AN ANALYSIS OF STUDENTS’ ERRORS IN USING ENGLISH...

AN ANALYSIS OF STUDENTS’ ERRORS

IN USING ENGLISH TENSES

(A Case Study at the Second Grade Students of SMP YAPERA An-Nurmaniyah, Ciledug)

By

Lia Ratna Komala 207014000289

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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, Syarif Hidayatullah State Islamic University Jakarta on May, 14th 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.

Jakarta, May, 14th 2014

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-064 UIN JAKARTA Tgl. Terbit : 5 Maret 2010 FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 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 An-Nurmaniyah

Ciledug)

Dosen Pembimbing: Ismalianing Eviyuliwati, M.Hum.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat wisuda

i

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 : Ismalianing Eviyuliwati, M.Hum

Keyword : 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 SMP 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, omission, and addition. Among those three types, the most frequency error was missformation that reached 96 errors or 70.59%. The other finding was the sources of error which are divided into three categories. Those are interlingual errors, intralingual errors, and communicative strategies. Intralingual errors and communicative strategies are the most common source of error, there were 40.44%.

ii

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 tense. Dalam penelitian ini, penulis menggunakan metode kualitatif dalam bentuk deskriptif analisis yang meliputi pengamatan, pengumpulan tes siswa, 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 kedalam misrormation, omission, and addition. Diantara macam-macam kesalahan tersebut misformation menjadi klasifikasi error terbanyak mencapai 96 kesalahan atau 70.59%. Penemuan yang lain adalah penyebab-penyebab kesalahan yang terbagi menjadi 3 kategori, yaitu interlingual errors, intralingual errors, dan communicative strategies. Intralingual error dan communicative strategies adalah penyebab kesalahan terbanyak, terdapat 40.44%.

iii

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 relatives, 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:

1. Dra. Nurlena Rifa’i, MA, Ph.D as the dean of Faculty of Tarbiya.

2. Drs. Syauki M.Pd as the Head of English Departement.

3. All lecturers of English Departement who have taught and educated

the writer during his study.

4. The teachers of SMP YAPERA An-Nurmaniyah Ciledug, especially

English teachers, and all of the staffs and all of students SMP

YAPERA An-Nurmaniyah Ciledug, for their contribution and

kindness.

5. All of his friends in the 2007 English Education Departement,

especially class B especially for Sri, Imam, Khodirin, Iman for sharing

their knowledge and giving motivations to the writer to be better.

Thanks for being his friend and a wonderful four years in campus.

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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)

v

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

CHAPTER II : THEORETICAL FRAMEWORK …………… 6

A. Error Analysis …………………………………….... 6

1. Definition of Error Analysis .........……………… 6

2. Definition of Error ……………………………… 7

3. Differences Between Error and Mistake ……….. 8

4. The Causes and Sources of Error ..…................... 9

5. Types of Error …….……………………..…....... 10

6. The Procedures of Error Analysis ........................ 14

B. The Nature of Grammar ………………………........ 15

1. Definition of Grammar ...……………………… . 15

C. Tense ………………………...……………………... 16

1. Definition of Tense ............................................ 16

vi

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

2. Data Analysis ………..………………….………. 31

B. Data Interpretation …..……………….…….……….. 43

C. Causes of Students’ Errors ………………………….. 47

CHAPTER V : CONCLUSION AND SUGGESTION ……….….. 49

A. Conclusion …………………………………….…….. 49

B. Suggestion ………………………………………....... 50

BIBLIOGRAPHY ………………………………………………….. 51

APPENDICES ……………………………………………………… 53

vii

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 … 31

Table 4.5 : Data Recapitulation of Students’ Errors in Simple Present

Continuous Tense …………......................................................... 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

Diagram 4.1 : Total of Error Frequency and Its Percentage ................................... 47

Table 4.10 : Table of the Sources of Error .......................................................... 47

viii

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

1

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

must be able to master the four skills in English; they are listening, speaking,

reading, and writing, and also English components such as grammar, vocabulary,

pronunciation etc. and now learning English is necessary for Indonesian students,

therefore it is taught from elementary school to university level.

Learning English language is not as simple as we thought because there is

a set of rules that must be learnt, which is called grammar. Grammar is one of the

English components which are taught to every language learner. It has an

important role in understanding the English language. Without proper knowledge

of grammar the students will find many problems to build up the sentences and

express their ideas for communication activities. But if they have a good

grammar, they will be confidence in speaking and writing English and they are

also able to use the language correctly and clearly. Penny Ur, in her said that “a

2

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

language.”2 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.

Meanwhile, in English, “I go to the market every Sunday. It shows habitually.

Then, “I am going to the market now”, it shows in the progress events. And then

“I went to the market yesterday”, it shows pass events. Based on three sentences,

it can be concluded that English needs tenses to change the verb based on time

indicators. From those conclusions, it shows students cannot understand tenses in

English by using Indonesian paradigm.

Therefore, tenses is considered as one of difficult materials when students

learn grammar. It is proved by some researchers who studied about tenses. As

mentioned in some studies on “an analysis on students’ difficulties in using

1 Penny Ur, Grammar Practice Activities: A Partical Guide for Teacher, (New York:

Cambridge University Press, 1980), p. 4. 2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman

Group, 1983), p. 12. 3 Michael Swan, Practical English Usage, (New York: Oxford University Press, 1980), p.

Xxiii.

3

simple present tense” by M. Solahudin.4And other studies on “an analysis on

students’ difficulties in learning simple past tense” by Evi Setiawati.5

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 and simple past tense. This idea is also supported by 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 study at the second grade of SMP YAPERA

An-Nurmaniyah, Ciledug Academic year 2013/2014).

B. Identification of the Problem

Seeing the learners’ problems above, the writer identifies the problem that

the learners still get difficulties how to differentiate simple present tense from

simple present continuous tense and simple past tense.

4 Muhamad Solahudin Al Muharom, An Analysis on the Students’ Difficulties in Using simple

Present Tense. Skripsi, (Jakarta: FITK UIN, 2011) 5Evi Setiawati, An Analysis on Students’ Difficulties in Learning Simple Past Tense. skripsi,

(Jakarta: FITK UIN, 2010) 6 Jhon Norish, Language Learners and Their Errors, (New York: Macmillan Press Ltd, 1983),

p. 27.

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 past 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

continuous tense and simple past tense made by the students.

2. To describe the causes errors of simple present tense, simple present

continuous tense and simple past tense.

F. The Significance of the Study

The results of this research were expected to give significance not only

theoretically but also practically.

For teachers, this study will provide of students’ errors in using simple

present tense, simple present continuous tense and simple past tense. It will give

better insight to the teachers to deal with errors in tenses, especially in using

simple present tense, simple present continuous tense and simple past tense.

Practically, it will provide feedbacks which can be used to adapt their teaching

techniques.

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 past tense.

For further researchers, who are interested in analyzing the English tenses

can get the basic information from this study to do further researches.

6

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 this 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.

As S.K sharma stated, “error anaysis is a process based on anaysis of learner’s

error with one clear objective: involving a suitable and effective teaching learning

strategy and remedial measure necessary in certain clearly marked out areas of the

foreign.”1

Error analysis is a valuable source of information to teachers. It provides

information on learner’s error which helps teachers to correct it and also improves

the effectiveness of their teaching. In other words, errors give signs to teachers

and researchers wheater the using process is successful or not. 2

Furthermore, Ellis explains about an error analysis “Error analysis consists

of a set of procedures for identifying, describing and explaining learner errors.

1S.K Sharma, Error Analysis: Why and How, (English Teaching Forum, April 1982) Vol.

XXX 2H. Douglas Brown, Principles of Language Learning and Teaching, (New York:

longman, 2000), p. 218.

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 always 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

adult grammar of a native speaker, reflecting the inter-language competence of

learner.”5

Errors may also be viewed as global or local errors Burt and Kiparsky

cited in Brown “global errors are preventing the hearer from comprehending some

aspect of the massage. The sentence in global error is difficult to understand. In

contrast, the sentence in local error is able to understand.”6 It means that when the

sentence is difficult to understand is global errors, in contrast, in local errors, the

sentence easy to understand.

3Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford University

Press, 2008), p. 50. 4Heidi Dulay et al, Language Two, (New York: Oxford University Press, 1982), p. 138. 5H. Douglas Brown, Principles of Language Learning and Teaching, fourth edition (New

jersey: prenntice Hall Inc, 1994), p. 217. 6Brown, op. cit., p. 260.

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 correct 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

time. A mistake is a performance of error that is either the random guess or slip, in

that it is a failur to utilize a know system correctly.”7 The statement above means

that errors occurred because of the extended process in teaching-learning caused

by biased knowledge, but mistake occurred because of slips of the tongue.

In addition, Edge in Harmer suggested that we can divide mistake into two

broad categories: ‘slips’ and ‘attempts’. Slips are mistakes which students can

correct themselves and which therefore need explanation, while attempts are

mistakes committed when students try to say something but do not yet know the

correct way of saying it.8

The statement above means that both of ‘slips’ and ‘attempts’ are

mistakes, the different is ‘slips’ can be corrected by the students, but ‘attempts’

7Ibid., p. 257. 8Jeremy Harmer, The Practice of English Language Teaching, (London:Longman Group:

1983), p. 99.

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 cause 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

word. This probably the most common cause of error.9

Another expert who discusses the sources of error is Brown. He claims

that four major sources of error. He labels interlingual transfer, intralingual

transfer, context learning and communication strategies.

Interlingual transfer is the negative influence of the mother tongue of

learner. This is a significant source of error for all learners. In the start of learning

a second language are especially vulnerable to interlanguage transfer from the

native language, or interference.

Intralingual transfer is the negative influence of the target language. Carl

James in his book mentions that intralingual errors is apart from recourse to L1

transfer, the learners in ignorance of a TL form an any level and of any class can

9J. Norrish, Language Learning and Their Error, (London: Mc.Millan Publisher Ltd,

1987), pp. 21-26.

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

can be classified into several types. Dulay noted that the descriptive classification

of errors covered four main types of errors. They are linguistic category, surface

strategy, comparative analysis, and communicative effect.11

a. Error types based on linguistic category

This type of error classify the errors by combining the language

components include phonology (pronunciation), syntax, and morphology

(grammar), semantics and lexicon (meaning and vocabulary), and discourse

(style) with the particular linguistic constituent the error affects include the

elements that comprise each language component.

For example of error based on linguistic category; “me forget it”

10Brown, op.cit., pp. 172-174. 11Heidi Dulay, et al., Language Two, (New York: Oxford University Press, 1982), pp. 146-163.

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 type 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.

The learners who have acquired the tensed form for both auxiliary and verb

For example: we didn’t went there

It’s because two items rather than one are marked for the same feature (tense

in the example above).

b) Regularization, a rule typically added to a linguistic item is erroneously added

to exceptional items of the given class that do not take a marker.

c) Simple addition, if an addition error is not a double marking or regularization,

it is called simple addition. No particular features characterize simple addition

other than those that characterize all addition errors. For example, the fishes

doesn’t live in the water

The linguistic item added is the third person singular-s.

12

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 utterence.

For example:

- He is all the time late

- What daddy is doing?

The correct sentence are:

- He is late all the time

c. Error types based on comparative taxonomy

Comparative taxonomy classifies errors based on comparison between the

structure of language learner errors and certain other types of construction. This

classification is divided into four parts:

1) Developmental errors, these errors is like the errors made by the students

learning the target language as their first language. For example, dog eat it

2) Interlingual errors, this error is like in structure to a semantically equivalent

phrase or sentence in the learner’s native language. For example, I visit temple

Prambanan

This is errors in using phrase, which the learner translate Indonesian language

word for word into English language.

13

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 taxonomy12

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

b) Missing, wrong, or misplaced sentence connectors, for example, (if) not take

this bus, we late for school

c) Missing cues to signal obligatory exceptions to pervasive syntactic rules, for

example, the student’s proposal (was) looked into (by) the principal

d) Regularization of pervasive syntactic rules to exceptions, for example, we

amused that movie very much it should be that movie amused us very much

2) Local errors

Local errors include errors in noun and verb inflections, articles,

auxiliaries, and the formation of quantifiers. Local errors are not similar to global

errors, the sentence in local errors do not usually hinder communication

significantly. For example, why we like each other?

12 Heidi Dulay, op.cit., pp. 189-191.

14

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:13

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

(i.e.well-formedness) or acceptability should serve as criterion. An utterance

may be grammatically correct but pragmatically unacceptable. For example, ‘I

want to read your newspaper’ addressed to complete stanger is grammatical

but pragmatically unacceptable.

c. Description of Errors

The description of errors involves a comparison of the learner’s

idiosyncratic utterances with a reconstruction of those utterances in the target

language or, more recently, with a baseline corpus of native speaker language.

d. Explanation of Errors

Explanation is concerned with establishing the source of errors, i.e.

accounting for why it was made. This stage is the most important for SLA

13Rod Ellis, The study of Second Language Aquisition 2nd Edition, (Oxford: Oxford

University Press, 2008), p. 26.

15

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 esplicitly 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.”14

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 words

and phrases can be combined in a language. According to Penny Ur “Grammar

may be roughly definedas the way a language manipulates and combines words

(or bits of word) in order to form longer units of meaning.”15 Swan defines

grammar as “the rules that say how words are combined, arranged and chaged to

show different meaning.”16

Grammar is a system of language and it’s a science that teaches a learner

to speak, to read and to write correctly. It can help the students to learn language

more quickly and more effeciently. When the learners understandthe grammar (or

system) of a language, they can understand many things themselves.

English grammar discusses a lot of aspects, such as tense, word order,

14Penny Ur, Grammar Practice Activities: A practicil Guide for Teacher, (New York: Cambridge University Press, 1988), p. 4.

15Penny Ur, op.cit., p. 5. 16Michael Swan, Practical English Usage, (New York: Oxford University Press, 1980), p.

52.

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’

meaning ‘time’.17 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.”18

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

the moment of the speaking (Jhon was singing); while the situation described in

the future as relates subsequent to the moment of speaking (Jhon will singing).

Since tense refers to the time of the situation which relates to the situation

of the utterances, it can be described as ‘deictic’.19 In other words, deictic refers to

an interval or period of the time which contains the moment of utterance. It can be

expressed by some words: yesterday, now and tomorrow. English verbs have only

two simple tenses, the tenses called the simple present (e.g he writes) and the

simple past (e.g he wrote).

The English tense that would be discussed are simple present, present

17Jhon Lyons, Linguistic Semantic an Introduction, (Cambridge: Cambridge University

Press 1995), p. 312. 18A.S. Hornby, Guide to Patterns and Usage in English, (London: Oxford University

Press, 1975), p. 78. 19Bernard Comrie, Aspect: An Introduction to the Study of Verbal Aspect Related

Problem, (Cambridge: Cambridge University Press, 1995), p. 2.

17

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

past tense, which in regular lexical verbs has the –ed inflection.20 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,

there are twelve kinds of tenses. They are simple present, simple past, simple

future, present progressive, past progressive, future progressive, present perfect,

past perfect, future perfect, present perfect progressive, past perfect progressive,

and future perfect progressive.

3. Simple Present Tense

1) Definition

The present tense is the simplest tense in English. The simple present tense

is used to show action that happens all the time, for it looked at the finite verbal

group without auxiliaries.

The present tense is also the only tense that still uses form of distinction

20Sylvia Chalker and Edmund Weiner, The Oxford of English Grammar, (NewYork: Oxford University Press, 1994), p. 395.

21 A.S. Hornby, op,cit., p. 79. 22 Marcela Frank, op,cit., p. 66.

18

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

negatives.23 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.

Subject + Verb be (are, am, is) + Not + Complement

E.g You are not a teacher.

c) Interrogative:

Auxiliary verb (do/does) + Subject + Verb 1

E.g Do their classes begin at seven?

Does she send the letter to her mother every month?

Verb be (are, am, is) + Subject + Complement

E.g Are you a teacher?

23 http://www.englishclub.com/grammar/verb-tenses_present.htm

19

3) The usage of simple present tense.24

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

essential.”25

The continuous forms represent actions or events, viewed at some point

between their bigining and end. They imply that an action or series of actions has

already begun but is not yet completed. At the same time, they indicate that the

duration of the action or series of actions is limited.26

2) The sentence pattern of simple progressive tense

According to A.J. Thomson and A.V. Martinet the present continuous

tense is formed with auxiliary verb be + the present participle:27 The present

continuous tense censist of three forms, they are:

24Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey:

Prentic Hall, Inc 1989), p. 11. 25A.S. Hornby, Guide to Patterns and Usage in English Second Edition, (London: Oxford

University Press, 1975), p. 82. 26B.D. Graver, Advanced English Practice Second Edition, (Oxford University Press,

1979), p. 56. 27A.J. Thomson and A.V. Martinet, A practical English Grammar: Fourth Edition, (New

York: Oxford University Press, 1986), p. 153.

20

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) + Subject + 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.28

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 of the action.

E.g. It is beginning to rain.

c) To express about something that is happening at the time of speaking.29

E.g. Please don’t make some so much noise. I’m studying.

d) To talk about something which happening at or around the time of speaking.

E.g. Wheres is Tom? He is playing Tennis

e) For a definite arrangement in the near future (and is the most usual way of

expressing one’s immediate plans).

E.g. What are you doing tomorrow evening?

28Betty Scharampfer Azar, op.cit., p. 11. 29Michael Swan, op.cit., p. 445.

21

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.30

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.31

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.

Subject + Was/were + Not + Complement

E.g They were not in the class at 7 o’clock a.m.

c) Introgative :

Auxiliary Verb (did) + Subject + Verb 1

E.g. Did Andrew find his pen two days ago?

Was/were + Subject + Complement

E.g. Were they in the class at 7 o’clock a.m.?

30Nasrun Mahmud, English for Muslim University Students, (Jakarta, Pusat Bahasa dan

Budaya IAIN, 2000), p. 20. 31Marcella Frank, Modern English: Exercise for Non Native Speaker, Part 1: Parts of

Speech, (New Jersey: Prentice Hall, Inc, 1972), p. 49.

22

3) The usage of simple past tense.32

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 Surabaya 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

study is to fine the grammatical errors in simple present tense and to investigate

the influence of errors that commonly caused in writing descriptive. The methods

used by the researcher is documentation method that explained the subject about

the language fanction, explained about the rules in writing a descriptive text, held

and field research by preparing questions sheet and answer sheets and analyzed

the students’ work by making a list of the students’ errors in descriptive text.33

The second study is about an analysis on students’ difficulties in learning

simple past tense a case study focusing to analyze the students’ difficulties in the

form and in the usage of the simple past. The purpose of this research are to find

out the difficulties and to analyze the reason why the students face difficulties in

learning simple past tense. This research is used two kinds of ways; the library

32Betty Schrampfer Azar, op.cit., p. 24. 33Husniati, An Analysis on Grammatical Errors in Simple Present Tense on Students’

Descriptive Writing. skripsi, (Jakarta: FITK UIN, 2010), pp. 2-5.

23

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 the 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.

34Evi Setiawati, An Analysis on Students’ Difficulties in Learning Simple Past Tense.

skripsi, (Jakarta: FITK UIN, 2010), pp. 2-4.

24

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

teacher about tenses expecially in learning simple present tense, simple continous

tense and simple past tense. Finally, the writer gave short answer question test in

order to get the data and to analyze the most common students’ error in using

tenses (simple present tense, simple present continuous tense and simple past

tense).

B. Method of Research

This method of research used the descriptive qualitative as the method to

analyze the students’ error in the use of tenses which are commonly made.

The analysis involves, firstly, collecting the data of the students test to find

out the errors. The second step is the identification of student’s error in the use of

tenses (simple present tense, simple present continuous tense and simple past

tense). The next step is the classification of the error, this step is when the errors

25

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 sources. The last is the evaluation after

description of the errors and explain why the errors happened.

C. Research Subject

There are eight classes of the second grade students of SMP YAPERA 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 only 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

present tense, simple present continuous tense and simple past tense. She made 20

short answer question tests, the test contains of 20 numbers which divided into 6

numbers of simple present tense, 7 number of simple present continuous tense

and 7 numbers of simple past tense.

Table 3.1

The Table of Tested Area

No Tenses Item

Number

Total

1.

Simple Present

Tense

Using verb in the positive sentence 1, 6, 10,17

6 Using verb in the interrogative

sentence

13, 15

Using verb in the positive sentence 2, 8, 11

26

2

Present

Continuos Tense

Using verb in the negative sentence 4, 12, 18


sentence

16

3

Simple Past

Tense

Using reguler or irregular verb in

the positive sentence

3, 14,19


sentence

5, 7

Using verb in the negative sentence 9, 20

Total 20

2. 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-

Nurmaniyah Tangerang. Then, by using ANATES program, the writer found the

instrument valid (see appendix).

F. Technique of Data Analysis

In analyzing the data, its used descriptive analysis technique (percentage).

First, the writer collected the data from the test. Second, identification of error, the

writer identified the students’ errors of plural nouns in writing descriptive

paragraph. The last, description of error, the writer described the types of errors

and the causes of errors that were appeared in the students’ descriptive paragraph.

Next, the writer analyzed the causes of errors that students’ made in their writing

27

descriptive paragraph. And it’s also used the formula that purposed by Anas

Sudijono. In the following formula: 1

P = ிே

x 100%

P= Percentage

F= Frequency of error occurred

N= Number of cases (total frequent / total individual)

And to know the average of error percentage, 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

1Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2004), p. 43.

28

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

Number

Error

Frequency

Error

Percentage

1

Using verb in the

positive sentence

1 10 26.32%

6 10 26.32%

10 9 23.68%

17 8 21.05%

2 Using verb in the

interogative sentence

13 0 0.00%

15 1 2.63%

Total 6 38 100%

Average 22.62%

The Table 4.1 shows the data of error frequency and error percentage as a

result item in using simple present tense. From 6 item numbers, the writer 38

errors occured. So, the total of error percentage obtained from the 6 item numbers

29

attain 135.71% with the average is 22.62%.

P =

x 100%

P =

x 100%

P = x 100%

P = 22.62%

Table 4.2

Percentage of Errors in the Form of Simple Present Continuous Tense

No Simple Present

Continuous Tense

Item

Number

Error

Frequency

Error

Percentage

1

Using verb in the

positive sentence

2 1 4.00%

8 7 28.00%

11 1 4.00%

2

Using verb in the

negative sentence

4 2 8.00%

12 10 40.00%

18 4 16.00%

3

Using verb in the

positive sentence

16

0

0.00%

Total 7 25 100%

Average 12.76%


result item in using simple present continuous tense. From 7 item numbers, the

writer 25 errors occured. So, the total of error percentage obtained from the 7 item

numbers attain 89.29% with the average is 12.76%.

P =

x 100%

P =

x 100%

30

P = x 100%

P = 12.76%

Table 4.3

Percentage of Errors in the Form of Simple Past Tense

No Simple Past Tense Item

Number

Error

Frequency

Error

Percentage

1

Using reguler or irreguler

verb in the positive

sentence

3 5 6.85%

14 14 19.18%

19 5 6.85%

2 Using verb in the

interrogative sentence

5 12 16.44%

7 3 4.11%

3

Using verb in the

negative sentence

9 18 24.66%

20 16 21.92%

Total 7 73 100%

Average 37.24%


result item in using simple present continuous tense. From 7 item numbers, the

writer 73 errors occured. So, the total of error percentage obtained from the 7 item

numbers attain 260.71% with the average is 37.24%.

P =

x 100%

P =

x 100%

P = x 100%

P = 37.24%

2. Data Analysis

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 of 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

Error

Causes of

Error

Error

Correction and

Explanation

1

Student 2

Student 3

Student 7

Student 10

Student 12

Student 13

Student 14

Student 19

Student 23

Student 28

Adi always

get up early

in the

morning.

Omission

Interalingual 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.

6 Student 7 The students is studying

Misformation Communicative strategies

The students study English

32

Student 9

Student 11

Student 14

Student 18

Student 24

Student 19

Student 20

Student 21

Student 27

English twice a week. The students studied English twice a week.

Misformation

Communicative

strategies

twice a week.

The sentence used

the verb of plural

and the subject has

not added by “s”.

So the verb should

be “study”.

10 Student 2

Student 6

Student 9

Student 20

Student 24

Student 3

Student 17

Student 23

Student 25

My sister cook rice in the kitchen everyday.

My sister are cooking rice in the kitchen everyday.

Omission

Misformation

Interlingual

Communicative

strategies

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.

17 Student 3

Student 5

Student 7

Student 18

Student 1

Susi and her

sister is

going to the

market

everyweek.

Susi and her

Misformation

Misformation

Communicative

strategies

Intralingual

Susi and her

sister go to the

market

everyweek.

The sentence

33

Student 4

Student 9

Student 28

sister goes to

the market

everyweek.

used the verb of

plural and the

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 strategies

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

does

The sentence

shows an

habitual action,

in interrogetive

sentence uses

“does” for

singular subject

of third person.

From the Table 4.4, it can be seen that the most errors occure in number 6.

In that number, there are 10 students who make errors. The students made errors

because they might get difficulties in differing between singular and plural subject

and deciding the change of the verb related to the tenses in the sentence.

Table 4.5

34

Data Recapitulation of Students’ Errors in Simple Present Continuous Tense

Item

Number


Error

Sources of

Error

Error

Correction and

Explanation

2 Student 11 Diyas are

drinking tea

right now.

Misformation Intralingual Diyas is drinking

tea right now.

The sentence

shows an action

in the progress.

The subject is

singular so

auxiliary verb

should be “is”.

8 Student 7

Student 11

Student 18

Student 20

Student 21

Student 25

Student 28

Be quite! The

baby sleep

now.

Be quite! The

baby Was

sleeping now.

Misformation

Misformation

Interlingual

Communicative

strategies

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”.

11 Student 19 Listen, the

boys next

door is

Misformation Intralingual Listen, the boys

next door are

singing my

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

Student 19

Ali is not sent

a letter to his

friend this

morning.

Ali is not

sends a letter

to his friend

this morning.

Misformation

Misformation

Interlingual

Intralingual

Ali is not sending

a letter to his

friend this

morning.

The sentence

shows an action

in the progress.

In negative form

of simple present

continuous tense,

the verb should

be present

participle (ing-

form).

12 Student 4

Student 7

Student 8

Student 9

Student 6

My father is

not drive a

car to

Bandung.

My father is

Misformation

Misformation

Interlingual

Communicative

My father is not

driving a car to

Bandung.

The sentence

shows an action

in the progress.

36

Student 23

Student 20

Student 21

Student 22

Student 26

Student 27

not drived a

car to

Bandung.

My father is

not drives a

car to

Bandung.

Misformation

strategies

Intralingual

In negative form

of simple present

continuous tense,

the verb should

be present

participle (ing-

form).

18 Student 5

Student 11

Student 19

Student 27

Markus and

Bambang are

not watches

movie this

week.

Markus and

Bambang are

not watch

movie this

week.

Markus and

Bambang are

not watched

movie this

week.

Misformation

Misformation

Misformation

Communicative

strategies

Interlingual

Communicative

strategies

Markus and

Bambang are not

watching movie

this week.

The sentence

shows an action

in the progress.

In negative form

of simple present

continuous tense,

the verb should

be present

participle (ing-

form).

Based on the Table 4.5, the most errors occure in number 12. In that

number, there are 10 students who make errors. The students made errors because

they might get difficulties in changing the verb on negative sentence of simple

present continuous tense.

Table 4.6

37

Data Recapitulation of Students’ Error in Simple Past Tense

Item

number


Error

Sources of

Error

Error

Correction and

Explanation

3 Student 4

Student 24

Student 26

Student 19

Student 25

She passes the

English test

last week.

She was

passing the

English test

last week.

Misformation

Misformation

Communicative

strategies

Intralingual

She passed the

English test last

week.

The sentence

shows a situation

in the past. So

the verb should

be V2 “passed”.

14 Student 1

Student 8

Student 12

Student 14

Student 24

Student 25

Student 2

Student 3

Student 5

Student 6

Student 7

Student 9

Student 13

Student 26

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

Misformation

Misformation

Addition


Interlingual

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”.

19 Student 1 He comes to Misformation Intralingual He came to the

38

Student 2

Student 8

Student 10

Student 3

Student 25

the party three

days ago.

He come to

the party three

days ago.

Misformation

Interlingual

party three days

ago.

The sentence

shows a situation

in the past. So

the verb should

be V2 “came”.

5 Student 8

Student 16

Student 18

Student 22

Student 28

Student 10

Student 12

Student 17

Student 1

Student 5

Student 6

Student 14

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

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

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

Misformation

Misformation

Addition

Intralingual


Communicative

strategies

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”.

7 Student 2

Student 3

Student 24

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

Misformation

Misformation


Intralingual

Ronald: did Bubu and Rio play badminton yesterday? Aya: Yes, they did The sentence is

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

Student 4

Student 5

Student 6

Student 7

Student 13

Student 21

Student 23

Student 26

My brother did not drawing a beautiful montain last Sunday. My brother did not drew a beautiful montain last Sunday.

My brother did not draws a beautiful montain last Sunday.

Misformation

Misformation

Addition


Intralingual

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”.

20 Student 9

Student 12

Student 15

Student 16

Sinta did not celebrated her birthday last year.

Misformation

Intralingual

Sinta did not celebrate her birthday last year. The sentence

40

Student 18

Student 19

Student 20

Student 24

Student 25

Student 5

Student 6

Student 7

Student 11

Student 14

Student 17

Student 23

Student 27

Sinta did not celebrating her birthday last year.

Sinta did not celebrates her birthday last year.

Misformation

Addition


Intralingual

shows a situation

in the past. In

negative form of

simple past

tense, the verb

should be bare

invinitive

“celebrate”.

From the Table 4.6, it can be seen that the most errors occure in number 9.

In that number, there are 18 students who make errors. The students made errors

because they might get difficulties in changing the regular and irregular verb on

negative sentence of simple past tense.

Table 4.7

Table of the Sequence of Tenses

No Tenses Frequency of

Errors

Percentage of

Error

1. Simple present tense 38 27.94%

2. Simple present

continuous tense

25 18.38%

3. Simple past tense 73 53.68%

41

Total 136 100%

Average 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 types of error found in using tenses.

Table 4.8

Table of Types of Errors

No Types of errors Frequency Percentage (%)

1 Misformation 96 70.59%

2 Addition 25 18.38%

3 Omission 15 11.03%

Total 136 100%

Based on the Table 4.8, it can be known that total of errors is 136 from

560 sentences collected from 28 students in using english tenses. Those 136 errors

are classified into three types of error; Misformation, omission and addition. From

136 errors, 96 of them are misformation, which means students have faild to use

the correct form of tenses. This type of errors contributes 70.59% to whole errors.

The second place is addition of error which reaches 25 errors. The students have

problems in interesting items that should not appear in sentences. The last position

placed by omission which reaches 15 errors, the students have problems in

interesting items that should appear in sentences.

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 Tenses Misformation Addition Omission Total of

errors

Student 1 Simple Present Tense

Simple Present Continuous Tense

Simple Past Tense

1

0

2

0

0

1

0

0

0

1

0

3



Simple Past Tense

0

0

3

0

0

0

2

0

0

2

0

3



Simple Past Tense

2

0

2

0

0

0

1

0

0

3

0

2



Simple Past Tense

1

1

1

0

0

1

0

0

0

1

1

2



Simple Past Tense

1

1

2

0

0

3

0

0

0

1

1

5



Simple Past Tense

0

1

0

0

0

4

1

0

0

1

1

4



Simple Past Tense

2

2

0

0

0

3

1

0

0

3

2

3

43



Simple Past Tense

0

1

4

0

0

0

0

0

0

0

1

4



Simple Past Tense

2

1

2

0

0

1

1

0

0

3

1

3

Student

10

Simple Present Tense


Simple Past Tense

1

0

3

0

0

0

1

0

0

2

0

3

Student

11



Simple Past Tense

1

4

0

0

0

1

0

0

0

1

4

1

Student

12



Simple Past Tense

0

0

4

0

0

0

1

0

0

1

0

4

Student

13



Simple Past Tense

0

0

0

0

0

2

1

0

0

1

0

2

Student

14



Simple Past Tense

1

0

1

0

0

2

1

0

0

2

0

3

Student

15



Simple Past Tense

0

0

2

0

0

0

0

0

0

0

0

2

Student

16



Simple Past Tense

0

0

1

0

0

0

0

0

0

0

0

1

Student

17



Simple Past Tense

1

0

2

0

0

1

0

0

0

1

0

3

44

Student

18



Simple Past Tense

2

1

2

0

0

0

0

0

0

2

1

2

Student

19



Simple Past Tense

1

3

2

0

0

0

1

0

0

2

3

2

Student

20



Simple Past Tense

1

2

2

0

0

0

1

0

0

2

2

2

Student

21



Simple Past Tense

1

1

0

0

0

1

0

0

0

1

1

1

Student

22



Simple Past Tense

0

1

2

0

0

0

0

0

0

0

1

2

Student

23



Simple Past Tense

1

1

0

0

0

2

1

0

0

2

1

2

Student

24



Simple Past Tense

1

0

4

0

0

0

1

0

0

2

0

4

Student

25



Simple Past Tense

1

1

4

0

0

0

0

0

0

1

1

4

Student

26



Simple Past Tense

0

1

1

0

0

2

0

0

0

0

1

3

Student

27



Simple Past Tense

1

2

1

0

0

1

0

0

0

1

2

2

45

Student

28



Simple Past Tense

1

1

1

0

0

0

1

0

0

2

1

1

Total 96 25 15 136

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%

= 70.59%

2. Percentage of the students’ errors Addition

P = x 100%

= x 100%

= 18.38%

3. Percentage of the students’ errors Ommision

P = x 100%

= x 100%

= 11.03%

46

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

continuous tense and simple past tense is in misformation. It is the hight errors in

which the students made 96 errors or 70.59%, 25 errors or 18.83% the students

made errors in addition and 15 or 11.03% the students also made errors in

omission.

2. Causes of Students’ Errors

Regarding the causes of students’ errors, there are some categories of

errors as the writer had discussed in chapter II. The writer explains about sources

of error described in the table below:

Series1, misformation,

70.59%

Series1, Addition , 18.38%

Series1, Omission,

11.03%

Percentage of Students' Errors

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 Communicative strategies 55 40.44%

Total 136 100%

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 pattern, systems or rules.

49

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 use of the wrong form

of the morpheme or structure.

2. Omission, errors are where the absence of an item that must appear.

3. Addition, errors are where the presence of an item which must not appear.

It is clearly shows from the types of errors explained above that the most

common errors committed by the students are misformation errors.

The errors came from many factors. First, the students felt confused in

choosing the appropriate tenses because when the teacher was explaining the

lesson some of the students focused on their teacher’s explanation, but the other

talked each other and exactly they did not focus on it. So, when the students faced

by the test, most of them confused to choose the right answers (based on the

observation). Second, they might get difficulties in differing between singular and

plural subject. Then, they difficult to deciding the change of the verb related to the

tenses in the sentence.

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

usage of simple present tense, simple present continuous tense and simple past

tense. Remembering all of the form and understanding the transforming

affirmative sentences into negative and interrogative sentences. It is also

recommended that the teacher gives the details explanation about the differing

between singular and plural subject and the deciding the change of the verb

related to the tenses in the sentence. It is necessary for the teacher to improve his

knowledge of English language and the methods of English language teaching.

51

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.

Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman Group, 1983.

Hornby, A.S. Guide to Patterns and Usage in English. London: Oxford University Press, 1975.

http://www.englishclub.com/grammar/verb-tenses_present.htm

Husniati, Siti. An Analysis on Grammatical Errors in Simple Present Tense on Students’ Descriptive Writing. Skripsi. Jakarta: FITK UIN, 2010.

Lyons, Jhon. Linguistic Semantic an Introduction. Cambridge: Cambridge University Press 1995.

Mahmud, Nasrun. English for Muslim University Students. Jakarta, Pusat Bahasa dan Budaya IAIN, 2000.

52

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 : Did you …… your sister two days ago?

Tio : yes, I did

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

7) Ronald : …….. Bubu and Rio play badminton yesterday?

Aya : Yes, they did

8) Be quite! The baby ……. Now.

9) My brother did not .......... a beautiful montain last Sunday.

10) My sister ……. rice in the kitchen everyday.

11) Listen, the boys next door …….... my favorite song.

12) My father is not ............ a car to Bandung.

13) Norman : …… you like a music?

Fitri : Yes, I do.

14) Ria ......... English with her friend a few minuts ago.

15) Mia : ...... she always cleans the room every morning?

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

9. Draw 19. Came

10. Cooks 20. Celebrate

53

The Reconstruction of Students’ Original Writing

No Item number

Sentences Types of Error Sources of Error Error Correction and Explanation

Student 1 5

14

17

19

Tia: Did you visits your sister two days ago? Tio: yes, I did Ria is speaking English with her friend a few minuts ago. Susi and her sister goes to the market everyweek. He comes to the party three days ago.

Addition

Misformation

Misformation

Misformation



Intralingual

Intralingual

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

54

Student 2 1

7

10

14

19

Adi always get up early in the morning. Ronald: does Bubu and Rio play badminton yesterday? Aya: Yes, they did My sister cook rice in the kitchen everyday. Ria speak English with her friend a few minuts ago. Ria speak English with her friend a few minuts ago. He comes to the party three days ago.

Omission

Misformation

Omission

Misformation

Misformation

Intralingual


Interlingual

Interlingual

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

55

the verb should be V2 “came”. Students 3 1

7

10

14

17

Adi always get up early in the morning. Ronald: does Bubu and Rio play badminton yesterday? Aya: Yes, they did My sister are cooking rice in the kitchen everyday. Ria speak English with her friend a few minuts ago. Susi and her sister is going to the market everyweek.

Omission

Misformation

Omission

Misformation

Misformation

Intralingual



Interlingual



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

56

19

He come to the party three days ago.

Misformation

Interlingual

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

Student 4 3

9

12

17

She passes the English test last week. My brother did not draws a beautiful montain last Sunday. My father is not drives a car to Bandung. Susi and her sister goes to the market everyweek.

Misformation

Addition

Misformation

Misformation


Intralingual Interlingual

Intralingual

She passed the English test last week.

The sentence shows a situation in the past. So the verb should be V2 “passed”. 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”. My father is not driving a car to Bandung. The sentence shows an action in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form). The sentence used the verb of plural and the subject has not added by “s”. So the verb should be “go”.

Student 5 5

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

Addition


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

57

9

14

17

18

My brother did not draws a beautiful montain last Sunday. Ria speak English with her friend a few minuts ago. Susi and her sister is going to the market everyweek. Markus and Bambang are not watches movie this week.

Addition

Misformation

Misformation

Misformation

Intralingual

Interlingual



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

58

20 Sinta did not celebrates her birthday last year.

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”.

Student 6 5

9

10

12

Tia: Did you visits your sister two days ago? Tio: yes, I did My brother did not draws a beautiful montain last Sunday. My sister cook rice in the kitchen everyday. My father is not drived a car to Bandung.

Addition

Addition

Omission

Misformation


Intralingual

Interlingual

Communicative Strategies

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

59

14

20

Ria spoken English with her friend a few minuts ago.


Addition

Addition

Intralingual

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”. 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”.

60

Student 7

1

6

8

9

12

Adi always get up early in the morning. The students is studying English twice a week. Be quite! The baby sleep Now. My brother did not draws a beautiful montain last Sunday. My father is not drive a car to Bandung.

Omission

Misformation

Misformation

Addition

Misformation

Intralingual


Interlingual

Intralingual

Interlingual


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

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

61

14

17

20

Ria spoken English with her friend a few minuts ago. Susi and her sister is going to the market everyweek. Sinta did not celebrates her birthday last year.

Addition

Misformation

Addition

Intralingual


Intralingual

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

Student 8 5

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

Misformation

Intralingual

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

62

9

12

14

19

My brother did not drawing a beautiful montain last Sunday. My father is not drive a car to Bandung. Ria is speking English with her friend a few minuts ago. He comes to the party three days ago.

Misformation

Misformation

Misformation

Misformation


Interlingual


Intralingual

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. The sentence shows a situation in the past. In negative form of simple past tense, the verb should be bare invinitive “draw”. My father is not driving a car to Bandung. The sentence shows an action in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form). 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”. He came to the party three days ago. The sentence shows a situation in the past. So the verb should be V2 “came”.

Student 9

6

The students is studying English twice a week.

Misformation


The students study English twice a week.

63

9

10

12

14

My brother did not drawing a beautiful montain last Sunday. My sister cook rice in the kitchen everyday. My father is not drive a car to Bandung. Ria spoken English with her friend a few minuts ago.

Misformation

Omission

Misformation

Addition


Interlingual

Interlingual

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

64

17

20

Susi and her sister goes to the market everyweek. Sinta did not celebrated her birthday last year.

Misformation

Misformation

Intralingual

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”. 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”.

Student 10 1

5

9

Adi always get up early in the morning. Tia: Did you visiting your sister two days ago? Tio: yes, I did My brother did not drawing a beautiful montain last Sunday.

Omission

Misformation

Misformation

Intralingual




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

65

15

19

Mia : do she always cleans the room every morning? Febi : Yes, she does He comes to the party three days ago.

Misformation

Misselecton


Intralingual

negative form of simple past tense, the verb should be bare invinitive “draw”. Mia: does she always cleans the room every morning? Febi: Yes, she does

The sentence shows an habitual action, in interrogetive sentence uses “does” for singular subject of third person. He came to the party three days ago. The sentence shows a situation in the past. So the verb should be V2 “came”.

Student 11 2

4

6

Diyas are drinking tea right now. Ali is not sends a letter to his friend this morning. The students is studying English twice a week.

Misformation

Misformation

Misformation

Intralingual

Interlingual


Diyas is drinking tea right now.

The sentence shows an action in the progress. The subject is singular so auxiliary verb should be “is”. Ali is not sending a letter to his friend this morning. The sentence shows an action in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form). The students study English twice a week.



66

8

18

20

Be quite! The baby was sleeping Now. Markus and Bambang are not watch movie this week. Sinta did not celebrates her birthday last year.

Misformation

Misseletion

Addition

Interlingual

Interlingual

Intralingual


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

Student 12 1

5

Adi always get up early in the morning. Tia: Did you visiting your sister two days ago? Tio: yes, I did

Omission

Misformation

Intralingual



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

67

9

14

20

My brother did not drew a beautiful montain last Sunday. Ria is speaking English with her friend a few minuts ago. Sinta did not celebrated her birthday last year.

Misformation

Misformation

Misformation

Intralingual


Intralingual

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

Student 13 1

9

Adi always get up early in the morning My brother did not draws a beautiful mountain last Sunday.

Omission

Addition

Intralingual

Intralingual


The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun. My brother did not draw a beautiful montain last Sunday. The sentence shows a situation in the past. In

68

14


Addition

Intralingual

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

Student 14 1

5

6

14

Adi always get up early in the morning. Tia : Did you visits your sister two days ago? Tio : yes, I did The students is studing English twice a week. Ria is speaking English with her friend a few minuts ago.

Omission

Addition

Misformation

Misformation

Intralingual



Interlingual


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

69

20


Addition

Intralingual

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

Student 15 9

20

My brother did not drew a beautiful mountain last Sunday. Sinta did not celebrated her birthday last year.

Misformation

Misformation

Intralingual

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”. 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”.

Student 16 5

9

Tia : Did you visited your sister two days ago? Tio : yes, I did My brother did not drawing a beautiful

Misformation

Misformation

Intralingual


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”. My brother did not draw a beautiful montain last Sunday.

70

20

montain last Sunday. 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 “draw”. 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”.

Student 17 5

9

10

Tia : Did you visiting your sister two days ago? Tio : yes, I did My brother did not drawing a beautiful mountain last Sunday. My sister cooked rice in the kitchen everyday.

Misformation

Misformation

Misformation

Intralingual



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”. 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”. 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.

71

20 Sinta did not celebrates her birthday last year.

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”.

Student 18 5

6

8

17

Tia : Did you visited your sister two days ago? Tio : yes, I did The students is studing English twice a week. Be quite! The baby was sleeping Now. Susi and her sister is going to the market everyweek.

Misformation

Misformation

Misformation

Misformation

Intralingual








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”. 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”. 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”.

72

20 Sinta did not celebrated her birthday last year.

Misformation Communicative strategies

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”.

Student 19 1

3

4

6

Adi always get up early in the morning. She was passing the English test last week. Ali is not sent a letter to his friend this morning. The students studied English twice a week.

Omission

Misformation

Misformation

Misformation

Intralingual

Intralingual

Intralingual



The sentence shows a habitual action, so the verb should be infinitive verb and it has “s” for singular noun. She passed the English test last week.

The sentence shows a situation in the past. So the verb should be V2 “passed”. Ali is not sending a letter to his friend this morning. The sentence shows an action in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form). The students study English twice a week.




73

11

18

20

Listen, the boys next door is singing my favorite song. Markus and Bambang are not watched movie this week. Sinta did not celebrated her birthday last year.

Misformation

Misformation

Misformation

Intralingual


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”.

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

74

Student 20 6

8

9

10

The students studied English twice a week. Be quite! The baby was sleeping Now. My brother did not drew a beautiful mountain last Sunday. My sister cook rice in the kitchen everyday.

Misformation

Misformation

Misformation

Omission



Intralingual

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”.

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”. 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.

75

20 Sinta did not celebrated her birthday last year..

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”.

Student 21 6

8

9

The students studied English twice a week. Be quite! The baby was sleeping Now. My brother did not draw a beautiful mountain last Sunday.

Misformation

Misformation

Addition



Intralingual





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. 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”.

76

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 action 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

9

12

Tia : Did you visited your sister two days ago? Tio : yes, I did My brother did not drew a beautiful mountain last Sunday. My father is not drives a car to Bandung.

Misformation

Misformation

Misformation

Intralingual

Intralingual

Intralingual

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

77

Student 23 1

9

10

12

20

Adi always get up early in the morning. My brother did not draws a beautiful mountain last Sunday. My sister are cooking rice in the kitchen everyday. My father is not drived a car to Bandung. Sinta did not celebrates her birthday last year.

Omission

Addition

Misformation

Misformation

Addition

Intralingual

Intralingual



Intralingual


The sentence shows an habitual action, so the verb should be invinitive verb and it has “s” for singular noun. 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”. 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. My father is not driving a car to Bandung. The sentence shows an action in the progress. In negative form of simple present continuous tense, the verb should be present participle (ing-form). Sinta did not celebrate her birthday last year.

78

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

Student 24 3

6

7

She passes the English test last week. The students is studing English twice a week. Ronald: do Bubu and Rio play badminton yesterday? Aya : yes, they did

Misformation

Misformation

Misformation



Intralingual


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

79

10

14

20

My sister cook rice in the kitchen everyday. Ria is speaking English with her friend a few minuts ago. Sinta did not celebrating her birthday last year.

Omission

Misformation

Misformation

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. 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”. 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”.

80

Student 25 3

8

10

14

19

She was passing the English test last week. Be quite! The baby was sleeping Now. My sister are cooking rice in the kitchen everyday. Ria is speaking English with her friend a few minuts ago? He come to the party three days ago.

Misformation

Misformation

Misformation

Misformation

Misformation

Intralingual




Interlingual


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

81

20 Sinta did not celebrating her birthday last year.

Misformation Communicative strategies 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”.

Student 26 3

9

12

She passes the English test last week. My brother did not draws a beautiful mountain last Sunday. My father is not drives a car to Bandung.

Misformation

Addition

Misformation


Intralingual

Intralingual


The sentence shows a situation in the past. So the verb should be V2 “passed”. 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”. My father is not driving a car to Bandung. The sentence shows an action in the progress. In negative form of simple present continuous tense, the verb should be present

82

14


Addition

Intralingual

participle (ing-form). 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”.

Student 27 6

9

12

The students studied English twice a week. My brother did not drew a beautiful mountain last Sunday. My father is not drives a car to Bandung.

Misformation

Misformation

Misformation


Intralingual

Intralingual

The students study English twice a week. The sentence used the verb of plural and the



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”.

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

83

18

20

Markus and Bambang are not watched movie this week. Sinta did not celebrates her birthday last year.

Misformation

Addition


Intralingual

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

Student 28 1

5

8

Adi always get up early in the morning. Tia : Did you visited your sister two days ago? Tio : yes, I did Be quite! The baby was sleeping Now.

Omission

Misformation

Misformation

Intralingual

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. 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”. Be quite! The baby is sleeping now.

84

17

Susi and her sister goes to the market everyweek.

Misformation

Intralingual

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

AN ANALYSIS OF STUDENTS’ ERRORS IN USING ENGLISH...

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