CHAPTER I INTRODUCTION
E. Scope of the Research
In collecting the data from the research, the researcher will limit this research only focuses to discuss an error analysis on the students’
auxiliary verbs in surface strategy taxonomy based on Dulay’s theory in students’ essay writing, especially in descriptive essay. The researcher wants to describe an analysis of omission, addition, misformation, and misordering based on surface strategy taxonomy in students’ essay writing which is made by the the third semester students of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar. About auxiliary verbs,
the researcher will be focussed on primary auxiliary verbs and modal auxiliary verbs. The result of this study can also be used as a tool to lead the lecturers in minimizing the students’ errors.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter explains about the theoritical framework which consists of previous of related research that is connected to this research, writing understanding, essay writing, auxiliary verbs include of primary and modal auxiliary verbs, error analysis, procedure of error analysis and conseptual framework.
A. Previous of Related Research
Some researchers have been conducting studies related to this research, there are as follows:
1. Ariyanti & Fitriana (2017)
In their research under the title “EFL Students’ Difficulties and Need in Essay Writing”, they have concluded that the students were having major difficulties in grammar, cohesion and coherence terms in writing essay. The result shows us that grammatical problem is one of the main problem that usually appears in writing itself. Ariyanti &
Fitriana (2017) have found that there were some grammatical problems appear in ten collected essays. They find that the students commonly do errors on 1) tenses, 2) subject verb-agreement, 3) personal pronoun, 4) word order, 5) article, 6) auxiliary verbs, 7) sentence fragment.
2. Haris Dibdayaningsih & Hendra Sudarso (2019)
The research under the title “An Error Analysis of Using Auxiliary Verb in Islamic Mathematical Complex Question made by Mathematics Department Students” is conductive in descriptive and qualitative design. Auxiliary verbs which are investigated on this research are: am, is, are, was, were, have, has, and had. The result of the research proves that most of the students are not capable in applying auxiliary verbs in their writing.
3. Maulani Agustin (2018)
The research under the title “An Error Analysis of Auxiliary Verbs Found on Students’ Consecutive Interpretation”, the result of this research shows us that there are five types of grammatical errors in the use of auxiliary verbs that have found in the interpretation of seventh semester students majoring in IAIN Batusangkar with academic year 2017/2018. Those are misordering of primary auxiliary verbs with 1 error, misformation of primary auxiliary verbs with 7 errors, omission of primary auxiliary verbs with 12 errors, addition of primary auxiliary verbs in 5 errors, and addition of modal auxiliary verbs with 2 errors.
4. Wuwuh Yunhadi (2017)
Wuwuh in his research about “Error Analysis on the Auxiliary Verbs Made by Vocational High School Students”. This research uses qualitative design and focusing on the errors which have been made
by the students of SMKN 1 Tenggarong. The variable of this research is errors on auxiliary verbs. The variable is measured by using an objective test on auxiliary verbs. Based on the findings of the research and the purposes of the research, the kinds of typical errors on auxiliary verbs are classified into four kinds of typical errors. Those are omission error, addition error (double marking and regularization), misformation error and miscellaneous error.
5. Dewi Kusniatus Solihah (2017)
Dewi in her research under the title “Grammatical Error Analysis in the Fourth Semester Students Essay Writing at Universitas Muhammadiyah Sidoarjo”. The design of this research is qualitative research and the instrument is a test writing or worksheet to make an argumentative essay. Based on the finding data of this research, the researcher has found that there is one hundred seven errors in students’ essay writing. The highest frequency of errors occurs in misformation error, which consists of 45 errors. Next, omission error, which consists of 44 errors. Then, addition error, which consists of 11 errors. And the last, misordering error, which consists of 7 errors.
So, the researcher concludes that the grammar problem is still being one of the main problems that can appear in writing. Auxiliary verb error is one of the problems that usually appears in student writing. It can be seen from the results above which show us that the students are not still capable in applying auxiliary verb such as in
primary auxiliary verb: is, am, are, was, were, has, have, had, do, does, etc. Even though the students have been learning about writing and structure or grammar in the previous semesters, the researcher find that students still make errors in their writing, whereas auxiliary verb is the basic part in grammar and they have learnt about it from school until university, and of course it should be master by them.
Therefore in essay writing the EFL students still make errors on their essay writing too, and one of the highest types of errors is the error in using auxiliary verbs. That is why, it will be important to learn and understand more about grammar especially auxiliary verbs itself.
This research is different with the previous researches above because this research analyzes and describes the students’ errors in the use of auxiliary verbs that found from the students’ essay writing. The researcher explains about the types of errors in the use of auxiliary verbs in surface strategy taxonomy that appears on the students essay writing, especially in making descriptive essay. The researcher wants to find the types of errors and what is the highest error that appears in the students’ essay writing at the third semester students at English Language and Literature Department of Alauddin State Islamic University of Makassar in academic year 2020/2021. So, after find the errors, the researcher hopes that it can be a usefull information or result to lecturers, students, and the further researchers.
B. Writing
According to Sumarsih and Sanjaya in Sabaruddin (2019) writing is a skill to formulate and organize ideas in the right words to transform and communicate the purpose to the reader by presenting it on a piece of paper. It means that if people want to express their ideas or views about something, they can write it by formulating and organizing it through the writing media. So, they can communicate and tranform theirs ideas/views with the people who read the writing itself and the people are called as the readers.
Next, According to Eny Syatriana (2019) said that writing is a language skill that is used to communicate indirectly, not face to face with another person, but through the writing media. The writing skill is one of the language skill that makes people can communicate each other even they can not meet one to another. By using writing media in communiation, there are some people who can read the writer ideas, views, feelings, or others through the writing media itself. So, it make the communication process will become easier for people.
According to Fareed et al (2016) he states that writing is one of the productive English skills that should be masterly skilled by English as Foreign Language (EFL) students in Indonesia for written communication and academic writing purposes, such as; letters, essays, papers, articles, journals, project, reports, theses, etc. It asserts that writing has a vital role in language production that is used for global mediation of knowledge. It
means that as the EFL students, we have to understand well about writing itself. It is because of by having a good ability in writing we can be easier to make essays, papers, journals, etc. By mastering the skill of writing, it will be useful for us in teaching the academic writing purposes.
C. Essay Writing
1. Definition of Essay Writing
According to Thoreau in Solihah (2017), an essay is a short piece of writing, which is often from the writers’ point of view. Essay is usually written in formal academic writing and way to access how well the the students understand a subject.
Oshima and Hogue in Sholikah (2017) explain that an essay has three main parts: an introductory paragraph, a body, and a concluding paragraph. The introductory paragraph consists of (1) a general statement which consists of general topic and capture the reader's interest; (2) a thesis statement which consists of specific topic, pattern of organization of the essay. The body discusses the subtopics, one by one. It contains as many paragraphs as necessary to explain all subtopics are like the supporting sentences in a paragraph. The body paragraphs may have some patterns: chronological order, comparison, contrast or a combination of patterns. The concluding paragraph reminds readers of what have been stated in the thesis. The writer can summarize the main ideas, paraphrase the thesis, and make a final comment on the topic.
2. Types of Essay Writing
According to McWhorter in Solihah (2017), in her journal, there are five types of essay which guide the students:
a. Narrative Essay
A narrative essay achieves a certain purpose through telling a story, which makes it more interesting to the reader and get some points across. For example, the students might write a story about meeting someone special to them. The purpose is to tell how meeting the person affects your decision to entertain the reader with a funny story about that person. The purpose is also to create a sense of shared story, to provide entertainment, and to provide insight.
b. Descriptive Essay
A descriptive essay tells about a certain topic or story, using details to appeal to the five senses. It gives readers the ability to vividly imagine the situation and feel as if they are experiencing it first hand. To write a descriptive essay, the students can choose a person, place, event, object, or experience, and describe it throughly using many story details.
c. Comparison amd Contrast
A comparison and/or contrast essay tell about two or more main subjects by pointing out the similarities and/or differences. One of the ways to writes this essay type is the students will choose two
or more 12 objects, people, places, events, experiences, or ideas and compare and/or contrast them based on a few specific points.
d. Cause and Effect Essay
A cause and effect essay analyzes about what the causes certain things to happen or why things are a certain way, the results brought about by certain events, or both. For example, the students may want to write an essay about an event that happen and then they tell how it affects their life. This will tell the cause (the event) and the effect (how it affects their life).
e. Argumentative Essaay
Argumentative essay makes a claim and then gives examples and evidence to prove that point. In the beginning on argumentative essay is by decideing on a certain topic, such as about a belief, idea, or controversial issue.
So, in this research, the researcher uses descriptive essay to analyze the data of the students’ error analysis on using auxiliary verbs in writing essay.
D. Auxiliary Verbs
1. Definition of Auxiliary Verbs
According to the Collins English Dictionary (2012), an auxiliary verb is defined as, a verb used to indicate the tense, voice, mood, etc, of another verb where this is not indicated by inflection, such as English will in “He will go.”, was in “He was eating.” and “He was
eaten.”, do in “I do like you.”, etc. In other words, an auxiliary verb modifies the main verb. It is commonly known as a ‘helper/helping verb’. While auxiliary verbs alone do not carry much meaning, their use in a sentence can change the context or meaning of a message.
The acquisition of auxiliary verbs in one of the more complex aspects of language development (Theakston & Lieven, 2005).
Auxiliary verb is used to make a sentence clearer both in meaning and intense. In English, most of important meaning in sentence is expressed by changing in the main verb which showing the changing of tense. But, English verbs do not have many different forms, the maximum only five forms, for the example the words go, goes, going, went, gone.
Furthermore, auxiliary verbs are used to construct negative statement and question. Auxiliary verbs are considered not only as helping verb to express a particular grammar functions and meaning, but auxiliary verbs also construct the verb to form a negative statement, question, negation, etc. Murthy (2005) tells that an auxiliary verb is a verb which helps other verbs to form different tenses. In auxiliary verbs, there is primary auxiliary verbs such as: is, am, are, do, did, has, have, etc, and there is modal auxiliary verbs such as: can, will, might, should, etc.
So, we can conclude that auxiliary verbs are used to be the helping verbs in the sentence because it will help another verb or main verb to make a sentence clearer both in meaning and intense.
2. Kinds of Auxiliary Verbs
In English we use special forms of the verb phrase to express a lot of important meaning, for example questioning, willingness, possibility, obligation, certainty, etc. The problem is that English verbs do not have many different forms (the maximum is five). So, to express all of these meanings we use a special kind of verbs called auxiliary verbs.
There are some assumptions that is related to the types of auxiliary verbs, as follows:
a. Swan in Khoerunnisa (2011)
Accoding to Swan, there are two types of auxiliary verbs as follows:
1) The first is do, be and have;
2) The second is modal auxiliaries.
b. Alagbe (2009)
According to Alagbe (2009), English auxiliary verbs are two kinds:
1) Primary auxiliary;
2) Modal auxiliary.
c. Hudson in Surbakti & Silviana (2016)
According to Hudson, there are two types of auxiliary verbs, as follows:
1) Primary auxiliary verbs;
2) Modal auxiliary verbs.
d. Riley and Parker in Khoerunnisa (2011)
According to Riley and Parker there are three types of auxiliary verbs, as follows:
1) Tense auxiliary;
2) Do auxiliary;
3) Modal auxiliary.
In this research, the researcher will only focus on primary auxiliary verb and modal auxiliary verbs.
3. Usage of Auxiliary Verbs
Knowing correct auxiliary verbs usage is key to tense usage.
Every tense takes an auxiliary form of the verb. Here is a quick overview of auxiliary verbs usage. Also, there are several usages of auxiliary among them:
a. To make question and negative forms, used Do/Does/Did e.g. What time does he get up?
He didn’t finish his homework last night?
b. To form present continuous tense using Is/Am/Are and present future adding Going to after to be
e.g. They are working hard at the moment.
She is going to study medicine at University.
c. To form past continuous tense using Was/Were e.g. I was watching TV when you arrived.
d. To form present perfect and present perfect continuous using Have/Has
e.g. How long have you lived here?
e. To form past perfect and past perfect continuous using Had e.g. He had eaten by the time I arrived.
f. To forms simple future tense using Will/Will not (Won’t) e.g. He won’t understand.
Beside the explanation that has stated above, auxiliary verb actually can be used in several forms that will explain more below:
a. Passive Voice
The auxiliary be is used with a past participle to form the passive voice, for example, the clause “the door was opened” implies that someone (or something) opened it without stating who (or what) it is. Because many past participles are also stative adjective, the passive voice can sometimes be ambiguous, for example “at 8:25, the window was closed” can be a passive voice sentence meaning
“at 8:25, someone was closed the window”.
b. Progressive Aspect
The auxiliary verb be is used with a present participle to form the progressive aspect, for example “I am riding my bicycle” describe what the subject is doing at the given (in his case present) time without indicating completion, whereas “I ride my bicycle” is a temporally broader statement referring to something that occurs habitually in the past, present and future.
c. Perfect Aspect
The auxiliary verb have is used with a past participle to indicate perfect aspect, a current state experienced by the subject as a result of past action or state. For example, in “I have visited Paris” the current state is one of having a Paris visit in one’s past, while the past action is visiting Paris. The past action maybe ongoing, as in “I have been studying all night”.
d. Modality
Modality means the attitude of the speaker to the action or state being expressed, in terms of either degree of probability (“The sun must be down already”, “The sun should be down already”, The sun may be down already”, The sun might be down already”) ability (“I can speak French”) or permission or obligation (“You must go now”, You should go now”, “You may go now”).
e. Dummy
Do, does, or did plays a dummy (place filling) role in transforming simple (one-word) verbs into questions or negatives:
“I go” “Do I go?”, “I do not go”; “He goes” “Does he go”, “He does not go”; “I went” “Did I go?”,”I did not go”.
f. Emphasis
The auxiliary do, does and did are also used for emphasis in positive declarative statements in which the verb otherwise contains only one word: “I do like this shirt!”, “He does like this shirt”, “I did like that shirt”.
E. Primary Auxiliary Verbs
1. Definition of Primary Auxiliary Verbs
Primary auxiliary verbs are known as non-modal verbs. They are verbs that existed as helping verbs and in the same time as lexical verbs. Damerik (2010) describes that primary auxiliary verbs as verbs which are used together with a main verbs to give the grammatical information and therefore they add an extra meaning to a sentence which is not given by the main verb.
Primary auxiliary verbs have three different forms. These three forms are the verb ‘to be’, ‘to have’ and ‘to do’. This can be supported by Kukucz (2009) who states in his thesis that non-modal auxiliary verbs are second in class and made up the verbs ‘be’, ‘have’ and ‘do’.
Primary auxiliary verbs also consist of some functions, Michael Swan in Nihaya (2011) states that all of the primary auxiliary verbs consist of its own functions. Do is used to make question and negative forms of simple tenses and for some other purposes. Next, auxiliary be is used with participle (-ing and –ed forms) to make progressive and passive verb forms. And the last is auxiliary have, it is used to make perfect verb forms. But, do, be, and have also have other non-auxiliary uses such as it can act as a linking verb in a sentence.
So, the researcher concludes that primary auxiliary verb is non modal auxiliary verb. It is one of the kind of auxiliary verb that consist of three parts: auxiliary be, auxiliary do and auxiliary have. All of the parts of auxiliary verbs have its own purpose in writing itself.
2. Kinds of Primary Auxiliary Verbs a. Be
Be is constructed as an auxiliary even when it functions as a main
Be is constructed as an auxiliary even when it functions as a main