CHAPTER
I
INTRODUCTION
This chapter presents the
introduction. It covers background of the study, research questions, definition
of the key terms, objectives of the
study, significances of the
study, and organization of the thesis.
A.
Background
of the Study
Grammar
is the major system in arrangement of words in a sentence. It tells us about
forms and patterns in language. In addition, it also tells us how to put
correctly a sentence up such as on the use of verb and noun systems, modifiers,
phrases, and clauses in each sentences (Brown, 2000: 362).
Moreover,
grammar influences in writing skill especially grammatical form. In order to
get good construction and well arrangement in a written form, the students have
to produce good and right sentences, therefore they should know a set of
grammar rules.
Particularly,
written language without grammar would be confusing and causing such problems,
like grammatical errors in writing. Errors in descriptive writing are chosen in
this study. Descriptive is one of the genre texts, which is taught on the tenth
grade students. The significant lexicogrammatical feature of descriptive text
is simple present tense. Simple present tense is one of the lessons in English
grammar that is also taught and learnt by the tenth grade students which still
finds errors in writing it.
There
are some reasons why the writer is interested in choosing the topic. The first
reason, dealing with the fact when the writer was doing Praktek Pengalaman Lapangan (PPL) in SMK Semesta Bumiayu, the writer
found some errors made by the students in making various sentences such as
positive to negative sentence or vice versa in using simple present tense. For
example, when the writer asked the students to change positive into negative
sentence, they did some errors, such as; positive sentence ‘She studies English’ their negative
sentence was ‘she does not studies
English’.
The
second reason, most of the students often made errors when they had to writing
descriptive text. They have a problem in their practicing to compose sentences.
In writing, the students must be able to organize the idea and construct the
sentence well, but they still found errors.
Based
on the phenomenon above, the writer is interested to find out in detail of
those errors by choosing the study entitled, “An Error Analysis on the Use of
Simple Present Tense in Writing Descriptive Text Made by the Tenth Grade
Students of SMK Semesta Bumiayu in the Academic Year of 2014/2015”.
B.
Research
Questions
1. What
types of error(s) that the tenth grade students of SMK Semesta made on the use
of simple present tense in writing descriptive text?
2. What
is the dominant factor(s) that influenced the simple present tense error in
writing descriptive text made by the tenth grade students of SMK Semesta?
C.
Definition
of the Key Terms
To give clearly description and avoid
misunderstanding or misperception, the key terms that used in this study as
follows:
1. Error
analysis
Brown
(2000: 220) defines error analysis as the study of learners’ errors with the
purpose to observe, analyze, and classify those errors.
The writer
focused on error analysis, especially error in simple present tense in writing
descriptive text.
2. Writing
Sokolik
in Linse (2006: 67) defines that writing is a combination of process and product. The process refers to the act
of gathering ideas and working with them until they are presented in a manner
that is polished and comprehensible to readers. The product is
also said to be final piece of writing that has develop of the steps to make up
the process.
The
writer focused on the process of writing descriptive text essay.
3. Simple
present tense
According
to Murphy et al (1998: 4), simple present tense is tense to talk thing in
general, something happens all the time repeatedly, something in general true,
and it is important whether it happens at the time of speaking.
Simple
present tense of this study was focused on the pattern of simple present tense
in writing descriptive text.
4. Descriptive
text
According
to Gerot and Wignell (1995: 208), descriptive text is a text to describe a
particular person, place, or thing.
In
this study, the writer focused on the lexicogrammatical structure of
descriptive text, namely simple present tense.
D.
Objectives
of the Study
The
questions which the writer wants to find out are stated as follows:
1. To
find out the types of error(s) that the tenth grade students of SMK Semesta
made on the use of simple present tense in writing descriptive text.
2. To
find out the dominant factor(s) that influenced the simple present tense error
in writing descriptive text made by the tenth grade students of SMK Semesta
Bumiayu.
E.
Significances
of the Study
This study is expected to be able to
offer useful contribution in three aspects of education, as follows:
1.
Theoretically
The
result of this study is expected
to be able to become the previous study for the next researcher.
2. Practically
It tells the advantages of the study
for the writers and the readers as
follows:
a.
The writer
The result of this study is expected
to help the writer to improve his/her writing skill. It also uses as inputs for
the writer to identify what part of language learning, especially simple
present tense in descriptive text which is considered by students, so that the
writer can use a good method to teach simple present tense later as an English
teacher.
b.
The readers
The result of this study is expected
to give the information for the readers about writing skill, particularly in
descriptive text and simple present tense. It also help the readers to know the
errors in writing descriptive text.
3. Pedagogically
It
tells the advantages of the study for the students and English teacher.
a. The Students
The outcome of this study is expected
to be useful for the students to show their errors on the use of simple present
in writing descriptive text. By knowing those
errors, they realize the problems that they face and try to analyze their
incorrectness and avoid those
errors later.
b.
The English Teachers
The result of this study is expected
to be useful to give a guideline for the teachers to improve the students’
knowledge of simple present tense when they teach common cases of the sentence
pattern of simple present. They can also determine
the effectiveness of certain method in teaching tenses.
F. Organization of the Thesis
This thesis is divided into three chapters. Chapter
one covers introduction which contains the background of the study, research
questions, definition of the key terms, objectives of the study, significances
of the study, and organization of the thesis. Chapter two is review of related
literature which contains theoretical study, previous studies, and theoretical
framework. Chapter three is method of investigation which contains research
design, sources of data, technique of data collection, and technique of data
analysis. Chapter four is finding and interpretation. Chapter five is the
conclusion and suggestions.
CHAPTER II
REVIEW OF RELATED
LITERATURE
This chapter is divided into three
subparts. They are theoretical study,
previous studies, and theoretical framework.
A.
Theoretical Study
This
sub chapter contains error analysis, writing, simple present tense, and
descriptive text.
1. Error Analysis
Saville and Troike (2006: 47) define error analysis as the first
approach to the study of second language acquisition which consist of an
internal learners’ skill to create effectively language. It can be said that
error analysis is the study to analyze the learner’s error.
a.
Procedures of Error
Analysis
To analyze the learners’ error, the
writer uses the error analysis procedure according to Ellis (1997: 15-19) as
follows:
1) Collecting
the learners’ sample language
It refers to decide what samples of
learner language to use for the analysis and how to collect these samples. The writer collects the writing
descriptive text made by the tenth grade students of AK2 (Analisis Kesehatan) class with the total number of student are 22.
2) Identifying
Error
In this step is to compare the
learners’ sentence produce with the correct sentences in the target language.
The writer identified those errors made by the tenth grade students’ sentences
produce.
3) Describing Error
The writer describes those errors by identifying and classifying into
kinds of ommision, addition, misinformation, and misordering errors.
4)
Explaining error
The
writer explains those errors by
identifying the causes of error and the writer tries to explain how and
why a sentence called to be erroneous.
5) Evaluating Error
Evaluating error is designed to reduce,
revise and devise remedial lessons in teaching learning. The writer used
evaluating errors as a step to draw conclusion.
b. Types of Error
There
are four types of error based on the category of surface taxonomy according to
Dulay et.al in Mansur (2008: 27) as follows:
1) Omission
It
is an error of leaving out an item that is required for an utterance to be
considered grammatical. In this study the writer focused on omission of verb form.
2) Addition
It
is an error of adding some unnecessary or incorrect element in an utterance. There
are three kinds of errors addition those are: double marker, regularization, and addition.
3) Misformation
It
is an error in using one grammatical form in place of another grammatical form.
There are three kinds of misformation errors such as; regularization errors, archi – forms, and alternating form.
4) Misordering
It
is an error of putting the words in utterance in the wrong order. In this
study, the writer focused on constructing sentence in correct pattern of simple
present tense.
c. Causes of Error
There are four causes of error according to Brown
(2000: 324-327). Those are:
1) Interlingual
Transfer Error
It is an error that is influenced by a
weakness of second language learning from native language or interference to
the intralingual transfer.
2)
Intralingual Transfer Error
It is an error that is said as negative
intralingual error or overgeneralization.
3)
Context of Learning
Context refers the teacher and the
material in the teaching and learning process. They can lead the learners to
make errors in language Those errors occur due to mislead teacher’s
explanation, errors in structures or words of textbook and presentation, so
that the contextualization cannot be accepted well.
4)
Communication
strategies
It is conscious ability of verbal
mechanisms for communicating an idea when linguistic forms are not available to
the learner for some reasons. These strategies are used in order to achieve the
information, however the techniques become a cause of error at time.
2. Writing
Essay
According to
Ochima and Hogue (2006: 56-57), an essay is a part of writing in some extensive
paragraphs. It is more complex than writing a paragraph. An essay has three
main parts as follows:
a. An introduction
paragraph
It consists of two parts (a few
general statement to attract the readers’ attention and a thesis statement to
state the main idea of the essay).
b. Body
It can be at least one, but usually
more than that.
c. The conclusion
or concluding paragraph
It is a summary or review of the main
point discussed in the body.
3. Simple
Present Tense
According to Aitken (1992: 18), simple
present tense is helpful to know timeless tense for action, repeatedly or
general true, and action summarized in a singlet instant (with no reference to
past or future).
a. The
Pattern of Simple Present
According to Bakir (2011: 136), the
pattern of simple present tense is as follows:
Table 1.1 Pattern of
Simple Present Tense
1)
Nominal form (to be)
|
I/You/We/They
|
To be (Am/Are)
|
Complement
|
|
He/She/It
|
To be (is)
|
Complement
|
2)
Verbal form (to do)
|
He/She/It
|
Verb
(s/es)
|
Object/Adverb
|
|
I
/They/We/You
|
Verb
1
|
Object/Adverb
|
b. The
Rules of Simple Present
According to Malik (2006: 4), the
pattern of simple present tense is as follows:
1)
The positive sentences
Subject I/you/we/they + V-1 (without s/es)
and she/he/it + (V-1 with s/es). Meanwhile, in the nominal form
subject I + to be ‘am’, you/we/they + to be ‘are’,
and she/he/it + to be ‘is’.
2)
The negative and
Interrogative
Auxiliary ‘do’ for Subject (I/you/we/they)
and ‘does’ for subject (he/she/it).
3)
Spelling‘s’ added on the verb if followed by the
subject she/he/it (the singular noun,
profession, and third person).
4)
Spelling ‘es’ added on the verb that the last
word is –ss, -sh, -ch, -x, -o, if
followed by subject she/he/it (the
singular noun, profession, and third person).
5)
Spelling ‘ies’ is added on the word that has
consonant followed by ‘y’ if followed
by the subject she/he/it (the
singular noun, profession, and third person).
6)
Spelling ‘y’ changed to be ‘i’. But if denoted by vocal before ‘y’, then directly added by‘s’.
7)
Verb ‘have’ in positive sentences, if
followed by subject of sentence she/he/it
the singular noun, profession, and third person) changed to be ‘has’.
4. Descriptive
Text
According to Cowan in Arif (2011: 15),
descriptive presents the appearance of things that occupies the space, objects,
people, and building. The aim of descriptive is to convey the readers what
something looks like and attempts to paint a picture with words.
Gerot and Wignell (1994: 208) define
that there are three part in descriptive text as follows:
a.
Social Function
Descriptive text is a text to describe
a particular person, place, or thing.
b.
Generic Structures
There are two generic structures of
descriptive text as follows:
1)
Identification
This part is to identify the phenomenon
or occurrence to be described.
2)
Description
This part is to describe points,
qualities, and characteristic.
c.
Significant
Lexicogrammatical Features
There are three significant
lexicogrammatical features of descriptive text as follows:
1)
Focus in specific
participant
2)
Use attributive and
identifying process
3)
Use of epithets and
classifiers in nominal group
4)
Use of simple present
tense.
In this study, the writer focused on the
one of lexicogrammatical feature namely simple present tense.
B.
Previous
Studies
There were two relevant studies which
were used in this study. The first was a graduating paper by Rahmawati (2012)
entitled “Error Analysis on the Use of Simple Present Tense in Paper Assignment of
Writing Subject Made by the Fourth Semester Students of English Department at
STAIN Salatiga in the Academic Year 2011/2012”. The method of this study was descriptive qualitative
research. This study was carried out to describe the kinds of grammatical
errors on the use of simple present tense.
The technique of data collection used
interview. The result of interview was to find the factors that influenced the
errors of students’ paper assignments. The factors were caused by direct
translation without considering the rule of grammar, lack of understanding in
English grammar and vocabulary. The data were analyzed by using error analysis
method. The error types were classified based on linguistic category,
especially surface strategy taxonomy, namely omission, addition, misformation,
and misordering errors. The finding of her study were that the students were still
making a lot of grammatical errors and the dominant factor was caused by lack
of understanding in English grammar.
The differences from this study are in
the technique of data collection and analysis. Rahmawati’s study only used
interview and documentation. In the technique of data analysis, she only used
procedures of error analysis. The technique of data collection in this study,
the writer will use questionnaire, interview, and documentation and will use
three techniques of data analysis, namely data reduction, data display, and
conclusion.
The second study was a thesis by Herlina (2011) entitled
“An Analysis of Students’ Errors in
Writing Sentences”. This study was categorized as descriptive quantitative
research. The purpose of the study was to analyze errors of the students’
writing at second grade of SMP Cendrawasih
1 Cipete. The technique of data collection used test and
questionnaire. The test was used to find students’ error on the use of simple
present tense, continuous tense, and past continuous tense. The questionnaire
was used to find why the students made errors. The technique of data analysis
used distribution relative or descriptive analysis technique percentage
formula. The finding of the highest errors was in the past continuous tense in
-n percentage 69.75%. Those errors
happened because of mother tongue interference, lack of media, unclear teacher
explaining, and less of concentration.
The
difference from this study is method of investigation. Herlina’s study used
descriptive quantitative method, while the writer’s study used descriptive
qualitative method.
C. Theoretical Framework
Theoretical
framework is one of the research components. This part explains the conceptual
structure that will be applied or examined in the study (LP2M, 2014: 3).
In this study, the
writer explains the design qualitative research based on Sarwono (2006: 200) as
follows:
1. Deciding the Problem
In this
study, the writer decided the problem due to the writer’s experience when she
was doing PPL in SMK Semesta Bumiayu School. The writer found some error of
simple present tense on the tenth grade students of AK-2 class.
2.
Deciding Technique of Sampling
According
to Sugiono (2012: 301), the technique of sampling mostly used in qualitative
research is purposive sampling and snowball sampling. In this study, the writer
choosed purposive sampling technique.
3.
Deciding Kinds of Data
According
to Widoyoko (2012: 22-23), the primary data are the data that are obtained from
the first sources, such as interview result, while the secondary data are the data that obtained
from second sources, such as written students’ assessment.
4.
Deciding the Instrument of Collecting Data.
According to Sarwono (2006:
211), commonly, qualitative research uses interview in collecting the data.
Nevertheless, other ways are also used.
In this study, the writer used
instrument from the primary data which were documentation and interview. Then,
from the secondary data was questionnaire.
5.
Deciding the Method of Collecting Data
Sugiyono (2012: 308)
argues that data collection can be done through observation, interview,
questionnaire, documentation, and the mixed of them. The methods of data
collection in this study were interview, conducting direct questionnaire, and
analyzing the document.
6.
Deciding the Technique of Data Analysis
According
to Sarwono (2006: 240), the technique of data analysis is by using domain,
taxonomy, cultural theme, and constant comparison analysis.
The
technique of data analysis in this study was by using three steps analysis
based on Mattew and Huberman in Patilima (2004: 100), namely data reduction,
data display, and conclusion.
CHAPTER III
METHOD OF INVESTIGATION
This
chapter is divided into four subparts. They were research design, source of
data, technique of data collection, and technique of data analysis.
A.
Research
Design
This sub chapter contains type of
research, research setting, and research subject as follows:
1.
Type of Research
The type
of this study was descriptive qualitative method. According to Moleong (2012:
6), qualitative method is the study to understand the phenomena which is
occurred by the research subject that is described in words and languages in
scientific context.
This study
was aimed to describe the kinds of error(s) and the dominant factor that cause
error on the use of simple present tense in descriptive text made by the tenth
grade students of SMK Semesta Bumiayu.
2. Research
Setting
The writer conducted this study in SMK
Semesta Bumiayu in the academic year 2014/2015.
3. Research
Subject
This subpart consisted of population,
sample, and technique sampling as follows:
a. Population
According to Arikunto (2010: 173),
population is a set of all subjects in a study. The population of this study
was all the tenth grade students of SMK Semesta Bumiayu which consist of six
classes that devided into FA (Farmasi)
four classes and AK (Analisis Kesehatan) two
classes.
b. Sample
According to Arikunto (2010: 174),
sample is the representative of the population that will be investigated. The
sample of this study was the tenth grade students of AK-2 (Analisis Kesehatan) class which the total number of the student
are 22.
c. Sampling
technique
According
to Sukmadinata (2012: 252), sampling technique is a process of choosing,
deciding, and accounting the sample that will be a research subject or object.
In this study, the writer used purposive sampling technique because of the consideration that the samples have a
good motivation in learning English.
B. Sources of Data
According to Widoyoko (2012: 29), data
source is the subject where the data is obtained. The data sources of this
study are explained as follows:
1.
Primary Data Sources
Primary data source is the direct data
source that is given for the writer (Sugiono in Rahmawati, 2012: 23). In this
study, there were two kinds of primary data source.
The first, the result of questionnaire
from the tenth grade students of AK-2 class. The second, the result of
interview that was used by the writer to the English teacher in order to know
the dominant factors that cause error on the use of simple present tense faced
by the tenth grade students of AK-2 class.
2.
Secondary Data Source
According to Sugiyono (2010: 309),
secondary data source is that data is given indirectly for example a document.
In this study, the secondary data was from the English teacher about the result
of writing descriptive text that made by the tenth grade students of AK-2
class.
C. Technique of Data
Collection
According to Widoyoko (2012: 33),
technique of data collection is the most important thing in the research due to
this technique is a strategy that needed by the writer to collect the data. In
this study, the writer had used three techniques of data collection as follows:
1.
Documentation
According to Sukmadinata (2012: 221), documentation is
a technique of data collection that obtained from the documents such as
written, picture, and electronic.
In this study, the writer used
documentation from the result of the students writing descriptive text that
given by their English teacher in order that it would be used to know the
students’ errors on the use of simple present tense in writing descriptive
text.
2.
Interview
Esterberg in Sugiyono (2012: 231) states that interview is a meeting of
two persons to exchange information and idea through questions and responses,
resulting in communication and joining construction of meaning about particular
topic.
In this study, the writer used
unstructured interview. According to Sugiyono (2010: 320), unstructured interview is free
interviewing where in technically does not use the complete and systematically
interview guidance for collecting the data.
The writer collected and explored the
data as many as possible from the English teacher in order to obtain the more
accurate data dealing with the factors that cause errors on the use of simple
present tense in writing descriptive text.
3.
Questionnaire
According to Sugiono (2010: 199), questionnaire is the
technique of data collection is
conducted by giving a set of
questions or a
written statement to the
respondent to be answered. The writer has used
close-ended questionnaire.
Widoyoko (2012: 36) states that
close-ended questionnaire is the questionnaire which the items and alternative
response have been determined, then the respondents just choosing that dealing
with the relevant condition.
The questionnaire of this study was used to know the factors that caused
simple present error made by tenth grade students of AK-2 class in the academic
year 2014/2015.
D. Technique of Data
Analysis
Sugiyono in
Sugiarto (2013: 45) states that data analysis is the process of finding and
arranging the interview transcript systematically, field notes, and other
materials that can be accumulated to develop the understanding of them and to
allow us to present what we have learned.
According to
Patilima (2011: 91), qualitative data can be obtained from the result of data
collection and information which uses any kinds of data collection method. The
technique of data analysis which used in this study was descriptive qualitative
analysis.
Therefore, the
writer served the data in description form. The data took from interview, questionnaire, and
documentation. The result of analysis was used to know about the kinds of error
and the dominant factor that caused simple present tense error in writing
descriptive text.
In this study the writer used three
steps of analyzing the data based on Mattew and Huberman in Patilima (2004:
100-101) as follows:
1. Data
Reduction
Data reduction can be defined as process
of choosing, attention center of summarizing, and data transformative that
comes from the field notes (Mattew and Huberman in Patilima, 2004: 100).
Based on the definition above, this study used data
reduction for some data collections from questionnaire, interview result and
documentation in order to get the clear explanation and conclusion.
To analyze the students’ error in
descriptive text, the writer used the procedures based on Ellis (1992: 15-19)
as follows:
a. Collecting
the writing descriptive text made by the tenth grade students’ of AK-2 class.
b. Identifying
error
The writer identified the result of
writing descriptive text made by the tenth grade students of AK-2 class.
c. Describing
error
The writer described those errors into
kinds of omission, addition, misinformation, and misordering.
d.
Explaining error
The writer explained how and why the
sentences called error.
e.
Evaluation errors
The writer made conclusion.
2.
Data Display
The second step in data analyze was
data display. According to Mettew and Huberman in Patilima (2004: 101), data
display is a set of applied information that gives possible thing from making
of summary and taking of action.
Miles
and Huberman in Sugiyono (2010: 341) states that “the most frequent form of
data display for qualitative research data in the past has been narrative
text”. Through narrative text, it will be easier to understand the phenomena
and to plan the next step.
After
the data is summarized, the next step was making description about the data. In
this step, the writer made some short description and classified it into
different kind of the data. This step was aimed to make the data clearer and
easier to be understood. The classification of the data was based on the focus
of information.
In this study, the classification of
the data focused on the information about kinds of those errors that
categorized as omission, addition, misformation, and misordering errors.
3.
Conclusion
The last step was making conclusion
and verification. It was started from data collecting, the writer had started
by finding from things, patterns, explanation, possible configuration,
causes-effect, and propositions (Mattew and Huberman in Patilima, 2004: 101).
According to Sugiono in Supriyatna
(2013: 36), conclusion in qualitative research is a kind of new inquiry. The
inquiry can be in description or describing about the object.
In this study, the writer made conclusion
by analyzing the data that have been classified before. In this step, the
writer had concluded some information about the dominant factor that causes of error
on the use of simple present tense in writing descriptive text.
CHAPTER
IV
FINDING
AND INTERPRETATION
After analyzing the data, the writer
presented the findings and interpretation. In this chapter, the findings and
interpretation are finally present descriptively.
A.
FINDING
This
sub chapter shows the types of errors and the dominant factor that influences
simple present tense error in writing descriptive text, the writer applying the
result of the writing descriptive text assignment, questionnaire, and interview
are explained as follows:
1.
The
Types Errors on the Use of Simple Present Tense in Writing Descriptive Text
As
previously stated in chapter I, this study aimed at finding the types of errors
on the use of simple present tense in writing descriptive text assignment made
by the tenth grade students of Health Analyst class of SMK Semesta Bumiayu.
After collecting and analyzing the data to know the error sentences, the writer
found that there were many types of errors in writing descriptive text. Seventy
five types of error sentences especially those uses the simple present tense
were found. The writer specifies all of those sentences in the table below
completed with the error types of each sentences.
The
errors are classified based on surfaced strategy taxonomy those include four
types of errors according to Dulay, Burt, and Krashen in Mansur (2008: 27) as
follows:
Table
4.1 Error Sentences and Types of Errors
|
No
|
Error Sentences
|
Correct
sentences
|
Type
of Error
|
|
1.
|
I have two pet animal.
|
I have two pets
|
· Omission (s) in the plural form
· Misordering
|
|
2.
|
Laptop or notebook became smaller, lighter,
cheaper, and more powerful
|
Laptop or notebook becomes smaller, lighter,
cheaper, and more powerful
|
· Misinformation
· Omission
(s/es) in the verb form
|
|
3.
|
They can produce many product that can to
consumed, as egg and
meat.
|
They can produce many products that can be
consumed as egg and meat.
|
· Omission
(s) in plural
· Misordering
|
|
4.
|
The fur very soft
|
The fur is very soft
|
· Omission
to be (is)
|
|
5.
|
My this bird
very neat
|
My bird is very neat
|
· Misordering
(that)
· Omission
to be (is)
|
|
6.
|
The voice very melodious
|
The voice is very melodious
|
· Omission
to be (is)
|
|
7.
|
My bird like to grains
|
My bird likes grains
|
· Misordering
· Omission
s/es in the verb form
|
|
8.
|
I found it at the moment
|
I find it at the moment
|
· Misformation
|
|
9.
|
I like download video, song’s, film’s, or drama’s
with my notebook.
|
I like to download video, songs, films, or dramas
with my notebook
|
· Misordering,
· Addition
of
|
|
10.
|
There is a many applications
|
· There
are many applications
· There
is an application
|
· Addition
of article “a”
|
|
11.
|
My rabbit white
|
My white rabbit
|
· Misformation
|
|
12.
|
I bought at Prince which was not to expensive
|
I buy it which is not too expensive
|
· Misformation
· Misordering
|
|
13.
|
I bought with the Prince of Rp 200.000
|
I bought it at 200.000
|
· Misformation
|
|
14.
|
I am so well in maintaining
|
· I
am so good in maintaining it
· I
maintain it well
|
· Misordering
|
|
15.
|
His eyes would light up and he looks like a ghost
|
His eyes glow up and he looks like a ghost
|
· Misformation
|
|
16.
|
I love the white
|
I love white color
|
· Misordering
|
|
17.
|
Therefore, when buying this rabbit, I choose White
one
|
Therefore, when I buy this rabbit I choose the
White one
|
· Omission
of Subject “I”
· Misordering
|
|
18.
|
I clean mine
|
I clean it by myself
|
· Misordering
|
|
19.
|
Rabbit are cute animal and have a thick hair
|
Rabbit is a cute animal and it has a thick hair
|
· Misformation
|
|
20.
|
They could hear better and know the voices of
their predators
|
They can hear better and know the voices of their
predators
|
· Misformation
|
|
21.
|
Rabbit ears look so funny and sometimes moving up
|
Rabbit’s ears looks so funny and sometimes moving
up
|
· Omission
of s/es in the verb form
|
|
22.
|
I school in SMK Farmasi Bumiayu
|
I study in SMK Semesta Bumiayu
|
· Misordering
|
|
23.
|
I am glad my school there, because I could learn
about religion.
|
I am glad study there, because I can learn
religion
|
· Misordering
· Misformation
|
|
24.
|
I was very happy
|
I am very happy
|
· Misformation
|
|
25.
|
I liked the school
|
I like the school
|
· Misformation
|
|
26.
|
She like to masha
|
She likes to masha
|
· Omission
of s/es
|
|
27.
|
Masha wear small cap and dress
|
Masha wears a small cap and dress
|
· Omission
s/es in the verbs form
|
|
28.
|
Anti keep masha everytime
|
Anti keeps masha everytime
|
· Omission
s/es in the verbs form
|
|
29.
|
Anti always watch masha’s film
|
Anti always watches masha’s film
|
· Omission
s/es in the verb form
|
|
30.
|
It can to prize birthday or souvenir
|
It can be
|
|
|
31.
|
His name Muhammad Nadzil Ramadhani
|
His name is Muhammad Nadzil Ramadhani
|
· Omission
verb be (is)
|
|
32.
|
I am and family call his Nadzil
|
I and my family call him Nadzil
|
· Additn of to be (am) in the present tense
|
|
33.
|
He have short hair
|
He has short hair
|
· Misformation
|
|
34.
|
He was very cheerful, he was very active, he was
very happy
|
He is very cheerful, he is very active, he is very
happy
|
· Misformation
verb simple present always use V1.
|
|
35.
|
My mother good housewife
|
My mother is a good housewife
|
· Omission
to be (is) in singular subject
|
|
36.
|
My favorite sport Swimming and cycling
|
My favorite sport is swimming and cycling
|
· Omission
verb to be (is)
|
|
37.
|
My parents were very supported of me
|
My parents very support me
|
· Misformation
|
|
38.
|
Now my school and majored in health care analyst
|
I study and take Health analyst class
|
· Misordering
|
|
39.
|
I am from in Bantarkawung
|
I am from Bantarkawung
|
· Addition
prepositional (in)
|
|
40.
|
I am so fans to Agnes Monica
|
I am so
|
|
|
41.
|
She was very persistent
|
She is very persistent
|
· Misformation
|
|
42.
|
Agnes want to achieve their future
|
Agnes wants to achieve her future
|
· Omission
(s/es) in verb form
· Misordering
|
|
43.
|
She has achieved what he wants
|
She has achieved what she wants
|
· Misordering
|
|
44.
|
There was a mango Three that makes the house feel
cool and make comfortable
|
There is a mango tree that makes the house feel
cool and comfortable
|
· Misordering
· Misformation
verb simple present always use V1
|
|
45.
|
The wall of the courtyard Arif colored ash gray
wall in her house yellow.
|
The wall of Arif’s courtyard is gray and in the
his house is yellow
|
· Misordering
|
|
46.
|
The floor of his clean and his room smell good
|
The floor is clean and smell good in his room
|
· Misordering
|
|
47.
|
My hobby reading novel and watching television
|
My hobby is reading novel and watching television
|
· Omission
to be (is) in singular form
|
|
48.
|
I was the third child of three brothers
|
I am the third child of three brothers
|
· Misformation
|
|
49.
|
I was the last child
|
I am the last child
|
· Misformation
|
|
50.
|
She has very old
|
She is very old
|
· Misordering
|
|
51.
|
She very like to grandson
|
She very likes her grandson
|
· Omission
(s/es) in verb form
· Misordering
|
|
52.
|
My mother is a beautiful person
|
My mother is a beautiful women
|
· Misordering
|
|
53.
|
She only as a housewife
|
She is only as a housewife
|
· Omission
to be (is) in singular form
|
|
54.
|
She very smart
|
She is very smart
|
· Omission
to be (is) in singular form
|
|
55.
|
I am really loved food made by her
|
I really love the food that is made by her
|
· Addition
to be (am)
· Misordering
|
|
56.
|
I couldn’t say about my mother
|
I cannot say about my mother
|
· Misformation
verb simple present always use V1.
|
|
57.
|
It from Slamet mountain
|
It is from Slamet mountain
|
· Omission
to be (is) in singular form
|
|
58.
|
The trip take to Gucci from my house is 2 hours
|
The trip takes to Gucci from my house is two hours
|
· Omission
(s/es) in verb form
|
|
59.
|
She eat meatball everyday
|
She eats meatball everyday
|
· Omission
(s/es) in verb form
|
|
60.
|
She decided slim body
|
She decides to have a slim body
|
· Misformation
· Misordering
|
|
61.
|
Every play Farah always to join
|
Farah always join playing
|
· Misordering
|
|
62.
|
She often call her pet ‘marry’
|
She often calls her pet ‘marry’
|
· Omission
(s/es) in verb form
|
|
63.
|
Mary very attractive and cannot silent
|
Mary is very attractive and cannot be silent
|
· Omission
to be (is) and verb before “silent”
|
|
64.
|
It is a laptop with silver color
|
It is a silver laptop
|
· Misordering
|
|
65.
|
It always helpful
|
It is always helpful
|
· Omission
to be (is) in singular form
|
|
66.
|
She school in SMK Semesta
|
She studies in SMK Semesta
|
· Misordering
|
|
67.
|
My have friend
|
I have a friend
|
· Misordering
|
|
68.
|
My own friend who so called Bunga Aprilia
|
My friend is Bunga Aprilia
|
· Misordering
|
|
69.
|
She now stay together grandmother
|
She stays with her grandmother
|
· Misordering
|
|
70.
|
Mother she now work in Singapura
|
Her mother works in Singapura
|
· Misordering
|
|
71.
|
I had a friend
|
I have a friend
|
· Misformation
|
|
72.
|
She smart, diligent, and friendly
|
She is smart, diligent, and friendly
|
· Omisssion
to be (is)
|
|
73.
|
Me and he are friends close enough
|
I and he is a close friend
|
· Misordering
|
|
74.
|
I love the white
|
I love white
|
· Misordering
|
|
75.
|
For three time, I clean mine so that the air
remainds white and clean
|
I clean it for three time in a week, so that the
hair white and clean persistently.
|
· Misordering
|
|
76.
|
My rabbit hair is so smooth
|
My rabbit’s hair is so smooth
|
· Misordering
|
|
77.
|
They could hear better
|
They can hear better
|
· Misformation
verb simple present always V1
|
|
78.
|
I have always wanted to be able to speak in front
of crowds.
|
I always want to be able to speak in front of the
public
|
· Misformation
verb simple present always V1
|
|
79.
|
Me and her are friend close enough
|
I and she is a friend closely enough
|
· Misordering
|
The
explanation of classifying the grammatical errors sentences above will be
presented in the following table completed with the explanation how the writer
can decide that seventy nine (79) sentences include grammatical errors
sentences. The dominant types of error
that the students made was misordering Here, the writer tries to explain why a
sentence called to be erroneous in each type of errors as follows:
a.
Omission
As
mentioned, omission is considered to be the absence of an item that should
appear in a well-formed utterance. The following sentences are the examples
that indicate this type of errors.
1) Omission
of Subject
“Therefore, when buying this
rabbit, I choose the white one” From this sentence, it shows that the
student had committed the omission error since the student omitted the subject
pronoun "I" before the verb. While actually, the sentence should be “Therefore, when I buy this rabbit, I choose
the white one”.
2) Omission
of to be in the present tense
“The fur very soft”. From this sentence,
it can be seen that the student left out to be “is” that must be added before
the word “the fur”, whereas it should be “The
fur is very soft.” Therefore, the student had required the omission error.
3) Omission
of –s/ -es in the verb form
“She often call her pet marry”.
Dealing with this sentence, the student omitted –s/ -es in the verb, whereas it
should be “She often calls her pet
marry.” As a result, the student had committed the omission error.
4) Omission
of –s/-es in the plural form
“I have two pet animal”. Regarding
this sentence, the student omitted –s/-es in the plural form, whereas it should
be “I have two pets” In this case,
the student had made the omission error.
b.
Addition
As
drawn earlier, addition is considered to be the presence of an item that should
not appear in a well-formed utterance. Dealing with this type of errors, the
writer provides the example of sentences which are called addition errors. They
are:
1) Addition
of subject
“Mother she now work in Singapura”. This
sentence shows the addition error since the student ded “she” whereas it should be “mother
works in Singapura”.
2) Addition
of to be in the simple present tense
“I am really loved food made by her”.
This sentence indicates addition error because the student added “to be” to the
present simple sentence. The correct sentence should be “I really love food that made by her”.
3) Addition
of preposition
“I am from in Bantarkawung”. This
sentence indicates us the addition error. It is caused that the student added
the prepositions “in”. It must be changed become “I am from Bantarkawung”.
c.
Misformation
We
should remember that misformation is considered to be the use of the wrong form
of the morpheme or structure. This error could affect the different
interpretation and confusing meaning, like the sentences below that has been
founded by the writer in her study. The sentences is as follows:
a) I had a friend
The
sentence above contains misformation error. The student used an incorrect form
because verb “had” that it is not
used in simple present tense but in simple present prefect tense.
b)
She
was very persistent
Misformation
is presented in the sentence above. This is evidenced in the use of “was” instead of “is”. Because to be “is”
in the sentence as a simple present tense in nominal sentence. As a result, the
student had committed the misformation error.
c)
He
have short hair
The
sentence above contains misformation errors. The student failed to make the
agreement between subject and verb. Instead of using “has” for third person singular subject, he/she used “have” and vice versa.
d)
I
have always wanted to be able to speak in front of crowds
Misformation
is presented in the sentence above. This is evidenced in the use of “have wanted” instead of “want” that it is not relevant to the
context because the context required verb “want”
to be written in the present tense form. It is signed with the word “usually” that is time signal of present
tense form.
d.
Misordering
We
should bear in mind that misordering is considered to be the incorrect
placement of a morpheme or group of morphemes in an utterance. There are some
students’ sentences that are indicated as misordering error. Those are include:
a) The floor of his clean
and his room smell good
From
the above sentence, it can be known the student incorrectly ordered the words.
The correct syntactical order is “The
floor is clean and smell good in his room”.
b)
Mother
she now work in Singapura
Misordering
is presented in the sentence above. This sentence has the wrong order of the
pattern of simple present it should be “mother
works in Singapura”.
c)
Me
and her are friend close enough
From
the above sentence, it can be known the student incorrectly ordered the words.
The correct syntactical order is “I and
she is friend closely enough”.
2.
The
dominant factor that influences error on the use of simple present tense in
writing descriptive text.
As
stated in the previous chapter, the factors that influence errors on the use of
simple present tense in writing descriptive text can be known from
questionnaire and interview.
a. The
result of questionnaire
Those
factors will be described and presented by the following table. There are two
results of questionnaire as follows:
1) The
Students’ Problem in Writing Descriptive Text as Assignment.
Table 4.2
The students’
likes in writing descriptive text
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
1
|
Yes
|
8
|
36,4%
|
|
No
|
14
|
63,6%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that 63,6% the students lack of likes in
writing descriptive text although they ever make descriptive text.
Table
4.3
The
students’ experiences in writing descriptive text
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
2
|
Yes
|
22
|
100%
|
|
No
|
0
|
0%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that 72,7% the students have lack of
comprehension in writing descriptive text.
Table
4.4
The
students’ enjoying in writing descriptive text
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
3
|
Yes
|
9
|
40,9%
|
|
No
|
13
|
59,1%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that the students answer ”No” 59,1%. It means
that they didn’t enjoy in writing descriptive text.
Table
4.5
The
students’ understanding in descriptive text
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
4
|
Yes
|
16
|
72.7%
|
|
No
|
6
|
27,3%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that the students answer “Yes” 72,7%. It means
that they didn’t understand in descriptive text yet.
Table
4.6
The
students’ understanding in language feature
of
simple present tense
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
5
|
Yes
|
5
|
22,7%
|
|
No
|
17
|
77,3%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that the students answer “Yes” 22,7% and “No”
77,3%. It means that the students didn’t understand on language feature of
simple present tense yet.
Table
4.7
The
students’ difficulties in making descriptive text
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
6
|
Yes
|
18
|
81,8%
|
|
No
|
4
|
18,2%
|
|
|
Total
|
22
|
100%
|
From
the table above, it be shown that the students answer”Yes” 81,8%. It means that
the students still have difficulties in making descriptive text.
Table
4.8
The
students’ difficulties in vocabulary in making descriptive text.
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
7
|
Yes
|
20
|
90,9%
|
|
No
|
2
|
9,8%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that 90,9% the students still have
difficulties in vocabularies and constructing in sentences in making
descriptive text.
Table
4.9
The
students’ understanding in simple present tense
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
8
|
Yes
|
6
|
27,3%
|
|
No
|
16
|
72.7%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that the students answer “Yes” 27,3% and “No”
72,7%. It means that the students didn’t understand in simple present tense
well.
Table
4.10
The
students’ understanding in the pattern simple present tense
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
9
|
Yes
|
21
|
95,5%
|
|
No
|
1
|
4,5%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that 95,5% the students answered “No” the
students still lack of understanding in the pattern of simple present tense.
Table
4.11
The
students’ difficulties in making sentences
in simple present tense
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
10
|
Yes
|
17
|
77,3%
|
|
No
|
5
|
22,7%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that the students answer “Yes” 77,3% and “No”
22,7%. It can be shown that the students still have difficulties in making
sentences of simple present tense.
Table
4.12
The
students’ comprehension of the rule of simple present tense
|
No
|
Alternative
Answer
|
Frequency
|
Percentage
|
|
11
|
Yes
|
11
|
50,0%
|
|
No
|
11
|
50,0%
|
|
|
Total
|
22
|
100%
|
From
the table above, it can be shown that between the students answered “Yes” and “No”
is same that the students’ comprehending in the rule of simple present tense
still.
2) The
Students’ Opinion in Writing Descriptive Text
This
questionnaire explains about the students’ opinion in writing descriptive text
as assignment. The result of questionnaire as follows:
Table
4.13
The
Factors that Influences Errors
|
Students’
number
|
The
factor that influences the error
|
The
result of questionnaire
|
|
2,
5, 6, 7, 16, 19
|
The students’ lack of understanding of vocabularies
|
·
Yes, because I am
difficult on vocabulary in make descriptive text.
·
There are the
difficulties that I find in writing descriptive text because I don’t know on
vocabulary in making descriptive text.
·
Yes because I can’t
apply the vocabulary in making descriptive text well.
·
I find difficulties
on vocabulary in making descriptive text and I don’t know the language of
feature of descriptive text.
·
I can’t apply the
vocabulary in constructing sentences well.
·
Because I have to
looking for previous word in dictionary one by one.
|
|
2.
|
The students’ lack understanding of English grammar. (The student did
not know the rule of writing English well).
|
·
How to use the
pattern in particular word.
·
Yes because I have to
determine about “do/does” in form positive sentence negative sentence and
interrogative sentence.
·
The factor that I
have caused error in constructivity sentences us making word.
·
Because I cannot
write very well.
|
|
3.
|
The students’ opinion that grammar was difficult, so they were not
interested in comprehending English grammar.
|
·
Arrange sentences in
descriptive text.
·
Yes it is had in
compiling sentence in descriptive text.
|
|
4.
|
Directly translation without considering the rule of grammar.
|
·
Yes because difficult
to string words will be interpret from Indonesian to English.
|
|
5.
|
The confusions between different use of similar forms or grammatical
forms that do not have an equivalent in Indonesian language.
|
·
Yes because the
formula which is very difficult to understand that do not understand the
formula.
·
Yes, because not
understand the existing formula and misunderstanding us in the English
language.
·
Yes because simple
present tense there are various formula that are difficult to be understand
that there are many errors.
·
Because in English
there are many formula that we must understand and if we do not know the
formula certainty cannot build words.
·
|
b. The Result of Interview
As
stated in the previous chapter, the factors that influence the grammatical
errors on the use of simple present tense in the paper assignment can be known
by interview that the writer had conducted with the English teacher. Hence,
those factors will be described and presented by the following table:
|
No
|
Questions
|
Answers
|
|
1.
|
What
the methods mostly do you use in teaching writing descriptive text?
|
Collaborative
method
|
|
2.
|
What
the media that mostly do you use in teaching writing descriptive text?
|
Usually
use screen, LCD projector, some pictures of people, animals, etc.
|
|
3.
|
How the students’ response is during
teaching and learning process takes place?
|
The
students are spirit, exciting, and they like when the teacher are teaching in
the class.
|
|
4.
|
Would you like to tell some problems
when teaching and learning process of descriptive text?
|
The
students didn’t have enough vocabulary to make descriptive textand they
didn’t understand actually what the descriptive text is about.
|
|
5.
|
What the difficulties that the students
face in making sentences in the simple present tense?
|
In
Every
|
|
6.
|
What
kinds of error mostly the students do in simple present tense in writing
descriptive text?
|
The
students cannot differ between verbal and nominal sentences, the Second one
is they still difficult to chosee verb, the third was they still confuse in
form or pattern of simple present tense simple.
|
|
7.
|
In
your opinion, what the dominant factor that cause error faced by the student
in writing descriptive text?
|
The
students didn’t have enough vocabulary, they cannot translite well from
Indonesian to English, directly translate without using good grammar, lack of
knowledge about descriptive text, they
|
B. INTERPRETATION
The
result of the study mentioned above has collected some important information
from the students’ writings. The study shows errors that the students made in
their writing descriptive text assignment. Also, the types of errors that
occurred in this study belong to four types: omission, addition, misformation
and misordering. Additionally, it can be known the factors that influence the
types of errors made by the students. This mark indicates that nearly 50% students of all subjects
had made a lot of errors on the use of simple present tense. Meanwhile, the misordering
errors that becomes the most frequent error had been produced by the students.
Furthermore,
it is also necessary to know that the students’ reasons how they could commit
the errors when making paper assignment by using simple present tense are
actually almost similar each other. For instance; some students admitted that
they got difficulties in applying “to be” in the sentence. All of those reasons
can be seen in table 4.2 – 4.13. From those reasons, it can be concluded that
the students do not fully understand on the use of simple present tense.
Although they had been taught about it before, they were still confused which
one to use when making a grammatical sentence such as verbal or nominal
sentences.
While
actually, many errors in the students’ writing descriptive text assignment were
due to several factors. In fact, those are not only internal factor as well as
the students’ lack understanding of vocabularies but also external factor such
as inappropriate grammar teaching method. However, the dominant factor is both
of them namely, the students’ lack understanding of vocabularies and English
grammar. It means that it becomes the factor which influences many students in
committing the grammatical errors.
Thus,
it is expected for the teacher to give attention more about the dominant
factors that influence students in making errors. So, it is possible for the teacher
in order to be able to find the appropriate solution to overcome the problem.
