A “Skripsi”
Presented to the Faculty of Tarbiyahand Teachers’ Training in a Partial Fulfillment
of the Requirements for the Degree of Strata 1 (Bachelor of Arts) in the Department of English Education
By Saipul Anwar 108014000076
DEPARTMENT OF ENGLSIH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’
TRAINING
SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY
JAKARTA
By Saipul Anwar 108014000076
DEPARTMENT OF ENGLSIH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY
JAKARTA
iv
SMA Dua Mei Ciputat)”. ‘Skripsi’ of English Education Department at
Faculty of Tarbiyah and Teachers’ Training of State Islamic University
Syarif Hidayatullah Jakarta. Advisors : 1. Drs. AM. Zainuri, M.Pd
2. Dadan Nugraha, M.Pd
Key Words : Error Analysis, Simple Past Tense, Narrative Writing
The objective of this study was to know and explain the most frequent errors
made by the first grade students of SMA Dua Mei Ciputat in writing narrative
focused on simple past tense. The classification of errors in this study is divided into
four categories; they are omission, addition, misformation, and misordering. The
subject of this study consists of 20 students of the first grade of senior high school
who have more than 100 words writing.
The method used in this study was descriptive analysis method to describe
students’ errors and analyze the data by using formula: = × %, P=Percentage,
F=Frequency of errors made, N=Total of students’ errors. The data was taken from
the test; it was written test.
The findings showed that there are 152 errors made by the students. The most
frequent errors made by the students in their narrative writing focused on the use of
simple past tense is misformation which consists of 82 errors or 54%, it is followed
by omission with 40 errors or 26%. The next is misordering which consists of 21
v
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.
Pembimbing : 1. Drs. AM. Zainuri, M.Pd. 2. Dadan Nugraha, M.Pd.
Kata Kunci : Analisa kesalahan,Simple PastTense, Tulisan Narrative
Peneltian ini bertujuan mengetahui dan menjelaskan kesalahan yang
dilakukan oleh siswa kelas satu SMA Dua Mei Ciputat dalam menulis narrativeyang
difokuskan pada Simple Past Tense. Kategori kesalahan yang digunakan terbagi
menjadi empat yaitu omission, addition, misformation,danmisordering. Sumber data
dalam penelitian ini adalah 20 siswa SMA kelas satu yang mempunyai tulisan lebih
dari 100 kata.
Metode yang digunakan dalam penelitian ini adalah analisa deskriptif untuk
menggambarkan kesalahan siswa serta menganalisis data dengan menggunakan
rumus: = × %. P=Presentase, F=Banyaknya kesalahan yang dibuat, N=Jumlah
keseluruhan kesalahan siswa. Data diambil dari tes; tesnya merupakan tes tertulis.
Temuan menunjukkan bahwa ada 152 kesalahan yang dibuat oleh siswa. Jenis
kesalahan yang paling banyak dilakukan oleh siswa dalam menulis narrative yang
difokuskan pada penggunaan simple past tenseadalah misformation yang terdiri dari
82 kesalahan atau 54%. Diikuti pula olehomissionyang terdiri dari 40 kesalahan atau
26%. Kemudian kesalahan padamisorderingyang terdiri dari 21 kesalahan atau 14%.
vi
A“Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
In a Partial Fulfillment of Requirement for the Degree of Strata 1 (Bachelor of Art) in
English Language Education
By:
Saipul Anwar 108014000076 Approved by:
Advisor I Advisor II
Drs. AM. Zaenuri, M.Pd. NIP. 1953 0304 1979 03 1 001
Dadan Nugraha, M.Pd. NIP.
-DEPARTMENT OF ENGLISH EDUCATION
vii
LEMBAR PENGESAHAN PEMBIMBING SKRIPSI
“Skripsi” berjudulAn Error Analysis on the Use of Simple Past Tense in Students’ Narrative Writing (A Case Study at First Grade Students of SMA Dua Mei Ciputat) disusun oleh Saipul Anwar, NIM. 108014000076, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta telah melalui proses bimbingan skripsi serta dinyatakan sah sebagai karya ilmiah yang berhak untuk diujikan pada sidang munaqasah sesuai ketentuan yang ditetapkan oleh fakultas.
Jakarta, 30 April 20142012
Yang mengesahkan,
Pembimbing I Pembimbing II
Drs. AM. Zaenuri, M.Pd. NIP. 1953 0304 1979 03 1 001
-vi
Lord of the world who has blessed the researcher in completing this “skripsi" entitledAn Error Analysis on the Use ofSimple Past Tense in Students’ Narrative
Writing (A Case Study at First Grade Students of SMA Dua Mei Ciputat). Peace
and Blessing be upon the Prophet Muhammad SAW, his family, companion, and
followers.
In this opening, the researcher would like to express his greatest gratitude,
honor and thanks to his beloved parents, Tarjuki and Kamilah, who have given the
greatest love, prayer, moral and financial support to him. It also will be expressed
to the whole members of his family for their biggest love and kindness to support
himin finishing this “skripsi".
Also, the researcher would like to address his greatest thanks to his
advisors Drs. AM. Zainuri, M.Pd. and Dadan Nugraha, M.Pd. for their time,
valuable guidance, helps, correction, suggestion and kindness during completing
this “skripsi."
The researcher realized that without support and motivation from people
aroundhim, he could not finish this “skripsi." Therefore, he would like to give his deepest appreciation for:
1. All lecturers in English Education Department who always give motivation
and valuable knowledge and also unforgettable experience during his study at
Faculty of Tarbiyah And Teachers Training of State Islamic University Syarif
Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., as the chairman of English Education Department.
3. Zahril Anasy, M.Hum., as the secretary of English Education Department.
4. Dra. Nurlena, M.A, Ph.D., as the Dean of Faculty of Tarbiyah and Teachers
Training of State Islamic University Syarif Hidayatullah Jakarta.
5. Yayat Ruhiyat, M.Pd., as the principal of SMA Dua Mei Ciputat who has
allowed the researcher to do research at that school. Also, all the English
vi
all the laughter and tears during his study.
7. To any other persons who are named cannot be mentioned one for their
contribution to the researcher during finishing his “skripsi”.
Hopefully, this “skripsi" can be useful to the readers, particularly to the
researcher. Also, the researcher realized that this “skripsi" is far from being
perfect. It is a pleasure for him to receive constructive critics and suggestion from
everyone who readshis “skripsi" for valuable improvement.
Jakarta, 28 April 2014
The Researcher
Saipul Anwar
viii
ENDORSEMENT SHEET BY THE EXAMINATION COMMITTE….. ii
SURAT PERNYATAAN KARYA SENDIRI……….……….. iii
ABSTRACT………. iv
ABSTRAK……….. v
ACKNOWLEDGEMENT……….... vi
TABLE OF CONTENTS……… viii
LIST OF TABLES………. xi
LISTOF FIGURES………... xii
LIST OFAPPENDICES………... xiii
CHAPTER I: INTRODUCTION……….. 1
A. Background of theStudy……….. 1
B. Research Focusand Research Formulation……….. 5
C. Objective of the Study……… 5
D. Theoretical SignificancesPractical………. 5
CHAPTER II: THEORETICAL FRAMEWORK………. 6
A. Error Analysis……… 6
1. Definition of Error Analysis……….. 6
2. Distinction between Error and Mistake………. 7
3. Procedures in Error Analysis………. 8
4. Typesof Error……… 9
a. Error Based onLinguistic Category Taxonomy….. 10
b. Error Based on Surface Strategy Taxonomy……... 10
c. Error Based on Communicative Effect Taxonomy.. 13
5. Sources of Errors……… 13
6. The Goal of Error Analysis……….... 15
ix
1. Definition of Writing... 22
2. Kinds of Writing... 23
3. Types of Writing ... 24
D. Narrative Writing ... 25
1. Definition of Narrative Writing... 25
2. Purposes of Narration ... 26
3. Elements of Narration ... 27
4. Narrative Time Signals... 27
5. Taking Point of View ... 28
CHAPTER III: RESEARCH METHODOLOGY……….. 29
A. Place and Time of Research ... 29
B. Population and Sample ... 29
C. Methodof the Research ……… 29
D. Instrument of Research... 30
E. Procedures of the Research ………... 30
F. Data Analysis Technique... 30
CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATION… 31 A. Findings ... 31
1. Error Identification ……….. 31
2. Error Description and Explanation ………. 33
B. Data Interpretation... 41
CHAPTER V: CONCLUSION AND SUGGESTION……… 43
A. Conclusion... 43
xi
Table 4.1: Recapitulation of Types of Error in Narrative Writing
1
CHAPTER I INTRODUCTION
A. Background of the Study
Nowadays, many people want to learn English for many reasons. For
instance, the students want to learn English because it is in the school curriculum.
They have to learn it whether they like it or not. In different case, some people
want to study English because it offers a chance for advancement in their
professional lives. In addition, many people want to learn it because they live in
target language community; so they have to learn it in order they can
communicate with the others.1
Many students in Indonesia also learn English because it is in the school
curriculum. Based on Permendiknas tahun 2006 about Kurikulum Tingkat
SatuanPendidikan (KTSP) or School-Based Curriculum, it is attaching that
English is the one of the compulsory subject in middle schools and Senior high
Schools.2 That’s why, English language teaching is important to get the goal of curriculum.
English language teaching includes four language skills such as Listening,
Speaking, Reading, and Writing. According to Jeremy Harmer in his book,
“speaking and writing involve language production and are therefore often
referred to as productive skills. Listening and reading, on the other hand, involve
receiving messages and are therefore often referred to as receptive skills.”3
Productive skills need actions to produce the language. While in receptive skills
do not need actions, they only receive the messages from the language.
1
Jeremy Harmer, The Practice of English Language Teaching New edition, (New York: Longman Publishing, 1991), p. 1.
2
Kemendiknas, Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 Tentang Standar Isi Untuk Satuan Pendidikan Dasar Dan Menengah, (Jakarta: Kemendiknas, 2006), p. 13.
3
Listening was traditionally seen as a passive process by which the listener
receives information sent by a speaker.4 It means that listening only needs ability
to understand the message from the speaker. Listening also the first language skill
which is learned by the people naturally. They have started to listen to the
language since they were born. It also becomes the foundation for other skills.
Speaking is the system of language which is manifested through the use of
the organ of speech.5 Speaking is the second skill that language learner mastered
after listening. It requires an action to produce; hence it is called a productive
skill. Someone can speak after they hear about the language. It does not matter
whether he knows about the spelling or he does not.
Another skill is reading, Geoffrey Broughton has a notion “reading is
essentially an intellectual skill; this is the ability to correlate the black marks on
the paper by way of the formal elements of language.”6 It shows that reading is
the ability to recognize the messages from written language. It requires readers’
ability to translate the meaning from formal language into informal language.
The last skill is writing, According to Robert M. Gorrell and Charlton
Laird in their book Modern English Handbook, “Writing requires thinking, and
thinking is always complicated and hard. Writing is complicated also because the
writer needs to do everything at once. The writer produces words, sentences,
paragraphs, and extended compositions all at the same time; words must be
spelled, sentences punctuated, and paragraphs unified”.7 Writing is a complete skill among Listening, Speaking, and Reading. Writing is the most difficult skill
to learn because it needs hard thinking and produces words, sentences, paragraphs
at the same time. That’s why writing is the highest order thinking.
Based on my experience, one of the language skills which is very difficult
to learn is writing. English writing is a subject that learns about how to express
4
I. S. P. Nation and J. Newton,Teaching ESL/EFL Listening and Speaking, (New York: Routledge, 2008), p. 39.
5
H.G. Widdowson,Teaching Language as Communication,(New York: Oxfor University Press, 19778) p, 57.
6
Geoffrey Broughton et al., Teaching English as a Foreign Language, (New York: Routledge, 1978 and 1980) p, 90.
7
our ideas in writing form. In writing, there are so many components that should be
mastered by students in order they are able to write well. The difficulty in writing
starts when the students have to establish the subject, verb (either transitive or
intransitive), object, tense, active and passive voice, also logical thinking. This
statement is supported by James C. Raymond in his book, “Writing is more than a
medium of communication. It is a way of remembering and a way of thinking as
well.”8
Writing in their first language can be something difficult for them,
whereas they often write in their first language in schools. Moreover if they are
asked to write in their target language, it can be something more difficult. Writing
English for a foreign learner is difficult because English is different from
Indonesian language in its structure, spelling and lexical meaning. Although
students have been studying English from elementary school until senior high
school, even university, they cannot write easily as we thought before.
Narrative writing is a kind of writings which becomes one of the lesson
which is taught in Senior High School. According to syllabus Kurikulum Tingkat
Satuan Pendidikan(KTSP) 2006, in Indonesia, Senior High School students have
to master some types of paragraphs. The first grade students have to master
recount, narrative, procedure, descriptive and news item text. The second grade
students need to master narrative, report, and analytical exposition text.
Meanwhile, the third grade students have to master narrative, spoof, and hortatory
exposition text.9 In writing narration, the students have to pay attention about
simple past tense because it is commonly used in writing narrative. Hence,
narrative writing is also the reason why writing becomes difficult for students.
In this case, students who are learning to write narration may produce
many errors. Such as in structure, they often make errors in forming simple past
tense. Based on writer’s experience when teaching English at SMA Islam Harapan
Ibu Jakarta for four months; most of them also get difficult when they have to
8
James C. Raymond, Writing is an Unnatural Act, (New York: Harper & Row Publisher, 1980), p. 2.
9
make the correct form of simple past tense in writing narrative. They make errors
because they do not master the grammar well, especially in simple past tense.
They also make errors because their way of thinking is still affected by their first
language. For example:
- Tono goes to Bandung yesterday, it should be Tono went to Bandung
yesterday.
- The gardener cutted the grass yesterday, it should be the gardener cut the
grass yesterday.
Most students commonly make error in their learning, but it is logically
acceptable. The teacher should be aware of this problem and prevent students
from making some errors by analyzing the learners’ error itself. According to
Corder in his book, “The major contribution of the error analysis to language teaching was seen as an inventory of the areas of difficulty* which the learner
would encounter and the value of this inventory would be to direct the teacher's
attention to these areas so that he might devote special care and emphasis in his
teaching to the overcoming, or even avoiding, of these predicted difficulties.”10
Therefore, an error analysis has an important role to solve the students’
problems in writing narrative, to know the causes of the errors and to know how
the students can learn from their mistakes in writing narrative. Thus, the students
will not do the same error or make some errors repeatedly. Those are the reason
why the writer is interested in analyzing students’ narrative writing. In this case, the writer wants to find out the grammatical errors that were made by the first
grade of senior high school in their narrative writing. By knowing the students’
errors which are obtained from the test of their narrative writing focused on
simple past tense, the writer will know what kind of errors and its causes
commonly made by the students.
Based on the reasons above, the writer is interested in analyzing the error
in writing focused on simple past tense, under the title: “An Error Analysis on
10
the Use of Simple Past Tense in Students’ Narrative Writing (A Case Study at First Grade Students of SMA Dua Mei Ciputat)”.
B. Research Focus and Research Formulation
To clarify this study, the writer has formulated the problems. This research
is intended to answer these following question, namely:
1. What types of errors are made by the first grade students of SMA Dua Mei
Ciputat in using Simple Past Tense in writing narrative?
C. Objectives of the Study
The objective of the study is to analyze type of errors made by the first
grade students of SMA Dua Mei Ciputat in using Simple Past Tense in writing
narrative.
D. Theoretical Significances Practical
The objective of the study is to find the students’ error in usingsimple past tense applied in narrative writing and to highly encourage the students to commit
less error in it.
Hopefully, this research can give both students and teachers an
CHAPTER II
THEORETICAL FRAMEWORK A. Error Analysis
Learning a target language is a process which involves errors. Errors for
the learner are something common in learning, but for the teacher errors are
something that should be corrected. Learning a target language and making errors
are inseparable. In the process of learning a target language, errors are inevitable.
However, it is not something horrible for committing error in learning a language,
any language, is something normal. Even, the errors can be important to both
students and teachers.
Errors cannot always be easily identified and analyzed; it is important to
know more about error analysis, and the explanation will be discussed in the
following area:
1. Definition of Error Analysis
The definition of Error Analysis came from Carl James in his book, “Error
analysis is the process of determining the incidence, nature, causes, and
consequences of unsuccessful language.”1 Another opinion comes from Susan M.
Gas and Larry Selinker, “error analysis is a type of linguistic that focuses on the
errors learners make in producing the target language and the target language
form itself”.2Meanwhile, Douglas Brown defines error analysis as a study of
learners’ error which is based on the fact that learners do make errors, and that
these errors can be observed, analyzed, and classified to reveal the system
operating within the learners.3
When the students write in English, most of them are potential in making
errors. It is something unavoidable since it is a natural process of language
learning. Error is related to the students’ knowledge about the target language.
1
Carl James,Error in Language Learning and Use, (New York: Longman, 1998), p. 1. 2
Susan M. Gass and Larry Selinker,Second Language aqusition,(Ney York: Routledge, 2008), p. 102.
3
H. Douglas Brown,Principles of Language Learning and Teaching,4thEd., (New Jersey: Prentice Hall Regents, 1994), p. 218.
Douglas Brown said, “…an error is noticeable deviation from adult grammar of a
native speaker reflecting the interlanguage competence of the learner”.4 Someone who is learning a foreign language can indicate his or her level of proficiency in
learning foreign language by knowing his or her own errors.
It means that Error Analysis was born because there were problems in
learning a new language. The researchers will find errors because the learners
have learned unsuccessful language. It shows that error analysis is a study dealing
with language learners’ errorsthrough the process of determining, analyzing and
classifying the errors as the devices to know the system operating within the
learners.
2. Distinction between Error and Mistake
Error and mistake are two different things. Carl James mentioned that
intention played a decisive role in the error and mistake definition. According to
him, error is unintentionally deviant and is not self-corrigible by its author. A
mistake is either intentionally or unintentionally deviant and it is self-corrigible by
its author.5 He adds that error cannot be self corrected by the learner until further
relevant input that has been provided and converted into intake by the learners. In
other words, the learner needs to be provided the further relevant learning before
they can correct themselves. Meanwhile, mistakes can be corrected by the learners
by simply pointing out to them.6
On the other hand, Pit Corder has another definition of error and mistake
as stated in Carl James’ book. He upholds the competence versus performance
distinction. According to him, mistakes are of no significance to the process of
language learning since they ‘do not reflect a defect in our knowledge’ but are
traceable to performance failure, such as memory lapses, spelling pronunciations,
tiredness, strong emotion, etc. The learner is normally aware of them immediately
and can correct them with more or less complete assurance. On the contrary,
4
Ibid.,p. 217.
5
James,op. cit., p. 78.
6
errors are everything that mistakes are not: they are significance; they do reflect
knowledge; they are not self-correctable; and only learners of an L2 make them.7
Based on the definition above, it can be said that error is systematic
deviance which is made by the learner intentionally; it reflect his knowledge since
it is not caused by performance failure, and it cannot be self-corrected by the
learner. Meanwhile, mistake is not systematic deviance which is made by the
learner either intentionally or unintentionally; it is caused by performance failure,
such as fatigue, memory lapses, etc., and it can be self-corrected by the learner.
3. Procedures in Error Analysis
There are many kinds of procedures in error analysis. One of them was
proposed by Gass and Selinker in their book “Second Language Acquisition” that
consists of six steps:
a. Collect data. Although this is typically done with written data, oral data can also serve as a base.
b. Identify errors. What is the error (e.g., incorrect sequence of tenses, wrong verb form, singular verb form with plural subject)?
c. Classify errors. Is it an error of agreement? Is it an error of irregular verbs?
d. Quantify errors. How many errors of agreement occur? How many irregular verb form errors occur?
e. Analyze source. The researcher analyzes the source of errors based on the findings. Why the students made errors?
f. Remediate. Based on the kind and frequency of an error type, pedagogical intervention is carried out.8
Another concept given by Carl James, there are five steps in analyzing
learners’ error; they are:
a. Error Detection.
Detecting errors means that we are aware of their presence. We can spot them.
7
Ibid., pp. 78—79.
8
b. Error Location.
To locate an error is to identify it in some other way, such as by saying that it is in the middle part of a sentence or simply by pointing it out. However, error location is not always straightforward. Not all errors are easily localizable in this way: some errors are diffused throughout the sentence that contains them. These are what we are known as global errors. The sentence does not simply contain an error, but it is erroneous or flawed as a sentence.
c. Error Description.
In describing learners’ errors, the system used must have two essential
characteristics. First, the system must be well-developed and highly elaborated, since many complex errors made not only by advance learners but also the beginner ones. The second characteristic is that the description must be as simple and comprehensive as possible.
There are three main purposes of describing learners’ errors. The first is to make learners’ errors explicit. The next is that error description is the prerequisite for counting errors. And the last purpose is to createcategories.
d. Error Classification.
Classifying errors means that we put the errors into categories. e. Error Count.
Counting errors is the last step to do in error analysis procedure. The analyst count the errors made by the students.9
4. Types of Error
The classification is given by Corder. He classifies the errors into four
main categories; they are:10
a. Omission
Error of omission is where some element is omitted which should be present.
In other word, omission errors occur when learners omit necessary items from an
utterance.
9
James,op. cit.,pp. 91—114.
10
b. Addition
Error of addition is where some element is present which should not be there.
It is the opposite of omission error. Learners do not only omit element which they
regard as redundant but they also add redundant element.
c. Selection
Error of selection is where the wrong item has been chosen in place of the
right one.
d. Misordering
Error of ordering is where the elements presented are correct but wrongly
sequenced.
Meanwhile, HeidyDulay gave his point of view about the types of error.
He said that there are three types of error.11
a.
Error Based on Linguistic Category TaxonomyMany error taxonomies have been based on the linguistic item, while is
effected by an error, these linguistics category taxonomies classify errors
according to either or both the language component and the particular linguistic
constituent the error effects.
Language components include phonology (pronunciation), syntax and
morphology (grammar), semantic and lexicon (meaning and vocabulary), and
discourse (style). Constituents include the element that comprises each language
components. For example, within syntax one may ask whether the error is in the
main or subordinate clause; within a clause, which constituent is affected, e. g. the
noun phrase, the auxiliary, the verb phrase, the preposition, the adverbs, the
adjective and so forth.
b. Error Based on Surface Strategy Taxonomy
Surface strategy taxonomy highlight the ways surface a structure is
altered: students may omit necessary items (omission) or add unnecessary ones
11
(addition) they may misinformation items (selection) or miss order them
(misordering).
1. Omission
Omission errors are characteristic by absence of an item that must appear
in a well-formed utterance, although any morpheme or word in a sentence is a
potential candidate for omission, some types or morphemes are omitted more than
others.
For example: Tony know about Indonesia. It should be Tony knows about
Indonesia.
2. Addition
Addition errors are the opposite of omissions. They are characterized by
the presence of an item, which must not appear in a well-formed utterance.
For example: he doesn’t knows my name. It should be he doesn’t know my name.
3. Misformation
Misformation errors are characterized by the use of the wrong form of the
morphemes or structure. While in omission errors happen unconsciously. On the
other hand, misformation errors happen consciously. The students supply
something, although it is incorrect.
There are three types of misformation namely
a. Regularization errors
It is that all under the misformation category are those in which a regular
marker is used in a place of an irregular one. For example: ruined for run or goose
for geese.
b. Arch forms
The selection of one number of a class of forms to represents others in the
class is a common characteristic of all stages of second language acquisition. We
have called the form selected by the students an arch-form. For example: a learner
may select one member of the class of personal pronoun to function for several
c. Alternating forms
As the student’s vocabulary and grammar grow, the use of arch forms
often gives way to the apparently fairly free alternation of various members of a
class with each other. For example: this cats.
4. Misordering
Misordering is a wrong placement of morpheme or a group of morphemes
in an utterance. For example: I don’t know what that is?
There are three types of misordering:
a. Error based on comparative taxonomy
The classification of error in a comparative taxonomy is based on
comparison between the structure of second language errors and certain others
types of constructions.
b. Development error
These errors are similar to errors made by the students learning the target
languages as their first language. For example: Santi go to school.
c. Interlingua errors
Interlingua errors are similar in structure to a semantically equivalent
phrase or sentence in students’ native. For example: he has a book green.
Interlingua errors are divided in two types:
1. Ambiguous errors
These errors reflect the students’ native language is called ambiguous error. For example: Santi no go to school.
2. Other errors
Other errors are the errors made by the students native using their native
language structure on their second language developmental form, such as “she do her homework”, where “do” as verb for presents tense must add “s/es” for subject “she”.
The writer used these categories of error to classify the error constructions
c.
Error Based on Communicative Effect Taxonomya. Global error
Global error hides communication; it prevents the learners for
comprehending some aspects of message. For example: they amused that film
very much.
b. Local error
Local error itself doesn’t interfere with understanding at an utterance,
usually because there is only a minor violation of one segment of a sentence. “I hungry” will be local error since the meaning of apparent.
The writer uses the classification of errors given by HeidyDulay. In error
based on surface taxonomy, he describes that there are four types of error:
omission, addition, misformation and misordering. These types of error are used
in this research.
5. Sources of Errors
In errors analysis, the important part is to know the source of errors which
are made by students. According to Ratnah on her journal “Error Analysis on
Tenses Usage Made by Indonesian Students”there are two sources of error:12 a. Interlingual Transfer
Interlingual transfer is a significant source for language learners. It is the
error which is caused by the learner’s first language. However, this should not be confused with behaviouristic approach of language transfer. Error analysis does not regard them as the persistence of old habits, but rather as signs that the learner is internalizing and investigating the system of the new language. Interlingual errors may occur at different levels such as transfer of phonological, morphological, grammatical and lexica-semantic elements of the native language into the target language.
b. Intralingual Transfer
Intralingual errors result from faulty or partial learning of the target language rather than language transfer. They may be caused by the influence of one target language item upon another. For example, learners attempt to use two tense markers at the same time in one sentence since
12
they have not mastered the language yet. When they say: * “He is comes here”, it is because the singularity of the third person requires “is” in present continuous, and “-s” at the end of a verb in simple present tense. In
short, intralingual errors occur as a result oflearners’ attempt to build up
concepts and hypotheses about the target language from their limited experiencewith it. Learners may commit errors due to this reason in many ways as in the following examples:
* He made metosmile. * I wantlearningEnglish.
* The meat smells freshly.* Doctors always give us good advices.
* I don’t know whydidhe go.
According to Rod Ellis, the sources of error are:13
a. Omission
For example, they leave out the article aandthe and leave the-soff plural nouns.
b. Overgeneralization
The example, the use ofeatedin place ofate.
c. Transfer
Transfer is reflecting learners’ attempts to make use of knowledge. For
example, the no what-what refers to it’s ok.
The writer
In addition, Rod Ellis and Gary Barkhuizen classify the source of errors
into two: interlingual and intralingual transfer.14These are the classifications:
a. Interlingual transfer
Interlingual transfer means interference from learners’ mother tongue. The
clearest proof of mother tongue interference is when L1 nonstandard features get
transferred to L2. For example, an Indonesian learner says *I have a book blue.
This error is caused by interlingual transfer. The student is interferred by his
native language, that is Indonesian language, in which an adjective comes after
the noun it modifies. Hence, he produces such error.
13
Rod Ellis, Second Language Acquisition, (New York, Oxford University Press, Inc, 1997), p. 19
14
b. Intralingual transfer
Intralingual transfer means the transfer which occurs within the target
language itself.For example, an English language learner produces an utterance
like the following:*He goed to the market two days ago. In this case, the learner
has known that in English, an action done in the past should be written in the past
form which is usually characterized by the suffix–ed. He has not known thatgois an irregular verb. Therefore, he simply put–ed after the verbgo.
In this research, the writer uses the sources of error defined by Rod Ellis
and Gary Barkhuizen. The writer thinks that those sources of error are generally
affecting the students committing the errors.
6. The Goal of Error Analysis
According to Selinker and Gass “the goal of error analysis is clearly one of pedagogical remediation”.15 It implies that the aim of error analysis is evidently education remediation.
John Norris states that “error analysis can give a picture of type of
difficulty learners are experiencing. If carried out on a large scale such a survey, it
can be helpful in drawing up a curriculum”.16 It means that error analysis can give
benefit information to fix students’ problems in learning English. It can indicate
problems to a big group or a particular group.
Moreover, Dulay, Burt, and Krashen make a clear purpose of error
analysis. According to them, there are two major purposes of error analysis:
1. It provides data from which inferences about the nature of the language
learning process can be made.
15
Gass and Selinker,op. cit., p. 103.
16
2. It indicates to teachers and curriculum developers which part of the target
language students have most difficulty producing correctly and which error types
detract most from a learner’s ability to communicate effectively.17
Error analysis is very useful for students and teachers in learning a target
language. The teachers can make a prevention in the same error in order the
students do not repeat it.
B. Simple Past Tense
Simple past tense is a tense that often used in writing narrative texts. The
students need to understand the structure and how to use it correctly in writing a
narrative text.
1. Definition of simple past tense
Some grammarians define the simple past tense with many ways. Betty
SchramferAzar said “simple past tense indicates that an activity or situation began and ended at particular time in the past”.18Douglas Bieber and friends inGrammar of Spoken and Written English stated that, “ Past tense most commonly refers to
past time via some past point of reference, especially in fictionally narrative and
description, where the use of the past to describe imaginary past happening is a
well- established convention”.19This opinion is supported by the statement of
Betty SchramferAzar in her book, Fundamental English Grammar that “the simple
past is used to talk about activities or situations that began and ended in the past
(e.g yesterday, last night, two days ago, in 1990)”.20
Example:
a. John Played football yesterday.
b. I studied English last night.
c. She visited me two days ago.
17
Dullay,op. cit., p. 138.
18
Azar,op. cit., p. 24. 19
Douglas Biberet al.,Grammar of Spoken and Written English, (Edinburg: Longman, 1999), p, 456.
20
d. My sister was born in 1990.
Based on the definition above, it shows that the simple past tense is used to
express a definite event in the past. And also the simple past is used to define the
situation in the specific time. The simple past shows the situations or activities
that began and ended in the past.
2. The Form of Simple Past Tense
English verbs are divided into two classes; they are regular form and
irregular form. These classifications come from the way the verb forms, its simple
past and past participle. Regular verbs have predictable past tense form, ie-d or –
ed is added to the end of the base form.21
• Yesterday I worked in Jakarta. • He agreed about the price.
• He applied a job in a Malaysian company.
Irregular verbs do not have past tense forms that can be predicted by rules:
Table 2.1
Examples of Irregular Verbs
Base form Past form
Catch Caught
Read Read
Cut Cut
Drink Drank
Furthermore, Nasrun Mahmud in English for Muslim University Students
argued that “Simple past tense is formed with past form of the verbs which may
21
be either regular, e.g. by adding –edto the infinitive (incidentally, most verbs are regular) or irregular must be learned in each case.22
A.J. Thompson and A.V. Martinet said, “The simple past tense in regular verbs is formed by addingedto the infinitive…., verbs ending ineonly added by
d, the negative of regular verbs is formed with…, the did not(didn’t) and the
infinitive…, the interrogative of regular verbs is formed by did + subject infinitive.”23
3. Some Difficulties in Simple Past Tense
Many students usually have some difficulties in forming simple past, they
are confused about regular and irregular form because they do not memorize all of
the verbs changing. That’s why, the writer divides the difficulties of simple past
tense into two parts. There are difficulties in the forms and in the usages.
a.
Difficulties in the formAccording to Scott Thornbury, “typically, learners go through four,
possibly five, stages in their acquisition of these forms:”24
1. They use the one form for both present and past eat (eating)
2. They start to produce correct past forms of are
3. They attach the regular past ending to the verb eated
4. They may even produce a mixture of regular and irregular ated
5. They consistently produce the correct form ate
In other words, many students have some difficulties in forming simple
past tense especially in forming irregular verb. To produce the correct form, they
need to analyze the changing of the verb. Sometimes they over generalized the
rule by adding –edat the end of the verb which can cause an error. This theory is
similar with Rod Ellis’s theory about sources of error; she said that in the second
22
Nasrun Mahmud, English for Muslim University Students, (Jakarta: PT. SiwinaktiDarma, 2003), p. 88.
23
Thompson and Martinet,op. cit., p. 161. 24
point in her theory that generalization is one of error sources in explanation
before.
John East Wood stated, “We do not use a past form such as stopped or rang in negatives and questions. Not (the car didn’t stopped) and not (did you rang?)”.25
Mark S. Le Tourneau said about suffix – (e) d. A word that can be in
fleeted for past tense with- (e) d is a main verb: for example, appear-edis a verb,
butappearance–d is not inflected for past tense by suffixations is calledirregular verbs.26
Randolph Quirk and Sidney Greenbaum have opinion that:
• Irregular verbs typically, but not necessary, have variation in their base vowel:
Find-found-found Write-wrote-written
• Irregular verbs have a varying number of distinct forms. Since the–s and–
ing forms are predictable for regular and irregular verbs alike, the only
forms that need to be listed for irregular verbs are the base (v), the past
(V-ed1), and the past participle (v-ed2). Most irregular verbs have, like
regular verbs only one common form for the past and the-ed participle, but
there is considerable variation in this respect, as the table shows:27
Table 2.2
The Variations of Irregular Verbs
Base V-ed 1 V-ed 2
All alike
V-ed 1 = V–ed 2
V = V–ed 2
Cut
Meet
Come
Cut
Met
Came
Cut
Met
Come
25
John Eastwood,Oxford Practice Grammar,(New York: Oxford University Press, Inc, 1999), p.18.
26
Mark S. Le Tourneau,English Grammar, (Orlando: Harcourt College Publishers, 2002), p.36.
27
All different Speak Spoke Spoken
From several opinions above, it seems that most of students, they get
confused about simple past tense, especially in the form of irregular verbs because
they are different from regular verbs in forms. The students have to know the form
of simple past tense, and they have to memorize the irregular forms because there
are many changes in forms cannot be predicted.
b. Difficulties in The Usage
When the students learn Indonesian Language, they did not find the tenses,
but when they study English, they will find the tenses. This will be a big problem
for them. Therefore, they have to be able to distinguish every tense in English,
especially simple past tense. Based on the writer’s experience in teaching,
sometimes it will be difficult to differ between simple past tense and present
perfect tense in usages.
In addition, Thomson and Martinet stated that the simple past tense is used for
express:
1). Completed action in the past at a definite time
It is used for actions completed in the past at a definite time, it is therefore used for a pat action when the time is give, for example: I met him yesterday, or when the time is asked about, for example: when did you meet him?, or when the action clearly took place at the definite time even though this time is not mentioned, for example: I bought this car in Jakarta.
2). Action that occupied or occurred at a moment period of past time now terminated. It is used for an action whose time is not given but which occupied a period of time now terminated, for example: She lived in Roma for a long time, or occurred at a moment period of past time now terminated, for example:My grandmother once saw Queen Victoria.
3).Past habit action
The simple past tense is also used for a past habit, for example: he always drank wine.
The use of simple past tense is used in conditional tense that is used unreal past after if and tough so forth.28
Meanwhile, Marcela Frank also gives the similar statements about the use
of the past tense. The past tense may refer to:29
1. One event completed in the past:
Isawhim last night. They left two hours ago.
The word ago requires the use of the past tense, even if the time indicated
comes almost up to the present.
2. Repeated events completed in the past and no longer happening:
When I was young, Iwentswimming every day. 3. Duration of an event completed in the past:
Helived in New York for thirty years and then he decided to return to France.
In addition, Nasrun Mahmud said that “the simple past tense refers to a
complete action, activity or state that happened or that was true at certain point or
at a certain period of time in the past.”30
Based on the above discussions, the writer concludes that the usages of
simple past tense are for stating the activities or events that have started and
finished in the past. So, there is a particular time when someone or people doing
the activities. Usually, there is the specific time signals such as, last, …ago,
yesterday, and so on. Sometimes, the students get confused when the time they
have to use the simple past tense.
28
Thomson and Martinet,loc. Cit. 29
Marcela Frank, Modern English/A Practical Reference Guide, (New Jersey: Prentice Hall, Inc., 1972), p. 73.
30
C. Writing
1. Definition of Writing
According to Barnet and Stubbs “Writing as a physical act, it requires
material and energy. And like most physical act, to be performed fully, to bring
pleasure, to both performer and audience, it requires practice”.31 In writing,
writers are asked to present their works powerfully; they have to make the readers
satisfy with their writing. It is important for writers doing practice to improve
their writing skill, not only that they also have to expand their knowledge to
develop their skill in writing because more knowledge is for better writing.
Based on Rise B. Axelrodand Charles R. Chooper, "Writing makes a special contribution to the way people think. When we write, we compose
meanings, we put together facts and ideas and make something new...".32It means
that writing can make people reconstruct their thought, and then they will make
new thoughts through facts and ideas that have occurred; they try to combine and
compare both of them until they are getting new conclusion as a new thought.
In addition, James C. Raymond said that “Writing is more than a medium
of communication. It is a way of remembering and a way of thinking as well.
Writing is a way of finding out what we know and what we need to learn. Spoken
words disappear as soon as they are spoken; but writing freezes our thought,
makes them visible and permanent so we can examine and test their quality.
Writing is also a way of learning. None of us can write much of interest without
thinking, probing, observing, asking questions, experimenting, and reading.33
To sum up, writing can be said as a media for students to develop their
language skill because from writing they can use their knowledge of the target
language that they have been learnt. Writing is the most difficult skill because it
31
Barnet and Stubbs’s,Practical Guide to Writing, (Canada: Brown company, 4thedition 1983), p. 3.
32
Rise B. Axelrod and Charles R. Chooper,The ST. Marline's Guide to Writing,(Boston: Houghton Mifflin Company, 1986), p. 1.
33
combines receptive skills and productive skills. Writing is also the way to make
spoken language permanently.
2. Kinds of writing
Generally, there are three kinds of writing; those are Free Writing,
Controlled Writing, and Guided Writing as explained by experts below:
a. Free Writing
According to John Lagan, “Free Writing is just sitting down and writing
whatever comes to your mind about a topic”.34 This opinion also almost the same as Peter and Pat said “Free Writing means writing privately and writing without
stopping. Just write whatever words come to your mind or whatever you want to
explore at this moment”.35
It means that in free writing, the students just write anything what they
want to write, without worrying about spelling or grammar, and do not stop until
they run out of something to say in their writing.
b. Controlled Writing
Based on Ann Raimeswho stated that “Controlled writing is all the writing
your students do for which a great deal of the content and/ or form supplied”.36She
also explained that in controlled writing, the students are focused on getting words
down on paper and in concentrating on one or two problems at a time; and the
technique which is considered by her is the students are given a task to work such
as an outline to complete, a paragraph to manipulate, a model to follow, or a
passage to continue.
34
John Lagan, Sentence Skills: work Book for Writers, (Boston: McGraw-Hill, 2003), p. 17.
35
Peter Elbow and Pat Belanoff, A Community of Writers; A Workshop Course in Writing, 3rdEd,(Boston: McGraw-Hill, 2000), p. 6.
36
c. Guided Writing
Ann Raimes stated also that “Guided writing is an extension of controlled writing.”37 She explained that guided writing is less control than controlled writing. In this kind of writing the students are given a first sentence, a last
sentence, an outline to fill out, a series of question to respond to, or information to
include in their writing.
3. Types of Writing
According to James A. W. Heffernan and John E. Lincoln in their book
“Writing A College Handbook”, there are three types in writing development:
a. Description
Description is writing about the way persons, animals, or things appear. It
normally takes one of three forms. Description is divided into three parts:
1) Informative description
An informative description simply enables the readers to identify an
object.
2) Analytical or Technical Description
An analytical or technical description enables the reader to understand the
structure of an object.
3) Evocative Description
Evocative description re-creates the impression made by an object. It can
appeal not just to the eye but to all the other senses.
37
b. Narration
Narration or story telling is writing about a succession of events. The
simplest kind of narration follows chronological order: the order in which the
narrated events actually occurred or could have occurred. The writer can use
events out of the chronological. It means that the writer uses the flash back story.
c. Exposition
Exposition is writing with a referential aim. It seeks to explain someone or
something in the world outside the writer. The exposition gives the reader
information or explains something.38
D. Narrative Writing
1. Definition of Narrative Writing
Betty MattixDietsch says “narration is used not only in fiction writing but
also to relay news of a neighborhood or news of a nation, to share research data,
to write reports and other documents. Histories, biographies, journals, college
papers, magazines, and even advertisements include narrative. Narration is a
powerful tool that can captivate an audience – stirring the imagination, eliciting
empathy, and lending weight to opinion”.39
James A. W. Heffernan wrote in his book Writing A College Handbook,
“narration or storytelling is writing about a succession of events. The simplest
kind of narration follows chronological order: the order in which the narrated
events actually occurred or could have occurred”.40
In addition, James Burl Hogins stated “narration tells story, the story of a
sequence of events. Something happens over period of time”.41 Meanwhile,
38
James A. W. Heffernan & John E. Lincoln, Writing a College Handbook, (W. W. Norton & Company, 1982), pp. 422—424.
39
Betty MattixDietsch, Reasoning & Writing English Well, (New York: Mc Graw-Hill,2003), p. 123.
40
James A. W. Heffernan ,op. cit.,p. 86. 41
Axelrod and Cooper gave their opinion about narration, “narration is a basic
writing strategy for presenting action. Writers use narration for a variety of
purposes: they illustrate and support their ideas with anecdotes, entertain readers
with suspenseful stories, predict what will happen with scenarios, and explain how
something should happen with process narrative”.42
Based on discussions above, the writer concludes that narrative writing is a
writing which tells about the story of events in a period of time. Narrative writing
is not only about fiction writings, but also about scientific writing can be written
in a narration. It presents action with variety of purposes.
2. The Purpose of Narration
Every kind of writing has a purpose, narration also has a purpose.
According to Barbara Fine Clouse, “obviously, a narration can entertain because a
good story can amuse readers and help them forget about themselves for a time.”43
This statement is supported by Mark Anderson and Kathy Anderson, they said
that “the purpose of narrative that is to present a view of the world that entertains
or informs the reader or listener”.44 In addition, Barbara gave three purposes of
narration:
a) To express your feeling, you could narrate an account of your final visit
with your grandfather for example.
b) To inform your readers, you could narrate an account of a typical day for
your grandfather, pointing out the advantages he enjoyed because he lived
at the retirement home for example.
42
Rise B. Axelrod and Charles R. Cooper, Guide to Writing, (New York: St. Martin’s Press, Inc., 1985), p. 386.
43
Barbara Fine Clouse, Patterns for a Purpose: A Rhetorical Reader,(New York: McGraw-Hill, 2003), p. 160.
44
c) To persuade your readers,you could narrate an account of one or more of
your own experiences, tell the benefits you and the residents enjoyed as a
result.45
To sum up, actually the purpose of narration is to amuse and entertain the
readers. Make them feel including in the story while they are reading and also to
inform and persuade the readers about the story.
3. Elements of Narration
Betty said that “every narrative has six elements – the who, where, when, what, why, and how of the event. The point of view from which the story is told
also influences its effect on the audience. Who was involved? Where did the
action take place? When? What happened? How did it happen? Why did it
happen? Who is the narrator?”46 It means that in writing narration, we have to consider those things. It will make us easier in writing narration. And also it
makes us easier in analyzing the narrative writing.
4. Narrative Time Signals
The writers use three methods to signal shifts in narrative time: clock time,
temporal transitions, and verb tense. Those things are important to make narrative
writings are easy to understand and read.47
a. Clock time
Many writers use clock time to orient readers and to give a sense of
duration. The clock time serves the writer’s purpose by making readers aware of
the speed with which actions were taken. Ex: 9: 10 P. M. John came to my house,
a split second later, within seconds, etc.
45
Barbara ,loc. Cit. 46
MattixDietsch,op. cit., p. 124.
47
b. Temporal transitions
Temporal transitions mean the words and phrases that locate a point in
time or relate one point to another. Some familiar ones include then, when, at that
time, before, after, while, next, later, first, and second.
c. Verb tense
Verb tense also plays an important role in presenting time in narrative. It
indicates when the actions occur and whether they are complete or in a progress.
For example, “when my son and I arrived at the pig yard, … the pig had emergedfrom his house and was standing in the middle of his yard ..”. it shows
that there are three past tenses in one sentence, simple past, past perfect, and past
progressive.
5. Taking a point of view
In narrative writing, a point of view is an important part in narrative
writing. It refers to the narrator’s relation to the action at hand. Basically, writers
use two points of view:
a. First person
First person is used to narrate action in which the writer participated. For
instance, Tommy came atmeandwetalked each other. Typically, the writers use the first-person pronounIin first person point of view.
b. Third person
On the other hand, third person is used to narrate action in which people
other than the narrator were involved. The writers use the third-person pronouns
he, she,andtheyinstead of the first personIorwe.48
48
2
The place of this research is SMA Dua Mei Ciputat, Jl. H. Abdul Ghani
No. 135 Ciputat Timur, Tangerang Selatan. The writer chooses the first grade
students of SMA Dua Mei Ciputat to obtain the data which is used as object of
this study. The research was started from 19thof March 2013 to the 20thof March
2013.
B. The Population and Sample Taking
The population of this research is the first grade students of SMA Dua Mei
Ciputat, Tangsel that consists of 60 students who are distributed into two classes,
X-1 and X-2. In this research, the writer took the purposive clustering sample
technique. The sample of this research is class X.2 which consists of 30 students.
The writer takes 20 students who have written texts more than 100 words because
the writer gave the limitation of writing. The writer creates the writing so that the
students produce similar writing.
C. Method of the Research
In this study, the writer used the descriptive qualitative method. The writer
did some procedures to have the result of the research. First, the writer gave the
written test to the students of X-2 of SMA Dua Mei; then he collected the paper
test from the students as the data. Second, he identified the errors of the tenses
which are made by the students. Third, he described and classified the errors of
the tenses based on types of errors from Heidi Dulay, those are Addition,
Omission, Misformation, and Misordering. The next, he counted those errors to
find out which types of error which the students make the most. Last, he
D. The Instrument of Research
To collect the data of this research, the writer gave a test to the first grade
students of SMA Dua Mei Ciputat. The writer used a guided writing for the test in
order the students know what should be written. Then the students’ assignments
are collected by the writer. From this, the writer will know the common errors and
the sources of error made by students in narrative writing focused on simple past
tense.
E. Procedures of the Research
The first, the writer prepared the instrument of the test. Second, the writer
asked permission to the principal of SMA Dua Mei Ciputat to do the research.
Next, he made a schedule with the English teacher of SMA Dua Mei Ciputat to
conduct the test. After collecting the data, the writer analyzed it based on Carl
James’ procedures of error analysis; they are error detection, error location, error description, error classification, and error count.
F. Data Analysis Technique
The technique of data analysis which is used by the writer in this research
is qualitative analysis technique which function is to describe and interpret the
result of quantitative data. For getting the quantitative data, it will describe in the
table of percentage and formula as follows:
P = F X 100% N
Notes: P: Percentage
F: Frequency
N: Number of cases (total of frequency)1
1
31
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Findings
1. Error Identification
In this section, the writer identified the errors found in the use of Simple
Past Tense in narrative text written by the students. The writer presented the
identification of errors in the form of table below:
Table 4.1
Recapitulation of Types of Errors in Narrative Writing Focused on Simple Past Tense
Students Addition Omission Misformation Misordering
Student 1 - 2 4 2
Student 2 - 1 4 1
Student 3 - 2 5
-Student 4 1 2 3
-Student 5 - 2 4 1
Student 6 - - 5 3
Student 7 1 4 5
-Student 8 - 1 4
-Student 9 - - 4 1
Student 10 - 4 4
-Student 11 - 2 5 2
Student 12 - 3 5
Students Addition Omission Misformation Misordering
Student 14 - 2 4 3
Student 15 - 3 4 1
Student 16 3 2 2 3
Student 17 2 3 4
-Student 18 1 - 3
-Student 19 - 3 4 1
Student 20 1 3 4 1
Total 9 40 82 21
Total (N) 152
The chart below presents the highest level to the lowest of errors mostly made by
the students:
6%
26%
54% 14%
Percentage of Students' Errors
Addition
Omission
Misformation
Misordering
Chart 4.1: The Recapitulation of Students’ Error Based on Dulay
The table shows percentage of each error based on classification of Heidy
Dulay, and the writer found that error of Misformation is the most frequent error
made by the first grade students of SMA Dua Mei Ciputat, Tangsel with 82 of
next is Misorderingwith 21 of total errors or 14%. The last is Additionwith 9 of
total errors or 6%.
2.
Error Description and Explanation
After presenting the error into types of errors which are written by Heidi
Dulay, the writer would like to talk more about the errors of the use of Simple
Past Tense in the students’ narrative text. Thestudents’ errors are classified into four: omission, addition, misformation, and misordering.
Lastly, regarding the writing format, the writer explained the table of each
student’s error constructions consisting types of errors (see appendix 2) in the following paragraph. Here is the complete description of the students’errors: 1.) Student 1
There are threetypes of error found in the student’s writing.The name teenistono and tiniandTinicomesfrom a very rich familyare classified as misformation
error since the student used incorrect verb forms in those constructions. They are
supposed to beThe name of teenswereTono and TiniandTinicamefrom a very
rich family.
Meanwhile, another error construction made by the student considered as
omission error. The student omitted a word or a morpheme. In construction Tini
very sad, I lovehim dad.The student missed to put a verbwas in the construction
and omitted a verb inflection. They are supposed to be Tini was very sad, I loved
him dad. The last, the student committed misordering error such as my father
agreed relationship tini and tono.It should beher father agreed their relation.
2) Student 2
There are three error constructions made by the student which are
considered as omission error, such as they live in small village, it is supposed to
betheylivedin a small village.The student omitted the verb inflection–ed.
Another error type found in the student’s writing is misformation error.
They arethey have a relationshipandtini’s parents are very upset.The student is
