an English language as an international language which is use by almost countries in this world in order to be able to interact which other nations for developing science, technology and culture. Nowadays in Indonesia, English becomes essential language subject of education issues. The government realizes how important English today for global development. Therefore, English has been an important part of the school curriculum, which is learnt as the main subject by the Indonesian students to develop technology, science and culture. To achieve it, the Indonesian students

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learner who knows grammar is one who has mastered and can apply the rules to express him or herself in what would be considered acceptable language forms.” 1 Harmer defines that “grammar as the description of the ways in which words can change their forms and can be combined into sentence in that 2

language.” Michael swan stated that “grammar is the rules that say how words are combined, arranged, and changed to show different meaning.”

3

To be able to communicate in English, the students should have to master grammar. Grammar is a great rule in students’ acquisition in English. It seems the heart of language. One of its aspects discussed in grammar is tense. Tense is something to express activity that need time relation. Based on curriculum, there are six tenses which are taught in the Junior High School include simple present tense, simple present continuous tense and simple past tense. There are some differences between Indonesian and English, especially about tense, as follows: in Indonesian “ saya pergi ke pasar setiap hari minggu’. It shows habitually. Then, “saya sedang pergi ke pasar sekarang”, it shows in the progress events. And then “saya pergi ke pasar kemarin”, it shows pass events. Based on three sentences, it can be concluded that Indonesian does not need to change the verb, although the sentences have different time indicators.

3

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simple present tense” by M. Solahudin. And other studies on “an analysis on 5

students’ difficulties in learning simple past tense” by Evi Setiawati.

There are many errors and mistakes in learning English tenses but making errors and mistakes is normal and unavoidable. This problem is as John Norrish notes “it’s natural for the students as human being to make error, even many native speakers produce many mistakes in speaking and they would be unaware of the way they speak unless they heard recording of themselves.” 6 Based on the problem descriptions above, the writer actuated to research this study with to analyzing students’ errors in using simple present tense, simple present continuous tense a nd simple past tense. This idea is also supported b y the writer experience in teaching such topic in her PPKT (Praktek Profesi Keguruan terpadu) in one of the Junior High School in Ciputat. The writer taught English tenses especially in simple present tense, simple present continuous tense and simple past tense to the second grade students. Because of the above case, the writer interested to analyzing the students’ errors in using simple present tense, simple present continuous tense and simple past tense. She appoints her study by the title: “An Analysis of Students’ Error in Using English Tenses” (A case of stud y at the second grade of SMP YAPERA

4

C. Research Focus To limit the problems discussed in this “skripsi”, the writer focuses her study on analyzing the students’ grammatical errors on the simple present tense, simple present continuous tense and the simple p ast tense.

D. Research Question Based on the background of the study above, the writer would like to formulate the problem: 1.

What were the types errors made by the students in using simple present tense, simple present continuous tense and simple past tense?

2.

What causes the students made errors in using of simple present tense, simple present continuous tense and simple past tense?

E. The Objectives of the Study Based on the research question above, the objectives of this study were to describe errors made by the students in using simple present tense, simple present continuous tense and simple past tense. This study mainly intends: 1.

To describe the types errors of simple present tense, simple present

5

For students, it can be an input to improve their knowledge of English, and it can be used to encourage students to be more cautious in using simple present tense, simple present continuous tense and simple p ast tense. For further researchers, who are interested in analyzing the English tenses can get the basic information from this study to do further researches.

CHAPTER II THEORETICAL FRAMEWORK This chapter discusses error analyses which are divided into definition of error analysis, differences between error and mistake, sources of error, types of error and the procedures of error. In addition, it discusses about grammar, tense which are divided into definition of tense and kinds of tenses. Finally, it discusses the relevan study related to t his study.

A. Error Analysis 1. Definition of Error Analysis

Using second language is a proses that involves the making of mistake even error. In the new system of language, learner will directly connect with such a new vocabulary, a new grammatical pattern and a foreign pronunciation which are different from the learner’s native language. Error analysis is a process of analyzing of one’s error. In this case, it is student’s error. The analyzing process relates to the effective teaching learning process. There are some experts that purpose different concept of error anaysis.

7

Technically errors can occur in both comprehension errors are difficult to detect as it is often impossible to locate the precise linguistic source of an error.” 3 It can be concluded that error analysis is an evaluation methodology in language learning to analyze, identify, describe, and explain the learners’ error by giving an indication to us in process of learning. 2. Definition of Error

Error is natural part of language learning, learning the second language is a process unlike learning the first language. In this new system of language, learners will directly connect with such a new vocabulary, a new grammatical pattern and a foreign pronunciation which differ from their first language. It will alwa ys occur although the best effort has been done, when they try to speak or write the target language, it is inevitable to them to produce many errors. Dulay stated error as “the flawed side of learner speech of writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance.” 4 It means that the area of learners’ errors can be found in the spoken such as in their conversation and writing such as in their composotion. H.D Brown defines an error as “noticeable deviation from the

8

From some experts’ definition about errors, it can be concluded that error is something which the students made in their learning process. It was caused by incorrect rule of language as a partial knowledge and competence that is achieved in the process of language learning. The error is more serious than mistake because error cannot be corrected by own self, but mistake can be corrected by own self. 3. Differences between Error and Mistake

In learning foreign language not only the students make error but also mistake. In the study of error analyis, linguists distinguish error from mistake. Error and mistake are different. Error is wrong response because the students do not have knowledge about what the right answer is. While mistake is wrong response that if the students thought about it, they would realize what the right answer is. It means that the students if given a second chance, they have the potential to correct a mistake, wheares the students do not have potential to correct an error until they learnt what the co rrect is. The differences between them can be defined as H.D Brown stated “errors are a result of partial knowledge because teaching-learning process extends over

9

the students do not yet know how to say something when they want to say. 4. The Causes and Sources of Error

In the learning process,it possible the students do errors. It is caused of many factor. Norrish classifies causes of error in to three types, there are carelessness, first language interference, and translation. a. Carelessness It is often closely related to lack of motivation. Many teachers will admit that is not always the student’s fault if he loses interest, perhaps the materials and/or style of presentation do not suit him. b. First language Norrish states that learning a language (a mother tongue or foreign language) is matter of hobit formation. When someone tries to learn new habits the old ones will interference the new ones. This cau se of error is called first language interference. c. Translation It is one of cause of error. This happens because a students translates his first language senteance or idiomatic expression into the target language word by

10

do either of two things: either they can set about learning the needed itemizing, engaging their learning strategies or they can try to fill the gap by resorting to communication strategies. Context of learning is a third major source of error. Context refers to the

classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored second language learning. In a classroom context the teacher or the textbook can lead the learner to make faulty hypotheses about the language. Communication strategies were defined and related to learning styles.

Learners obviously use production strategies in order to enhance getting their messages across. However, at times these techniques can themselves become a source of error. 10 The writer dicided to use the causes of error according to Brown to find the student’s errors in using english tenses (simple present tense, simple present continuous tense and simple past tense). 5. Types of Error

The writer explained types of error based on some experts’ ideas. Error

11

The learner attempted to use of me as subject. It is included in syntax error in use of pronoun. b. Error types based on surface strategy taxonomy In this type, learners may omit necessary items or add unnecessary one; they may misform items or misorder them. There are four subtypes error based on surface strategy taxonomy: 1. Omission , this error are categorized by the omitting an item should be appeared in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of morphemes are omitted more than others. Here the example of Error t ype based on surface strategy taxonomy; I saw two bird on the tree

The learners omit the –s to describe a noun in plural. 2. Addition, this error is the opposite of omissions. These errors are categorized by the presence of an item which must not appear in a well-formed utterance. It is divided into three types of addition errors; a) Double marking, this addition error is described as the failure to delete certain items which are required in some linguistic constructions, but not in others.

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3. Misformation, these errors are characterized by the use of the wrong form of the morpheme or structure. In misformation errors the learner supplies something, although it is incorrect. For example, the dog eated the chicken The learner supplies a past tense marker, but it was not the right one. a). Regularization Errors, the misformation category are those in which a regular marker is used in place of an irregular one, as in runned for ran or gooses for geese. b). Archi-forms, the selection of one a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition. c) Alternating Forms, as a learner’s vocabulary and grammar grow, the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. 4. Misordering, as the label suggests, misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an u tterence. For example: -

He is all the time late

-

What daddy is doing? The correct sentence are:

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3) Ambiguous errors, this error reflect the learner’s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. This error equally well as developmental or interlingual. For example, I no have a car 4) Other errors, this error is beside of the other types above such as developmental errors, interlingual errors, and ambiguous errors. For example, she do hungry

d. Errors types based on communicative effect taxonomy 12 The communicative effect deals with errors from the perspective of their effect on the listener or the reader. It focuses on distinguishing between errors that seem to cause miscommunication and those that don’t. These errors divided into two parts; 1) Global error These errors that effect overall sentence organization significantly hinder communication. It is because of the wide syntactic scope of such errors. The most systematic global errors include: a) Wrong order of major constituents, For example, English language use many people

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Although the student made error in this type, the reader can get the meaning or understand what the sentence means. The writer dicided to use the types of error according to Dulay to find the student’s error in using English tenses (simple present tense, simple present continuous tense and simple past tense. 6.

The Procedures of Error Analysis

The writer dicided to use the procedure of errors according to Rod Ellis, the procedures involved in each of the steps are:

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a. Collecting of a Sample of Learner Language The type of data collected can have a marked effect on the result of an error analysis, as a result of the different production processes which they typically involve. For example, Logoco found differences in the number and type of errors in samples of learner language collected by means of free composition, translation, and picture composition. b. Identifications of Errors The definition of ‘error’ is problematic, as James admits. The difficulty centers around a number of issues. The first is whether grammatically

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research as it involves an attempt to establish the process responsible for L2 acquisition. e. Evaluation of Errors Error evaluating involves a consideration of the effect that errors have on the person (s) addressed. This effect can be gauged either in terms of the addresse’s effective response to the errors. Error evaluation studies proliferated in the late 1970s and in the 1980s, motivated quite esplicitl y by a desire to improve language pedagogy.

B. The Nature of Grammar The knowledge of grammar is very important to express what someone wants to say and interprets correctly. According to Penny Ur, “a learner who knows grammar is one who has mastered and can apply the rules to express him or herself in what would be considered acceptable language forms.”

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1. Definition of Grammar

Actually grammar is used to mean the structure of language. It is an essential part of the use of language process, both in spoken and written language. Grammar is the set of rules which determine the way in which units such as word s

16

conditional sentence, modal auxiliary, etc. One of the english grammar in which Indonesian students tend to make error id “tense”. Here the writer will discuss about tense.

C. Tense 1. Definition of Tense

The word ‘tense’ is derived ultimately from the Latin word ‘tempus’ 17

meaning ‘time’. Tense is a form of verb used to indicate the time. In discussing tense and time A.S Hornby states that “the words ‘time’ and ‘tense’ must not be confused. The word time stands for a concept with which all mankind is familiar, divided into past, present and future. The word tense stands for a verb form or series of verb forms used to express a time relation. Tenses may indicate wheater an action, activity, or state.”

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Tense commonly refers to the time of the situation which relates to the situation of utterance or at the moment at the speaking. For example, the commenest tenses found in languages are present, past and future: a situation described in the present tense is related as simultaneous with the moment of speaking (Jhon is singing); the situation described in the past as related prior to

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continuous and simple past. 2. Kinds of Tense

There are simple and compound tenses in English verbs. The oxford dictionary of English grammar states some linguist define tense narrowly by form which gives English only two tenses: the present tense, which is lexical verb is the same as the last (except for the –s ending in the third person singular); and the 20

past tense, which in regular lexical verbs has the –ed inflection. It means there are two tenses based on the form. There are the present tense and the past tense. English has also many compound tenses. According to Hornby, the compound tenses are made by combining two or more verb forms and these combinations may be concerned with time. 21 It can be seen that there are many compound tenses other two tenses (the present tense and the past tense). Frank says that there are three past tenses and two future tenses, and then the past perfect is tied in time to the past tense, the present perfect to the present tense, and the future perfect tense to the future tense. 22 It shows there are many kinds of tenses based on the time. The writer concludes if simple and compound tense are mixed together,

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for person and number. The distinction is that the third person singular has ‘s’ or ‘es’ to the form used in other person and number. To form the negative sentence it has auxiliary verb ‘does not’ for the third person singular subject (He, She, It), and ‘do not’ for the subject (I, You, We, They). For the verb to be, do not use an auxiliary verb, even for questions and 23

negatives. For example ‘She is not a student’. 2) The sentence pattern of simple present tense a) Affirmative: Subject + Verb 1 (s/es)

E.g. Their clases begin at seven She sends the latter to her mother every month. Subject + Verb be (are, am, is) + Complement

E.g You are a teacher.

b) Negative: Subject + Auxiliary verb (do/does) + Not + Verb 1

E.g Their classes don’t begin at seven. She doesn’t send the letter to her mother every month.

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3) The usage of simple present tense.

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The simple present tense performs the following functions or usages: a) To express the general truth. e.g. The sun rises in the east. b) To express the customs and habitual action. e.g. She studies English everyday. c) To show the future time. e.g. I start my new job tomorrw. 4. Simple Present Continuous Tense

1) Definition Present contiuous tense is also know as present progressive tense. Present progressive is verb phrases composed of forms of the auxiliary be + the present participle (ing-form) of the principle verb. According to A.S Hornby “ the present progressive is the tense most often used for this purpose. It is the tense more closely associated with the present time. There may be an adveribal on present time (e.g. now, today), but this is not 25

essential.”

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a) Affirmative: Subject + To be (are, am, is) + Present Participle (Ing-form)

E.g. She is reading an English book. They are sitting on the chair b) Negative: Subject + To be (are, am, is) + Not + Present Participle (Ing-form)

E.g. She is not reading an English book. They are not sitting on the chair c) Introgative: To be (are, am, is) + Su bject + Present Participle (Ing-form)

E.g. Is she reading an English book. Are they sitting on the chair? 3) The usage of present contiuous tense.

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a) To express an action that is happening right now. E.g. I’m typing the final task righ now. b) To express the beginning, progression or end o f the action.

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5. Simple Past Tense

1) Definition The simple past tense is formed with the past form of the verb which may be either regular, by adding –ed to infinitive form (incidentally, most verb are regular) or irregular which must be learned and memorized in each case.

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Marcella Frank said”. . . simple past tense represent definite time, it refers to event that were completed before the statement is made. It is often accompained by such expression or definite past as yesterday, last year, two years ago, etc.

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2) The sentence pattern of simple past tense a) Affirmative : Subject + verb 2

E.g. Andrew found his pen two days ago. Subject + Was/were + Complement

E.g. They were in the class at 7 o’clock a.m. b) Negative : Subject + Auxiliary Verb (did) + Not + V 1

E.g. Andrew did not find his pen two days ago.

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3) The usage of simple past tense.

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a) The simple past tense is used to talk about activities or situation that began and ended in the past. E.g. The students did their homework yesterday. b) To express the duration of an event completed in the past. E.g. I was in Jakarta for four years (I’m in Su rabaya now). c) To express habitual action in the past. E.g. When I was child, I caried loudly.

D. Relevant Studies There are two relevant studies that the writer takes about tenses. They are: An analysis on grammatical errors in simple present tense on students’ descriptive writing and an analysis on students’ difficulties in learning simple past tense.

The first relevant study is about an analysis on grammatical errors in simple present tense on students’ descriptive writing a case study focusing on analyzing the grammatical errors in simple present tense and the dominant influence that made by students in their descriptive writing. The objective of the

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study and field research. The library study, she reads some books, papers, internet and other references concerning to the topic and the field study she takes the observation, gives the test and does t he interviews. 34 Different from these researchs, the write focuses her study on analyzing the students’ grammatical errors on the simple present tense, simple present continuous tense and the simple past tense.

CHAPTER III RESEARCH METHODOLOGY This chapter presents the description of the research method used in this study, including place and time of the research, method of research, research subject, research instrument, checking of instrument validity and the technique of data analysis.

A. Place and Time of Research This research was held at Yayasan Pendidikan An-Nurmaniyah SMP YAPERA or SMP An-Nurmaniyah which is located at Jl. Dr. Cipto Mangunkusumo (Jln. H. Mencong) No. 62 Paninggilan Utara-Ciledug. The writer makes the proposal on 22 may 2013 and began an observation until 27 March 2014. Before doing the research, fristly the writer observed the location and population where the research carried out. Then, she observed the English teaching learning activity and she watched the method that used by the English

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of the use tenses into some categories (omission, addition, misformation, and misorder). The next step is the explanation of the errors which the errors of tenses are going to be evaluated and found out its so urces. The last is the evaluation after description of the errors and explain why the errors happ ened.

C. Research Subject There are eight classes of the second grade students of SMP YAPE RA An Nurmaniyah which consists of 28-30 students in every class. The writer used a Random Sampling technique to get the representative data. By the Purposive Sampling technique, the writer onl y took one of among the classes. She took VIII-6 class which the students are 28 people. She gave the test which the focus is using tenses, particularly the tenses are simple present tense, simple present continuous tense and simple past tense.

D. Research Instrument The procedure of collecting data used in this reserach were: 1.

Test The type of the test was short answer question. It was focused on simple

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Present 2

Continuos Tense

Using verb in the negative sentence Using verb in the interrogative

4, 12, 18 16

7

sentence Simple Past 3

Tense

Using reguler or irregular verb in

3, 14,19

the positive sentence Using verb in the interrogative

5, 7

7

sentence Using verb in the negative sentence Total 2.

9, 20 20

Interview In the interview section, its containing 10 questions that English teacher

has to answer, while 6 questions for students to answer.

E. Checking of Instrument Validity The instrument of this research was the short answer question tests, containing 20 items. Before the test was used to collect data from the sample of the study, it had been tried out to the second grade students of SMP An-

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descriptive paragraph. And it’s also used the formula that purposed by Anas Sudijono. In the following formula: P

 =



1

x 100%

P= Percentage F= Frequency of error occurred N= Number of cases (total frequent / total individual)

And to know the average of error perc entage, the formula used:

P

 =



x 100%

P= Percentage F= Frequency of error occurred N= Number of cases (total frequent / total individual) n= Number of item test

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION This chapter presents method of analysis such as; research findings and interpretation. A. Research Finding

1.

Data Description The short answer question tests were given to the students that consist of

20 quetions focusing on simple present tense. Simple present contiuous tense and simple past tense discussed the errors made by the second year students of SMP YAPERA An-Nurmaniyah Ciledug on Wednesday, March 26, 2014. These are the table of errors frequency and error percentage of simple present tense, simple present continuous tense and simple past tense. Table 4.1 Percentage of Errors in the Form of Simple Present Tense No

Simple Present Tense

Item

Error

Error

29

attain 135.71% with the average is 22.62%. P=

 

x



P =

x

   

P =



100%

x

100%

100%

P = 22.62% Table 4.2 Percentage of Errors in the Form of Simple Present Continuous Tense No

Simple Present

Item

Error

Error

Continuous Tense

Number

Frequency

Percentage

Using verb in the

2

1

4.00%

positive sentence

8

7

28.00%

11

1

4.00%

Using verb in the

4

2

8.00%

negative sentence

12

10

40.00%

18

4

16.00%

1

2

30



P =



x

100%

P = 12.76% Table 4.3 Percentage of Errors in the Form of Simple Past Tense No

1

2

3

Simple Past Tense

Item

Error

Error

Number

Frequency

Percentage

Using reguler or irreguler

3

5

6.85%

verb in the positive

14

14

19.18%

sentence

19

5

6.85%

Using verb in the

5

12

16.44%

interrogative sentence

7

3

4.11%

Using verb in the

9

18

24.66%

20

16

21.92%

7

73

100%

negative sentence Total Average

37.24%

31

Every student is given 20 item numbers of test, it means there are 560 total sentences collected from 28 students. From the total sentences acquired by giving students a test focused on the use of simple present tense, simple present continuous tense and simple past tense, the writer collects 136 errors. Based on the error occurrences, the writer classifies the errors that occur into some categories as well: 1.

Misformation, errors are where the characterized by the use of the wrong form of the morpheme or structure.

2.

Omission, errors are where the absence o f an item that must appear.

3.

Addition, errors are where the presence of an item which must not appear. By using these categories, the writer classifies the errors, the causes and

explains the problem in the data recapitulation. Table 4.4 Data Recapitulation of Students’ Errors in Simple Present Tense Item Number

Students

Sentences

Types of

Causes of

Error

Error

Error

Correction and Explanation

32

Student 9 Student 11

English twice a week.

twice a week. The sentence used

Student 14

the verb of plural

Student 18

and the subject has

Student 24

not added by “s”. So the verb should be “study”.

Student 19 Student 20 Student 21

The students studied English twice a week.

Misformation

Communicative strategies

Student 27 10


My sister cook rice in the kitchen everyday.

Omission

Interlingual

My sister cooks rice in the kitchen everyday.


The sentence shows an

Student 3

My sister are

Misformation

Communicative habitual action,

33

Student 4

sister goes to

used the verb of

Student 9

the market

plural and the

Student 28

everyweek.

subject has not added by “s”. So the verb should be “go”.

15

Student 10

Mia: do she always cleans the room every morning? Febi: Yes, she does

Misformation

Communicative Mia: does she strategies always cleans the

room every morning? Febi: Yes, she does The sentence shows an habitual action, in interrogetive sentence uses “does” for singular subject

34

Data Recapitulation of Students’ Errors in Simple Present Continuo us Tense Item

Students

Sentences

Number

Types of

Sources of

Error

Error

Error


2

Student 11

Diyas are

Misformation

Intralingual

drinking tea

Diyas is drinking tea right now.

right now. The sentence shows an action in the progress. The subject is singular so auxiliary verb should be “is”. 8

Stud ent 7

Be quite! The

Misformation

Interlingual

Be quite! The

baby sleep

baby is sleeping

now.

now.

35

singing my

favorite song.

favorite song. The sentence shows an activity in the progress at the moment. The subject is plural, so auxiliary verb should be “are”. 4

Student 11

Stud ent 19

Ali is not sent

Misformation

Interlingual

Ali is not sending

a letter to his

a letter to his

friend this

friend this

morning.

morning.

Ali is not sends a letter to his friend this morning.

Misformation

Intralingual

The sentence shows an action in the progress. In negative form

36

Student 23

strategies

not drived a

In negative form

car to

of simple present

Bandung.

continuous tense, the verb should

Student 20

My father is

Misformation

Student 21

not drives a

participle (ing-

Student 22

car to

form).

Student 26

Bandung.

Intralingual

be present

Student 27 18

Student 5

Markus and

Misformation


Bambang are

Markus and Bambang are not

not watches

watching movie

movie this

this week.

week. The sentence Student 11

Markus and

Misformation

Interlingual

shows an action

Bambang are

in the progress.

not watch

In negative form

37

Data Recapitulation of Students’ Error in Simple Past Tense Item

Students

Sentences

number

Types of

Sources of

Error

Error

Error


3

Communicative

She passed the

strategies

English test last

Student 4

She passes the Misformation

Student 24

English

Student 26

last week.

Student 19

She

Student 25

passing

the

shows a situation

English

test

in the past. So

test

week.

was Misformation

Intralingual

last week.

The sentence

the verb should be V2 “passed”.

14

Student 1 Student 8 Student 12 Student 14

Ria is Misformation speaking English with her friend a few minuts


Ria spoke English with her friend a few minuts ago.

38

Student 2

the party three

party three days

Student 8

days ago.

ago.

Student 10

Student 3

He come to

Misformation

Student 25

the party three

shows a situation

days ago.

in the past. So

Interlingual

The sentence

the verb should be V2 “came”. 5

Student 8 Student 16 Student 18 Student 22

Tia: Did you Misformation visited your sister two days ago? Tio: yes, I did

Intralingual

Tia: Did you visit your sister two days ago? Tio: yes, I did

Student 28


Tia: Did you Misformation visiting your sister two days ago?


The sentence shows an action in the past. In

39

Bubu and Rio play badminton yesterday? Aya: Yes, they did

interrogative past form. The auxiliary verb is “did” whether it is singular or plular subject.

9

Student 8 Student 9 Student 10 Student 16 Student 17

Student 12 Student 15 Student 20 Student 22 Student 27

My brother did not drawing a beautiful montain last Sunday.

Misformation


My brother did not drew a beautiful montain last Sunday.

Misformation

Intralingual

My brother did not draw a beautiful montain last Sunday.

The sentence shows a situation in the past. In negative form of simple past tense, the verb

40

Student 18

shows a situation

Student 19

in the past. In

Student 20

negative form of


Sinta did not celebrating her birthday last year.

Misformation


simple

tense, the verb should be bare invinitive “celebrate”.

Student 5 Student 6 Student 7 Student 11 Student 14 Student 17 Student 23 Student 27

Sinta did not celebrates her birthday last year.

past

Addition

Intralingual

41

Total

136 Average

100% 24.29%

The Table 4.7 has revealed the total of frequency of error that reaches 136 errors that the students did in using of tenses. It can also be seen that the average of percentage of error of error reaches 24.29%. The Table 4.7 also shows that the highest error frequency is simple past tense with 73 errors occurrences that reaches 53.68%. It shows that the most students have problems in transforming regular adn irregular verb in the sentence. The second position is simple present tense with 38 errors and contributes 27.94%. The last position is simple present continuous tense which reaches 25 errors occurrences 18.38%. The following table shows the t ypes of error found in using tenses. Table 4.8 Table of Types of Errors No

1

Types of errors

Misformation

Frequency

Percentage (%)

96

70.59%

42

B. Interpretation

1. Data of Students’ Errors in Using Tenses with Simple Present Tense, Simple Present Tense and Simple Past Tense. Table 4.9 Table of Total of the Students’ Errors

Errors Clasification Students

Student 1

Student 2

Student 3

Misformation

Addition

Omission

Total of errors


1

0

0

1

Simple Present Continuous Tense

0

0

0

0

Simple Past Tense

2

1

0

3


0

0

2

2


0

0

0

0

Simple Past Tense

3

0

0

3


2

0

1

3


0

0

0

0

Tenses

43

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13


0

0

0

0


1

0

0

1

Simple Past Tense

4

0

0

4


2

0

1

3


1

0

0

1

Simple Past Tense

2

1

0

3


1

0

1

2


0

0

0

0

Simple Past Tense

3

0

0

3


1

0

0

1


4

0

0

4

Simple Past Tense

0

1

0

1


0

0

1

1


0

0

0

0

Simple Past Tense

4

0

0

4


0

0

1

1


0

0

0

0

Simple Past Tense

0

2

0

2

44

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23


2

0

0

2


1

0

0

1

Simple Past Tense

2

0

0

2


1

0

1

2


3

0

0

3

Simple Past Tense

2

0

0

2


1

0

1

2


2

0

0

2

Simple Past Tense

2

0

0

2


1

0

0

1


1

0

0

1

Simple Past Tense

0

1

0

1


0

0

0

0


1

0

0

1

Simple Past Tense

2

0

0

2


1

0

1

2


1

0

0

1

Simple Past Tense

0

2

0

2

45

Student 28


1

0

1

2


1

0

0

1

Simple Past Tense

1

0

0

1

96

25

15

136

Total

Based on the Table 4.9, it’s clearly seen that the lowest errors made by the students number 16 which only 1 error, and the highest errors made by student number 5,7,9 and 19 with 7 errors. Total of the whole of the errors are 136 made the students of second grade students of SMP YAPERA An-Nurmaniyah Ciledug in using english tenses (simple present tense, simple present continuous tense and simple past tense). From the table, there are 96 errors found in misformation, 25 errors in addition and 15 errors in omission. The writer interpreted the errors based on classification of those types of errors: 1. Percentage of the students’ errors misformation P

= =

 

x

100%

 

x

100%

46

Percentage of Students' Errors Series1, misformation, 70.59%

Series1, Addition , 18.38%

Series1, Omission, 11.03%

Diagram 4.I Total of Errors Frequency and its Percentage

Based on the diagram 4.1, it can be in terpreted that the most common type of errors made by students in using simple present tense, simple present

47

Table 4.10 Table of the Causes of Error No

Causes of Error

Frequency

Percentage

1

Intralingual transfer

55

40.44%

2

Interlingual transfer

26

19.12%

3


55

40.44%

136

100%

Total

Due to the Table 4.10, there were 55 causes or 40.44% caused by intralingual also there were 55 causes or 40.44% caused by communicative strategies. Most of the students committed errors because of intralingual (target language), the students process the new language data in their mind and produce rules for its production, so they often do the overgeneralization or communicative strategies, the students might express the meaning of the sentence in an unsuitable way or misunderstanding toward the new language or target language. And there were 26 sources or 19.12% caused by interlingual transfer, the students might be influenced by their mother tongue in terms or p attern, systems or rules.

CHAPTER V CONCLUSION AND SUGGESTION A. The Conclusion

In this study, the students’ errors in using English tenses especially in using simple present tense, simple present continuous tense and simple past tense have to analyze by the researcher and the process of error analysis is identifying, classifying, explaining and evaluating. The data interpreted in the previous chapter have provided the frequency of the errors occur in students’ sentences in using simple present tense, simple present continuous tense and simple past tense. From 560 sentences collected from 28 students, it is found 136 error occurences. The percentage of errors takes up 24.29% possiblity of students to make errors on the use of tenses (simple present tense, simple present continuous tense and simple past tense). The writer also classified the types of errors committed by the second grade of SMP YAPERA An-Nurmaniyah Ciledug: 1. Misformation, errors are where the characterized by the u se of the wrong form

50

It is also found three main causes that cause students commit errors, those are: 1. Intralingual: 55 causes or 40.44% 2. Interlingual: 26 causes or 19.12% 3. Communicative strategies: 55 causes or 40.44% B. The Suggestion

Based on the conclusion, the writer suggests a careful attention for both teachers and students in using tenses especially, simple present tense, simple present continuous tense and simple past tense. The teacher helps students by introducing and providing various tenses (simple present tense, simple present continuous tense and simple past tense). And gives detail explanation about definition, form and usage of tenses correctly and analyzing the grammatical errors. In this case, are useful for English teacher in order to understand more the students’ difficult. By understanding what the problems encountered by the students, the teacher can furthermore give some assists and positive motivation to students. The writer also encourages students to pay more attention to the form and

BIBLIOGRAPHY

Azar, Betty Schrampfer. Understanding and Using English Grammar. New Jersey: Prentic Hall, Inc 1989. Brown, H. Douglas. Principles of Language Learning and Teaching. New York: longman, 2000. Chlaker, Sylvia and Edmund Weiner. The Oxford of English Grammar . NewYork: Oxford University Press, 1994. Comrie, Bernard, Aspect: An Introduction to the Study of Verbal Aspect Related Problem. Cambridge: Cambridge University Press, 1995. Dulay, Heidi et al. Language Two. New York: Oxford University Press, 1982. E. Rebecca. Mastering American English. New Jersey: Prentice-Hall, Inc, 1956. Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford University Press, 2008. Frank, Marcella. Modern English: Exercise for Non Native Speaker, Part 1: Parts of Speech. New Jersey: Prentice Hall, Inc, 1972. Garver, B.D. Advanced English Practice Second Edition. Oxford University Press, 1979.

Norish, Jhon. Language Learners and Their Errors. New York: Macmillan Press Ltd, 1983. Norrish, J. Language Learning and Their Error. London: Mc.Millan Publisher Ltd, 1987. Setiawati, Evi. An Analysis on Students’ Difficulties in Learning Simple Past Tense. Skripsi. Jakarta: FITK UIN, 2010. Sharma, S.K. Error Analysis: why and how. English Teaching Forum, April 1982. Solahidin, Muhamad Al Muharom. An Analysis on the Students’ Difficulties in Using Simple Present Tense. Skripsi. Jakarta: FITK UIN, 2011. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2004. Swan, Michael. Practical English Usage. New York: Oxford University Press, 1980. Thomson, A.J. and A.V. Martinet, A Practical English Grammar: Fourth Edition. New York: Oxford University Press, 1986. Ur, Penny, Grammar Practice Activities: A Partical Guide for Teacher . New York: Cambridge University Press, 1980.

APPENDIX REASEARCH INSTRUMENT

Name

: _____________________________

Class

: _____________________________

Fill these blanks with the appropriate verb!

1) Adi always ……. up early in the morning. 2) Diyas …… tea right now. 3) She …… the English test last week. 4) Ali is not…… a letter to his friend this morning. 5) Tia Tio

: Did you …… your sister two days ago? : yes, I did

6) The students ............ English twice a week.

Febi : Yes, she does 16) ........ they doing their homework tonight? 17) Susi and her sister ......... to the market everyweek. 18) Markus and Bambang are not ……. movie this week. 19) He ……… to the party three days ago. 20) Sinta did not ............ her birthday last year.

KUNCI JAWABAN

1.

Gets

11. Are singing

2.

Is drinking

12. Driving

3.

Passed

13. Do

4.

Sending

14. Spoke

5.

Visit

15. Does

6.

Study

16. Are

7.

Did

17. Go

8.

Is sleeping

18. Watching

The Reconstruction of Students’ Original Writing

No Student 1

Item number 5

Sentences

Types of Error

Sources of Error

Tia: Did you visits your sister two days ago? Tio: yes, I did

Addition


Error Correction and Explanation Tia: Did you visit your sister two days ago? Tio: yes, I did The sentence shows an action in the past. In negative form of simple past tense, the verb should be bare invinitive “visit”.

14

Ria is speaking English with her friend a few minuts ago.

Misformation


17

Susi and her sister goes to the market everyweek.

Misformation

Intralingual

Ria spoke English with her friend a few minuts ago. The sentence shows a situation began and ended at a particular time in the past. So the verb should be V2 “spoke”.

Susi and her sister go to the market everyweek. The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “go”.

19

He comes to the part y three days ago.

Misformation

Intralingual

He came to the party three days ago. The sentence shows a situation in the past. So the verb should be V2 “came”.

53

Student 2

1

7

Adi always get up early in the morning.

Ronald: does Bubu and Rio play badminton yesterday? Aya: Yes, they did

Omission

Intralingual

Adi always gets up early in the morning The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun.

Misformation


Ronald: did Bubu and Rio play badminton yesterday? Aya: Yes, they did The sentence is interrogative past form. The auxiliary verb is “did” whether it is singular or plular subject.

10

My sister cook rice in the kitchen everyday. Ria speak English with her friend a few minuts ago.

Omission

Interlingual

My sister cooks rice in the kitchen everyday. The sentence shows an habitual action, so the verb should be invinitive verb and it has “s” for singular noun.

14

Ria speak English with her friend a few minuts ago.

Misformation

Interlingual


19

He comes to the part y three days ago.

Misformation

Intralingual

He came to the party three days ago. The sentence shows a situation in the past. So

54

Students 3

1


Omission

Ronald: does Bubu and Rio play badminton yesterday? Aya: Yes, they did

Misformation

Intralingual

the verb should be V2 “came”. Adi always gets up early in the morning The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun.

7 Communicative strategies


10

My sister are cooking rice in the kitchen everyday.

Omission



14

17


Misformation

Susi and her sister is going to the market everyweek.

Misformation

Interlingual



Susi and her sister go to the market everyweek. The sentence used the verb of plural and the subject has not added by “s”. So the verb

55

should be “go”. 19

Student 4

3

9

He come to the party three days ago.

Misformation

She passes the English test last week.

Misformation

My brother did not draws a beautiful montain last Sunday.

Addition

Interlingual


He came to the party three days ago. The sentence shows a situation in the past. So the verb should be V2 “came”. She passed the English test last week. The sentence shows a situation in the past. So the verb should be V2 “passed”.

Intralingual

My brother did not draw a beautiful montain last Sunday. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “draw”.

12

Student 5

My father is not drives a car to Bandung.

Misformation

Interlingual

17


Misformation

Intralingual

5


Addition


My father is not driving a car to Bandung. The sentence shows an a ction in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form).

56

The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “go”. Tia: Did you visit your sister two days ago? Tio: yes, I did The sentence shows an action in the past. In negative form of simple past tense, the verb

should be bare invinitive “visit”.

9


Addition

Intralingual


14


Misformation

Interlingual

17


Misformation




18

Markus and Bambang are not watches movie this week.

Misformation


Markus and Bambang are not watching movie this week. The sentence shows an a ction in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form).

57

20

Student 6

5



Addition

Intralingual

Addition


Sinta did not celebrate her birthday last year. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. Tia: Did you visit your sister two days ago? Tio: yes, I did The sentence shows an action in the past. In negative form of simple past tense, the verb should be bare invinitive “visit”.

9


Addition

Intralingual


10

12


Omission

My father is not drived a car to Bandung.

Misformation

Interlingual


Communicative Strategies


58

14

Ria spoken English with her friend a few minuts ago.

Addition

Intralingual


20


Addition

Intralingual

Sinta did not celebrate her birthday last year. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”.

59

Student 7

1


Omission

Intralingual


6

The students is studying English twice a week.

Misformation


The students study English twice a week. The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “study”.

8

9

12

Be quite! The baby sleep Now.

Misformation

Interlingual

Be quite! The baby is sleeping now. The sentence shows an activity in the progress at the moment of speaking. The subject is singular, so auxiliary verb should be “is”.


Addition

My father is not drive a car to Bandung.

Misformation

Intralingual


Interlingual

My father is not driving a car to Bandung. The sentence shows an a ction in the progress.

60

In negative form of simple present continuous tense, the verb should be present participle (ing-form).

14


Addition

Intralingual


17


Misformation


Susi and her sister go to the market everyweek.

The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “go”. 20

Student 8

5


Tia: Did you visited your sister two days ago? Tio: yes, I did

Addition

Intralingual


Misformation

Intralingual

61


The sentence shows an action in the past. In negative form of simple past tense, the verb should be bare invinitive “visit”.

9


Misformation



12

My father is not drive a car to Bandung.

Misformation

Interlingual


14

19

Student 9

6

Ria is speking English with her friend a few minuts ago.

Misformation

He comes to the party three days ago.

Misformation




Intralingual

Misformation


62

He came to the party three days ago. The sentence shows a situation in the past. So the verb should be V2 “came”. The students study English twice a week.

The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “study”.

9


Misformation

Communicative strategies My brother did not draw a beautiful montain last Sunday. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “draw”.


Omission

Interlingual My sister cooks rice in the kitchen everyday.

10

The sentence shows an habitual action, so the verb should be invinitive verb and it has “s” for singular noun. My father is not drive a car to Bandung.

Misformation

Interlingual

12

14



Addition

Intralingual


63

17


Misformation

Intralingual

Susi and her sister go to the market everyweek.

The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “go”.

20

Student 10

1

5

9

Sinta did not celebrated her birthday last year.

Misformation


Omission

Tia: Did you visiting your sister two days ago? Tio: yes, I did

Misformation


Misformation

Intralingual

Intralingual

Sinta did not celebrate her birthday last year. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. Adi always gets up early in the morning The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun.


Tia: Did you visit your sister two days ago? Tio: yes, I did The sentence shows an action in the past. In negative form of simple past tense, the verb should be bare invinitive “visit”.



The sentence shows a situation in the past. In 64

negative form of simple past tense, the verb should be bare invinitive “draw”.

15

19

Student 11

2

4

Mia : do she always cleans the room every morning? Febi : Yes, she does

Misformation


Mia: does she always cleans the room every morning? Febi: Yes, she does The sentence shows an habitual action, in interrogetive interrogetive sentence uses “does” for singular subject of third person.

He comes to the party three days ago.

Misselecton

Diyas are drinking tea right now.

Misformation

Ali is not sends a letter to his friend this morning.

Misformation

Intralingual

Intralingual

He came to the party three days ago. The sentence shows a situation in the past. So the verb should be V2 “came”. Diyas is drinking tea right now. The sentence shows an a ction in the progress. The subject is singular so auxiliary verb should be “is”.

Interlingual

Ali is not sending a letter to his friend this morning. The sentence shows an a ction in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form).

6


Misformation


The students study English twice a week. The sentence used the verb of plural and the subject has not added by “s”. So the verb

65

should be “study”.

8

18

Be quite! The baby was sleeping Now.

Markus and Bambang are not watch movie this week.

Misformation

Interlingual

Be quite! The baby is sleeping now. The sentence shows an activity in the progress progress at the moment of speaking. speaking. The subject is singular, so auxiliary verb should be “is”.

Misseletion

Interlingual


20

Student 12

1


Addition


Omission

Intralingual

Intralingual

Sinta did not celebrate her birthday last year. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. Adi always gets up early in the morning

The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun. 5

Tia: Did you visiting your sister two days ago? Tio: yes, I did

Misformation


66


The sentence shows an action in the past. In negative form of simple past tense, the verb should be bare invinitive “visit”. My brother did not draw a beautiful montain last Sunday. 9

My brother did not drew a beautiful montain last Sunday.

Misformation

Intralingual

14


Misformation


The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “draw”.


20

Student 13

1

9


Misformation

Adi always get up early in the morning

Omission

My brother did not draws a beautiful mountain last Sunday.

Addition

Intralingual

Intralingual

Sinta did not celebrate her birthday last year. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. Adi always gets up early in the morning The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun.

Intralingual

My brother did not draw a beautiful montain last Sunday. The sentence shows a situation in the past. In

67

negative form of simple past tense, the verb should be bare invinitive “draw”.

14


Addition

Intralingual


Student 14

1

5

6

14


Omission

Tia : Did you visits your sister two days ago? Tio : yes, I did

Addition

Intralingual




The students is studing English twice a week.

Misformation


Misformation



Interlingual

Ria spoke English with her friend a few minuts ago. The sentence shows a situation began and

68

ended at a particular time in the past. So the verb should be V2 “spoke”.

20

Student 15

9


My brother did not drew a beautiful mountain last Sunday.

Addition

Intralingual

Misformation

Intralingual

Sinta did not celebrate her birthday last year.

The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. My brother did not draw a beautiful montain last Sunday. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “draw”.

20

Student 16

5


Tia : Did you visited your sister two days ago? Tio : yes, I did

Misformation

Intralingual

Misformation

Intralingual

Sinta did not celebrate her birthday last year. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. Tia: Did you visit your sister two days ago? Tio: yes, I did The sentence shows an action in the past. In negative form of simple past tense, the verb should be bare invinitive “visit”.

9

My brother did not drawing a beautiful

Misformation


69


montain last Sunday. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “draw”.

20


Misformation

Intralingual


Student 17

5

Tia : Did you visiting your sister two days ago? Tio : yes, I did

Misformation

Intralingual


9

My brother did not drawing a beautiful mountain last Sunday.

Misformation



10

My sister cooked rice in the kitchen everyday.

Misformation



70

20

Student 18

5



Addition

Misformation

Intralingual


Intralingual

The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. The students study English twice a week. The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “study”.

6


Misformation



8


Misformation



17


Misformation



71

20


Misformation



Student 19

1

3


She was passing the English test last week.

Omission

Intralingual


Misformation

Intralingual

She passed the English test last week. The sentence shows a situation in the past. So the verb should be V2 “passed”.

4

Ali is not sent a letter to his friend this morning.

Misformation

Intralingual

Ali is not sending a letter to his friend this morning. The sentence shows an a ction in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form).

6


Misformation



72

11

Listen, the boys next door is singing my favorite song.

Misformation

Intralingual

Listen, the boys next door are singing my favorite song. The sentence shows an activity in the progress at the moment. The subject is plural, so auxiliary verb should be “are”.

18

Markus and Bambang are not watched movie this week.

Misformation



20


Misformation

Intralingual


73

Student 20

6


Misformation



8


Misformation


Be quite! The baby is sleeping now.

The sentence shows an activity in the progress at the moment of speaking. The subject is singular, so auxiliary verb should be “is”.

9


Misformation

Intralingual



10


Omission

Interlingual


74

20

Sinta did not celebrated her birthday last year..

Misformation

Intralingual


The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”.

Student 21

6


Misformation



8


Misformation


Be quite! The baby is sleeping now. The sentence shows an activity in the progress at the moment of speaking. The subject is singular, so auxiliary verb sh My father is not driving a car to Bandung.

9

My brother did not draw a beautiful mountain last Sunday.

Addition

Intralingual


75

12

My father is not drives a car to Bandung..

Misformation

Intralingual

My father is not driving a car to Bandung. The sentence shows an a ction in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form).ould be “is”.

Student 22

5


Misformation

Intralingual


9

12


Misformation


Misformation

Intralingual


Intralingual


76

Student 23

1

9


Omission


Addition

Intralingual

Adi always gets up early in the morning The sentence shows an habitual action, so the verb should be invinitive verb and it has “s” for singular noun.

Intralingual



10


Misformation



12

My father is not drived a car to Bandung.

Misformation


My father is not driving a car to Bandung.

The sentence shows an a ction in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form). 20


Addition

Intralingual

77



Student 24

3


Misformation


She passed the English test last week.

The sentence shows a situation in the past. So the verb should be V2 “passed”.

6


Misformation



7

Ronald: do Bubu and Rio play badminton yesterday? Aya : yes, they did

Misformation

Intralingual


78

10


Omission

Interlingual


14

20


Misformation


Misformation






79

Student 25

3

8

10

She was passing the English test last week.

Misformation


Misformation


Misformation

Intralingual






14

Ria is speaking English with her friend a few minuts ago?

Misformation


Ria spoke English with her friend a few minuts ago.

The sentence shows a situation began and ended at a particular time in the past. So the verb should be V2 “spoke”. 19

He come to the party three days ago.

Misformation

Interlingual

He came to the party three days ago. The sentence shows a situation in the past. So the verb should be V2 “came”.

80

20


Misformation




Student 26

3

9

12


Misformation


Addition




Intralingual


Misformation

Intralingual

My father is not driving a car to Bandung. The sentence shows an a ction in the progress. In negative form of simple present continuous tense, the verb should be present

81

participle (ing-form).

14

Student 27

6



Addition

Intralingual


Misformation



9


Misformation

Intralingual


12


Misformation

Intralingual

My father is not driving a car to Bandung. The sentence shows an a ction in the progress. In negative form of simple present

82

continuous tense, the verb should be present participle (ing-form).

18

Markus and Bambang are not watched movie this week.

Misformation



20

Student 28

1

5

8


Addition


Omission


Misformation


Misformation

Intralingual


Intralingual

The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “celebrate”. Adi always gets up early in the morning. The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun.

Intralingual



83

Be quite! The baby is sleeping now.

An Analysis of Students Errors in Using English Tenses

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