By:
Rahmi Yuniarti
108014000016
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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and Teachers’ Training of State Islamic University Syarif Hidayatulloh Jakarta, 2014
Keywords: Error Analysis, Types, Source, Regular and Irregular Verbs
This study was carried out to analyze students’ error made by the Second Grade students of SMP YPN Bojong Gede in using regular and irregular verbs. Specifically, it aimed at obtaining the types of error in identifying regular and irregular verbs in the past form and finding out the sources why the students make such errors.
The method used in this study was qualitative. The qualitative reasearch applied in this study was case study. This study was conducted by following the procedures of error analysis: collecting sample of learner language, identifying of errors,describing of errros, explaining of errors and evaluating of errors. The data sources of this study was the Second Grade students of SMP YPN Bojong Gede which consisted of 25 students. Furthermore, the data are collected through observation, test, andquestionnaire to the students.
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Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatulloh Jakarta, 2014
Keywords: Error Analysis, Types, Source, Regular and Irregular Verbs
Penelitian ini bertujuan untuk menganalisis kesalahan siswa yang dilakukan oleh siswa kelas dua SMP YPN Bojong Gede dalam menggunakan regular dan irregular verbs. Secara khusus, penelitian ini bertujuan untuk memperoleh jenis kesalahan dalam mengidentifikasi regular dan irregular verbs dalam bentuk past serta mencari tahu penyebab mengapa siswa melakukan kesalahan.
Metode yang digunakan dalam penelitian ini adalah metode kualitatif, sedangkan pola umum penelitian yang digunakan peneliti adalah studi kasus (case study). Penelitian ini dilakukan dengan mengikuti prosedur-prosedur error analysis yaitu dimulai dengan pemilihan sampel, pengidentifikasian, penjabaran, penjelasan dan penilaian terhadap kesalahan-kesalahan. Sumber data pada penelitian ini adalah siswa kelas 2 SMP YPN Bojong Gede yang terdiri dari 25 siswa. Data dalam penelitiaan ini diperoleh dengan cara melakukan observasi, memberikan test dan memberikan kuesioner kepada para siswa.
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In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, the Lord of the world who has blessed the writer in completing this “skripsi” entitled An Error Analysis of Students’ Ability in Using Regular and Irregular Verbs (A Case Study at the Second Grade of SMP YPN Bojong Gede). Peace and Blessing beupon the Prophet Muhammad SAW, his family, his companion, and his followers.
Alhamdulillah by the grace of Allah the Highest, the writer could finish her research paper after long hard effort of writing. Thus, she would like to express her great gratitude to her beloved parents, D. Mawardi A.S and Sakilah; her two borthers, Lutfi Budiman and Fadhli Darmawan who have given the greatest love, prayer, moral and support in every part of her life especially in finishing this skripsi.
The writer also would like toaddress her greatest thanks to her advisors Dr. M. Farkhan, M.Pd and Yenny Rahmawati, M.Ed who have spent their time, guidance, valuable helps, correction and suggestion during completing this study.
She would also like to express her deep appreciation and gratitude to:
1. All lecturers of English Education Department who have taught and give their motivation during her studyat „Syarif Hidayatullah’ State Islamic University Jakarta.
2. The chairman of English Education Department, Drs. Syauki, M.Pd and Zaharil Anasy, M. Hum; the Academic Advisor and the Secretary of English Education Department.
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5. Her beloved friends Dewi Purwanti, Dyah P.U, Musonah, Shofa S.H, Rizki Juwitasari, Maylani, Wiwi Wardianti and all of English Education Department students Class A for academic year 2008 who have always been in the writer side in facing all laughter and tears during her study.
6. To all of people whose name cannot be mentioned for their contribution to the writer during finishing her skripsi.
For the last, she realizes that her research paper is far from being perfect. It is
a pleasure for her to receive constructive critic and suggestion from anyone who reads her skripsi for valuable improvement.
Jakarta, December 13th 2013
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TABLE OF CONTENTS ...v
LIST OF TABLES ...vii
LIST OF SCHEMA...viii
LIST OF APPENDICES...ix
CHAPTER I : INTRODUCTION ...1
A. Background of the Study ...1
B. Identification of the Problem ...6
C. Limitation of the Study ...6
D. Formulation of the Study ...6
E. Objective of the Study ...7
F. Significance of the Study ...7
CHAPTER II : THEORETICAL FRAMEWORK ...8
A. Error Analysis ...8
1. Understanding of Error Analysis...8
2. Types of Error ...9
3. Sources of Error ...15
4. Procedures of Error Analysis ...18
B. Verbs ...19
1. Understanding of Verbs ...19
2. Kinds of Verb ...21
a. Regular Verb ...22
b. Irregular Verb ...23
3. Forms of Verb ...24
a. Regular Verb ...24
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D. Technique of Data Collecting ...31
E. Technique of Data Analysis ...32
CHAPTER IV : RESEARCH FINDINGS ...34
A. Data Description...34
1. The Result Observation ...34
2. The Result of Tests ...35
3. The Result of Questionnaire ...38
B. Data Interpretation ...39
1. Description of Errors ...39
2. Explanation of Errors ...63
3. Evaluation of Errors ...71
CHAPTER V : CONCLUSION AND SUGGESTION ...76
A. Conclusion ...76
B. Suggestion ...77
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Table 2.1 (The Example of Verbs Purposes in the Semantic) ...21
Table 2.2 (The Example of Regular Verbs) ...23
Table 2.3 (The Example of Irregular Verbs) ...24
Table 2.4 (The Four Principal Parts of Verb) ...24
Table 2.5 (The Regular Verbs Form) ...25
Table 2.6 (The Irregular Verbs Form V1 = V2 = V3) ...26
Table 2.7 (The Irregular Verbs Form V1 ≠ V2 = V3) ...27
Table 2.8 (The Irregular Verbs Form V1 ≠ V2 ≠ V3) ...28
Table 3.1 (Number of Items of Regular & Irregular Verbs) ...31
Table 4.1 (Students’ Score of First Test Result) ...36
Table 4.2 (Students’ Score of Second Test Result) ...37
Table 4.3 (The Description Error of Omission) ...40
Table 4.4. (The Description Error of Addition) ...43
Table 4.5. (The Description Error of Misselection/Misformation) ...46
Table 4.6 (Frequency of Error in Past Tense of Regular & Irregular Verbs) ...57
Table 4.7 (Frequency of Error in Past Tense of Regular Verbs) ...59
Table 4.7 (Frequency of Error in Past Tense of Irregular Verbs) ...61
Table 4.8 (The Frequency of Each Error Type) ...62
Table 4.9 (Examples of Global Error ) ...71
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2a Research Questionnaire Form ... 82 2b The Percentage of Students’ Questionnaire ... 84
Instrument of the Research (Test) Surat Pengesahan Proposal Skripsi Surat Bimbingan Skripsi
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CHAPTER I
INTRODUCTION
A.
Background of the Study
“A language is a complex system of symbols, or sign, that are shared by members of community. It will be useful to consider other sign that we know and
how we react to them”.1
Every language has its own symbols or sign that usually used by the member of particular community who have their own words, pronunciation and also their own structure.
According to Julie S. Amberg and Deborah J. Vause, language is foremost a means of communication, and communication almost always takes place within some sort of social context. Language is a rule-based system of sign spoken by a particular community.2 When people use language, and communicate individual thoughts, as well as the cultural beliefs and practices of the communication of which they are a part of their families, social groups, and other associations.
A particular group of language users who share the use of a specific language adopted to fit their needs is called a language community.3 When people use a specific language in the particular society means that they are a part of
language community.
English is a foreign language for Indonesian students. Most of them learn English because English is a part of Indonesian curriculum at the primary or secondary level. According to Jeremy Harmer, The others learn English for several reasons.
a. Some students only learn English because it is on the curriculum at primary or secondary level.
b. Some people learn English because they have moved into a target language community.
1 Charles W. Kreidler, Introducing English Semantics, (New York: British Library, 1998), p. 20 2 Julie S. Amberg and Deborah J. Vause, American English (History, Structure, and Usage), (New York: Cambridge University Press, 2009), p. 210
c. Some students learn English for specific purposes such as for tourism, banking, nursing, etc.
d. Many people learn English because they think it will be useful in some way for international communication and travel.4
Gebhard in Butlet-Pascoe and Winburg suggests that many minority language learners may have an especially hard time in learning English. It is not because they are offered limited instruction in English, but because they may exist
in a painful sort of cultural limbo.5 Learning English is not easy because English is a foreign language for Indonesian students. They also have to master two aspects of English. They are language skills and language component.
As in the curriculum, students are expected to master four skills such as listening, speaking, reading and writing. In this aspect, speaking and writing are the production skills, and listening and reading are the receptive skills. Besides, to support those skills, they also expected to master the language component such as grammar, vocabulary and pronunciation, spelling, semantic, etc.
Tom McArthur said in his book that grammar is the rules people use when speaking or writing.6 Grammar also deals with the form of sentences and smaller units: clauses, phrases and words.7 Learning a language is impossible without learning the grammar of that language, because grammar is one of the language components which has an important role in the process of mastering language.
Actually, grammar consists of many elements such as part of speech (noun, pronoun, verb, adverb, adjective, preposition, conjunction and interjection), tenses, modal auxiliaries, comparison degree, etc. in this study, the writer focuses on verbs that consist of regular and irregular verbs.
4 Jeremy Harmer, How to teach, (England: Longman, 2007), p. 11
5 Mary Ellen Butler-Pascoe and Karin M. Wiburg, Technology and Teaching English Language Learners, (New York: A and B, 2003), p. 189
6 Tom McArthur, A Foundation Course for Language Teachers, (Cambridge: Cambridge University Press, 1984), p. 75
In English language, verb forms are divided into two kinds. They are regular and irregular verbs, but the regular verbs more than the irregular verbs. The way to change the verbs between regular and irregular are different. To change the regular verbs into past form generally by adding –ed or –d. For the irregular verbs, there are not specific ways to change them into past form because the students have to memorize all of unpredictable change.
For example to make a past form of walk students just add –ed at the end of words become walked because walk is a regular verb. Then, to make the past form in the irregular verbs such as say, we cannot only add –ed or -d to make the verb say into the past form, but we have to memorize the change of verbs say that is say-said-said.
Charles W. Kreidler said that every language has a grammatical system and different languages have somewhat grammatical system.8 For Indonesian students, mastering English grammar is not easy because English and Indonesian language have different rule of grammar.
In the process of learning English, students sometimes do some mistakes and errors. Mistakes and errors are different. Brown said that a mistake is a performance error that is either a random guess or a “slip”, in that it is a failure to utilize a known system correctly.9 Then, according to Jeremy Harmer, errors are
mistakes which they can’t correct themselves and which need explanation.10 So,
mistakes can cause by the students who can’t memorize well, slip of fingers or slip of tongue. Whereas errors are caused by lack of knowledge about the target language that makes the students can’t correct themselves.
Here the writer would like to show some common errors that students often do when they use regular and irregular verbs.
a. They goed to Bali last Sunday.
b. She buyed a new bag two days ago.
8 Charles W. Kreidler, op. cit., p. 50
9 H. Douglas Brown, Principles of Language Learning and Teaching (Forth Edition), (New York: Pearson Education, 2006), p. 257
The above sentences are definitely wrong because the students use the wrong form of verbs. Go and buy are the irregular verbs, but the students just add –ed/d to the verb that they know as the way to make the past form. Actually, the verb Go will be changed into go-went-gone and the verb Buy will be changed into buy-bought-bought. The correct sentences are:
They went to Bali last Sunday. She bought a new bag two days ago.
In this case, students think that to change the verbs into past form, they have to add –ed/d to all kinds of verbs. It means they did not understand that verbs are divided into two kinds (regular and irregular) and both of them have different way to be the past form.
The writer also found the other errors in using regular and irregular verbs, as follows:
c. We studyied English yesterday. d. He moveed to Solo last Wednesday.
Those sentences are wrong, because the students cannot apply the past form of verb study and move perfectly. They give the addition one letter to the past form of study and move. They make the past form of study becomes studyied
by adding “y” and move becomes moveed by adding “e”.
The correct sentences are: We studied English yesterday. He moved to Solo last Wednesday.
In this case, the students have to change the verb into past form
There are also other errors in using regular and irregular verbs, such as: e. He admited his mistakes last night.
f. My family picniced to Puncak last holiday.
Those sentences are incorrect because both of them have imperfect writing of verbs. The past forms of verbs admit and picnic should become admitted and picnicked. For the verb admit, the students should add a letter “t” before –ed, and for the verb picnic, the students should add a letter “k” before –ed.
The correct sentences are:
He admitted his mistakes last night.
My family picnicked to Puncak last holiday.
In this case the students omit a letter that should be admitted they just wrote admited, and the past verb of picnic that should be picnicked, they just wrote picniced.
All of those errors are some cases that happened in the process of learning regular and irregular verbs. Those cases commonly because of several reasons, such as the influence of their native language, lack of knowledge about the target language or other reasons.
Actually, there are many types of error based on the different area. According to Dulay, Burt, and Krashen, errors are classified into four categories plus a fifth by James based on the surface structure taxonomy. They are omission, addition, misformation, misordering and blends.11 The source of errors are various in the process of learning foreign language, especially in learning English. Peter Hubbart divided a source of error into three parts. They are mother-tongue interference, overgeneralization, and errors encouraged by teaching material or method.12
So, in this study the writer would like to analyze common error that happen in the process of learning regular and irregular verbs. Then, the writer also would like to analyze the sources of error that happen in the process of learning both verbs.
Based on the background of the study above, the writer would like to
discuss about: “AN ERROR ANALYSIS OF STUDENTS’ ABILITY IN USING
REGULAR AND IRREGULAR VERBS (A Case Study at the Second Grade of SMP YPN Bojong Gede)”.
B.
Identification of The Problem
Based the background study above, there are some problems which can be identified, such as:
1. The students’ ability to differentiate regular and irregular verbs.
2. The students’ ability in using verbs in the simple past tense.
3. The kinds of errors which students made in using regular and irregular verbs.
4. The sources of student’s errors in using regular and irregular verbs.
C.
Limitation of the Study
Based the identification above, the writer only focuses the problem on regular and irregular verbs in simple past form.
D.
Formulation of the Problem
Based on the description above, the writer would like to formulate the problem as follows:
1. What types of errors do students make in using regular and irregular verbs?
E.
Objectives of The Study
According to the statement of the problem above, the objective of the study are as follows:
a. To classify the types of errors which students made in using regular and irregular verbs.
b. To classify the sources of errors which students made in using regular and irregular verbs.
F.
Significance of the Study
The significances of this study are expected to provide useful information for students, the English teacher, and the further researcher.
1. The Students
The result of this study is expected to give an input to them to improve their knowledge.
2. The English Teacher
The result of this study is expected to give useful information to the English teacher about the student’s mastery in regular and irregular verbs to improve their quality in teaching English.
3. The Further Researcher
This study is expected can be used by other researcher to do better
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CHAPTER II
THEORETICAL FRAMEWORK
A.
Error Analysis
1. Understanding of Error Analysis
English is a foreign language for Indonesian students. In the process of learning English, they sometimes do some mistakes or errors. As H. Douglas Brown said in his book that learning is fundamentally a process that involves the making of mistakes. Mistakes, misjudgments, miscalculations and erroneous assumption form an important aspect of learning virtually any skill or acquiring information.1
Sometimes researchers distinguish between errors are caused by factors such as fatigue and inattention that Chomsky called “performance” factors, and errors resulting from lack of knowledge that Chomsky called
“competence”. In some of the second language literature, performance errors
have been called “mistakes” while the term “errors” was reserved for
systematic deviations due to the learner’s still-developing knowledge of the
L2 rule system.2
Peter Hubbard et al. differentiate between error and mistakes as follows: errors are caused by lack of knowledge about the target language (English) or by incorrect hypotheses about it and mistakes caused by temporary lapses of memory, confusion, slips of the tongue and so on.3 Errors and mistakes are different. Errors are caused by lack of knowledge of the learners or incorrect hypotheses, and mistakes are caused by some factors such as slips of tongue, confusion etc.
1 H. Douglas Brown, Principles of Language Learning and Teaching (Forth Edition), (New
York: Pearson Education, 2006), p. 257
Heidi Dulay said that errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance.4 We use “error” to refer to any deviation from a selected norm of language performance, no matter what the characteristics or causes of the deviation might be. According to Peter Hubbard et al, so far all incorrect forms produced by the student we
have called “errors”.5
Carl James defines Error Analysis as the process of determining the
incidence, nature, causes and also the consequences of unsuccessful language.6 According to H. Douglas Brown, The fact that learners do make errors, and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of
study of learners’ errors, called error analysis.7 So, in this study the writer
would like to observe, analyze and classify learner’s error in mastering regular and irregular verbs.
2. Types of Error
Basically, there are many classifications about types of errors in learning English that classify by Corder and Heidi Dulay et, al.
According to Corder, errors are classified into four basic such as errors of omission, errors of addition, errors of selection, and errors of ordering. If some element is omitted which should be present, it is called errors of omission. If some element is present which should not be there, it is called errors of addition. Next, if the wrong item has been chosen in place of the right one, it is called errors of selection. And the last, where the elements presented are correct but wrongly sequenced, it called errors of ordering.8
4 Dulay, et al., op. cit., p. 138 5 Hubbard et al., op. cit., p. 136 6 Carl James, op. cit., p. 1 7 Brown, op. cit., p.259
This types of error would be explained more in the next explanation about error based on the surface strategy taxonomy according to Dulay et al.
Dulay et al. claim that errors are divided into four types. They are error based on the linguistic category, error based on the surface strategy taxonomy, error based on the comparative taxonomy, and error based on the communicative effect taxonomy.9 Here, the writer would like to explain more to make them clearer.
a. Error based on the linguistic taxonomy
This category carries out specification of errors of linguistic categories in terms of where the error is located in the overall system of the Target Language (TL), based on the linguistic item that is affected by the error.
First, this taxonomy shows on what level of language the error is located, such as in phonology, grammar, graphology, lexis, text, or discourse. Next, it indicates the specification of the category of linguistic unit where the error occurs. Finally, we need to specify the grammatical system that affected by the error (tense, voice, countability, etc)10 For example:
Rani *study math last night.
This sentence above is incorrect, the learner used “study” in term of the verb in the past form. This error is located in the grammar level of the simple past tense, which is specified into morphological category that shows omission of –ed as the past form of verb. So, the correct sentence is:
Rani studied math last night.
b. Error based on the surface strategy taxonomy
This second type of descriptive taxonomy proposed by Dulay, Burt
and Krashen, it divided into four categories. They are omission, addition, misformation, and misordering. Besides, that four categories, James adds one categories blends that complements the Target Modification Taxonomy.
1. Omission (Ø)
Omission errors mean the learner omits an item that must appear in a well-formed utterance.11 James stated that omission is different from ellipsis and zero elements which are allowed by the grammar, because omission makes a structure ungrammatical.12 Here, the writer would like to shows the example of omission:
He *call me two days ago.
The sentence above is incorrect, because the learner omits –ed in the past form of verb put that should be putted. So, here is the correct sentence:
He called me two days ago. 2. Addition
Addition errors are the opposite of omission errors, which presence an item that must not appear in a well-formed utterance. It usually occur in the L2 acquisition process, when learners has already acquired some rules in the TL. Dulay et al, divide it into three sub-categories.13
a) Double Marking
This sub categories is defined as a failure to delete certain items which are required in some linguistics construction but not in others.14 For example:
She did not *studied last night.
Above is an incorrect sentence, because added –ed on the main verb study. It make the sentence is redundant because the auxiliary did already carries the marker of the past tense. Below is the correct sentence:
She did not study last night.
b) Regularization
Regularization error involves overlooking exceptions to domain where they do not apply.15 It usually applies in the liguistic items, such as the class of main verbs or the class of nouns.16 For example:
Incorrect sentence: Yusuf *putted the bag there just now Correct sentence: Yusuf put the bag there just now.
Here, the learner apply the incorrect rule to the irregular verb by added –ed to the verb of put that must become put in the past form.
c) Simple addition
In simple addition errors, there are no particular features characteristic other than caracterize in all additional errors, that is the use of unnecessary item in a well-formed utterance. Here is the example: Incorrect sentence: Shana *workeded in this company last year Correct sentence: Shana worked in this company last year 3. Misformation
Misformation errors are the use of wrong form of the morpheme or structure.17 Furthermore, misformation is classified into three subtypes, they are:18
a) Regularization error is misformation category which a regular marker that used in a place of an irregular one. For example: eated for ate, falled for fell, maked for made, and so fort.
b) Archi-form occurs when the learner select one member of class of forms to represent others. For example: *Me hungry for I am hungry. c) Alternating form
Alternating form is the way to the apparently fairly free alternation of various members of a class with each other. For example: *I seen him yesterday for I saw him yesterday.
15 James, op. cit., p. 107 16 Dulay, op. cit., p. 157 17 Ibid., p. 158
d) Misordering
Misordering error that characterized by the incorrect placement of a morpheme or group of morpheme in an utterance.19 For example:
Incorrect sentence: *he is all the timelate Correct sentence: he is late all the time.
e) Blends
Blends is typical of situations where there are two well-defined target and the learner is undecided which of those two target that he would like
to use. For example:
Incorrect sentence: *According to Tina’s opinion Correct sentence: according to or Tina’s opinion.
c. Error based on the comparative taxonomy
In the comparative taxonomy, the classification of errors is based on the comparisons between the structure of L2 errors and certain other types of construction. For example, if someone uses comparative taxonomy to classify the errors of Indonesian students in learning English, one might compare the structure of the student’s errors to that of errors reported for children acquiring English as the first language.
In the Comparative taxonomy, errors are divided into developmental errors, interlingual errors, ambiguous errors, and other errors.20
1) Developmental errors
Developmental errors are errors similar to those made by children learning the target language as their first language. For example:
Incorrect sentece: *Dog it is black Correct sentence: This dog is black
2) Interlingual errors
Interlingual errors are similar to a semantically equivalent phrase or
sentence in the learner’s native language. For example:
Incorrect sentence: *The boy handsome Correct sentence: The boy is handsome 3) Ambiguous errors
Ambiguous errors are the errors that reflect the learner’s native language structure and at the same time they found in the speech of children
acquiring a first language. For example: Incorrect sentence: *I no have a car Correct sentence: I don’t have a car 4) Other errors
Few taxonomies are complete without grab bag for items that don’t fit into any other category. For example:
Incorrect sentence: *She do hungry Correct sentence: She is hungry
d. Error based on the communicative effect taxonomy
Communicative effect taxonomy deals with errors from the perspective of their effect on the listener or reader. It is divided into two parts; global and local errors.
1) Global errors are errors that affect overall sentence organization significantly hinder communication. Here is the example:
Incorrect sentence: *English language use many people Correct sentence: English language is used by many people.
2) Local errors are the errors that affect single elements (constituents) in a sentence that do not hinder communication significantly.
Researchers have found that like L1 learners’ error, most of the errors L2 learners make indicate they are gradually building an L2 rule system among the most common errors are:
a. Omitting grammatical morphemes b. Double marking
c. Regularizing rules
d. Using two or more forms in random alternation e. Misordering21
3. Sources of Error
Naturally, teachers can be blamed for causing errors by sloppy or careless teaching or planning. On the other hand, if teachers blame the students, their accusations are usually directed at lack of motivation, self-discipline or general intelligence. However, much truth may be on the other side, we must agree that even the most intelligent, conscientious and motivated students do make errors even when learning under the best possible conditions.22
By trying to identify the sources of error the writer can take another step
forward to understand student’s cognitive and affective processes in learning
foreign language. Actually, students do some errors caused by several factors that called sources of error.
Pit Corder in Hubbard claims that there are three major sources of error, which he labels as follows:
a. Transfer errors
In the transfer errors, before the system of second language is familiar, the native language is the only linguistic system in previous experiences upon which the learner can draw.
b. Analogical errors
Eventhough the learners have discovered a correct rule of the target language, they may still make some error in the process of learning languge by analogy something because the students have not yet discovered the rule applies.
c. Teaching-induced errors.
In the process of learning error may appear. Thus error may caused by the method and the material that delivered by the teacher.23
However, a Training Course for TEFL book uses the same categories but give them different names such as mother-tongue interference, overgeneralization, and errors encouraged by teaching material or method.
a. Mother-tongue interference
Even though young children appear to be able to learn a foreign language easily and to reproduce new sounds effectively, most of older learners experience considerable difficulty. The sounds system (phonology) and the grammar of the first language impose themselves on the new language and this leads to a „foreign’ pronunciation, faulty grammatical patterns and occasionally to the wrong choice of vocabulary.
b. Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of the learner. It claims that the learner processes new language data in his mind and produces rules for its production, based on the evidence.
c. Errors encouraged by teaching material or method.
Error is evidence of failure of ineffective teaching or lack of control. If
material is well chosen, graded and presented with meticulous care, there should never be any error.24
According to H. Douglas Brown, sources of error are divided into four parts. They are interlingual transfer, intralingual transfer, context of learning and communication strategies.25
a. Interlingual transfer
Interlingual transfer is a significant source of error for all learners. The beginning stages of learning a foreign language are especially vulnerable to interlingual transfer from the native language, or interference. In the interlingual transfer, before the system of the second language is familiar, the
native language is the only previous linguistic system upon which the learner can draw.
b. Intralingual transfer
Intralingual transfer is a major factor in the second language learning. Researchers have found that the early stages of language learning are characterized by a predominance of interference, but the learners have begun to acquire parts of the new system.
c. Context of learning
The third major source of error is context of learning. “Context” refers
to the classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored second language learning. Students often make errors because of a misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because a pattern that was rarely memorized in a drill but improperly contextualized.
d. Communication strategies
Learners obviously use production strategies in order to enhance getting their messages across, but at times these techniques can themselves
become a source of error.26
4. Procedures of Error Analysis
According to Muriel Saville said that there are several steps in the procedure for analyzing learner errors. They are collection of a sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors.
a. Collection of a sample of learner language
In this step, the data are collected from some learners who answer the task or test that is suitable to the objective of the study.
b. Identification of errors
In the identification of errors the researchers are determinate the sample of the learner which deviate from the target language in some way. c. Description of errors
In this step, the errors are usually classified according to language level (whether an error is phonological, morphological, syntactic, etc), general linguistic category (auxiliary system, passive sentence, etc), or more specific linguistic elements (e.g. articles, preposition, etc).
d. Explanation of errors
In the explanation of errors, the researchers have to analyze why an error was made by the learners. The researchers also have to find the causes or sources of error that made by the learners.
e. Evaluation of errors
This step involves analysis of what effect the error has on whoever is being addressed.27
In another theory, Penny Ur said there are four stages to analyze the learner errors. They are gathering samples, classifying, ordering, and
reordering.
a. Gathering samples
In this step, the researcher has to gather several learners’ writing sample to analyze.
b. Classifying
In the second step, the researcher has to classify or categorize the students mistake or errors that the most common.
c. Ordering
Then, the researcher makes a list of the most common mistakes or
error that learners made. d. Reordering
In the last step rearrange the list of student’s error to make sure and it is very necessary for the error correction.28
B.
General Concept of Verb
1. Understanding of VerbsThe verb is indispensable: without it no sentence can be made. A verb is needed to express the thought, and the verb is the only part of speech that can by itself express a thought. So, because of their prime importance, verbs must be thoroughly studied and mastered. 29 Verb has an important role in a sentence to express our thought, because of it the learners have to study and master it.
The basic building blocks of English sentences are subject and verbs. Mastering both of them is an important step toward mastering a
number of sentences. All sentences consist of a subject and a verb. Subject means who or what the sentence speaks about, and verb means what the
sentence says about the subject.30 When people just write or speak the
28 Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambridge University Press, 1996), p.86
29 James C. Fernald, English Grammar Simplified, (New York: Barnes & Noble Books, 1979) p. 79
subject in his/her writing or speaking, it means that he/she doesn’t speak a sentence.
Silvia Robertson said that a verb in general is the key to the meaning of the sentence.31 The verb is the most important thing in a sentence because a verb is a keyword to express the meaning in a sentence. So, without verb, it cannot be called as a sentence.
Verb is one of part of speech that consists of noun, pronoun, verb, adverb, preposition, preposition, conjunction, and interjection. In the book “how to teach” by Jeremy Harmer, verb is a word or group of words which is used in describing an action experience or state.32 So, verbs have the functions in a sentence to express an action, experience, state, etc.
The verb is the chief determinant of what kind of situation it is: an action (I opened the window), some other event (the building collapsed), a state (They know the rules), and so on.33 This definition is almost similar with the definition from Penny Ur and James C. Fernald as follows:
Penny Ur said that verbs are often called words of doing, such as
walk, write, read etc. they also indicate a state of being (such as seems) , state of feeling (such as regret), and a state of being in relationship to.34
According to James C. Fernald, verb is a word that expresses action or
state of being. Among verbs expressing action are walk, run, ride, go, come, look, see, call, etc. Among verbs expressing emotion and state of being are be, exist, seem, appear, remain, etc.35
Actually the three of them give a definition that verbs express an action, event, state of being, feeling or emotion etc. So, verb has many functions to express our thought in a sentence.
31 Hodder & Stoughton, Parken Verboten (Teach Yourself : German Verbs), (German: Hodder Headline, 2003), p. 2
32Jeremy Harmer, op cit., p. 65
33 Rodney Huddleston and Geoffrey K. Pullum, A Student’s Introduction to English Grammar, (Cambridge: Cambridge, 2010), p. 17
From a semantic standpoint, verbs serve several purposes, such as to equate X with Y, to indicate state or condition and to indicate the performance of action.36 For example:
Table 2.5
The example of verbs purposes in the semantic
1. To equate X with Y Nasya is a nurse
2. To indicate state or condition Talitha seems sick today 3. To indicate the performance of action Salsa read a book.
2. Kinds of Verb
The term main verb refers to the word that expresses action or helps to make a statement complete. Even though the main verb consists of one word, it may have helping verbs in front of it.37 Without verb, a statement or sentence cannot be a complete statement or complete sentence.
Verbs are variable lexemes. They have a number of different inflectional forms that are required or permitted in various grammatical contexts.38 The most distinctive grammatical property of verbs is their inflection.39 Inflectional is variation in the form of a lexeme determined by syntactic properties like singular and plural number in nouns, preterite and present tense in verbs.40 Actually, the preterite form is similar to the past form of verb, such as watch – watched – watched.
36 Richard V. Teschner and Eston Evans, Analyzing the Grammar of English (A Brief Undergradate Textbook, Second Edition), ( Washington: Georgetown University Press, 2000), p. 11
37 Barbara Hansen and Rebecca McDaniel, Simplifed Sentence Skills, (Chicago: NTC Publishing Group, 1998), p. 4
38Rodney Huddleston and Geoffrey K. Pullum, op. cit., p. 29 39 Ibid., p. 17
Eugene J. Hall said that there are only two tenses in English which are marked by inflection. These are the simple present and simple past tenses.41 Most modern grammarians also consider that there are only two tenses in English which have inflected endings; the simple present and the simple past. In this study, the writer will focus on the verbs inflection in the simple past tense. The simple past tense indicates past actions that occur at a definite time in the past, whether the time is stated or not.
According to their changes of form (inflection) verbs are divided into regular and irregular verbs.42
a. Regular Verb
Most English verbs are regular in the form of the past and the past participle. According to Silvia Robertson, regular verbs are verbs which conform to a certain pattern. She also said that the regular verbs have certain patterns to change such the word walk that changes into walk-walked-walked, but
to be cannot change regularly as the word walk.43
The simple past and past participle of regular verbs is –ed, such as clean–cleaned, live–lived, paint–painted, etc. For example:
Simple past:
I cleaned my room yesterday.
Past participle:
Present perfect : have/has + past participle For example:
Candy has lived in Miami for ten years. Passive : be + past participle
For example:
These rooms are cleaned every day.44
41 Eugene J. Hall. Grammar for Use. (New York: Voluntad Publishers, Inc, 1992), p. 153 42 James C. Fernald, op.cit p. 82
43 Hodder & Stoughton, op. cit p. 4
With regular verbs we can also predict that the past tense form and past participle forms are identical and formed with the –ed ending added to the base:
Table 2.6
The example of regular verb
The base past form past participle
Walk walked walked45
b. Irregular Verb
Irregular verbs is a small number of verbs, among the some of the most commonly used verbs in the language, which have forms that differ from the regular tense form.46 Irregular verbs form the past tense and the past participle which are different with the regular verbs that adding –ed. Actually, there are only about 200 irregular verbs, including all the auxiliaries, in the English language.47
Besides, regular and irregular verbs are different in the number of verbs, irregular verbs also different in the way to make it. Different with regular verbs, however, in the irregular verbs we cannot predict their past and past participle forms from the base. For example:
Table 2.7
The example of irregular verbs
The base past form past participle
Break Broke Broken
45Geoffrey Leech and Jan Svantvik, A Communicative Grammar of English (Third Edition), (Boston: Pearson Education, 2002), p.300
46Marcella Fank. Modern English: a Practical Reference Guide. (New Jersey: Prentice-Hall, INC, 1972), p. 61
Geoffrey Leech and Jan Svantvik said that there are three main types of irregular verbs divided as in the bellow:
1) Verbs in which all the three principal part (the base, the past form, the past participle) are identical, for example:
Cut ~ cut ~ cut let ~ let ~ let
2) Verbs in which two parts are identical, for example: Spend ~ spent ~ spent come ~ came ~ come 3) Verbs in which all three parts are different, for example:
Blow ~ blew ~ blown speak ~ spoke ~ spoken48
3. Forms of Verb
Verbs indicate the time of an action by their form. The form tells whether the action is in the past, the present, or the future. The English language has six tenses to indicate three of them, and all of the tenses are based on the four principal parts of verb. As follows:
Table 2.8
The four principal parts of verb
Present Past Past participle Present participle
Walk Walked (have) walked (is) walking
a. Regular Verb
There are two types of main verbs, they are regular and irregular. „Regular’ means that we can state all the verb forms of an English verb once we know its base form. The base is the basic, uninflected form which is given as the entry from in dictionaries. A regular English verb, such as call, has the following four forms:
1. The base : call 2. The –s form :calls 3. The –ing form : calling 4. The –ed form : called
In the regular verb, the verb is formed by adding –ed to the base to change into two forms, past and past participle.49 For example:
Table 2.9
The regular verbs form
-ed form
Base Past form Past participle
Help Helped Helped
Play Played Played
Regular verbs form the past tense and the past participle by adding –ed to the simple form of the verb. When the simple form end in mute e, the e is put before adding -ed.
Eugene J. Hall said that regular verbs in the past tense are formed
by adding –d or –ed in written usage. In speech the –d ending has three different pronunciations. Those different pronunciations have no significance in meaning.50
49 Leech and Svantvik, op. cit., p.316-317
b. Irregular Verb
According to Geoffrey Leech and Jan Svantvik, there are three main
types of irregular verbs, they are verbs in which all the three principal parts, verbs in which two parts are identical, and verbs in which all three parts are different.51 In other words, the first type is verbs whose forms in the present, past, and past participle are similar (V1 = V2 = V3). The next type is the verbs whose forms in the present is different with the past and past participle (V1 ≠ V2 & V3). In the last type, the form in the present, past and past participle are different (V1 ≠ V2 ≠ V3).
In the list below, the verbs are grouped according to how three past from and past participle forms differ from the base form. 52
1) All three verb parts are identical (V1 = V2 = V3)
Table 2.10
The irregular verbs form (V1 = V2 = V3)
Verb I Verb II Verb III
Cut cut cut
Hurt Hurt Hurt
Put Put Put
Hit Hit Hit
Quit Quit Quit
Read Read Read
Set Set Set
Let Let let
Cost Cost cost
Thrust thrust thrust
Spread Spread spread
Upset Upset upset
Wed Wed wed
2) Two verb parts are identical (V1 ≠ V2 & V3)
Table 2.11
The irregular verbs form (V1 ≠ V2 & V3)
Verb I Verb II Verb III
Say Said said
Pay Paid paid
Dig Dug dug
Feel Felt felt
Feed Fed fed
Stand Stood stood
Bring Brought brought
Buy Bought bought
Teach Taught taught
Think Thought thought
Catch Caught caught
Pay Paid paid
Feel Felt felt
Feed Fed fed
Stand Stood stood
Find Found found
Hang Hung hung
Hear Heard heard
Hold Held held
Keep Kept kept
Lay Laid laid
Lie Lay lay
Lead Led led
Lose Lost lost
3) All three verb forms are different (V1≠ V2≠ V3)
Table 2.12
The irregular verbs form (V1≠ V2≠ V3)
Verb I Verb II Verb III
Go went gone
Write wrote written
Speak spoke spoken
Hide hid hidden
Become became become
Begin began begun
Choose chose chosen
Do did done
draw drew drawn
Drive drove driven
drink drank drunk
Fall fell fallen
Forgive forgave forgiven
Get got gotten
Give gave given
Know knew known
Ring rang rung
See saw seen
Sing sang sung
Swim swam swum
Take took taken
Wake woke woken
Undo undid undone
30
A.
Place and Time of The Study
1. Place of The Study
This study was held at SMP YPN Bojong Gede which is located in Bambu Kuning Rt 02/06, Desa Bojong Baru, Kecamatan Bojong Gede, Kabupaten Bogor.
2. Time of The Study
The writer conducted the study at that school from December 2012 up to January 2013.
B.
Research Design
This research is a qualitative research in a form case study. Qualitative
research is a research that involves data collection procedures that gave result in open-ended and numerical data which is then analyzed primarily by non-statistical methods.1 According to Gall et al. in the Patricia A. Duff’s book, case study is the dept study of instances of phenomenon in its natural context and from the perspective of the participants involved in the phenomenon.2
To compile this paper, the writer also did library research. The writer did library research in order to broaden the theoretical framework such as looking for ideas from experts, some definitions. The writer also reads many reference books which related to the topic. She also visited some libraries such as FITK library, UIN library and Atmajaya University.
1 Zoltan Dornyei, Research Methods in Applied Linguistics (Quantitative, Qualitative, and Mixed Methodologies), (New York: Oxford University Press, 2007), p. 24
C.
Research Participants
The research participants of this study were 25 students as the total population at second grade of SMP YPN Bojong Gede which were taken by purposive random sampling.
D.
Techniques of Data Collecting
To collect data, the writer uses three kinds of data collecting techniques, they are:
1. Observation
In this research, this technique is used to get the accurate information about the school where the writer does her research, such as the location, the students,
and the student’s material. The writer also did classroom observation in order to
get the supporting data about the sources of error in second grade of SMP YPN Bojong Gede.
2. Test
In this study, the writer gave written tests to get data about the student’s errors in mastering regular and irregular verbs in simple past tense as the material in the second grade in the junior high school.
The test is divided into three parts. The first part asked the students to complete the text by using the past form of the verbs in the bracket. The second
part asked the students fill the right verbs than change it into the past form. The last part asked the students to change the verbs in the bracket into the past form.
Table 3.1
Number of items of regular and irregular verbs
No. Regular and irregular verbs Number of items 1 Task A
Regular verbs 2, 4, 8, 10
2 Task B
Regular verbs 1, 4, 5, 7, 9
Irregular verbs 2, 3, 6, 8, 10
3 Task C
Regular verbs 2, 5, 6, 8, 9
Irregular verbs 1, 3, 4, 7, 10
3. Questionnaires
The writer gave questioner as the supporting data to the second grade students of SMP YPN Bojong Gede in order to find out the sources of errors which consist of fifteen questions. The questions are talking about the students’ motivation in learning English, students’ knowledge about Regular and Irregular Verbs, students’ view about Indonesian and English verbs, and the teacher performance in teaching Regular and Irregular Verbs.
E.
Techniques of Data Interpretation
After collecting the data, she interprets it by presenting data from class observation, questionnaire, and identifying the error from the tests.
In identifying error, the writer determines the types of errors and the source of errors. The writer used the Surface Strategy Taxonomy theory of James which consists of omission, addition, misformation/misselection, misordering and blends to classify the types of errors. She also used table in presenting the types of error. Then, she used theory from Hubbard et al. about sources of error which consist of mother tongue interference, overgeneralization, and errors encouraged by teaching material or method.
In data interpretation, the writer used the procedures from Murriel Saville Troike that claims that there are five steps in analyzing data. They are collection of sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors.3
The first step, the writer collected the data by doing classroom observation, giving questioner to the students and also giving tests to the second grade students of SMP YPN Bojong Gede about regular and irregular verbs in the simple past tense.
Next, after collected the data, the writer identified the data which she got from the observation, tests and questioner. She also determinate the sample of the learners which were deviated from the target language by giving a circle to the incorrect answer to the student’s answer.
Then, the writer classified the errors based on the surface strategy taxonomy according to James. They are omission, addition, misformation/misselection, misordering and blends. She also classified the errors into several tables according to types of errors.
After classifying the errors based on the surface strategy taxonomy, the writer made a percentage of the errors from the students answer. It will be describe as the formula below:
P = Percentage
F = frequency of wrong answer N = Number of sample
In the explanation of errors, the writer tried to analyze the sources of error after making a percentage of students’ error and giving questioner to the students. In this part, the writer used the source of error by Hubbard et al. that consists of mother-tongue interference, overgeneralization, and errors encouraged by teaching material or method.
34
A.
Data Description
Having done class observation (see appendix 1a), the writer gave the tests to the second grade students of SMP YPN Bojong Gede. The writer gave the tests which covered by Regular and Irregular Verbs areas that consist of 30 questions.
Then, the writer analyzed the students’ errors in mastering Regular and
Irregular Verbs by classifying the students’ error. After that, the writer makes a percentage of the types of errors. In addition, the writer also gave questioner to the students to find the source of error (see appendix 2a& 2b).
1. The Result of Observation
According to Patricia A. Duff, observation can help researcher understand
many aspects, such as the social/cultural, linguistic contexts in which the language is used and also collect relevant linguistic and interactional data.1In this study the writer did the observation as the supporting data in order to get the sources of error
The writer did the class observation by observing the students and teacher activity in teaching-learning process in the classroom. It was held at second grade students of SMP YPN Bojong Gede which consist of 25 students. This observation was conducted on 6th of December 2012 at 07.30 – 09.00 a.m. In this observation, the writer was as an observer which did not involve in teaching learning process.
1
From the class observation, the writer observed the teaching material or method that used by the English teacher in the teaching learning activity. The teacher used Grammar Translation Methodin delivering Regular and Irregular verbs in the Simple Past tense. The English teacher explained the materialgenerally. Then, she also gave few examples of regular and irregular verbs. The last, she gave the students some exercise from the textbook.
From the beginning, many students seem did not really interested in learning English, just some of them who paid attention to the teacher’s explanation. However, when the teacher gave them some exercise, many of them were cheated each other.When the teacher asked the students to discuss the exercise, not all of them involved in this discussion. Many of them were sleeping, drawing, and talking to their friends.
From the observation, the writer thought teaching learning activity in this classroom may lead students do some errors in applying regular and irregular verbs.
2. The Result of Test
After observing the classroom activity, the writer gave tests about regular and irregular verbs to twenty five students of SMP YPN Bojong Gede. The writer gave the tests twice to get the real data which show errors in the students answer sheet. The first test was held on 8thof January 2013, and the second test was conducted on 15thof January 2013.
The test consists of 30 items which divided into three parts. The first part asked the students to complete the recount text by filling the blank with the right verbs whether regular or irregular verbs. Then, the second part asked the students to fill the right verbs with the sentences then change it into the past form. The last
Table 4.1
Students’ Score of First Test Result
No. Student Part A Part B Part C Score (A+B+C)/3
1 Student 1 60 40 30 44
2 Student 2 20 10 10 14
3 Student 3 40 20 40 34
4 Student 4 60 50 60 57
5 Student 5 50 30 30 37
6 Student 6 60 30 30 40
7 Student 7 60 30 60 50
8 Student 8 20 20 50 30
9 Student 9 40 30 30 34
10 Student 10 40 30 30 34
11 Student 11 20 20 30 24
12 Student 12 30 10 20 20
13 Student 13 30 10 40 27
14 Student 14 20 20 40 27
15 Student 15 40 50 40 44
16 Student 16 40 20 30 30
17 Student 17 30 10 40 27
18 Student 18 50 20 70 47
19 Student 19 50 30 60 47
20 Student 20 50 40 40 44
21 Student 21 40 50 30 40
22 Student 22 40 50 40 44
23 Student 23 40 20 30 30
24 Student 24 40 30 30 34
Total score 916
Average 36.64
The table 4.1 above is the first test result about regular and irregular verb. From the first test the writer got total score 916 with the average 36.64.
Table 4.2
Students’ Score of Second Test Result
No. Student Part A Part B Part C Score (A+B+C)/3
1 Student 1 60 40 30 44
2 Student 2 20 10 30 20
3 Student 3 50 50 40 47
4 Student 4 60 60 60 60
5 Student 5 50 30 30 37
6 Student 6 60 30 30 40
7 Student 7 60 40 60 54
8 Student 8 60 70 50 60
9 Student 9 60 20 60 47
10 Student 10 60 20 60 47
11 Student 11 30 10 30 24
12 Student 12 30 20 30 27
13 Student 13 30 10 40 27
14 Student 14 20 20 40 27
15 Student 15 40 50 40 44
16 Student 16 40 30 30 34
17 Student 17 40 10 50 34
18 Student 18 50 40 70 54
20 Student 20 40 50 50 47
21 Student 21 40 60 30 44
22 Student 22 50 50 40 47
23 Student 23 40 30 30 34
24 Student 24 40 30 30 34
25 Student 25 50 60 70 60
Total score 1043
Average 41.72
The table 4.2 above is the students’ score from the second test about regular and irregular verb. From the second test, the total score of students are increasing became 1043 with the average 41.72 from 36.64. Then, the incorrect answer would be explained more and also would be presented in the percentage in the data analysis.
3. The Result of Questionnaire
Based on the Patricia A. Duff, Data collection often includes a number of instruments or techniques. Many studies focus on documents, observation, and interview data. In addition, test, verbal reports and questionnaires are the possible data sources for surveying whom cases are selected.2
In this study, the writer gave questionnaire to the second grade students of SMP YPN Bojong Gede to get supporting data about sources of error. She gave questionnaire to the twenty five students of SMP YPN Bojong Gede on 8th of January 2013. The questioner asked the students to chose between two alternative answers which proper with themselves whichis consist of fifteen questions
In the questionnaire, the writer asked about student and teacher’s activities in learning regular and irregular verbs in the simple pat tense.Based on the data, 100 % students said that they have learned simple past tense as their material in the second grade of Junior high school. They also said that their English teacher has explained about regular and irregular verbs and give some examples of it.
2
However, the writer got 88% students are less motivation in learning English because only 12 % students who like English from the result of questionnaire. Besides, 52% students thought Indonesian and English verbs have the similar pattern. In fact, Indonesian and English have different pattern of verbs. Then, 40% students thought that regular and irregular verbs are similar. It may lead overgeneralization in applying regular and irregular verbs.
Many studentsadmitted that they did some errors in doing some exercise about
simple past tense and also regular and irregular verbs. Students’ motivation in
learning English gave influence to their activities in the English lesson. It also can be seen from only 28% students who usually bring dictionary to the class. Some of those factors may be lead students do some errors in mastering regular and irregular verbs.
B.
Data Interpretation
In the data interpretation, the writer use procedure of error by Muriel Saville which has been explained clearly in the preceding chapter and some of those procedures have been done such as collecting data by gave tests to the students and identifying students errors by circling students’ answer sheet. Next, the other procedures would be described clearly as follows:
1. Description of Errors
In describing the errors, the writer classified the types of errors based on the Surface Taxonomy Categories using theory of James that classified the errors into
five parts.They are omission, addition, misformation/misselection, misordering and blends. The aim of this step is to know whether these errors involve in
omission, addition, misformation/misselection, misordering or blend.
Based on the identified data from the student’s answer sheet in using regular
a. Omission
Some students made errors in using regular and irregular verbs by omit some crucial component in forming past form of verbs. Many of them made this error because they did not write the verb correctly. Some of them omit several letters of the verb such as –e, -d, -ed, for example borrowd (borrowed), slam (slammed), studi(studied) etc. The errors are presented in the following table:
Table 4.3
The Description Error of Omission
Item’s
Number Error Identification Error Correction
1. In the holidays a few years ago we wen to Hawks Nest. (students 11, 12, 13)
In the holidays a few years ago we went to Hawks Nest.
3.
11. afternoon. (Students: 1, 8, 13, 14)
The accident happened last Sunday afternoon.
17.
It’s a nice day today, but yesterday it rain all day. (Students: 7, 11, 12, 13, 20)
It’s a nice day today, but yesterday it rained all day. It’s a nice day today, but yesterday it
raind all day. (Students: 5, 6, 9, 10,
22. The students studi those lessons last week. (Student: 8)
The students studied those lessons last week.
23.
Last holiday, I and my family picniced in Cibodas. (Students: 1, 3, 7, 8, 11, 12, 13, 16, 17, 18, 24 )
Last holiday, I and my family picnicked in Cibodas.
Last holiday, I and my family picnicd in Cibodas. (Student: 23)
