AN ERROR ANALYSIS IN USING VERB-ING FORMS
(A Case Study at the Eleventh Year Students of SMA Darul Muttaqin)
by:
Dita Fatwa 107014000720
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS‟ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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ABSTRACT
FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case
Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi,
English Department, The Faculty of Tarbiyah and Teachers‘ Training,
Syarif Hidayatullah State Islamic University Jakarta.
Key words: An Error Analysis,Verb-ing Forms
The objective of this study is to analyze the students‘ gramatical error in
using verb-ing forms at the eleventh year students of SMA Darul Muttaqin
academic year 2013/2014.The subject of this study is consisted of 28 students.
The limitation of the problem is to classify the students‘ error based on Dullay‘s
surface structure taxonomy.
The writer used descriptive analysis which concern with a qualitative
analysis by using formula: P = F/N. This research is using case study method by
collecting data from a test.The data is taken from the student‘s test. In collecting
the data, the test about verb-ing form was given to the students.
The result showed the highest error which most most students made is omission.
Its frequency is 63 errors or 49.60 %. Then the second commonerror is
misformation with 55 errors or 43.30 %. The third common error is addition with
9 errors or 7.08%. The causes of these errors are intralingual error and interlingual
transfer error.
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ABSTRAK
FATWA, DITA. 2014. An Error Analysis in Using Verb-ing Forms, (A Case
Study at the Eleventh Year Students of SMA Darul Muttaqin), Skripsi,
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata kunci: Sebuah Analisis Kesalahan, Bentuk Verb-ing
Penelitian ini bertujuan untuk menganalisa kesalahan gramatikal siswa
dalam penggunaan bentuk verb-ing di kelas sebelas SMA Darul Muttaqin tahun
ajaran 2013/2014. Subjek dari penelitian ini berjumlah 28 siswa. Pembatasan
dalam mengklasifikasikan kesalahan siswa berdasarkan teori Heidy Dullay untuk
mengetahui tipe kesalahan dalam frekuensi tertinggi.
Dalam penelitian ini, penulis menggunakan jenis penelitian analisa deskripsi
yang berkenaan dengan metode kualitatif dengan menggunakan rumus: P = F/N.
Penelitian ini menggunakan metode studi kasus dengan mengumpulkan data dari
tes. Data diambil dari tes siswa tentang bentuk verb-ing.
Hasilnya menunjukkan bahwa kesalahan yang paling tinggi adalah kesalahan
dalam menghilangkan bentuk –ing dengan 63 kesalahan atau 49.60%. Kemudian
kesalahan tertinggi kedua adalah kesalahan pemilihan kata dengan 55 kesalahan
atau 43.30%. Kesalahan ketiga adalah kesalahan penambahan dengan 9 kesalahan
atau 7.08%.Penyebab dari error tersebut adalah intralingual error dan interlingual
error transfer.
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ACKNOWLEDGEMENT
Praise and gratitude be to Allah, Lord of the worlds Who has given the
Mercy and Blessing to the writer, so that this ―Skripsi‖ can be finished
completely. Peace and Salutation be upon our prophet Muhammad, his families,
companions, and his followers.
On this occasion, the writer would like to thank her parents for their
patience, love, and trust, and also sorry for the long process.
The writer also would like to express her gratitude to Mr. Drs. Syauki,
M.Pd. as the writer‘s advisor who had kindly spent his time to give his valuable
advice, guidance, corrections, and suggestions in composing this ―Skripsi.‖
Furthermore, her greatest gratitude also goes to:
1. All lecturers of English Education Department, for teaching the precious
knowledge, sharing the values of life and giving the unforgettable study.
2. Mr. Zaharil Anasy, M.Hum., as the Secretary of English Education
Department. Also, her thank is given to the staffs of English Education
Department, especially for Ms. Aida Ainul Wardah, S.Pd. who always
gives excellent service and contribution to the writer.
3. Prof. Dra. Nurlena Rifa‘i, M.A., Ph.D., the Dean of Faculty of Tarbiyah
and Teachers Training.
4. The Principal and the English Teacher of Senior High School (SMA)
Darul Muttaqin, Asep Romli, S.Ag. for permitting and helping the writer
to conduct the research.
5. Her beloved sisters and brother, for the support, and motivation.
6. And the last, for her closest friends, Nian, Dewi, Ida, Tyaz, Kiki, etc.
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Finally, the writer realizes that this ―Skripsi‖ is still far from being perfect.
Constructive criticism and suggestion would be welcomed to make it better. I
hope that this Skripsi could be useful to other people, especially to people in
education area.
Jakarta, August 18th
, 2014
The Writer
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TABLE OF CONTENTS
ABSTRACT....................................................................................................... i
ABSTRAK.......................................................................................................... ii
ACKNOWLEDGEMENT................................................................................ iii
TABLE OF CONTENTS.................................................................................. v
LIST OF TABLES............................................................................................. vii
LIST OF FIGURES…………………………………………………………....viii
LIST OF APPENDICES……..……………………………………………….. ix
CHAPTER I : INTRODUCTION......................................................... 1
A. Background of the Study........................................... 1
B. Identification of the Problem……………............... 3
C. Limitation of the Problem…………………………. 3
D. Objective of the Study.............................................4
E. Significance of the Study........................................ 4
CHAPTER II : THEORETICAL FRAMEWORK................................ 5
A. Error............................................................................ 5
1. Definition of Error................................................ 5
2. Identification of Error………………………......6
3. Causes of Error..................................................8
4. Categories of Error........................................... 11
B. Error Analysis.............................................................19
1. Definition of Error Analysis...............................19
2. Goal of Error Analysis.......................................19
3. Procedures of Error Analysis.............................20
C. Verb-ing Form.......................................................... 21
1. Definition ………..…………............................ 21
2. Used As Modifier……….................................. 22
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3. Used Like Noun…………………………............. 22
CHAPTER III : RESEARCH METHODOLOGY................................. 38
A. The Objective of the Research..................................... 38
B. The Place and Time of the Research........................... 38
C. The Population and Sample of the Research………... 38
D. The Method of the Study……………………………38
E. The Instrument of the Study…………………………39
F. The Technique of Data Analysis……………………..39
CHAPTER IV : RESEARCH FINDINGS………………....................... 40
A. The Description of Data.............................................. 40
B. The Analysis of the Data……………………………. 42
C. The Interpretation of the Data………………………. 44
CHAPTER V : CONCLUSION AND SUGGESTIONS....................... 45
A. Conclusion ……………………….............................. 45
B. Suggestions……………….…………………………. 45
BIBLIOGRAPHY
APPENDICES
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LIST OF TABLES
Table 2.1 A Sample Linguistic Category Taxonomy…....................................... 13
Table 2.2 Errors of Double Marking in L2 Production.......................................... 17
Table 2.3 Verb-ing form or infinitive………...………………………………… 29
Table 4.1 Result of Students‘ Answer…………….............................................. 44
Table 4.2 The Recapitulation of Error‘s Type……….......................................... 45
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LIST OF FIGURES
Figure 4.1 Recapitulation of Error‘s Type …………..................................... 42
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LIST OF APPENDICES
1. Surat Pengajuan Judul Skripsi ……………………………………. 46
2. Surat Permohonan Bimbingan Skripsi …………………………… 47
3. Surat Permohonan Izin Penelitian ………………………………... 48
4. Surat Keterangan Penelitian ……………………………………….49
5. Soal tes verb-ing forms ……………………………...………….....50
6. Silabus Bahasa Inggris kelas X SMA Darul Muttaqin ….………...51
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CHAPTER 1
INTRODUCTION
A. Background of the Study
Language is a human system of communication. It uses arbitrary signals,
such as voice sounds, gestures, or written symbols. Not only a language consists
of symbols that convey meaning, but also rules for combining those symbols, that
can be used to generate an infinite variety of messages. According to Walt
Withman, ―language is not an abstract construction of the learned, or of dictionary
makers, but something arising out of the work, needs, ties, joys, affections, tastes,
of long generations of humanity, and has its bases broad and low, close to the
ground‖.1
English has been grown rapidly for the past century. English has become the
second language for the most people in the world, and become foreign language
being taught in school for most countries in the world, including Indonesia.
Moreover, English has begun to be taught in Indonesia as foreign language
since Dutch colonial period. But, English formally taught in Indonesia as a subject
in curriculum is in 1967‘s curriculum. Since then, teaching English has been
changed many times along with the change in politic, the growth of technology
and economic, and many other factors.2
One of the important aspects of language is grammar. Like in other
languages, in English, grammar is the key of good writing. Using proper grammar
can avoid misunderstanding while communicating and expressing an idea.
Grammar needs to be taught effectively in school because it is the foundation to
support the language. Although grammar alone is not a means to master a
1 Wayne Weiten, Psychology: Themes And Variations, 7th ed. (Thomson Wadsworth,
2007). 2 http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/, retrieved on
January, 1st 2013
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language, it is still an integral tenet of language in order to bridge the gap between
mere ideas and the actual delivery of the message.3 By having enough knowledge
of grammar, students will be able to solve their problems in expressing their ideas
into writing and communication activities.
One of many aspects in English grammar that is taught in vocational school
and senior high school in Indonesia is verb-ing form. When the writer has been
conducting Praktek Profesi Keguruan Terpadu (PPKT) in vocational school, she
found that the second year students of vocational school still have problems or
make errors in using verb-ing forms. They often made a mistake when they
differentiated verb-ing forms as a gerund, and a participle. It usually happened
because they did not know how to identify ‗a noun‘, ‗an adjective‘, or even ‗a
verb‘ in a sentence in which a gerund and a participle can be differentiate with it.
They also made mistakes using both in sentences. In bahasa Indonesia, they did
not tend to pay attention in identifying a noun, a verb, an adjective, etc in a
sentence because they use bahasa Indonesia unconsciously. Here is the example:
Play badminton is very entertain.
This sentence is wrong. The correct one is „playing badminton is very
entertaining‟. Most students, when they were asked to which one is gerund and
which one is participle between „playing and entertaining‟ did not know which
one.
Based on the example, the writer wants to know the causes of their errors.
According to Micheal Swan, ―when –ing forms are used as verbs, adjectives, or
adverbs, they often called ‗present participles‘. When they are used more like
nouns, they are often called ‗gerunds‘. In fact, the distinction is not really as
3 http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/,
retrieved on January, 1st 2013
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simple as this, and some grammarians prefer to avoid the terms ‗participle‘ and
‗gerund‘‖.4
Based on the statement above, the writer would like to take “An Error
Analysis in Using the Verb-ing Forms”, (A Case Study at the Eleventh Year
Students of SMA Darul Muttaqin) as her ‗skripsi‘‘s title.
B. Identification of the Problem
There are many factors that causing an error in using verb-ing forms. Some
of them come from the students themselves, such as lack of knowledge of verb-
ing forms, the encouragement in study, and many other factors. While some other
factors come from the teacher who taught it, such as the ability to explain the
material well, the method and the learning material used in teaching verb-ing
forms, etc.
C. Limitation of the Problem
From so many factors causing the errors in using verb-ing forms, in this
research, the writer focuses on analyzing the errors made by the first year students
of senior high school in making sentences using the verb-ing forms and causes of
the errors. To make a description more focus, the writer limits the problems into:
the kinds of errors made by the students in making sentences using verb-ing forms
based on Dullay‘s theory, and the causes of their errors based on Richards‘s
classification.
Based on the description above, the writer formulates the problem of
research as follow:
1. What is the common error made by the students of senior high school in
using verb-ing forms?
4 Michael Swan, Practical English Usage, Second Edition. (oxford: Oxford University
Press, 1995), p. 277
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2. What are the causes of error made by the second year students of senior
high school in using verb-ing forms?
D. Objective of the Study
The objective of this study is to analyze the common error made by the
students in using the verb-ing forms in order to know its causes. From those
analyses, the errors can be decreased by finding the appropriate teaching methods.
E. Significance of the Study
The findings of this study can provide the useful information for the
teachers, the students, and also the further researchers. For the teachers, the
findings of this study can be used as resources in finding the best method in
teaching by knowing the most error made by the students in using the verb-ing
forms. As for the students, this can improve their understanding of verb-ing
forms.
For the future researchers who are interested in analyzing the errors in using
verb-ing forms at senior high school level can get basic information from this
study to do the further research better.
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CHAPTER 2
THEORITICAL FRAMEWORK
This chapter discusses about theoretical frameworks of errors, error
analysis, and verb-ing forms.
A. Error
1. Definition of Error
The difference between spoken and written discourse may cause the
difficulty in learning how to write well. Rules of spoken discourse are got through
conversation whereas the rules of written discourse are got through instruction
and practice.Thus, it is no wonder errors can be done by the students.
Susan and Larry defines that error is systematic. It can occur repeatedly
without learner‘s recognition because the learner does not have particular
erroneous form in his/her system. According to that fact, this kind of error is only
from teacher‘s view, not from the learner.5Errors are also all incorrect forms made
by the learner that caused by lack of knowledge about the target language
(English) or by incorrect assumption about it. It means errors can happen due to
limited knowledge of the target language of the students or the false assumptions
of the target language systems.
In addition, H. Douglas Brown gives the definition of error as a sign of how
competence the native speaker in the written discourse. Thus, a learner‘s
competence in target language can be recognized through the errors he/she made.6
So, the more the learner makes errors, the less competence of target language
she/he has. An error is a systematic distortion in which a learner has not learnt its
part and consistently ‗gets it wrong‘.
5 Susan M. Grass and Larry Selinker, Second Language Acquisition: An Introductory
Course. (New Jersey: Lawrence Erlbaum Associates, Inc., 2001), p. 78. 6H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison
Wesley Longman, Inc., 2000), p. 217
From those definitions of the experts, the writer concludes that an error is a
false form made by the learner of target language consistently due to lack of
knowledge of the target language or incorrect assumption of target language. An
error is an indication of how well the learner understands the target language.
2. Identification of Error
Error happens when the learner has not learnt the correct forms or has
wrong assumption about target language system being learnt and consistently
‗gets it wrong‘. It will continue until she/he notices that she/he is wrong. And
when the learner has known the right forms and sometimes still gets it wrong,
then, we called it ‗mistake‘.
Ifthe teacher is not sure whether one of learners has made an error or a
mistake, the crucial test must be: can he correct himself when challenged? If he
can, probably it is a mistake; if not, it is an error.
According to Ellis,the difficulty of errors center in some issues, they are:
a. Whether grammaticality (i.e. well-formedness) or acceptability can be
a criterion. A sentence can be grammatically correct but pragmatically
incorrect. For example, ‗She cooks me‘ is grammatically correct but
pragmatically incorrect.
b. Whether errors and mistakes should be distinguished. Error can occur
because of the lack of knowledge, whereas mistake can occur because
of memory limitations and lack of automaticity. Alongside the
problems in identifying error and mistake, it also assumes that
competence is homogeneous rather than variable. For example, if the
learner, at times, use a correct form of target language, and at another
time use the incorrect one, it cannot be assumed that she/he knows the
target language structure, and the use of incorrect structure assumed as
a mistake. For example, a learner may have no difficulty in using the
target-language form in some linguistic context;
My sisters are older than me.
But produce an error in others:
My three sister are older than me.
c. Whether the error is overt or covert. An overt error is easy to identify
because there is a clear irrelevancy as when a learner says:
*She like cooking.
In the other hand, a covert error is usually made in well-formed
sentence, in which it does not deliver the real meaning. For example,
the sentence „it was done‟ is grammatically correct until it becomes
clear that ‗it‘ refers to ‗home work‘.
d. The last issue is whether the inaccuracies of the learner from non-
native speaker should be considered erroneous. For example, when a
sentence that is correct grammatically but it is not the structure
preferred by the native speakers. For example:
One day a Korean man, a popular chef, arrived in Japan.
He was coming from Seoul.
The preferred structure is probably ‗had come‘. But, ‗was coming‘ can
be considered possible if the speaker wishes to emphasize the duration
of the action.7
Based on explanation from the experts, the writer concludes that it is really
important to differentiate between error and mistake. Error is a mistake done by
the learner repeatedly because of wrong assumption about the rules. In the other
hand, mistake is wrong performance from the learner because they are not focus
and they can correct it by themselves.Therefore, the four criterions above are
needed to avoid mistakes while doing the error analysis.
7Rod Ellis, The Study of Second Language Acquisition, Second Edition, (Oxford: Oxford
University Press, 2009), p. 47-49
3. Causes of Error
According to Lightbown and Spada,error is the result of learners first
language transfer. But not all the errors are produced from the first language.
Many errors are better to be explained in the term of learners‘ developing
knowledge of the target language rather than trying to transfer form of their first
language.8
A different type of errors is represented in sentences like did he comed,
what you are doing, he coming from India, make him to do it, I can to speak
English, etc. These kinds of errors often occur to learners with various language
backgrounds. They are called intralingual and developmental errors. Intralingual
and developmental errors can reflect the learner‘s competence particularly and
also can describe some of language acquisition characteristic.
Intralingual errors consist of faulty generalization, incomplete application of
rules, and failure to learn conditions that describe the characteristic of rule
learning. In the other hand, developmental error is often made by the learner when
she/he tries to make hypothesis about English from her/his limited knowledge of
target language.
The causes of intralingual and developmental errors are:
a. Overgeneralization
Overgeneralization includes example of different structure in target
language made by the learner based on his knowledge of other structure. In
general, it involves the making of one different structure in place of two
common structures. Lightbown and Spada define overgeneralization
Overgeneralization is an error made by mixing two or more different
structure in target language based on the learner knowledge, or using a form
8 Patsy M. Lightbown, Nina Spada, How Language are Learned, Third Edition, (New
York: Oxford University Press, 2006), p.78-79
of structure in which it does not belong to, for example the –s ending on the
verb in ‗I plays‘.9
b. Ignorance of rule restrictions
Ignorance of rule restriction is an error caused by ignoring the rule
restrictions of existing structures. Some rule-restriction errors may be
accounted for in terms of analogy; other instances may result from the rote
learning of rules.
c. Incomplete application of rules
In incomplete application of rules, the occurrence of structures whose
deviancy represents the degree of development of the rules required to
produce acceptable utterances. There are two possible causes, first is the use
of questions in the classroom, where the learner is encouraged to repeat the
question or the part of it in the answer. Second, is the fact that the learner
may discover that he can communicate perfectly adequately using deviant
forms.
On the other hand, although young children (learners) appear to be
able to learn a foreign language quite easily and to reproduce new sounds
very effectively, most of older learners experience considerable difficulty.
The sound system and the grammar of the first language impose themselves
on the new language and this lead to a ‗foreign‘ pronunciation, faulty
grammatical patterns, and occasionally, to the wrong choice of vocabulary.
d. False concepts hypothesized
This type of error is encouraged by teaching material or method.
These errors are much more difficult to classify except in conjunction with a
close study of the materials and teaching techniques to which the learner has
been exposed. This is probably why so little is known about them.
9Pasty M. Lightbown, Nina Spada,Op.cit., p. 81
Erdogan, in the other hand, divides ―the cause of errors into two types:
a. Interlingual Transfer
Interlingual transfer is a significant source for language learners.
Dictionary of Language Teaching and Applied Linguistic defines it as being
the result of language transfer, which is caused by the learner‘s first
language.
Interlingual error may occur at different levels such as transfer of
phonological, morphological, grammatical, and lexica-semantic elements of
the native language into the target language.
b. Intralingual Transfer and Developmental Errors
Intralingual errors result from faulty or partial learning of the target
language rather than language transfer. They may be caused by the
influence of one target language item upon another. Such as, learners
attempt to use two tenses markers at the same time in one sentence since
they have not mastered the language yet.‖10
A number of different causes of psycholinguistic errors have been
identified. They are:
1) Interference errors occur as a result of ‗the use of elements from one
language while speaking another‘.
2) Intralingual errors ‗reflect the general characteristics of rule learning
such as faulty generalization, incomplete application of rules and
failure to learn conditions under which rules apply‘.
3) Developmental errors occur when the learner attempts to build up
hypotheses about the target language on the basis of limited
experiences.
Based on some explanations from the experts, the major causes of error are
interlingual and intralingual. Interlingual happens because the learner is still
influenced by their tongue language. In the other hand, intralingual happens
because of lack of knowledge of the language being learned.
10
Endorgan, Contribution of Error Analysis to Foreign Language Teaching. Mercin
University Journal of the Faculty of Education, Vol.1, Issue 2, December 2005, p.265
4. Categories of Error
Error can be categorized into mistake and lapse. An error is a systematic
deviation, when learner has not learnt something and consequently ‗gets it
wrong‘.A mistake is inconsistent deviation, when the learner sometimes ‗get it
right‘ but sometimes he makes a mistake and uses the wrong form.Whereas a
lapse is error that can happen due to lack of concentration, shortness of memory,
fatigue, etc.
The most useful and commonly used bases for the descriptive classification
of errors are linguistic category, surface strategy, comparative analysis, and
communicative effect.
a. Error types based on linguistic category
The linguistic category taxonomies classify errors according to either
the language component or the particular linguistic constituent the error
affects.
Table 2.1 A Sample Linguistic Category Taxonomy
Linguistic Category
and Error Type Example of Learner Error +
A. Morphology
1. Indefinite article incorrect
a used for an before vowels
an used for a
2. Possesive case incorrect
Omission of ‘s
3. Third person singular verb incorrect
Failure to attach –s
Wrong attachment of –s
4. Simple past tense incorrect
a. Regular past tense
Omisssion of –ed
a ant
an little ant
the man feet
The bird help man.
The apple fall downs.
The bird he save him.
Adding –ed to past already
formed
b. Irregular past tense
Regularization by adding –ed
Substitution of simple non-past
Substitution of past participle
5. Past participle incorrect
Omission of –ed
6. Comparative adjective/adverb
incorrect
Use of more + er
He calleded.
He putted the cookie.
He fall in the water.
I been near to him.
He was call.
He got up more higher.
B. Syntax
1. Noun Phrase
a. Determiners
Omission of the article
Substitution of definite
articleforpossessive pronoun
Use of possesive with the
article
Use of wrong possesive
b. Nominalization
Simple verb used instead of –
ing
Preposition by ommited
c. Number
Substitution of singulars for
plurals
Substitution of plurals for
singulars
He no go in hole.
He fall down on the head.
He put it in the his room.
The litlle boy hurt its leg.
by to cook it.
The dove helped him putting leaf
on the water.
He got some leaf.
He stab him in the feet
d. Use of Pronouns
Omission of the subject
pronoun
Omisiion of the ―dummy‖
pronoun it
Omission of object pronouns
Subject pronoun used as a
redundant element
Alternating use of pronouns by
number as well as gender
Use of me as subject
e. Use of Preposition
Omission of preposition
Misuse of prepositions
2. Verb Phrase
a. Omission of verb
Omission of main verb
Omission of to be
b. Use of progressive tense
Omission of be
Replacement of –ing by the
simple verb form
Substitution of the progressive
for the simple past
c. Agrement of subject and verb
Disagrement of subject and
verb person
Disagrement of subject and
number
Disagrement of subject and
(He) pinch the man.
Is nice to help people.
I don’t know (it) in English
My brother he go to Mexico
So he can eat it (referring to
apples)
Me forget it.
He came (to) the water
He fell down (for on, into?) the
water
He (fell?) in the water.
He in the water.
He going.
The bird was shake his head.
Then the man shooting (shot?) with
a gun.
You be friends.
The apples was coming down
I didn’t know what it is.
tense
3. Verb-and-Verb Construction
Embedding of a noun-and-
verb construction in another
noun-and-verb construction
Omssion of to in identical
subject construction
Omission of to in the verb-
and-verb constuction
Attachment of the past marker
to the dependent verb
4. Word Order
Repetition of the object
Adjectival modifiers placed
after noun
5. Some Transformations
a. Negative transformation
Formation of no or not
without the auxiliary do
Multiple negation
b. Question transformation
Omission of auxiliary
c. There transformation
Use of is instead of are
Omission of there
Use of it was instead of there
was
d. Subordinate clause transformation
I go to play. (I go and I play).
I go play
I see a bird got the leaf
He was going to fell
The bird (object) he was gonna
shoot it.
He put it inside his house a litlle
round.
He not play anymore
They won’t have no fun
How the story helps?
There is these hole.
Is one bird.
It was round things.
Use of for for so that
Use of indicative for
conditional
For the ant could get out.
So He don’t kill the bird.
b. Surface category
Surface strategy taxonomy highlights the ways surface structures are
altered: Learners may omit necessary items or add unnecessary ones; they
may misformitems or misorderthem.
There are four subtypes errors based on surface strategy taxonomy:
1) Omission
Omission errors are characterized by the absence of an item that
must appear in a well-formed utterance.Ellis defines ―omission that
leaving out an item that is required for an utterance to be considered
grammatical.‖11
Morphological omission: A strange thing happen to me
yesterday.
Syntactical omission : Must stay also the names?
2) Additions
―Addition errors are characterized by the presence of an item
which must not appear in a well-formed utterance‖.12
In morphology : The books is here.
In syntax : The London
In lexicon : ―I stayed there during five years ago.‖
3) Double Markings
―Double marking errors are characterized by two items rather
than one is marked for the same feature (tense, in these examples).‖13
Table 2.2 Errors of Double Marking in L2 Production
Semantic Feature Error Example of Error
11
Rod Ellis, op.cit., p.18 12
Heidi Dullay. et al., op.cit., p.146-172 13
Ibid.
Past Tense Past tense is marked in the
auxiliriary and the verb She didn’t went/goed.
Present Tense Present tense is marked in
the auxiliary and the verb He doesn‘t eats.
Negation
Negation is marked in the
auxiliary and the quantifier
Negation is marked in the
auxiliary and the adverb
She didn’t give him none.*
He don’t got no wings.*
They don’t hardly eat.
Equational Predicate Equation is marked in two
copulapositions Is this is a cow?
Object
The object is both
topicalized and expressed
in the object pronoun
That‘s the man who I saw
him.
Past Tense The auxiliary is produced
twice
Why didn’t momy don’t
make dinner?
4) Regularization (Overgeneralization)
Regularization errors are error that characterized by some
members of a class is exceptions to the rule. For example:
My sister eated plain bread for breakfast yesterday.
5) Misformation
Misformation errors are error that characterized by use of the
wrong form of the morpheme or structure.Ellis defines the
misinformation as ―using one grammatical form in place of another
grammatical form.‖14
For example:
The dog eated the chicken.
Moreover he states that ―the three types of misformation have
been frequently reported in the literature: (a) regularizations; (b) archi-
forms; and (c) altering forms.‖15
14
Rod Ellis, op.cit., p.18 15
Ibid.
a. Regularization errors that fall under the misformation category
are those in which a regular marker is used in place of an
irregular one, as in runedfor ran or goosesforgeese.
b. Archi-forms that the selection of one member of a class of
forms to represent others in the class, as in
that dog
that dogs
c. “Alternating forms that as the learner‘s vocabulary and
grammar grow, the use of archi-forms often gives way to
apparently fairly free alternation of various members of a class
with each other.‖ For example:
thosedog
thiscats
6) Misordering
Misordering errors are characterized by the incorrect placement
of a morpheme or group of morphemes in a utterance. Ellis defines
―misorderingas putting the words in an utterance in the wrong
order.‖16
For examples:
He is all the time late
c. Comparative analysis
Dullay states that ―the classification of errors in a comparative
taxonomy is based on comparison between the structure of L2 errors and
certain other types of construction.‖17
There are four subtypes errors based on comparative taxonomy:
1) Developmental Error
―Developmental error iserrors similar to those made by children
learning the target language as their first language.For example:
Dog eatit.
16
Rod Ellis, op.cit., p.18 17
Heidi Dullay. et al., loc.cit
2) Interlingual Error
Interlingual errors are similar structure to a semantically
equivalent phrase or sentence in the learner‘s native language.For
example:
I drive carI.
3) Ambiguous Error
It is because these errors 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. For example:
I no have a crown.
4) Other Error
Other errors are errors that do not fit into any other category
have been mentioned above, such as developmental, interlingual and
ambiguous error. For example:
They does hungry.
d. Communicative effect
A communicative effect taxonomy points out that error may affect the
reader or listener‘s perspective.There are two subtypes errors based on
communicative effect taxonomy:
1) Global error is error that affects the whole sentence structure
which would be disturbing the communication.For example:
You will happy until you hard work.
(You will happy if you hard work.)
2) Local errorsaffect sentence structure that disturbing the
communication significantly. For example:
The solution of that assignment is finished with enthusiasm.
(That assignment is finished enthusiastically.)
B. Error Analysis
1. Definition of Error Analysis
Error analysis is the process of finding the incidence, nature, causes and
consequences of failed language.In addition, an error analysis of language is a
procedure which is usually used by language researchers and teachers consist of
sample collection, explanation of error and its classification based on evaluation
or the level of scoring of the errors.Gass and Selinker also state error analysis is a
type of linguistic analysis that focuses on the errors made by the learner.18
Moreover, Erdoǧanexplains thaterror analysis is a part of applied linguistics,
became known in the sixties to show that learner‘s errors were not only because of
the learner‘s native language, but also the reflection of some universal learning
strategies.19
Also, a quote by Muriel states that error analysis is the first approach
to the study of second language acquisition which focuses on the learners‘
creative ability to construct language.20
Based on some definitions from the experts above, the writer
concludesthat error analysis is a way or method to know the performance of
second language students in constructing their target language by evaluating their
errors. From evaluating their errors, the causes of their errors can also be
found.Furthermore, the teacher can find the best way to fix the errorsby
considering the causes of their errors.
2. Goal of Error Analysis
Rod Ellis gives―the good reasons for focusing on error as:
a. They are a conspicuous feature of learner language, raising important
question of ‗Why do learners make errors?‘
b. It is useful for teachers to know what errors learners make.
18
Susan M. Grass and Larry Selinker, op.cit, p.79 19
VehiceErdoǧan, op.cit, p.262 20
MurielSaville-Troike, Introducing Second Language Acquisition, (New York: Cambridge
University Press, 2008), p.37
c. It is possible that making errors may actually help learners to learn
when they self-correct the errors they make.‖21
Moreover, Rod Ellis claims that classifying errors in these ways can help to
identify learner‘s learning problem at any level of their development and to draw
how changes in error patterns occur repeatedly.22
Error analysis can show a description of the type of difficulty experienced
by learners. If it is done in a large such a survey, it can be really useful in
developing a curriculum.One of the goals of error analysis is to help build an
account of the second-language learners‘ linguistic competence.
Based on some definitions from the experts above, the writer would like to
conclude the goal of error analysis is to find the best way to fix the errors made by
the students by using the appropriate technique.
3. Procedures of Error Analysis
The procedures of error analysis are detection, locating, describing and
classifying error.
a. Error detection is a stage of identification in which the analyst realizes
the error happen
b. Error location means to locate the error detected before
c. Error description is explaining the error happen
d. Error classification is the step to classify the errors; whether the errors
belong to subject and verb agreement, tense, etc.
However, Rod Ellis investigates that identify errors need to compare the
sentence produced by the learner with what seem to be the normal or ‗correct‘
sentence in the target language which similar with them.23
For example:
A man and a little boy waswatching him.(= A man and a little boy were
watching him.)
21
Rod Ellis, op.cit, p.15 22
Ibid. 23
Rod Ellis, op.cit, p.16
Ellis explains that ―by comparing the two sentences we can see that Jean has
used ‗was‘ instead of ‗were‘—an error in subject-verb agreement.‖24
Gas and Selinker also have opinion that ―there are a number of steps taken
to conduct error analysis:
a. Data need to be collected. Although this is typically done with written
data, oral data can also serve as a base.
b. Identify error. What is the error (e.g., incorrect sequence of tenses,
wrong verb form, singular verb form with plural subject)?
c. Clarify error. Does an error of agreement occur? How many irregular
verb form errors occur?
d. Analysis of source. See later discussion.
e. Remediation. Based on the kind and frequency of an error type,
pedagogical intervention is carried out.‖25
Based on some explanations above, the writer decides to use the procedures
of error analysis from Muriel. They are collecting the result of test, identifying the
errors from the test, describing the error in category, and explaining the reason
why the learner makes some errors.
C. Verb-ing form
1. Definition
Michael Swan states in his book that ―when verb-ing forms are used as
verbs, adjectives, or adverbs, they are often called as present participle. When
they are used as nouns, they are often called as gerunds. But, Swan stated that the
distinction is not as simple as said. Therefore, some grammarians tend to avoid
the terms ‗participle‘ and ‗gerund‘.‖26
Compare:
You’re smoking too much these days. (part of present progressive verb)
There was a smoking cigarette end in the ashtray. (adjective describing
cigarette end)
She walked out of the room smoking. (similar to an adverb)
Smoking is bad for you. (noun: subject of sentence)
24Ibid.
25 Susan M. Grass and Larry Selinker, op.cit, p.79
26 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1995), p. 277
2. Used as Modifier
Swan also defines that ―verb-ing forms can be used as modifier before
nouns. This happen with noun-like verb-ing forms (gerunds) and adjective-like
verb-ing forms (participles). The two structures do not have similar meaning.‖27
Compare:
- a waiting room (= a room for waiting – waiting is a gerund, used
rather like a noun)
awaiting bus (= a bus that is waiting – waiting is a participle, used
rather like an adjective)
- a sleeping pill (sleeping is a gerund)
a sleeping child (sleeping is participle)
- a working conditions (gerund)
a working men (participle)
3. Used Like Noun
a. Subject, object, or compliment
A verb-ing form can be used as a subject, object, or compliment of a
verb as Swan states.28
Example:
Smoking is bad for you. (subject)
I hate packing. (object)
My favorite activity is reading. (compliment)
b. Verb-ing form with its own object
Swan also comments ―that the verb-ing form subject, object, and
compliment is still a verb, so it can have its own object.‖29
Example:
Smoking cigarette is bad for you.
My favorite activity is reading poetry.
I hate packing suitcase.
c. Determiners and possessive with verb-ing forms
27
Ibid., p. 278 28
Ibid. 29
Ibid.
These determiners(such as the, my, this) can be used with verb–ing
form.30
For examples:
The opening of Parliament
Does my smoking annoy you?
I don’t mind your going without me.
I hate all this useless arguing.
Possessive’s forms are also possible. For examples:
John’s going to sleep during the wedding was rather embarrassing.
She was angry at Lina’s trying to lie to her.
Note that possessives and pronouns are not used before verb–ing
forms if it is already clear who is being talked about. Example:
Thank you for waiting. (NOT Thank you for your waiting.)
When a verb-ing form is used with an article, it cannot usually have a
direct object but an of-structure. Example:
The smoking of cigarettes (NOT the smoking cigarettes)
NO is often used with a verb-ing form to indicate that something is not
allowed, or is impossible. The structure often occurs alone in notices; it can
also follow there is.For examples:
NO SMOKING NO PARKING NO WAITING
Sorry, there’s no smoking in the waiting room.
She’s made up her mind; there’s no arguing with her.
d. Object pronouns before verb-ing forms
It is more common to use object forms (like me, John) instead of
possessives (my, John’s) with verb-ing forms in an informal style, typically
when these come after a verb or preposition.31
I don’t mind you going without me.
She was angry at Lina trying to lie to her.
Some verbs (e.g. see, hear, watch, feel) are normally followed by
object+verb-ingform.For example:
30
Ibid. 31
Ibid., p. 279
I saw him getting out of the car. (NOT I saw his getting.)
e. It… -ing
It can be used as preparatory subject or object for a verb-ing form.
Example:
It’s nice being with you.
I thought it pointless starting before eight o’clock.
This is common with any/no good, any/no use and (not) worth.For
examples:
It’s no good talking to him – he never listens.
Is it any use expecting them to be on time?
I didn’t think it worth complaining about the meal.
Possessives or object pronouns can be used before the verb-ing forms
in these structures. For example:
It’s no use his/him apologizing – I will never forgive him. (NOT It’s
no use he apologizing…)
f. Nouns and verb-ing forms
When there is a noun which has similar meaning to a verb-ing form,
the noun is usually preferred.32
Example:
We’re all excited about his arrival. (NOT … about his arriving)
g. After verbs
1. Verb that can be followed by verb-ing forms
After some verbs, verb-ing form can be used, but not usually an
infinitive.33
Examples:
I enjoy travelling. (NOT I enjoy to travel.)
He’s finished mending the car. (NOT He’s finished to mend.)
She’s given up smoking. (NOT …given up to smoke.)
The doctor suggested taking a long holiday. (NOT The doctor
suggested (me) to take…)
32
Ibid. 33
Ibid.
Some common verbs that are usually followed by verb-ing
forms:
admit dislike give up postpone
appropriate endure (can’t help) practice
avoid enjoy imagine put off
burst out escape involve resent
(crying/laughing) excuse keep (on) resist
consider face leave off risk
contemplate fancy mention (can’t) stand
delay feel like mind suggest
deny finish miss understand
detest forgive
2. Verb + object + verb-ing form
Some of the verbs listed above, and some others, can be
followed by object + verb-ing form.34
Examples:
I dislike people telling me what to think.
I can’t imagine him working in an office.
Nobody can stop him doing what he wants to.
Would you rather spend time gardening or spend money paying
somebody to do it for you?
Did you see her talking to the postman?
Stop (in informal style) and prevent are often followed by object
+ from + verb-ing form. Example:
Try to stop/prevent them (from) finding out.
34
Ibid., p. 280
Note that after many verbs possessive + verb-ing form is
usually used, instead of object + verb-ing form, especially in a
formal style.
3. Verb-ing form with passive meaning
After the verbs ‗deserve, need, and require’, the verb-ing form
has a passive sense. This structure is more common in British
English.35
Examples:
I don’t think his article deserves reading. (=…deserves to be
read.)
Your hair needs cutting. (=…needs to be cut.)
In informal British English, want can also be used like this:
The car wants servicing. (=…needs to be serviced.)
4. Verb-ing form or infinitive
After some verbs, either a verb-ing form or an infinitive can be
used.36
They are:
Advise forbid hear prefer
Start allow forget intend
propose stop can’t bear go
like regret try begin
go on love remember watch
continue hate permit see
h. After nouns and adjectives
1. Noun/adjective + verb-ing form
A preposition is usually used to connect the nouns/adjectives to
the verb-ing form. When the verb-ing forms follow nouns/adjectives,
it usually cannot be followed by infinitives.37
For examples:
35
Ibid. 36
Ibid.
I hate the idea of getting old. (NOT …the idea to get old.)
The thought of failing never entered his head. (NOT The
thought to fail…)
I’m tired of listening to this. (NOT I’m tired to listen…)
She’s very good at solving problems. (NOT She’s very good to
solve…)
2. Purpose
To explain the purpose of an object or material, for + verb-ing
form can be used after a noun, or after an indefinite pronoun such as
something or anything. For examples:
A strimmer is a machine for cutting grass and weeds.
I need something for killing flies.
Have you got any stuff for cleaning silver?
It is important to note that this structure is mostly used to talk
about types of object and material generally. An infinitive most likely
is used after the noun or pronoun to explain individual‘s purpose in
using an object or material. For example:
I must find something to kill that fly.
3. Verb-ing form or infinitive
Verb-ing form and infinitive can be used after some nouns and
adjectives. It usually has the same or close meaning. For examples:
We have a good chance of making/to make a profit.
I’m proud ofhaving/to have won.
i. After prepositions
1. After all prepositions
When a verb is put after a preposition, it usually uses a verb-ing
form, not an infinitive.38
For examples:
37
Ibid., p. 281 38
Ibid.
You can’t make an omelettewithout breaking eggs. (NOT…
without to break eggs.)
Always check the oil before starting the car. (NOT… before to
start the car.)
They painted the house instead of going on holiday. (NOT…
instead to go…)
I look forward to hearing from you. (NOT… to hear from you.)
2. To as a preposition
Tois actually two different words. It can be an infinitive marker,
or a preposition. When to is used as an infinitive marker, it is used to
show that the next word is an infinitive (e.g. to talk, to see).Whereas
to as a preposition can be followed by the verb-ing form of a verb, but
not normally by the infinitive. Some common expressions in which
this happen are look forward to, object to, be used to, prefer (doing
one thing to doing another), get round to, and in addition to.39
In the examples below, the preposition to can be followed by
either a noun or a verb-ingform.
a) I look forward to your next letter.
I look forward to hearing from you.
b) Do you object to Sunday work?
Do you object to working on Sunday?
c) I’m not used to London traffic.
I’m not used to driving in London.
d) I prefer the seaside to the mountains.
I prefer swimming to walking.
e) I’ll get round to the washing up sooner or later.
I’ll get round to doing the washing up sooner or later.
39
Ibid., p. 282
A few verbs and adjectives are used with to before nouns, but
are followed by the infinitives of verbs. For examples; agree, consent,
entitled, inclined, and prone.
She agreed to our plan / Sheagreed to do what we wanted.
He’s inclined to anger / He’s inclined to lose his temper.
Accustomed can be followed by to + verb-ing form or an
infinitive.
3. Object + infinitive after for
It is important to note that some verbs are followed by for +
object + infinitive. A verb-ing form is not usually possible in these
cases.40
For examples:
We’re still waiting for her to arrive. (NOT… waiting for her
arriving.)
Can you arrange for us to get tickets? (NOT…for our getting
tickets.)
j. Verb-ing form or infinitive?
In some cases, verbs and adjectives can be followed by either a verb-
ing form or an infinitive.41
For examples:
I started playing/to play the violin when I was 10.
She was proud of having won/to have won.
Here is the explanation given by Raymond Murphy in his book,
―English Grammar in Use”. Raymond said that the difference is often
helpful but does not apply to all verbs.
Table 2.3 Verb-ing form or infinitive
Verb + ing
They denied stealing the
money.
I enjoy going out.
Verb + to (infinitive)
They decided to steal the
money.
I want to go out.
40
Ibid. 41
Ibid., p. 283
Often we use verb-ing form
for an action that happens
before the first verb or at the
same time:
Stealng denied
Enjoy
Going
Often we used to… for an
action that follows the first
verb:
Decided to steal
Want to go
Here are some verbs that usually followed by verb-ing form and
infinitive. Some of them have different meanings. They are:
1. Remember and forget
Remember/forget + verb-ing form refers to things that ever
happened. Forget…ingis used mostly in the phrase I’ll never forget…
ing, and expressions with similar meanings.42
For examples:
I still remember buying my first bicycle.
I’ll never forget meeting the Queen.
Remember/forget + infinitive refers to things that will happen
or need to do at the moment of remembering or forgetting.
You must remember to fetch Mr. Lewis from the station
tomorrow.
I forgot to buy the soap.
Below are other examples from Raymond Murphy in his book,
―English Grammar in Use”.43
I remember doing something = I did it and now remember this.
You remember doing something after you have done it:
- I’m absolutely sure I locked the door. I clearly remember
locking it.
42
Ibid. 43
Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,
1994), p. 110
(= I locked it, and now I remember this.)
- He could remember driving along the road just before the
accident happened, but he couldn’t remember the accident
itself.
I remember to do something = I remembered that I had to do it,
and so I did it.
You remember to do something before you do it:
- I remembered to lock the door when I left but I forgot to
shut the windows.
(= I remembered that I had to lock the door and so I
locked it.)
- Please remember to post the letter.
(= Don‘t forget to post it.)
2. Go on
Go on + verb-ingformmeans ‗continue doing the same thing‘.44
For examples:
She went on talking about her illness until we all went to sleep.
We must change our ways. We can’t go on living like this.
Go on + infinitive means ‗a change of activity or do/say
something new‘. For examples:
She stopped talking about her illness and went on tell us about
all her other problems.
After discussing the economy, the minister then went on to talk
about foreign policy.
3. Regret
Regret + verb-ing form means someone is sorry about doing
something.45
For example:
I regret leaving school at 14 – it was a big mistake.
I now regret saying what I said. I shouldn’t have said it.
44
op.cit., p. 283 45
Ibid.
Regret + infinitive is usually used in bad news announcement.
For examples:
We regret to inform passengers that the 14.50 train for Cardiff
will leave approximately 37 minutes late.
We regret to tell you that we are unable to offer you the job.
4. Advise, allow, permit, and forbid
In active clauses after these verbs ‗advise, allow, permit, and
forbid’, verb-ing form is usually used if there is no object, whereas an
infinitive is used if there is an object.46
For examples:
- I wouldn’t advise taking the car – there’s nowhere to park.
I wouldn’t advise you to take the car…
- We don’t allow/permit smoking in the lecture room.
We don’t allow/permit people to smoke in the lecture room.
- The headmistress has forbidden singing in the corridors.
The headmistress has forbidden children to sing…
In the passive forms:
- Smoking is not allowed/permitted in the lecture room.
People are not allowed/permittedto smoke in the lecture room.
- Singing is forbidden.
Children are forbidden to sing.
- Early booking is advised.
Passengers are advised to book early.
5. See, watch, and hear
The difference between object + verb-ing form and object +
infinitive after the verbs ‗see, watch, and hear‘ is like the differences
between progressive and simple tense. Object + verb-ing form
suggests that one pays attention to actions that are already going on.
Object + infinitive usually refers to complete actions which are
46
Ibid.
seen/heard from beginning to end. It is also important to note that
these verbs are followed by infinitive without to.For examples:
- I looked out of the window and saw Mary crossing the road.
I saw Mary step off the pavement, cross the road and disappear
into the post office.
- As I passed his house I heard him practicing the piano.
I heard John play all the Beethoven concertos.
6. Try
Try + verb-ing form is used to talk about making an experiment
or doing something to see what will happen.47
For example:
I tried sending her flowers, writing her letters, giving her
presents, but she still wouldn’t speak to me.
To talk about making an effort to do something difficult, either
try + infinitive ortry+ verb-ing form can be used. For example:
I tried to change the wheel, but my hands were too cold.
(OR I tried changing the wheel…)
7. Mean
Mean + verb-ing form refers to ‗involve‘ or ‗have as a result‘.48
For example:
If you want to pass the exam it will mean studying hard.
Mean + infinitive refers to ‗intend‘. For example:
I don’t think she means to get married for the moment.
8. Learn and teach
Learn/teach (or other words with similar meaning)+ verb-
ing form refers to lessons or subjects of study.49
For example:
She goes to college twice a week to learn typing.
Mr. Gardlandteaches skiing in the winter and rock-climbing in
the summer.
47
Ibid. 48
Ibid. 49
Ibid.
Learn/teach (or other words with similar meaning)+
infinitive refers to the result of the study – about successfully learning
a skill. For examples:
She learnt to read German at school, but she learnt to speak it
in Germany.
I taught myself to type.
9. Like, love, hate, and prefer
Both verb-ing form and infinitive can be used after the verbs
‗like, love, hate, and prefer‘ without a huge difference meaning.50
For
example:
I hate working/to work at weekends.
I don’t get up on Sundays. I prefer staying/to stay in bed.
In British English, like + verb-ing form is used to talk about
enjoyment, and like + infinitive is used to talk about choices and
habits. In contrary to British English, in American English, like +
verb-ing form and like + infinitive have similar meaning. For
example:
I like climbing mountains. (more typically GB)
I like to climb mountains. (more typically US)
When I’m pouring tea I like to put the milk in first. (GB/US)
10. Begin and start
Both begin/start + verb-ing form and begin/start + infinitive
can be used with similar meaning.51
For examples:
She began playing/to play badminton when she was six.
He started talking/to talk about golf, but everybody left the
room.
It is important to note that after progressive (-ing) forms of
begin and start, infinitive is preferred. For example:
It’s starting to rain. (NOT It’sstarting raining.)
50
Ibid., p 285 51
Ibid.
11. Attempt, intend, continue, can’t bear, be accustomed to, and
be committed to
Either verb-ing form or an infinitive can be used after the words
‗attempt, intend, continue, can’t bear, be accustomed to, and be
committed to’ without much difference meaning.52
For examples:
I intended telling/to tell her what I think.
I’m not accustomed to giving/give personal information about
myself to strangers.
12. Verb-ing form or infinitive of purpose: stop
The word ‗stop’ is a common example of a verb that can be
followed either by verb-ing form or by infinitive of purpose.53
For
example:
I stopped running. (NOT … I stopped to run.)
I stopped to rest. (=…in order to rest.)
13. Afraid
Afraid + verb-ing form is used to talk about fear of things that
happen accidentally.54
For example:
I don’t like to drive fast because I’m afraid of crashing.
But in other situation, both afraid + verb-ing form and Afraid +
infinitive can be used with similar meaning. For example:
I’m not afraid of telling/to tell her the truth.
14. Sorry
Sorry for/about + verb-ing form is used to describe a past
things that one regrets. For example:
I’m sorry for/about losing my temper this morning.
Sorry + infinitive is used to apologize for things that one is
doing, going to do, or has just done. For examples:
Sorry to disturb you – could I speak to you for a moment?
52
Ibid. 53
Ibid. 54
Ibid., p. 286
I’m sorry to tell you that you fail the exam.
15. Certain and sure
Certain/sure + verb-ing form are usually used to describe the
feeling of the person one is talking about.55
For examples:
Before the game she felt certain of winning, but after a few
minutes she realized it wasn’t going to be so easy.
You seem very sure of passing the exam.
Certain/sure + infinitive usually refers to the speaker‘s or
writer‘s own feelings. For examples:
The repairs are certain to cost more than you think. (NOT The
repairs are certain of costing…)
16. Interested
Interested + infinitive is usually used to talk about reactions to
things one learns.56
For examples:
I was interested to read in the paper that scientists have found
out how to talk to whales.
I’m interested to see that Alice and Jake are going out together.
I shall be interested to see how long it lasts.
In the other hand, both interested + verb-ing form and
Interested + infinitive are commonly used to talk about a wish to find
out something. For examples:
I’m interested in finding out/to find out what she did with all
that money.
Aren’t you interested in knowing /to know whether I pass the
exam?
Interested + verb-ing form is usually used to talk about a wish
to do something. For example:
55
Ibid. 56
Ibid.
I’m interested in working in Switzerland. (NOT I’m interested
to work inSwitzerland…)
Dullay in his book proposes problems that usually appear in verb-ing
forms based on linguistic category and error type, ―they are:
a. Leaving out the subject
Example: It astonishes me to be here; I thought you were in London.
b. Misformations with non-nominative subjects
Example: For me failing the exam would make Mother upset.
c. Misformations without subjects
Example: For to catch the bus, go to the next corner.
d. Special problems with make, let, have, and find
Example: Taxes make people to be miserable.
You must have cheese to make some delicious bread.
e. Snatched subject as subject for main clause
Example: Volkswagen buses are impossible to go too fast.
f. Snatched subject as object of main clause
Example: A girl was decided to play the piano.
g. Misformations of gerunds after prepositions
Example: You must not discourage him from write what he must.”57
57
Heidi Dullay. et al., op.cit., p. 153
38
38
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses and presents the objective of the research, the place
and time of the research, the population and sample of the research, the method of
the study, the instrument of the study, the technique of data collecting, and the
technique of data analysis.
A. The Objective of the Research
The research is done to analyzeserrorsof students‘ works on verb-ing
formfor the second grade of SMA DarulMuttaqinat the second semester
2013/2014 and to know of categories and cause of students‘ error in verb-ing
form.
B. The Place and Time of the Research
The research was conducted at SMA DarulMuttaqin. This is located on,
Cibarusah, Bekasi, Jawa Barat. The writer do the research in June 19th
2014.
C. The Population and Sample of the Research
The population of this research is the second grade students of SMA
DarulMuttaqin, Bekasi, academic year 2013/2014. The total number of the
students is 28 students. The writer took 100% of the total number of the second
grade students as a sample.
D. The Method of the Study
The method of this study is descriptive analysis. First, the writer collects the
students‘ test. Then, she interprets the data about what kinds of errors that mostly
students made. After that, the writer analyzed each students‘ error in student‘s
answer based on Rod Ellis‘ steps, there are Collecting of a sample of learner
language, Identification of errors, Description of errors, then Explanation of
errors.
E. The Instrument of the Study
The writer uses the written test as her instrument of the research.The test
consists of 10 numbers of translating questions which focused on verb-ing forms.
F. The Technique of Data Analysis
For analyzing the common error made by students, the writer took all the
students‘ answer sheets and used the formula as follows:
P =
X 100%
P = Percentage
F = Frequency of false answer
N = Number of sample
CHAPTER IV
RESEARCH FINDINGS
A. The Description of Data
The writer gives 10 numbers of translating test to students about the verb-
ing forms. The writer analyzed each students‘ error in student‘s answer based on
Rod Ellis‘ steps, there are collecting of a sample of learner language,
identification of errors, description of errors, then explanation of errors.
By analyzing the students‘ answer sheet, the writer obtained their results as
presented in the following table:
Table 4.1 Result of Students‟ Answer
Students Test Number
TO
TA
L O
F E
RR
OR
S
1 2 3 4 5 6 7 8 9 10
1 O O, M O X x M
2 O M, M O x M x O
3 O M M M
4 M O O x M x M x
5 M O O x M x M
6 O O M M M
7 O M M M
8 O,M O x M
9 A O, M O x M
10 O, M O x M
11 M O x M
12 O, M O x M
13 O O x M
14 O O O O O M M
15 O O O
16 A O O x O M
17 A O O M O O
18 A O O x O
19 A O O M x O
20 M O M M
21 A O O M O
22 A O O M O O
23 A O M M O O
24 O M
40
41
25 M O M M
26 A O M M M
27 O M
28 O M M, M O x M
Total
O=3 A=9
M=1
M=14
O=13
O=28 M=7
O=5
X=1
O=3
M=4
X=14
M=19
O=8
X=3 M=9 O=3
M=1
X=1
O=63
M=55
A=9
X=19
Notes:
A : Addition O : Omission
M : Misformation X : Blank answer
The table below is the recapitulation of type of error percentage from the
students‘ answer.
Table 4.2 The Recapitulation of error‟s type
Test
Number
Types of error Total of
Errors Omission Addition Misformation
1 3 - - 3
2 - 9 1 10
3 13 - 14 27
4 28 - - 28
5 5 - 7 13
6 3 - 4 7
7 8 - 19 27
8 - - - -
9 - - 9 9
10 3 - 1 4
Total 63 9 55 127
Percentage
of Errors 49.60 % 7.08 % 43.30 % 100 %
42
The chart below represents the recapitulation of error‘s type made by
students:
Figure 4.1 The Recapitulation of Error‟s Type
B. The Analysis of the Data
Each student is given 10 numbers of test consist of sentences in Bahasa
Indonesia. It means there are 280 total sentences collected from 28 students. From
those collected sentences, the writer collects 127 errors.
Based on the errors made by the students, the writer would like to outlines
the highest until the lowest percentage of each error‘s type that occured in
students‘ answer and the causes of their errors based on Jack C. Richards and
Erdogan. The causes of error according to Richards and Erdogan is more suitable
in this study that are intralingual error, and interlingual transfer.
Based on the error occurences, the writer found the errors that occured into
the highest until the lowest percentage:
49.60%
7.08%
43.30%
Percentage of Error's Type
Omission
Addition
Misformation
43
1. Omission of the –ing form
The highest percentage of error made by the students is omission of the –ing
form. It means that they used simple verb form instead of verb-ing form. Almost
all of the students did it especially for the question number 4, so the total of error
is 63 or 49.60 %. The highest percentage shows that student were confuse in
forming the verb as a subject/object or main verb in the sentence. In Bahasa
Indonesia, there is not a difference form between verb as a subject/an object and
as a predicate of the sentence. For example, in the sentence, ―Aku tidak masalah
kamu pergi tanpaku‖, in Bahasa Indonesia, the word ―pergi/go‖ does not change
into another form when it functions as object, whereas in English, the word ―go‖
changes into ―going‖ because it functions as an object of the sentence. So, the
writer assumes that the source of error in omission is intralingual error, they lack
of understanding of the target language.
2. Misformation of the verb –ing form
The second highest percentage of error made by the students is
misformation of the verb–ing form. The total of this error is 55 or 43.30%. The
writer assumes that this error occur because the students used the different word
when translating the word in Bahasa Indonesia into English in which the word has
the same word but different meaning in Bahasa Indonesia. For example, in the
sentence, ―Saya suka jalan-jalan‖, the word ―jalan‖ and ―jalan-jalan‖, has a
different meaning although it is the same word. So, some students translated the
word ―jalan-jalan‖ into ―jalan‖ as ―street‖, and ―jalan-jalan‖ means more than one
―jalan‖, so they add ―-s‖ after the word ―street‖ into ―streets‖. The cause of this
error is interlingual transfer in which the students were influenced by their first
language structure and used their limited knowledge of English structure in
making the sentence.
3. Addition of the verb–ing form
The lowest percentage of error made by the students is addition of the verb–
ing form. This error only appeared in sentence number 2 with the total of error is
44
9 or 7.08 %. This error happened because some students added the letter ―o‖ in
the word ―smoking‖ into ―smooking‖. They did it because the word in the
previous sentence is ―cooking‖, so they made an error by applying the same rule
into the word ―smooking‖.
C. The Interpretation of the Data
The interpretation of the data is taken from the analysis of the data. The
writer would like to conclude the analysis of the data from the highest until the
lowest percentage that is omission (63 errors or 49.60 %), misformation (55
errors or 43.30 %), and addition 9 errors or 7.08 %). She can conclude that
teaching verb-ing forms was not done successfully by the teacher. The students
was still lack of knowledge and understanding of the function of verb-ing forms
and how to use it in the sentence.
From the data, it can be concluded that the errors are caused by intralingual
error and interlingual transfer in which the students are still lack of knowledge of
their target language structure, and interfered by their first language structure. So
when the students produce the new language, they also produce a new rules and
often overgeneralization with it.
45
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter is about conclusion and suggestions. It is a core review of
previous concern in this paper and some suggestions that might be useful for the
teachers, language education principles, and readers in general.
A. Conclusion
Based on the analysis and the interpretation in the previous chapter, it can
be concluded that the highset until the lowest frequency and percentage errors
made by students derives from Omission (63 errors or 49.60 %), Misformation (55
errors or 43.30 %), and Addition (9 errors or 7.08 %).
To sum up, the teaching of the verb-ing forms at the second year students of
SMA Darul Muttaqin in the second semester of 2013/2014 was not successful.
Most of the causes are intralingual error and interlingual transfer. In other words,
the teacher needs to pays more attention in many grammatical rules about the
verb-ing forms and the its functions in the English sentence.
B. Suggestions
The writer would like to give some suggestions addressed to the English
teachers or people in education area as feedback of the research results:
1. The teachers should more prioritize to the high frequency and percentage of
error type after correcting and analyzing the students‘ errors in verb-ing
forms in order to decrease the frequency of error in next years.
2. The teacher should pay attention on the teaching points that still need
further reinforcement by looking at the items regarded as the highest into
the lowest frequency of errors made by students.
3. The students should do more practice in order to decrease the students‘ lack
of knowledge and understanding of the grammatical rules.
46
REFERENCES
Brown, H. Douglas. Principles of Language Learning and Teaching, 4th ed. New
York: Longman, 2000.
Dulay, Heidi. Language Two.New York: Oxford University Press, 1982.
Endorgan, Vahide. Mercin University Journal of the Faculty of Education Vol.1,
Issue 2. 2005
Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford
University Press, 2008.
Grass, Susan M. and Selinker, Larry. Second Language Acquisition Second
Edition. London: Lawrence Erbaum Associates, 2001.
Hubard, Peter, et.al. A Training Course for TEFL. New York: Oxford University
Press, 1983.
Johnson, Keith. An Introduction to Foreign Language Learning and Teaching
Second Edition. Edinburgh: Pearson Longman, 2008.
Lightbown, Patsy M. and Spada, Nina. How Language are Learned, Third
Edition. New York: Oxford University Press, 2011.
Murphy, Raymond. English Grammar in Use, Second Edition. Cambridge:
Cambridge University, 1994.
Norrish, John. Language Learners and Their Errors. London: The Macmillan
Press, 1983.
Parrot, Martin. Task for Language Teachers. Cambridge: Cambridge University
Press, 2002.
Richards, Jack C. The Contex of Language Teaching. New York: Cambridge
University Press, 1985.
________. The Language Teaching Matrix. Cambridge: Cambridge University
Press, 1990.
Swan, Michael. Practical English Usage. London: Oxford University Press, 1995.
Tarigan, Henry Guntur and Tarigan, Djago. Pengajaran Analisis Kesalahan
Berbahasa. Bandung: Angkasa, 1990.
47
Troike, Muriel Saville. Introducing Second Language Acquisition. New York:
Cambridge University Press, 2008.
http://manusiasuper.wordpress.com/2011/06/09/sejarahinggrisindonesia/, retrieved on
January, 1st 2013
http://www.bookfresh.com/resources/article/grammar-for-english-language-teachers/,
retrieved on January, 1st 2013
48
APPENDICES
49
50
51
Translate the sentences below into English.
1. Hobi Dina adalah memasak.
………………………………………………………………………………
2. Merokok buruk untukmu.
………………………………………………………………………………
3. Bapak Doni sedang menunggu di ruang tunggu.
………………………………………………………………………………
4. Aku tidak masalah kamu pergi tanpaku.
………………………………………………………………………………
5. Menonton sepakbola ramai-ramai sangat menyenangkan.
………………………………………………………………………………
6. Tidak ada seorang pun yang bisa menghentikan dia melakukan apa yang dia
mau.
………………………………………………………………………………
7. Saya pikir rambutmu perlu dipotong.
………………………………………………………………………………
8. Aktivitas favoritku di sekolah adalah membaca buku.
………………………………………………………………………………
9. Saya suka jalan-jalan.
………………………………………………………………………………
10. Saya mulai bermain piano sejak umur 5 tahun.
………………………………………………………………………………
SILABUS PEMBELAJARAN
Nama Sekolah : Darul Muttaqin
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / 1
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
Mendengarkan
1 Memahami
makna dalam
percakapan
transaksional
dan
interpersonal
dalam konteks
kehidupan
sehari-hari
1.1 Merespon
makna yang
terdapat
dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosialisas
i) resmi dan
tak resmi
yang
menggunaka
n ragam
bahasa lisan
sederhana
secara
akurat, lancar
dan
berterima
dalam
konteks
Responding to initial
greetings
- very well, thank you and how are you.
- I’m good/okay/alright
- Very well. Thank you
- Oh, pretty good
- Not to bad, thanks
- Fine, thanks.
- Exellent
Closing/ leave taking
- goodbye
- bye bye, bye now, see you, take care
- see you later..fine
- see you …soon
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mendengarkan percakapan interpersonal/transaksi onal melalui tape secara klasikal
Mendiskusikan berbagai tindak tutur lain yang dapat digunakan dalam percakapan yang didengar secara berpasangan.
Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar secara berkelompok
Merespon dengan benar terhadap tindak tutur: berkenalan, bertemu dan berpisah.
Quiz
Ulangan
Tertulis
Tugas
(14 x 45)
1 x 45’
2 x 45’
3 x 45’
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
kehidupan
sehari-hari
dan
melibatkan
tindak tutur:
berkenalan,
bertemu/berp
isah,
menyetujui
ajakan/tawar
an/
undangan,
menerima
janji, dan
membatal-
kan janji
- see you tonight..all right
- good night
Inggris
Majalah
Internet
1.2 Merespon
makna yang
terdapat
dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosiali-
sasi) resmi
dan tak resmi
yang
Expreesing
happiness : formal
oh, I’m so happy.
I can’t say how pleased I am.
I had a splendid time there.
What a marvelous place I,Ve ever seen.
It’s an interesting experience.
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu
Mendengarkan percakapan interpersonal / transa ksional melalui tape secara individu.
Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan.
Merespon berbagai
tindak tutur dalam
wacana lisan
interpersonal/
transaksional:
dalam berbagai
acara secara
senang dan
bahagia.
Quiz
Ulangan
tertulis
Tugas
1 x 45
2 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
mengguna-
kan ragam
bahasa lisan
sederhana
secara
akurat, lancar
dan
berterima
dalam
konteks
kehidupan
sehari-hari
dan
melibatkan
tindak tutur:
mengungkap
kan perasaan
bahagia,
menunjukkan
perhatian,
menunjukkan
simpati, dan
memberi
instruksi
It’s an outstanding adventure.
It’ a sensational trip.
prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Mendengarkan
2 Memahami
makna teks
fungsional
2.1 Merespon
makna
secara
akurat, lancar
dan
Making, accepting
and declining an
invitation;
Religius, jujur, toleransi, disiplin, kerja keras,
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas
Mengidentifika-si beberapa pengumuman lisan di tempat umum secara
Menjawab pertanyaan teks lisan fungsional pendek sederhana
Tugas
Quiz
Ulangan
tertulis
1 x 45
1 x 45
2 x 45
Developing
English
Competenc
ies
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
pendek dan teks
monolog
sederhana
berbentuk
recount,
narrative dan
procedure dalam
konteks
kehidupan
sehari-hari
berterima
dalam teks
lisan
fungsional
pendek
sederhana
(misalnya
pengumuman
, iklan,
undangan
dll.) resmi
dan tak resmi
dalam
berbagai
konteks
kehidupan
sehari-hari
The tone of an
invitation is always
positive, in
anticipation of a
pleasurable
occasion. Picture
your guests smiling
when they read your
letter of invitation.
Clever phrasing,
poetry or a themed
approach may be
appropriate for an
informal occasion,
but you should
express the details
clearly. For further
tips visit to invite
someone
mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
(bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
berkelompok.
Mendengarkan pengumuman melalui tape secara klasikal.
Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok
(misalnya pengumuman, iklan, undangan dll.
Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
Mempresentasikan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
2.2 Merespon
makna dalam
teks monolog
sederhana
yang
menggunaka
Teks monolog
berbentuk
procedure,
contohnya:
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis,
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi,
Mendengarkan cerita/petunjuk melakukan sesuatu untuk menemukan berbagai informasi
Merespon teks monolog sederhana berbentuk recount.
Melakukan teks
Quiz
Ulangan
tertulis
Tugas
3 x 45
3 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
X Senior
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
n ragam
bahasa lisan
secara
akurat, lancar
dan
berterima
dalam
berbagai
konteks
kehidupan
sehari-hari
dalam teks:
recount,
narrative, dan
procedure
How to Make Gudeg
Jogja (Green Jack
Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g)
green jack fruit
- 2-1/2 tsp. (12g)
coriander seeds
- 1-1/4 tsp. (6g)
cumin
- 1/4 cup (62ml)
coconut sugar
- 2 cups (500ml)
rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
secara individu
Mendiskusikan perbedaan penggunaan bahasa secara lisan dan tertulis secara berkelompok.
Berdiskusi secara berkelompok untuk membuat sebuah cerita dan bercerita secara sambung menyambung.
monolog sederhana berbentuk recount
Menjawab pertanyaan teks monolog sederhana berbentuk procedure
Melakukan teks monolog lisan berbentuk procedure.
Mempresentasikan teks monolog lisan berbentuk procedure
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
coconut milk
- 2 tsp. (30g)
tamarind
- 2 lb. (1kg) chicken
(cut into small pieces
with bone)
- 5 cups (1.25l)
water
- 2 inches bruised
galangal
Instructions:
- First, cut green
jack fruit 1 inch thick.
Wash and boil until
tender.
- Next, ground
onions, candle nuts,
sauté paste, bay
leaves, and galangal
until fragrant.
- Add the chicken
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
pieces, stir fry until
chicken changes
clour.
- Then, pour 4 cups
of water and coconut
sugar, bring to a boil.
- Add the green jack
fruit and simmer until
the chicken and
vegetables are
tender.
- Finally, add
coconut milk 5
minutes before it’s
done, bring back to a
boil. Serve hot with
ice.
- This dish is sweet
and usually served
with shrimp cracker
1. Procedure text can be explained as bellow: Social function : to
describe how
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
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Kegiatan
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Indikator Penca-
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Alokasi
Waktu
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something is
accomplished
through
a
sequence of actions
or steps.
Generic structure:
- Goal.
- Materials (not
required for all
procedural texts)
- Steps (a series of
steps oriented to
achieving the goal)
Berbicara
3. Mengungkapkan
makna dalam
percakapan
transaksional
dan
interpersonal
dalam konteks
3.1 Mengung-
kapkan
makna dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
( bersosiali-
Responding to initial
greetings
- very well, thank you and how are you.
- I’m good/okay/alright
- Very well. Thank
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Bermain peran secara berpasangan
Melakukan tourist hunting dan merekam percakapan-nya*
Melakukan berbagai tindak tutur dalam wacana lisan interpersonal / transaksional: berkenalan, bertemu dan berpisah.
Performans
ns
4 x 45’
2 x 45’
Developing
English
Competenc
ies
for Grade
X Senior
High
School
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
kehidupan
seharihari.
sasi) resmi
dan tak resmi
secara
akurat, lancar
dan
berterima
dengan
mengguna-
kan ragam
bahasa lisan
sederhana
dalam
konteks
kehidupan
sehari-hari
dan
melibatkan
tindak tutur:
berkenalan,
bertemu/
berpisah,
menyetujui
ajakan/
tawaran/
undangan,
menerima
janji, dan
membatalkan
janji
you
- Oh, pretty good
- Not to bad, thanks
- Fine, thanks.
- Exellent
Closing/ leave taking
- goodbye
- bye bye, bye now, see you, take care
- see you later..fine
- see you …soon
- see you tonight..all right.
- good night
kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
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berbehasa
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Majalah
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Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
3.2 Mengungkap-
kan makna
dalam perca-
kapan tran-
saksional (to
get things
done) dan
interpersonal
(bersosialisas
i) resmi dan
tak resmi
secara aku-
rat, lancar
dan berteri-
ma dengan
menggunaka
n ragam ba-
hasa lisan
sederhana
dalam kon-
teks kehidu-
pan sehari-
hari dan meli-
batkan tindak
tutur: meng-
ungkapkan
perasaan
bahagia,
menunjukkan
Expreesing
happiness : formal
oh, I’m so happy.
I can’t say how pleased I am.
I had a splendid time there.
What a marvelous place I,Ve ever seen.
It’s an interesting experience.
It’s an outstanding adventure.
It’ a sensational trip.
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Secara berpasangan menggunakan tindak tutur dan responnya.
Bermain peran secara berkelompok
Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara secara senang dan bahagia.
Tugas
Performan
sns
3 x 45
4 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
perhatian,
menunjukkan
simpati, dan
memberi
instruksi
Berbicara
4 Mengungkapkan
makna dalam
teks fungsional
pendek dan
monolog
berbentuk
recount,
narrative dan
procedure
sederhana
dalam konteks
kehidupan
sehari-hari
4.1 Mengung-
kapkan
makna dalam
bentuk teks
fungsional
pendek
(misalnya
pengumuman
, iklan,
undangan
dll.) resmi
dan tak resmi
dengan
menggunaka
n ragam
bahasa lisan
dalam
berbagai
konteks
kehidupan
sehari-hari
Making, accepting
and declining an
invitation;
The tone of an
invitation is always
positive, in
anticipation of a
pleasurable
occasion. Picture
your guests smiling
when they read your
letter of invitation.
Clever phrasing,
poetry or a themed
approach may be
appropriate for an
informal occasion,
but you should
express the details
clearly. For further
tips visit to invite
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membuat pengumuman lisan secara berpasangan dan menyampaikannya di depan kelas.
Menjawab pertanyaan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
Mempresentasikan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
Performans 2 x 45 Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
someone
Melakukan teks lisan fungsional pendek berupa Pengumuman Kematian dengan tindak tutur:mengingat kejadian tertentu
Melakukan teks monolog berbentuk recount
Majalah
Internet
4.2 Mengung-
kapkan
makna dalam
teks monolog
sederhana
dengan
menggunaka
n ragam
bahasa lisan
secara
akurat, lancar
dan
berterima
dalam
berbagai
konteks
kehidupan
sehari-hari
dalam teks
Teks monolog
berbentuk
procedure,
contohnya:
How to Make Gudeg
Jogja (Green Jack
Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan,
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mendengarkan cerita/petunjuk melakukan sesuatu untuk menemukan berbagai informasi secara individu
Mendiskusikan perbedaan penggunaan bahasa secara lisan dan tertulis secara berkelompok.
Berdiskusi secara berkelompok untuk membuat sebuah cerita dan bercerita
Merespon teks monolog sederhana berbentuk recount.
Melakukan teks monolog sederhana berbentuk recount
Menjawab pertanyaan teks monolog sederhana berbentuk procedure
Melakukan teks monolog lisan berbentuk procedure.
Quiz
Ulangan
tertulis
Tugas
3 x 45
3 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
berbentuk:
recount,
narrative, dan
procedure
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g)
green jack fruit
- 2-1/2 tsp. (12g)
coriander seeds
- 1-1/4 tsp. (6g)
cumin
- 1/4 cup (62ml)
coconut sugar
- 2 cups (500ml)
coconut milk
- 2 tsp. (30g)
tamarind
- 2 lb. (1kg) chicken
(cut into small pieces
with bone)
- 5 cups (1.25l)
water
- 2 inches bruised
peduli sosial, tanggung jawab
secara sambung menyambung.
Mempresentasikan teks monolog lisan berbentuk procedure
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
galangal
Instructions:
- First, cut green
jack fruit 1 inch thick.
Wash and boil until
tender.
- Next, ground
onions, candle nuts,
sauté paste, bay
leaves, and galangal
until fragrant.
- Add the chicken
pieces, stir fry until
chicken changes
clour.
- Then, pour 4 cups
of water and coconut
sugar, bring to a boil.
- Add the green jack
fruit and simmer until
the chicken and
vegetables are
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
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Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
tender.
- Finally, add
coconut milk 5
minutes before it’s
done, bring back to a
boil. Serve hot with
ice.
- This dish is sweet
and usually served
with shrimp cracker
2. Procedure text can be explained as bellow: Social function : to
describe how
something is
accomplished
through
a
sequence of actions
or steps.
Generic structure:
- Goal.
- Materials (not
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
required for all
procedural texts)
- Steps (a series of
steps oriented to
achieving the goal)
Membaca
5 Memahami
makna teks tulis
fungsional
pendek dan esei
sederhana
berbentuk
recount,
narrative dan
procedure dalam
konteks
kehidupan
sehari-hari dan
untuk
mengakses ilmu
pengetahuan
5.1 Merespon
makna dalam
teks tulis
fungsional
pendek
(misalnya
pengumuman
, iklan,
undangan
dll.) resmi
dan tak resmi
secara
akurat, lancar
dan
berterima
dalam
konteks
kehidupan
sehari-hari
dan untuk
mengakses
identify the structure
of recount texts;
Meeting a Star
On Saturday
morning at 9:30, I
was
walking down Sunda
Street, looking
for a record store. A
man stopped me
and asked me the
way to the Hyatt
Hotel. I wasn't sure
exactly where it
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mengidentifika-si beberapa pengumuman tertulis di tempat umum secara berkelompok.
Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok
Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar
Mengidentifikasi topik dari teks yang
dibaca
Quiz
Ulangan
tertulis
2 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
ilmu
pengetahuan
was, but I walked
with him to the end
of Sunda Street. He
was very friendly,
and his face looked
so familiar. Then I
remembered where
the Hyatt was and
told him how to get
there. He thanked
me and tried to give
me something.
I thought it was
money. I said 'no' at
first, but he really
wanted me to have
it, so I took it.
I found the record
store and listened
to a few records. D'
berbehasa
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Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
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Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
Masive had a new
record that was
number two in the
top
twenty. I decided to
buy it. I looked
in my bag for my
wallet and found a
piece of paper the
man gave me. It was
a photo. I was so
surprised! He was a
singer in D' Masive!
Answer these
following questions
based on the text in
1. Where was the
writer?
2. What was he
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
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Kegiatan
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Indikator Penca-
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Alokasi
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Belajar
doing?
3. What did the
man ask the
writer?
4. How was the
man's
character?
5. Did the writer
help the man?
6. What did the
writer decide to
buy?
7. What did he find
in his wallet?
Explain.
8. How was he
when he knew
who the man
was?
5.2 Merespon
makna dan
langkah
retorika teks
Teks tulis
monolog/esei
sederhana
Religius, jujur, toleransi, disiplin, kerja keras,
Percaya diri (keteguhan hati, optimis).
Berorientasi
Membaca nyaring bermakna teks narrative secara
Mengidentifikasi makna dalam teks procedure
Mengidentifikasi
Quiz
Ulangan
tertulis
2 x 45
2 x 45
2 x 45
Developing
English
Competenc
ies
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
tulis esei
secara
akurat, lancar
dan
berterima
dalam
konteks
kehidupan
sehari-hari
dan untuk
mengakses
ilmu
pengetahuan
dalam teks
berbentuk:
recount,
narrative, dan
procedure
berbentuk
procedure,contoh
nya ;
THE HOLE GAME
Materials needed:
Two players, one
marble per
person, a hole in
ground,a line
(distance) to start
from.
mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
individu
Mendiskusikan berbagai aspek dari teks seperti isi dan struktur teks, secara berkelompok.
Berlatih menggunakan kalimat past tense untuk
menyatakan peristiwa dan kalimat imperative
untuk menyatakan petunjuk.
langkah-langkah retorika dalam teks procedure
Membaca nyaring teks procedure
Menulis teks berbentuk procedure.
Tugas for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Menulis
6 Mengungkapkan
makna dalam
teks tulis
fungsional
6.1 Mengungkap-
kan makna
dalam bentuk
teks tulis
fungsional
pendek
Arrange recount texts;
Answer the following
questions.
Religius, jujur, toleransi, disiplin, kerja keras, mandiri,
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi,
Membuat pengumuman tertulis secara berpasangan dan mempublikasika
Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat
Performans
ns
2 x 45
2 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
pendek dan esei
sederhana
berbentuk
recount,
narrative, dan
procedure dalam
konteks
kehidupan
sehari-hari
(misalnya
pengumuman
, iklan,
undangan
dll.) resmi
dan tak resmi
dengan
menggunaka
n ragam
bahasa tulis
secara
akurat, lancar
dan
berterima
dalam
konteks
kehidupan
sehari-hari
1. Do you have a
diary?
2. What do people
usually write in it?
3. What sort of
advantages can
people get from
writing it?
4. Have you ever
written your past
experience in a
diary?
5. I f yes, what was it
about?
demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
nnya di kelas /sekolah
Menulis gagasan utama
Mengelaborasi gagasan utama
Membuat draft, merevisi, menyunting
Menghasilkan teks fungsional pendek
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
6.2 Mengung-
kapkan
makna dan
langkah-
langkah
retorika
secara
akurat, lancar
Teks tulis
monolog/esei
sederhana
berbentuk
procedure,contoh
nya ;
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu,
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Membuat draft teks narrative, recount atau procedure dengan melakukan chain writing.
Melakukan koreksi teman
Mengidentifikasi makna dalam teks procedure
Mengidentifikasi langkah-langkah retorika dalam teks procedure
Membaca nyaring teks
Tugas
Performan
sns
2 x 45
2 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Nilai Budaya &
Karakter
Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
dan
berterima
dengan
menggunaka
n ragam
bahasa tulis
dalam
konteks
kehidupan
sehari-hari
dalam teks
berbentuk:
recount,
narrative, dan
procedure
THE HOLE GAME
Materials needed:
Two players, one
marble per
person, a hole in
ground,a line
(distance) to start
from.
semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
sejawat untuk menyempurnakan draft.
Menyempurnakan draft berdasarkan koreksi teman.
procedure
Menulis teks berbentuk procedure.
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
SILABUS PEMBELAJARAN
Nama Sekolah : Darul Muttaqin
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / 2
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
Mendengarkan
7 Memahami
makna dalam
percakapan
transaksional
dan
interpersonal
dalam konteks
kehidupan
sehari-hari
7.1 Merespon
makna dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosialisas
i) resmi dan
tak resmi
secara
akurat, lancar
dan
berterima
yang
menggunaka
n ragam
bahasa lisan
sederhana
dalam
berbagai
respond to
expression of
happiness;
1. What do you
think of the
situations?
Are there
good
news or bad
news?
2. What do you
feel when
you hear a
good news?
3. What do you
feel when
you hear a
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mendengarkan percakapan interpersonal/transak sional melalui film secara individu.
Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan.
Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar
Mengidentifikasi kata yang didengar
Mengidentifikasi makna kata
Mengidentifikasi hubungan antar pembicara
Mengidentifikasi makna tindak tutur berterima kasih
Merespon tindak tutur berterima kasih
Mengidentifikasi makna tindak tutur memuji
Merespon tindak tutur memuji
Mengidentifikasi makna tindak
Quiz
Ulangan
tertulis
Tugas
2 x 45
2 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
konteks
kehidupan
sehari-hari
dan
melibatkan
tindak tutur:
berterima
kasih,
memuji, dan
mengucapka
n selamat
bad news?
4. How do you
respond to
someone
telling you a
good
and a bad
news?
5. What will
you do or
say to show
your
happiness?
6. What will
you do or
say to show
your
sympathy?
7. Will you be
surprised
especially
when
hearing the
bad news?
tutur mengucapkan selamat
Merespon tindak tutur mengucapkan
selamat
konteks situasi
berbehasa
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Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
7.2 Merespon
makna dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosialisas
i) resmi dan
tak resmi
secara
akurat, lancar
dan
berterima
yang
menggunaka
n ragam
bahasa lisan
sederhana
dalam
berbagai
konteks
kehidupan
sehari-hari
dan
melibatkan
tindak tutur:
menyatakan
rasa terkejut,
menyatakan
respond to
expressions
of sympathy;
1. I’m sorry to
hear that ..
2. Adjective for
expressing
feeling:
- Happy,
terrible, sad,
etc.
3. Adjectives ‘-
ing vs ed’
- Boring ><
bored
Adjective set
expressions
- get bored turn
bad, etc.
5. Subject-verb
agreement:
-John is happy
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mendengarkan percakapan interpersonal/ transaksional melalui tape secara klasikal
Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok
Mengidentifikasi makna tindak tutur menyatakan rasa terkejut
Merespon tindak tutur menyatakan rasa terkejut
Mengidentifikasi makna tindak tutur menyatakan rasa tak percaya
Merespon tindak tutur menyatakan rasa tak percaya.
Mengidentifikasi makna tindak tutur menyetujui undangan, tawaran, ajakan.
Merespon tindak tutur menyetujui undangan, tawaran, ajakan.
Quiz
Ulangan
tertulis
Tugas
2 x 45
4 x 45
6 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
rasa tak
percaya,
serta
menerima
undangan,
tawaran, dan
ajakan
to see you.
6. Words and
expressions
used in asking
for and giving
permission:
-May I use the
phone?
-You can leave
now.
8 Memahami
makna dalam
teks fungsional
pendek dan
monolog yang
berbentuk
narrative,
descriptive, dan
news item
sederhana
dalam konteks
kehidupan
sehari-hari
8.1 Merespon
makna yang
terdapat
dalam teks
lisan
fungsional
pendek
sederhana
(misalnya
pengumuman
, iklan,
undangan
dll.) resmi
dan tak resmi
secara
respond to
narrative
texts.
Listen to the
tape and
complete the
following
story.
The Little
Girl and the
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan,
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan
Mengidentifikasi beberapa iklan lisan di tempat umum secara berkelompok.
Mendengarkan iklan melalui tape secara klasikal.
Mendiskusikan isi dan bentuk bahasa yang digunakan secara kelompok
Mengidentifikasi topik sebuah pengumuman lisan
Mengidentifikasi informasi tertentu dari undangan lisan
Mengidentifikasi tujuan dari pengumuman yang didengar.
Quiz
Ulangan
tertulis
Tugas
1 x 45
1 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
akurat, lancar
dan
berterima
dalam
berbagai
konteks
kehidupan
sehari-hari
Wolf
James
Thurber
One afternoon,
a big wolf 1......
in the dark
forest for a
little girl to
come along
carrying 2......
to her
grandmother.
Finally, the
little girl
came along
and she was
carrying a
basket of food.
"Are you
carrying
that basket to
your
peduli sosial, tanggung jawab
(punya perspektif untuk masa depan)
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
grandmother?"
3 ..........the
wolf. The little
girl said
yes she was.
So the wolf
asked her
where her
grandmother
lived and the
little girl told
him and he
4............ into
the woods.
When the little
girl 5 ...........the
door of her
grand mother's
house, she
saw there was
somebody in
bed with
a nightcap and
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
6 .......... She
had
approached no
nearer than
twenty-five
feet from the
bed when she
7..................... it
was not her
grandmother
but the wolf,
for even in a
nightcap a wolf
doesn't
look anymore
like your
grandmother
than 8..............
lion looks like
Calvin
Coolidge. So
the little girl
took an
automatic out
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
of her basket
and shotthe
wolf dead.
8.2 Merespon
makna dalam
teks monolog
sederhana
yang
menggunaka
n ragam
bahasa lisan
secara
akurat, lancar
dan
berterima
dalam
konteks
kehidupan
sehari-hari
dalam teks
berbentuk;
narrative,
descriptive,
dan news
item
respond to
narrative
texts.
Study the
following
explanation.
Then, listen to
your teacher
reading
another story
and complete
the table
Different writers
organise their
stories in different
ways.
However, they usually give their information about:
the setting (the place, time)
the characters
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Mendengarkan berita/deskri psi/ naratif untuk menemukan berbagai informasi secara klasikal melalui kaset.
Mendiskusikan pembedakan penggunaan bahasa secara lisan dan tertulis secara berkelompok
Mengidentifikasi main idea dari teks yang didengar
Mengidentifikasi tokoh dari cerita yang didengar
Mengidentifikasi kejadian dalam teks yang didengar
Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan
Mengidentifikasi inti berita yang didengar
Mengidentifikasi sumber berita yang didengar
Tugas
Ulangan
tertulis
Tugas
1 x 45
1 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
(the people in the story)
the events (the conflict in the story)
the outcome (what happened in the end)
Berbicara
9 Mengungkapkan
makna dalam
percakapan
transaksional
dan
interpersonal
dalam konteks
kehidupan
sehari-hari
9.1 Mengungkap-
kan makna
dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosialisas
i) resmi dan
tak resmi
secara
akurat, lancar
dan
berterima
dengan
menggunaka
n ragam
bahasa lisan
sederhana
dalam
use expression
of happiness
Answer
thesequestio
ns orally.
1. What do you
usually say
when you
are pleased
or happy?
2. What do you
usually say
when you
want to
attract
someone's
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Secara berpasangan belatih menggunakan tindak tutur dan responnya.
Menggunakan tindak tutur berterima kasih
Merespon tindak tutur berterima kasih
Menggunakan tindak tutur memuji
Merespon tindak tutur memuji
Menggunakan tindak tutur mengucapkan selamat
Merespon tindak tutur mengucapkan selamat
Tugas
Performans
6 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
konteks
kehidupan
sehari-hari
dan
melibatkan
tindak tutur:
berterima
kasih,
memuji, dan
mengucapka
n selamat
attention?
3. Do you have
different
expressions
when
showing
your
happiness in
front of your
friends and
elderly
people? If
yes, what
are the
expressi-
ons?
4. One of your
friends had
an accident.
What do you
say
to show your
sympathy?
5. Your brother
has a
berbehasa
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Internet
Standar
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Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
problem. He
looks sad.
What will
you say to
show your
affection?
9.2 Mengungkap-
kan makna
dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosiali-
sasi) resmi
dan tak resmi
secara
akurat, lancar
dan
berterima
dengan
mengguna-
kan ragam
bahasa lisan
sederhana
dalam
konteks
use expressi-
ons of
sympathy and
showing
affection;
1. It's really
great. I'm so
happy.
2. I'm delighted
to hear that.
3. It gives me a
great
pleasure.
4. What a nice
news. It
makes me
happy.
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Bermain peran secara berkelompok
Menggunakan tindak tutur menyatakan rasa terkejut
Merespon tindak tutur menyatakan rasa terkejut
Menggunakan tindak tutur menyatakan rasa tak percaya
Merespon tindak tutur menyatakan rasa tak percaya
Menggunakan tindak tutur menerima undangan
Tugas
kelompok
Performans
6 x 45 Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Standar
Kompetensi Kompetensi Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter Bangsa
Kewirausahaan/
Ekonomi Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian Kompetensi Penilaian
Alokasi
Waktu
Sumber
Belajar
kehidupan
sehari-hari
dan
melibatkan
tindak tutur:
menyatakan
rasa terkejut,
menyatakan
rasa tak
percaya,
serta
menerima
undangan,
tawaran, dan
ajakan
5. I'm really
sorry to hear
that!
6. Oh that's
awful. What
a shame.
7. Are you
fine?
8. Oh dear. I
know how it
feels.
9. Please
accept my
condolen-
ces !
10. What a
terrible
situation for
you.
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