i
ERRORS IN USING SIMPLE PAST TENSE IN A NARRATIVE
PARAGRAPH BY CLASS XI IPS 3 OF SMAN 2 BATU IN THE
ACADEMIC YEAR OF 2012/2013
THESIS
BY:
EKA ARIASTUTI
09360063
ENGLISH DEPARTMENT
FACULTY TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
ERRORS IN USING SIMPLE PAST TENSE IN A NARRATIVE
PARAGRAPH BY CLASS XI IPS 3 OF SMAN 2 BATU IN THE ACADEMIC YEAR OF 2012/2013
THESIS
BY:
EKA ARIASTUTI
09360063
ENGLISH DEPARTMENT
FACULTY TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
iii
ERRORS IN USING SIMPLE PAST TENSE IN A NARRATIVE PARAGRAPH BY CLASS XI IPS 3 OF SMAN 2 BATU IN THE
ACADEMIC YEAR OF 2012/2013
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
BY:
EKA ARIASTUTI
09360063
ENGLISH DEPARTMENT
FACULTY TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Eka Ariastuti was approved on August 1, 2013
By:
Advisor II, Advisor I,
v
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
And accepted as one of the requirements to achieve
Bachelor degree in English Education
On August 1, 2013
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dea n,
Dr. M. Syaifuddin, M.M
Examiners: Signatures:
1. Drs. Jarum, M.Ed 1. ...
2. Drs. Imam Mahfudz 2. ...
3. Dr. Hartono, M.Pd 3. ...
MOTTO AND DEDICATION
Bermimpi+Berusaha+Berdoa=SUKSES
Dan mintalah pertolongan Allah dengan sabar dan shalat.
Dan sesungguhnya yang demikian itu sungguh berat,
Kecuali bagi orang-orang yang khusyuk.
(Q.S. Al-Baqorohayat 45)
DEDICATION:
I dedicated this thesis to:
My beloved father (Mujiono),
My beloved mother (Sri Kanda Wati),
My sister (Novita sari),
My brother (Zaidan Rizky Alvaro),
My beloved family, and
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil alamin, all praise be to Allah, the Merciful and
Charitable. The writer can finish this thesis becuase of His guidance, blessing, and
affection.
The writer would like to thank Dr. Hartono, M.Pd as the first advisor and. Drs.
Taufik Burhan, M.Pd as the second advisor, for their suggestions and invaluable
guidance and advice during the consultation period and their comments and
corrections during the completion of the thesis.
The writer also would like to express her gratitude and appreciation to the
English teacher and head master of SMAN 2 Batu who gave the permission to
conduct the research. The writer also thanks the students of class XI IPS 3 who
helped the writer to get the data of this research.
Finally, special thanks are delivered to her beloved father (Mujiono), mather
(Sri Kanda Wati) who give love, affection, support, advice, pray and also the
financial. Her gratitude also goes to her sister (Novita Sari), her brother (Zaidan
Rizky Alvaro) and family, her best friends (Dria, D MBHIS, ADENIUM, Fitria
Lapele, Dana Puspitaningrum, all members of A class) for their love, affection,
support, and advices who always help her so she can finish her thesis.
Malang, August 2013
Table of Content
APPROVAL ...iii
CONFIRMATION ....iv
MOTTO AND DEDICATION .v ACKNOWLEDGMENT ...vi
ABSTRACT ...vii
TABLE OF CONTENTS ...viii
I. CHAPTER I ... 1
1.1 Background of Study... 1
1.2 Statements of Study... 4
1.3 Objectives of the Study .4 1.4 Significance of Study ... 4
1.5 Scope and Limitation ... 5
1.6 Definition of Key term ... 5
II. CHAPTER II ... 7
2.1 The Nature of writing... 7
2.2 The Text Types ... 8
2.2.1 Recount Text ... 8
2.2.1.1 The Generic Structure of Recount Text.. ... 8
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2.2.2 Narrative Text ... 9
2.2.2.1 The Generic Structure of Narrative Text.. ... 9
2.2.2.2 The Grammatical Features of Narrative Text ... 10
2.3 Mistakes Versus Errors ... 10
2.4 Error and Error Analysis ... 12
2.5 Types of Error ... 13
2.5.1 Linguistic Category Taxonomy... 13
2.5.2 Surface Strategy Taxonomy ... 13
2.5.2.1 Omission Error...14
2.5.4 Communivative Effect Taxonomy... 18
2.6 Causes of Errors ... 18
2.6.1 Interlingual Transfer ... 18
2.6.3 Context of Learning ... 19
2.6.4 Communication Strategies ... 19
III. CHAPTER III ... 21
3.1 Research Design... 21
3.2 Subjectof the Study ... 21
3.3 Research Instrument...22
3.3.1 Test ...22
3.3.2 Checklist ...22
3.3.3 Interview ..23
3.4 Data Collection...23
3.5 Data Analysis ... 24
IV. CHAPTER IV ... 26
4.1 Finding ... 26
4.1.1 Types of Errors... 26
4.1.1.1 Errors of Omission ..26
4.1.1.2 Errors of Addition ...28
4.1.1.3 Errors of Misformation ...29
4.1.1.4 Errors of Misordering ...30
4.1.2 Frequency of The Occurrence of Errors Made by Students... 31
4.1.3 The Causes of Errors ... 31
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V. CHAPTER V ... 34
5.1 Conclusion ... 34
5.2 Suggestion ... 35
REFERENCES
REFRENCES
Anderson, O. W. & Kathy A. 1998. Text types in English. South Yarra: MacMillan Education Australis PTY.
Anwar. Munas Fauzi. 2009. English Module: English Lesson in Brief. Unpublished Module.
Ary, Donald, Jacobs, Lucy Cheser, Razavieh, Ashgar, and Sorensen, Chris.2006. Introduction to Research in Education-Seventh Edition. USA: Wadsworth. Brown, H. Douglas. 2000. Principles of language learning and teaching, Fourth
edition. San Francisco State University: Addition Wesley Longman, Inc.
Brown, H. Douglas. 2007. Principles of language learning and teaching, Fourth edition. San Francisco State University: Addition Wesley Longman, Inc.
Cahyono. Bambang Yudi. 2009. Techniques in Teaching EFL Writing. Malang: State University of Malang Press.
Dulay, H., Burt Marina and Krashen Stephen. 1982. Language Two. New York: Oxford University Press Inc.
Ellis, Rod. 2003. The Study of Second Language Acquisition, Tenth edition. New York: Oxford University Press.
1 CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problems,
objective of the study, significance of the study, scope of the study, and definition of
the key terms.
1.1 Background of the Study
English as a second language is a compulsory subject for Indonesian learners
since junior high school. The objective of the English teaching is to make students
able to communicate using proper English by mastering four language skills, namely,
listening, speaking, reading, and writing.
There are some different rules in writing system between languages and these
differences may cause learners to make errors. Besides, foreign language learners
may have limited vocabulary which forms a big obstacle in writing. They may have a
lot of ideas to write but they cannot find the appropriate words to express them. And
they have difficulties in using correct grammar.
In general, students tend to assume that the language they are learning is
similar with their own native language. This assumption then causes the learners to
make interference mistakes, which carries over the patterns of their own native
language impropriety to the target language. Like other foreign language learners,
Indonesian learners of English also face problems due to the different system between
Bahasa Indonesia and English. The problem covers the difficulties in form of errors
In foreign language learning, grammar, which is defined as the system of rules
governing the conventional arrangement and relationship of words in a sentence
(Brown, 2001), is very essential because grammar mastery will enable language
learners to convey their ideas without misunderstanding. Grammar mastery will be
one of the determinants in delivering ideas in which misunderstanding and
discrepancy may occur without mastering that kind of knowledge. Therefore,
language learners should be given adequate understanding about English Grammar in
order to be able to communicate effectively. However, it is not that easy when we
have to think about some factors influencing their language learning, especially area
of grammar such as the level difficulty of each grammatical item or
interlingualfactors like different systems between English as a foreign language and
Bahasa Indonesia as their native language.Those factors may lead learners to make
countless errors.
There are some differences between Bahasa Indonesia and English as a foreign
language. Firstly, in English, if a subject is a singular, the verb must be singular and if
the subject is plural the verb must be plural. This agreement does not exist in Bahasa
Indonesia. This rule is more complicated than it appears because to ascertain whether
a subject is singular or plural is not always easy. The second difference lies in the
concept of tenses for verb which does not appear in Bahasa Indonesia. The use of
pronouns is also different. In Bahasa Indonesia, pronouns for male and female are the
same. Conversely, gender pronouns exist in English structure and the use of pronouns
varies depending on the position in a sentence. Furthermore, Indonesian structure
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the rule system of English as the target language and Indonesian as the native
language of learners, it is not surprising that students make great deal of erroneous
items.
Suhartatik (2004) who studied the students errors in constructing adjective
clauses found out the students still made many errors in adjective clauses (75,68%).
The errors were addition, misformation and misordering. On the other hand,
Chairunida (2004) who studied error on English complex sentences found out that the
students made errors in omission (52%), addition (32%), misformation (14%) and
misordering (2%).
Conducting error analysis is therefore beneficial for the process of learning
and teaching. There are some advantages in conducting error analysis (Ellis,
1997:15). First, such a question of the presence of errors made by learners must arise
in the process of learning. Second, teachers should know the errors made by the
students which are beneficial for them to arrange some strategies to anticipate the
later errors. Third, it is possible that making errors may actually help learners to learn
when they self-correct the errors they make.
Based on the background above, the researcher is interested in studying the
students errors in using past tense. By understanding and knowing the students
errors, it is expected that the teacher can improve the teaching skill and overcome the
1.2 Statement of the Problems
Based on the background of the study above, the research problems are
formulated as follows:
1. What types of errors do the students make in using past tense in a narrative
paragraph at SMAN 2 Batu?
2. How is the frequency of types of errors the students make in using past tense in a
narrative paragraph at SMAN 2 Batu?
3. What are the causes of students errors in using past tense in a narrative
paragraph at SMAN 2 Batu?
1.3 Objectives of the Study
Based on the statement of the problems above, the objectives of the study are
stated as follows:
1. To find out the types of errors the students make in using past tense in a
narrative paragraph at SMAN 2Batu.
2. To find out the frequency of types of errors the students make in using past
tense in a narrative paragraph at SMAN 2 Batu.
3. To find out the cause of errors the students make in using past tense in a
narrative paragraph at SMAN 2Batu.
1.4 Significance of the Study
The result of this study is intended to improve the teaching learning process
and give benefits for both teachers and students. The teachers will get information
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SMAN 2 Batu.For future researchers, the results of the study are expected to serve as
a reference that is useful and beneficial for them in conducting farther research.
1.5 Scope and limitation of the Study
This study focuses on the errors in a narrative paragraph made by the eleventh
graders of SMAN 2 Batu. It focuses on examining the errors in the narrative
paragraph made by the students, especially in the use of simple past tense in a
narrative paragraph. The errors on grammar are classified based on the Surface
Strategy Taxonomy proposed by Dulay et.al. (1982). This study is limited only about
usingpast tense in a narrativeparagraph at eleventh grade students of SMAN 2 Batu.
1.6 Definition of the Key Terms
To avoid misunderstanding and misinterpretation, the following terms are defined
as follows:
1. Error is the flawed side of learner s speech or writing. This is the part of or
composition that deviates from some selected norm of mature language
performance (Dulay, 1982). In this study, the word error refers to students
failure in applying the right concepts or principal in using past tense in writing
narrative text.
2. Past tenseis agrammaticaltense whose principal function is to place an action or
situation in past time.
3. Simple Pas Tenseis an activity or situation began and ended at a particular time
4. Narrative paragraphis a simple natural form of writing with many variations. It
may be based on fact, imagination, or a combination of both (MC.Dougral,
Littell, 1981).
5. Narrative textis a text that tells a story and, in doing so, entertains the audience.
The purpose of a narrative text, other than providing entertainment, can be to
make the audience think about an issue, teach them a lesson, or exite their
emotions (Anderson, 1998:3). In this study, Narrative text is a text which retells
