Proposed by:
By:
SUNARTI LUSMINI ASTUTI 208014000067
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Advisor: 1. Drs. H. Sunardi Kartowisastro, Dip.Ed. 2. Ummi Kultsum, M.Pd.
Keywords: Error Analysis, Students’ Error, Present Perfect Continuous Tense
This research is aimed to analyze the students’ error made by the First Grade students of SMAN 63 Jakarta in using Present Perfect Continuous Tense. Specifically, it is aimed to know the error types in using Present Perfect Continuous Tense and to know the error causes which became the factors of
students’ error in usingPresent Perfect Continuous Tense.
The data sources of this research were 40 students of First Grade of SMAN 63Jakarta which were taken by technique of purposive sampling. The researcher used field research and descriptive analysis method in this research. Then, to collect the data, she used two techniques, test and interview as the instruments of the research.She also used some procedures such as identifying, describing, recapitulating, explaining and interpreting, and concluding as the technique of data
analysis in this research.
The finding showed that the total frequencies of all errors made in using
Present Perfect Continuous Tense are 292 from 40 students. The highest rate of the error types is misformation with the total errors of 257 or 88.02 % while the lowest rate of the error types is misordering with the total errors of 4 or 1.37 %. Next, there are 26 errors or 8.9 % in omission, and 5 errors or 1.71 % in addition. Those four error types are proposed by Dulay et. al.. Based on the theory of Richards, the researcher found the existence of errors is derived from
overgeneralization, ignorance of rule restriction, incomplete application of rules
and false concepts hypothesized with the highest rate of the error causes is false concepts hypothesized with the total number of errors is 134 or 45.89%.
ii
Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Pembimbing: 1. Drs. H. Sunardi Kartowisastro, Dip.Ed. 2. Ummi Kultsum, M.Pd.
Kata Kunci: Analisa Kesalahan, Kesalahan Siswa, Present Perfect Continuous Tense
Penelitian ini bertujuan untuk menganalisa kesalahan siswa yang dilakukan oleh siswa kelas satu SMAN 63 Jakarta dalam menggunakan Present Perfect Continuous Tense. Secara spesifik, penelitian bertujuan untuk mengetahui jenis-jenis kesalahan apa saja yang dilakukan siswa dalam menggunakan Present Perfect Continuous Tense dan untuk mengetahui factor penyebab-penyabab kesalahan siswa dalam menggunakan Present Perfect Continuous Tense.
Sumber data pada penelitian ini adalah 40 siswa kelas satu SMAN 63 Jakarta yang diambil dengan teknik purposive sampling. Peneliti menggunakan metode penelitian lapangan dan analisis deskriptif. Penelitian ini dikategorikan sebagai penelitian studi kasus di mana penelitian ini digunakan untuk mengidentifikasi dan mengatasi permasalahan yang dihadapi oleh siswa dalam mempelajari tensis bahasa Inggris khususnya Present Perfect Continuous Tense. Lalu, untuk mengumpulkan data, peneliti menggunakan dua teknik, tes dan wawancara sebagai instrumen penelitian. Peneliti juga menggunakan beberapa procedur seperti identifying, describing, recapitulating, explaining, interpreting
danconcluding sebagai teknik analisis data dalam penelitian ini.
Hasil Penelitian menunjukan bahwa jumlah frekuensi semua kesalahan yang dibuat dalam menggunakan Present Perfect Continuous Tense yaitu 292 dari 40 siswa. Tingkat tertinggi dari tipe-tipe kesalahan adalah misformation dengan total kesalahan adalah 257 atau 88.02% sementara tingkat terendah dari tipe-tipe kesalahan yaitu misordering dengan total kesalahan 4 atau 1.37%. Selanjutnya, ada kesalahan 26 atau 8.90% dalam omission, dan 5 kesalahan atau 1.71% dalam
addition. Empat tipe kesalahan tersebut diajukan oleh Dulay, dkk.. Berdasarkan pada teory Richards, penyebab-penyebab kesalahan yang ditemukan dalam penelitian ini yaitu overgeneralization, ignorance of rule restriction, incomplete application of rules dan false concepts hypothesized dengan tingkat penyebab kesalahan tertinggi adalah false concepts hypothesized dengan total kesalahan 134 atau 45,89%.
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ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful
Praised be to Allah, Lord of the worlds, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. It is a pleasure to acknowledge the help and the contribution to all of lecturers, institution, family and friends who have contributed in different ways. Hence, this skripsi is processed until it becomes a complete writing presented to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Education) in English Language Education.
First of all, the writer would like to express her special gratitude to her beloved parents. She also expresses great honor and deepest gratitude to her advisor, Drs. H. Sunardi Kartowisastro, Dip.Ed. and Ummi Kultsum, M.Pd. who have given suggestions and critiques to the writer in doing this skripsi.
The writer’s sincere gratitude also goes to:
1. All lectures of English Education Department.
2. Drs. Syauki, M. Pd., the Head of English Education Department.
3. Zaharil Anasy, M.Hum., the Secretary of English Education Department. 4. Dra. Nurlena Rifa’i, MA. Ph.D., the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 5. H. Musbir, M.M., the Principal of SMAN 63 Jakarta.
6. Windawati, S.Pd., the English Teacher of SMAN 63 Jakarta. 7. The first grade students of SMAN 63 Jakarta, especially X.4. 8. All of the writer’s friends who always supporting her.
The writer does realize that this skripsi cannot be considered ideal without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this skripsi better.
iv
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vi
LIST OF PICTURE ... viii
LIST OF CHARTS ... ix
LIST OF APPENDICES ... x
CHAPTER I: INTRODUCTION ... 1
A.Background of the Research ... 1
B.Limitation of the Research ... 4
C.Question of the Research ... 4
D.Aim of the Research ... 4
E. Significance of the Research ... 5
CHAPTER II: THEORETICAL FRAMEWORK ... 6
A. Concept of Error Analysis ... 6
1 Error Analysis ... 6
2. Difference of Error and Mistake ... 7
3. Significance of Learners’ Error ... 8
4. Types of Error ... 9
5. Causes of Error ... 11
6. Procedures of Analyzing Error ... 14
B. Overview of Present Perfect Continuous Tense ... 16
1. The Use of Present Perfect Continuous Tense ... 17
2. The Form of Present Perfect Continuous Tense ... 18
C. Typical Error in Using Present Perfect Continuous Tense .. 19
v
CHAPTER III: RESEARCH METHODOLOGY ... 22
A. The Research Method ... 22
B. The Place and Time of the Research ... 22
C. The Subject of the Research ... 22
D. The Technique of Data Collection ... 22
E. The Technique of Data Analysis ... 23
CHAPTER IV: FINDING AND INTERPRETATION ... 27
A. Finding ... 27
1. Data Description ... 27
2. Data Analysis ... 32
B. Interpretation ... 45
CHAPTER V: CONCLUSION AND SUGGESTION ... 47
A. Conclusion ... 47
B. Suggestion ... 47
BIBLIOGRAPHY ... 48
vi
2. Table 2.2 The Examples of Omission Errors ... 10
3. Table 2.3 The Examples of Misformation Errors ... 10
4. Table 2.4 The Examples of Misordering Errors ... 11
5. Table 2.5 The Examples of Overgeneralization ... 12
6. Table 2.6 The Examples of Ignorance of Rule Restriction ... 12
7. Table 2.7 The Examples of Incomplete Application Rules ... 13
8. Table 2.8 The Examples of False Concepts Hypothesized ... 13
9. Table 2.9 The Verb Tenses ... 16
10. Table 2.10 Common Verbs Having Stative Meaning ... 18
11. Table 2.11 Typical Error in Using Auxiliary Verb ... 20
12. Table 2.12 Typical Error in Forming “ing” Form ... 20
13. Table 2.13 Typical Error in Negative Sentence ... 20
14. Table 2.14 Typical Error in Usage ... 21
15. Table 3.1 Area Tested of Form and Usage in Present Perfect Continuous Tense 23 16. Table 3.2 Description of students’ Error in Addition ... 24
17. Table 3.3 Description of students’ Error in Omission ... 24
18. Table 3.4 Description of students’ Error in Misformation ... 24
19. Table 3.5 Description of students’ Error in Misordering ... 24
20. Table 3.6 The Recapitulation of Error Types ... 25
21. Table 3.7 The Recapitulation of Error Causes ... 25
22. Table 3.8 The Recapitulation of Students’ Errors ... 26
23. Table 4.1 The Recapitulation of Error Types ... 27
24. Table 4.2 The Recapitulation of Error Causes ... 29
25. Table 4.3 The Recapitulation of Students’ Errors ... 30
26. Table 4.4 Some Examples of Student’s Errors in Addition ... 33
27. Table 4.5 Some Examples of Student’s Errors in Omission ... 34
28. Table 4.6 Some Examples of Student’s Errors in Misformation ... 36
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ix
2. Chart 4.2 The Recapitulation of Error Causes ... 29 3. Chart 4.3 The Recapitulation of Students’ Errors ... 32
ST OF CHARTS
4. Chart 4.1 The Recapitulation of Error Types ... 28
5. Chart 4.2 The Recapitulation of Error Causes ... 29
x
3. Appendix 1c. Description of Students’ Error in Misformation ... 53
4. Appendix 1d. Description of Students’ Error in Misordering ... 65
5. Appendix 2a. Students’ Test Results ... 66
6. Appendix 2b. Students’ Interview Results (Overgeneralization) ... 84
7. Appendix 2c. Students’ Interview Results (Ignorance of Rule Restriction) .... 86
8. Appendix 2d. Students’ Interview Results (Incomplete of Application Rules) 88
9. Appendix 2e. Students’ Interview Results (False Concepts Hypothesized) ... 90
10.Appendix 3a. Test Instrument ... 93
11.Appendix 3b. Answer Key ... 94
12.Appendix 4. School Profile ... 95
13.Appendix 5a. Surat Keterangan Penelitian ... 99
14.Appendix 5b. Surat Pengesahan Proposal Skripsi ... 100
15.Appendix 5c. Surat Bimbingan Skripsi (Dosen 1) ... 101
CHAPTER I INTRODUCTION
A. Background of the Research
Language means a lot for people. As a human, people absolutely need language to communicate. In daily activities, people always get in touch with society by using language. Through language, people can deliver ideas, info and knowledge.
In Indonesia, there are two languages that have an important influence in education. They are Bahasa Indonesia and English. In junior high school and senior high school, Bahasa Indonesia and English are the requirements that students need to complete in doing final examination (Ujian Nasional).
Moreover, English is also taught in preschool level, especially non-government owned schools. Children aged around 4 – 5 years old are learning English. There are also many of the non-formal education programs that provide people to learn English. And for sure, it needs more budget to join in that kind of programs.
However, English is a foreign language in Indonesia. Most of people do not use English in their daily communication. According to writer’s friends, elementary school’s friends; junior high school’s friends; senior high school’s friends; and collage friends, they think that English is difficult to be learnt, because in Bahasa Indonesia does not consist of special grammar, such as:
1. a). Bahasa : Ann sedang menulis surat-surat sepanjang hari ini.. b). English : Ann has been writing some letters all day.
2. a). Bahasa : Ann telah menulis 10 surat hari ini . b). English : Ann has written ten letters already.
It is very clear about the differences between sentences in Bahasa Indonesia (1a and 2a) and those of English (1b and 2b). In the sentences 1a and 2a, the word “menulis” does not change although in different situational meanings. But, in the sentences 1b and 2b changed into 1b :“has been writing”
uses the present perfect continuous tense and 2b : “has written” in present perfect tense.
Another problem can be found in Indonesian school. Although English is needed and necessary subject in school, but based on the writer’s experience, the government does not provide a good facilitation. For example, in senior high school, English only can be taught twice a week or about three hours in a week.
Since English is regarded as a foreign language in Indonesia, people should do more efforts in learning English, because they need to use new vocabularies, new grammatical rules and new pronunciations. However, they do not use English in their communication. As Canale and Swain said in Brown’s book that foreign language learning needs communicative competence, such as grammatical competence, discourse competence, sociolinguistic competence and strategic competence.1 The writer also has the same opinion with Canale and Swain. As a foreign language learner, people should realize that in successful communication still have grammatical rules, so it will make less misunderstanding when people communicate with other people.
There is another statement about how Important the grammar in language. It is stated in Penny Ur’s book, she said “There is no doubt that a knowledge -implicit or explicit - of grammatical rules is essential for the mastery of a language: you cannot use words unless you know how they should be put together”.2
In English, people should be more aware of the grammatical rules, because when the word puts in different tenses or in different word forms (such as in the example of the sentences 1 and 2 above), it has also different meaning.
The statement above is also agreed by Rob Batstone, he said that language without grammar would certainly leave us seriously handicapped.3
1
Canale and Swain, in H.Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison Wesley Longman Inc, 2000), p.247.
2
Penny Ur, Grammatical Practice Activities: A Practical Guide for Teacher,
(Cambridge: Cambridge University Press, 1988), p.4.
3
However, it is absolutely not an easy thing in learning grammar. Based on the writer experience, she found students’ errors when she did teachers´ training or Praktik Profesi Keguruan Terpadu (PPKT). According to the students’ statement, they seldom use some tenses in their daily activities, such as Present Perfect Continuous Tense.
The writer also found grammatical problems when she did an unstructured interview on Friday January 13th, 2012 with the English teacher at SMAN 63 Jakarta, named Ms.Winda. She said that 60% 0f 243 students at first grade of SMAN 63 Jakarta make errors when using grammar, such as they used Simple Present Tense instead of Simple Past Tense to state past activity, I see my friend yesterday in Puri Mall. The correct answer is I saw my friend yesterday in Puri Mall.
Furthermore, as Corder noted: “A learner’s errors are significant in[that] they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language”4
So, errors that learner made in learning process is obviously natural, in the sense that the learner’s effort to use the language.
This research is important because in learning English as a foreign language, many experts that writer’s has mentioned say that learner should do more practices in using grammar to minimize misunderstanding in communication. Also, in learning process, making error or mistake cannot be avoided. The error shows the weak of students, so it is useful to analyze error types and error causes. As Corder said that learners’ errors are significant to the teacher, the researcher and the learners.5
Based on the explanation above, the writer would like to carry out a research under the title “An Analysis on Students’ Errors in Using Present Perfect Continuous Tense ” (A Case Study at First Grade Students of SMAN 63 Jakarta).
4
Corder, in H.Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison Wesley Longman Inc, 1994), p.205
5
B. Limitation of the Research
To limit the problems, it will be discussed in this “skripsi” that comprise of:
1. The types of error make by students in using present perfect continuous tense.
2. The factors that cause students’ errors in using present perfect continuous tense.
The aspects to be discussed above just focus on 2 (two) aspects. Meanwhile, the other aspects don’t relate to aspects above is beyond the writer’s responsibilities.
C. Question of the Research
Based on the background of the problem above, it’s necessary to analyze the students’ difficulties in using present perfect continuous tense at the first grade students of SMAN 63 Jakarta. The researcher formulates the research question as follows:
1. What types of error made by students at the first grade of SMAN 63 Jakarta in using present perfect continuous tense?
2. What are the factors that cause the students’ errors in using present perfect continuous at the first grade of SMAN 63 Jakarta?
D. Aim of the Research
As it has been stated in the question of the research, the aim of this research is to find out the evidences of the students errors in using present perfect continuous tense at the first grade of SMAN 63 Jakarta. In addition, the writer aims this research at analyzing:
1. To describe the types of error made by the first grade students of SMAN 63 Jakarta in using present perfect continuous tense.
E. Significance of the Research
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer would like to explain about error analysis, definition of error, cause of error and the goal of error analysis. Besides, the writer would like to explain about the concept of error analysis, overview of Present Perfect Continuous Tense.
A. Concept of Error Analysis 1. Error Analysis
Learners do errors or mistakes in learning. Making errors is inevitable for anyone in learning process. Those errors can be an experience for the learners in learning something. They can use that experience as the lesson in the next time. So, they are able to memorize what they should do and what they should not do.
Brown says that human learning is fundamentally a process that involves the making of erroneous and mistakes1. He also says that language learning is a process that involves errors or mistakes2. It can be concluded that language learning is a kind of human learning that produces errors and mistakes.
Another opinion come from Littlewood, he says that the errors are the product of learning3. So, if the learners make errors, it means that they learnt something.
To analyze those errors, David Crystal explained about the meaning of error analysis. He said that error analysis was the study of the unacceptable forms produced by someone learning a language¸ especially a foreign language.4
1
H.Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison Wesley Longman Inc, 1994), p.204
2 Ibid 3
William T.Littlewood, Foreign and Second Language Learning,( Cambridge: Cambridge University Press,1984),p.24
4.
David Crystal, An Encyclopedic Dictionary of Language and Languages, (Oxford: Penguin Books, 1994), p.125
Since English is a foreign language in Indonesia, it influences learners’ English understanding; they will directly connect with such a new vocabulary, a new grammatical pattern and a foreign pronunciation which are different from the learners’ native language.
Another explanation about error analysis is coming from Brown, he said that the fact that learners did make errors and those errors could 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.5 In other words, that error analysis is a measuring errors with some procedures.
As Hartmann and Stork said, ”Error analysis, a technique of measuring progress by recording and classifying the mistakes made by individual or groups of students”.6
So, error analysis can be used to record and classify the mistakes.
Furthermore, Corder stated that error analysis was branch of applied linguistic, had two functions, theoretical and practical. Theoretical was used to investigate the language learning process, and practical was used to guide the remedial action.7 The functions of error analysis were to investigate the language learning process and to guide the remedial action
2. Difference of Error and Mistake
Most of people still misunderstand about error and mistake, so, it is important to distinguish between error and mistake in studying error analysis. There are many explanations about those two crucial things coming from experts such as Julian Edge divided mistakes into three broad categories, slips (that is mistakes which students can correct themselves),
5
Brown, op. cit., p.206.
6
Hartmann and Stork, Dictionary of Language and Linguistics, (London: Applied Science Publishers,1972 ),p.78.
7
errors (mistake which they cannot correct themselves and which therefore need explanation), and attempts (that is when a student tries to say something but does not yet know the correct form).8
The similar opinion coming from Carl James, he said that if the learner was inclined and able to correct fault was a mistake, on the other hand, if the learner was unable or in any way disinclined to make the correction that was an error.9
Errors reflect gaps in a learner’s knowledge because the learner does not know what is correct. Mistakes reflect occasional lapses in performance because the learners are unable to perform what they know.10
Hubbard says that errors is caused by lack of knowledge about the target language (English) or by incorrect hypotheses, and mistakes is caused by temporary lapses of memory, confusion, slips of the tongue.11
Moreover Norrish said that error is systematic deviation from the accepted system of the target language. Mistake is non-systematic deviation from the accepted system of a language being learned and it usually due to human limitation such as tiredness, nervousness, and fatigue.12 It means that errors may occur because of human factor in mastering the target language such as the limitation of memory, psychological problem and do not understand about the material of subject. In another side, the learners never recognize their errors or they never know that they have made errors.
3. Significance of Learners’ Error
Error analysis provides many advantages in language learning and teaching as Corder says that the learners’ errors are giving advantages to the teacher, the researcher and the learner. The teacher knows the learner
8
Jeremy Harmer, The Practice of English Language Learning,(New York:Longman,1989),p.99
9
Carl James, Errors in Language Learning and Use, ( New York: Longman, 1998),p.78
10
Rod Ellis, Second Language Acquisition,(Oxford: Oxford University Press, 1997), p.17
11
12
John Norrish, Language Learners and Their Errors, (London: Hoc Milton, 1983), p.78
progress. The researcher gets the evidence of how language is learnt and what strategies that learners use in language learning process. The learners can test his hypothesis about the target language.13
4. Types of Errors
Dulay, et al. classified the error types into 2 categories. They are linguistic category classification and the surface structure taxonomy.14 Linguistic category classification located the errors based on phonology (pronunciation), graphology, grammar, lexis (meaning and vocabulary), and text.
Meanwhile, the surface structure taxonomy located the errors based on the way in which the learners’ response is different from the presumed target language. There are four subtypes of error in this categories namely
addition, omission, misformation and misordering.15
[image:22.595.135.516.231.608.2]First, addition errors occur when there is a sentence where unnecessary element is added into a correct sentence.
Table 2.1
The Examples of Addition Errors
13
Dulay, in Corder, op. cit., p.10-11
14
James, op.cit., p. 106-110
15
James, op.cit., p.106
Classification Error Recognition Error Reconstruction Addition of past tense
indicative
She didn’t slept there yesterday.
She didn’t sleep there yesterday.
Addition of the present indicative
We do practice dance
three times in a week.
We practice dance
Note: The underlined letters or words are addition
[image:23.595.139.513.143.220.2]Second, omission errors occur when there is a sentence where necessary element is omitted in a correct sentence.
Table 2.2
The Examples of Omission Errors
Note: Symbol ^ is omission
Third, misformation errors are the use of the wrong form of a structure or morpheme. In other words, misformation is the error of using grammatical form of the target language.
Table 2.3
The Examples of Misformation Errors
Classification Error Recognition Error Reconstruction Misformation of
auxiliary
She don’t know me. She doesn’t know me.
Misformation of regular past
I taken the book
yesterday.
I took the book
yesterday.
Addition of plural (s) The bags is here. The bags are here.
Addition of object (double object)
Lina can fix it my doll. Lina can fix my doll.
Classification Error Recognition Error Reconstruction Omission of auxiliary I ^ going to school by
bus every day.
I am going to school by
bus every day.
Omission of
progressive (–ing)
She is play ^ football. She is playing football.
Omission of regular past tense –ed
I borrow ^ Dani’s book
last night.
I borrowed Dani’s book
last night.
Omission of
preposition
They want to go ^
Lombok.
They want to go to
[image:23.595.138.518.267.546.2]Misformation of indefinite article (an)
Louisa got an uniform Louisa got a uniform
Note: The underlined letter or word is addition
[image:24.595.135.515.267.563.2]Fourth, misordering is the error in arranging the right forms in the right order. The sentence can be correct in elements, but wrongly in word order.
Table 2.4
The Examples of Misordering Errors
Classification Error Recognition Error Reconstruction Misordering of
auxiliary verb
What shape it is? What shape is it?
Misordering of negative
She not does submit her
homework
She does not submit her
homework.
5. Causes of Error
Brown said that the cause of errors could be devided into 2 categories, they are:16
a. Interlingual errors, that is error caused by interference of the learner’s mother tongue. A different class of error is represented by sentences. b. Intralingual errors, that is cause of errors resulting from complicated
system of the target language it self.
Hubbard, et al., said that there are three causes of error; they are mother tongue interference, overgeneralization, and errors encouraged by teaching material or method.17 Mother tongue interference is caused by the first language of learners or mother tongue to use the target language. Overgeneralization can be happened because of the partial learning of the target language. Errors encouraged by teaching material or method is the cause of error that comes from the material or the method that teacher used in learning process.
16
Brown, op.cit.,, p. 213-214
17
Meanwhile, Richards said that the intralingual errors were devided into 4 terms, they are:18
a) Overgeneralization
Overgeneralization happens when a learner uses a certain structure that is over-generalized in the target language. It is caused the learners’ basic experience of certain structure. Generally, overgeneralization is the creation of one deviant structure in place of two regular structure.
Table 2.5
The Examples of Overgeneralization
Classification Error Recognition Error Reconstruction Over generalized use
of the rule for forming progressive.
We are not knowing
the rules.
We do not know the rules.
Over generalized of the rule for inserting do into interrogatives.
Who did write the book?
Who wrote the book?
Over generalized third person ending.
Who can Angela sees? Who can Angela see?
b) Ignorance of rule restriction
[image:25.595.141.517.284.547.2]Ignorance of rule restriction is failure to observe the restriction of existing structures. That is the application of rules to context where they do not apply.
Table 2.6
The Examples of Ignorance of rule restriction
Classification Error Recognition Error Reconstruction Ignorance of the rule in
putting the verb and auxiliary verb.
The baby crying was. The baby was crying.
18
Ignorance of the rule singular/plural.
The books is blue. The books are blue.
Ignorance of the usage rule auxiliary verb (have/has)
She have a book. Shehas a book.
c) Incomplete application of rules
[image:26.595.138.518.112.219.2]Incomplete application of rules means errors are due to the occurence of structures whose deviancy represents the degree of development of rules required to produce acceptable utterence. The learners fail to produce a correct sentence according to the standards rules.
Table 2.7
The Examples of Incomplete application of rules
Classification Error Recognition Error Reconstruction Incomplete application
rule in using to be (are)
You ^ student. You are student.
Incomplete application rule in putting verb.
I did not ^ yesterday. I did not come
yesterday.
d) False Concepts Hypothesized
False concepts hypothesized means basically errors are the result from faulty comprehension of distinction in the target language.
Table 2.8
The Examples of False Concepts Hypothesized
Classification Error Recognition Error Reconstruction False Concepts
Hypothesized between Simple Past Tense and
[image:26.595.144.517.260.547.2]Past Continuous Tense False Concepts Hypothesized between Present Perfect and Present Perfect Continuous Tense.
I have been singing
three songs.
I have sung three songs.
False Concepts Hypothesized between Simple Present and Simple Past Tense.
She is not go to school yesterday.
she did not go to school yesterday.
6. Procedures of Analyzing Error
There are some opinions from experts about the procedures of analyzing error. Van Els, et al., said that there are six steps in analyzing error. Step 1, the errors are selected. Step 2, the errors are identified. Step 3, the errors are classified. This involves assigning a linguistic description to each error. Step 4, the errors are explained. Step 5, the errors are evaluated. Step 6, prevention/correction of errors.19
Corder establishes four steps about the procedures of analyzing error, namely collection the data, identification of errors, description of errors and finally explanation of learner’s errors.20
Next, Mineo also has the similar idea as Corder in explaining the procedures of error analysis, there are collection the data, categorization the errors, identification the errors, and explanation the errors.21
19
Van Els, in Thierry Chanier, et.al., Conceptual Modeling in Error Analysis in Computer-Assisted Language Learning Systems. Lancaster University Journal of the Computing Department. 5, 1992. p.44.
20
Carmen Gloria G., Errors in the Use of English Tenses. San Sebastian University Journal of the Faculty of Education. 3, (Chili : San Sebastian University, 2012, p.4.
21
Another opinion is coming from Ellis. She mentions four steps to carry out error analysis research: identifying errors, describing errors, explaining errors, and evaluating errors.22
In the first step, researcher identifies the errors. It involves a comparison between the students’ answer and the correct answer. If the answer is not in the correct form or in appropriate to the target language, it means there is an error.
When the errors have been identified, the next step is describing learners’ errors. In describing the learners’ errors also includes the classifying the errors to show the frequency of error types and the frequency of error causes.
The third step is the explanation of learners’ errors. It’s explaining about the errors types and the errors causes that have been identified.
The last step is evaluating. The researcher provide the data about the errors types and the errors causes, so that the teachers know what should they do in remedial for students.
In viewing the procedures of error analysis, the researcher used Corder’s theory namely collection the data, identification, description, and explanation of learner’s errors. She also used Dulay’s theory to find the error types. Dulay divided the error types into four types based on surface strategy taxonomy such as addition, omission, misformation, and misordering.
To support this study in finding the error causes, the researcher used Richards’s theory that explained four causes of error: overgeneralization, ignorance of rule restriction, incomplete application of rules, and false concept hypothesized.
22
B.
Overview of Present Perfect Continuous Tense
Before discussing Present Perfect Continuous Tense, the researcher would like to give information about tense. The word tense stands for a verb form or series of verb forms used to express a time relation.23 In other opinion, Sidney Greenbaum and Randolph Quirk said “Tense is a grammatical category that is realized by verb inflection. Since English has no future inflected form of the verb, the threefold semantic opposition is reduced to two tenses: the present tense and the past tense, which typically refer to present and past time respectively”.24
From the explanation, the researcher conclude that tense is a grammatical category that stands for a verb form or series of verb forms used to express a time relation of event in the present, future and past.
[image:29.595.108.516.278.636.2]Richard Veit divided the tenses into two parts, common form and progressive form as it described in the table below:25
Table 2.9 The Verb Tenses
Common Forms Progressive Forms
Present Tense Past Tense
Future Tense
Present Perfect Tense Past Perfect Tense
Future Perfect Tense
Present Progressive Tense Past Progressive Tense
Future Progressive Tense
Present Perfect Progressive Tense
Past Perfect Progressive Tense Future Perfect Progressive Tense
23
A.S. Hornby,Guide Patterns and Usage in English,(Hongkong:Oxford University Press,1975),p.78.
24
Sydney Greenbaum, et al., A Students Grammar of The English Language,(London:Person Education Limited,1990),p.47.
25
From the table above, the present perfect continuous tense is one of the progressive forms. As Martin said that present perfect continuous tense used in expressing the idea of an activity (a task, piece of work, etc) in progress until recently or until the time of speaking.26
1. The Use of Present Perfect Continuous Tense
Here is the explanation of the use of present perfect continuous tense according to experts:
a. Duration
The present perfect continuous tense is used to emphasize the duration of ongoing action or activity which began in the past and still continuing to the present and possibly into the future.27
Example: Tom has been studying for two hours.28 b. Focus on the activity
This usage is focusing on the activity rather than the result.29 Example:
I have been doing my homework all afternoon.
Picture 2.1 : Example of Present Perfect Continuous tenses.30
26
Martin Hewings,Advanced Grammar in Use,(Cambridge: Cambridge University Press,2006),p.12
27
Allan Kent Dart,Dart’s Grammar Workbook 2,(New Jersey: Prentice Hall Regents,1997),p.76
28
Bety Schrampfer Azar, Understanding and Using English Grammar,(New York: Pearson Education, 1993),p.5
29
Mark Folley and Diane Hall, Advanced Learners’ Grammar,(London: Pearson Education,2003),p.65
30
2. The Form of Present Perfect Continuous Tense
Dart’s explained the form of present perfect continuous in his book, he said that a verb in the present perfect continuous tense was formed from “have
or has” and“been” (as a second auxiliary) and a present participle.31 a. Auxiliary verb “has/have been”
1. Singular subject (I, he, she, it, name of person or thing in singular) use the auxiliary verb “has”.
2. Plural subject (you, we, they, name of person or things that in plural) use the auxiliary verb “have”.
b. The present participle
The present participle is formed by adding –ing to the verb. The meaning of “-ing” is showing the continuity of the action or activity.
Example: learn + ing = learning stop + ing = stopping
[image:31.595.114.523.179.727.2]However, there are some verbs that have stative meanings, so those verbs can’t be used in the progressive tense. As Betty mentioned in her book.32
Table 2.10
Common verbs having stative meanings
No. Types of verb Verb
1. Mental state believe, desire, doubt, feel, forget, imagine*, know, mean*, need, realize, recognize, remember*, suppose, think*, understand, want*
2. Emotional state amaze, appreciate, astonish, care, dislike, envy, fear, hate, like, love, mind, please, prefer, surprise
31
Dart, op.cit. ,p.75
32
3. Possession belong, have*,own, possess 4. Sense perceptions feel*, hear, see*, smell*, taste*
5. Other existing state appear*, be*, consist of, contain, cost*, equal, exist, include*, look, look like, matter, owe, resemble, seem, sound, weigh*
Note : The asterisk (*) verbs can be used both stative and progressive meanings and uses.
These are the kinds of present perfect continuous tense sentences:
Affirmative
Pattern : S + Auxiliary Verb (has/have) + been + Present Participle (v-ing) + O/adverb
Example: She has been painting the ceiling for almost 2 hours.
Negative
Pattern : S + Auxiliary Verb (has/have) + not + been + Present Participle (v-ing) + O/adverb
Example: She has not been painting the ceiling for almost 2 hours.
Interrogative
Pattern : Auxiliary Verb (has/have) + S + been + Present Participle (v-ing) + O/adverb?
Example: Has she been painting the ceiling for almost 2 hours?
C.
Typical Error in Using Present Perfect Continuous Tense
The researcher predicts the errors that the students may do. Here are the typical errors in using present perfect continuous tense.
1. Typical Error in Using Auxiliary Verb
Table 2.11
Typical error in using auxiliary verb
No. The error’s sentence The correct sentence 1. I has been sitting here since 7
o’clock. (Misfomation)
I have been sitting here since 7 o’clock.
2. The students has been doing the
school work for 3
hours.(Misformation)
The students have been doing the school work for 3 hours.
3. The bell ringing for 1 minute.(Omission)
The bell has been ringing for 1 minute.
2. Typical Error in Forming “ing” Form
[image:33.595.132.517.135.561.2]Some students sometimes write the verb + ing form incorrect spelling and also use the base form of verb instead of the verb + ing form.
Table 2.12
Typical error in forming “ing” form
No. The error’s sentence The correct sentence 1. They have been swiming.
(Omission)
They have been swimming.
2. My uncle has been drive all night.
My uncle has been driving all night.
3. Typical Error in Negative Sentence
Some students often put the determiner /not/ after subject or use /no/ instead of /not/ as a negative meaning, and also get mixed with another tense in forming the negative form.
Table 2.13
Typical error in negative sentence
our friends. (Misordering) of our friends. 2. She has no been having much fun
in her life. (Omission)
She has not been having much fun in her life.
3. Tina did not waiting for somebody.(Misformation)
Tina has not been waiting for somebody.
4. Typical Error in Usage
[image:34.595.131.511.279.610.2]Students faced difficulties in using present perfect continuous tense. According to Hornby’s statement that there was no clear line of division between the use of the simple present perfect and the present perfect continuous tense, but the examples and the notes to them might give some guidance.33
Table 2.14 Typical error in usage
No. The error’s sentence The correct sentence 1. I have tried to study for the last
hour, but something always
seems to interrupt
me.(Misformation)
I have been trying to study for the last hour, but something always seems to interrupt me.
2. Joni playing football for almost 1 hour.(Misformation)
Joni playing football for almost 1 hour.
3. They waited there for the last twenty minutes.(Misformation)
They have been waiting there for the last twenty minutes.
33
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses and presents about research method, place and time of the study, population and sample, technique of data collecting, and technique of data analysis.
A. The Research Method
The method of this research was descriptive analysis. The aim of this study is to describe and analyze the types of errors that made by students of first grade of SMAN 63 Jakarta in using present perfect continuous tense and the factors that cause the errors in using present perfect continuous tense by students at the first grade of SMAN 63 Jakarta.
B. The Place and Time of the Research
The researcher did her research at the first grade students of SMAN 63 Jakarta that located at Jln.Amd V Manunggal V No.57 Petukangan Utara, Jakarta Selatan. The research was carried out in March 2013.
C. The Subject of the Research
The subject of the study was the first grade students of SMAN 63 Jakarta, academic year 2012/2013. The number of students was 243 as the population, the sample was class X-4 and it consisted of 24 female and 16 male students.
D. The Technique of Data Collection
The technique of collecting data in this research used test and interview. The complete explanation was as follows:
a. Test
The researcher used the test to know how far the students’ response in using present perfect continuous tense, also used present perfect tense in the test in order to know students’ comprehension about present perfect
continuous tense, and because it related to the present perfect continuous tense, in two event concepts.
Table 3.1
Area tested of form and usage in present perfect continuous tense No. Error in present perfect Question
Number
Total Items
Item type 1. The form of present perfect
continuous tense.
3,4,7,8,11,12, 15
7 Combine
the sentences 2. Distinguish the usage of present
perfect continuous tense and present perfect tense.
1,2,5,6,9,10,13, 14
8
b. Interview
The researcher interviewed some students to clarify about the causes of errors made by the first grade students of SMAN 63 Jakarta in using present perfect continuous tense..
E. The Technique of Data Analysis
The technique of data analysis that is used in this study based on some procedures:
1. Identifying
In the first step, she identified the errors based on the students’ answer and compared the answer with the correct answer.
2. Describing
The researcher described the students’ errors by classified the errors into some types of errors based on Dulay’s theory.1 The causes of their errors
based on the Richards’s theory.2 Then, those data were described into table as
follow:
1
Dulay, in Corder, Error Analysis and Interlanguage, (Oxford: Oxford University Press, 1981), p.10-11.
2
Table 3.2
Description of students’ error in Addition
Item Number Students’ Name Error Recognition Error Classification Error Reconstruction Error Causes 1 2 Table 3.3
Description of students’ error in Omission
Item Number Students’ Name Error Recognition Error Classification Error Reconstruction Error Causes 1 2 Table 3.4
Description of students’ error in Misformation
Item Number Students’ Name Error Recognition Error Classification Error Reconstruction Error Causes 1 2 Table 3.5
Description of students’ error in Misordering
3. Recapitulating
The next step, the researcher recapitulated the frequency of error types and the causes of error in order to know the percentage of the error types and the error causes made by students by using the formula:
Frequency of Error
X 100 = p %
Total Frequency of All Errors
[image:38.595.132.526.212.553.2]The frequency and the percentage of the types of errors described into table as follow:
Table 3.6
The Recapitulation of Error Types
No. Error Types Frequency of Errors Percentage of Errors 1. Addition
2. Omission 3. Misformation 4. Misordering
TOTAL
The frequency and the percentage of the cause of errors described into table as follow:
Table 3.7
The Recapitulation of Error Causes
No. Error Causes Frequency of Causes Percentage of Causes 1. Overgeneralization
2. Ignorance of rule restriction
3. Incomplete
Rules
4. False concepts hypothesized
TOTAL
The researcher also recapitulated the total of students’ error so it made easier to the English teacher do the remedial action for the students in using
Present Perfect Continuous Tense.
Table 3.8
The Recapitulation of Student’s Errors
Students’
Name
Error type Total of Errors
A O Mf Mo
Student 1 Student 2 Total
Note : A = Addition
O = Omission
Mf = Misformation
Mo = Misordering
4. Explaining and Interpreting
In this step, the researcher discussed the students’ errors, both the error types and the error causes that made by the first grade students of SMAN 63 in using Present Perfect Continuous Tense. Also, the researcher discussed about the interview from students based on their error causes in using Present Perfect Continuous Tense.
5. Concluding
CHAPTER IV
FINDING AND INTERPRETATION
This chapter discussed the finding of the research obtained from the error analysis in the Present Perfect Continuous Tense test described in data description. In this case, it discussed and interpreted the error types and the error causes made by the First Grade of SMAN 63.
A. Finding
1. Data Description
The researcher provided 15 questions in the test that students had to answer in using Present Perfect Continuous Tense, also analyzed the errors based on their answers and used it as the data in this research.
The errors were analyzed and classified based on the form of present perfect continuous tense and also to distinguish the Present Perfect and the Present Perfect Continuous Tense in the usage.
After identifying the errors made by students, the researcher found four types of errors such as addition, omission, misformation and misordering.
She also found four causes of errors namely overgeneralization, ignorance of the rule restriction, incomplete application of rules and false concepts hypothesized.
[image:40.595.125.516.249.549.2]Then, the researcher elaborated the frequency and the percentage of the errors types in order to know the highest and the lowest rates of all error types. Here is Table 4.1 providing the frequency and the percentage of error types:
Table 4.1
The Recapitulation of Error Types No. Error Types Frequency of
Errors
Percentage of Errors
1. Addition 5 1.71 %
2. Omission 26 8.90 %
3. Misformation 257 88.02 %
4. Misordering 4 1.37 %
Total 292 100 %
From Table 4.1, there are 292 errors as the total of the frequency of errors made by students in using Present Perfect Continuous Tense. The highest rate of the total errors is misformation with the total frequency of errors is 257 or 88.02%. The lowest rate of error types is misordering with the total frequency of errors is 4 or 1.37% . Next, there is 26 or 8.90% errors in
omission. In the third rate of error types is addition with the total frequency of errors is 5 or 1.71%. Here is Chart 1 that shows the percentage of error types.
Chart 4.1
The Recapitulation of Error Types
Then, the table 4.2 below described the frequency and the percentage of error causes.
Addition 1.71%
Omission 8.9%
Misformation 88.02% Misordering
Table 4.2
The Recapitulation of Error Causes No. Error Causes Frequency of
Causes
Percentage of Causes
1. Overgeneralization 56 19.18 %
2. Ignorance of rule restriction
70 23.97%
3. Incomplete
Application of Rules
32 10.96%
4. False concepts hypothesized
134 45.89 %
Total 292 100%
Based on the table 4.2 above, the total of the error causes in using Present perfect Continuous Tense is 292. The highest rate of error causes is false concepts hypothesized with the total of frequency is 134 0r 45.89%. The lowest rate of error causes is incomplete application of rules with the total of frequency is 32 or 10.96%. In the second position of error causes is ignorance of rule restriction with the total of frequency is 70 or 23.97%, and in the third position is overgeneralization with the total of frequency is 56 or 19.18%. Here is the Chart 4.2 about the percentage of error causes.
Chart 4.2
The Recapitulation of Error Causes
Overgeneraliz ation 19.18%
Ignorance of the rule restriction
23.97% Incomplete
application of rules 10.96%
False concepts hypothesized
The next table is showing the total errors for each student in using Present Perfect Continuous Tense, so that it can be used as the data for the teacher to do the remedial action.
Table 4.3
The Recapitulation of Students’ Errors Students’
Name
Error types Total of Errors
A O Mf Mo
Student 1 - - 4 1 5
Student 2 1 3 13 - 17
Student 3 1 1 6 - 8
Student 4 1 7 - 8
Student 5 - - 5 - 5
Student 6 - - 5 - 5
Student 7 - - 4 - 4
Student 8 1 - 8 - 9
Student 9 - - 5 - 5
Student 10 - - 8 - 8
Student 11 - 3 9 - 12
Student 12 - 1 4 - 5
Student 13 - 1 4 1 6
Student 14 - - 8 - 8
Student 15 - - 7 - 7
Student 16 - - 3 - 3
Student 17 - 1 5 - 6
Student 18 - 1 6 - 7
Student 19 - - 4 - 4
Student 20 - 1 10 1 12
Student 21 - 1 14 - 15
Student 23 - - 6 - 6
Student 24 - - 5 - 5
Student 25 - 3 13 - 16
Student 26 - - 5 - 5
Student 27 - 1 7 - 8
Student 28 - 1 6 - 7
Student 29 - - 8 - 8
Student 30 - 1 6 - 7
Student 31 - - 3 - 3
Student 32 - - 3 - 3
Student 33 - - 4 - 4
Student 34 - 4 13 - 17
Student 35 2 1 2 1 6
Student 36 - - 9 - 9
Student 37 - - 4 - 4
Student 38 - - 8 - 8
Student 39 - 1 5 - 6
Student 40 - - 4 - 4
Total 5 26 257 4 292
Note : A = Addition
O = Omission
Mf = Misformation
Mo = Misordering
First, there are 15 students who make errors less than 5 numbers, student 1, student 5, student 6, student 7, student 9, student12, student16, student 19, student 24, student 26, student31, student 32, student 33, student 37, and student 40 or 37.5 % students.
Next, it has 47.5% or 19 students who make errors more than 5 numbers; they are student 3, student 4, student8, student 10, student 13, student 14, student 15, student 17, student 18, student 22, student23, student 27, student 28, student 29, student 30, student 35, student 36, student 38, and student 39.
The last, there are 6 students who make errors more than 10 numbers: student 2, student 11, student 20, student 21, student 25, and student 34 or 15% students. Here is the Chart 4.3 showing the percentage of students’ error.
Charts 4.3
The Recapitulation of Students Errors
2. Data Analysis
In previous step, it has described about the frequency and percentage of error types and error causes. Next, in this step, the researcher would like to analyze the error types made by the students in using Present Perfect Continuous Tense.
a. Types of Students’ Errors
Based on the finding of this research, there are 292 errors from 40 students of the first grade of SMAN 63 Jakarta in using Present Perfect
Errors more than 10 numbers
(15%)
Errors more than 5 numbers
(47.5%) Errors less
than 5 numbers
Continuous Tense. Those errors derived from four types such as addition, omission, misformation and misordering.
1). Addition
There were 5 errors or 1.71% in addition. It is one of the lowest rate of all errors types. The errors were from addition of auxiliary verb (been). Some examples are provided in Table 4.4. (see appendix 1a, p.48 for the complete examples).
Table 4.4
Some Examples of Student’s Errors in Addition I.
N.
Students’ Name
Error Recognition Error Classification
Error Reconstruction
3. Student 35 Addition of
auxiliary verb (been)
I have written
them three times, but I still haven’t
received a reply.
13 Student 8 Addition of
auxiliary verb (been)
I think Maggie and Max are dating. They
have seen a lot of each other recently.
Note : *The underlined word is Addition and *I.N. means Item Number
Most of students added the auxiliary verb “been” in present perfect
tense form, although the auxiliary verb “been” only used in Present Perfect Continuous Tense, after “been” followed by the present participle “v-ing”.
Another errors also found in the sentence * I have not been seen
her for ages. In this sentence, the student used the Present Perfect Tense, but it added “been” followed by past participle or v-3 (written). The correct answer would be in “I have not seen her for ages”.
2). Omission
The researcher found 26 errors in omission or 8.90%. Most of the errors derived from omission of auxiliary verb (been) and (has/have been), omission of verb, omission of v-ing, and omission of spelling. (see appendixes 1b, p.49)
[image:47.595.147.517.236.553.2]Table 4.5
Some Examples of Student’s Errors in Omission I.
N.
Students’ Name
Error Recognition Error Classification
Error Reconstruction
1. Student 11 Omission of
auxiliary verb (been)
It has been snowing all day. I wonder when it will stop.
14 Student 2 Omission of
verb (seen)
How’s Maggie? I haven’t seen her for ages.
Notes:*symbol (^) means the missing word and *I.N. means Item Number
First, the omission of auxiliary verb (been) and (has/have been), the students omitted the auxiliary verb such as *It has ^ snowing, *I have
^ studying, and *I have ^ working. Those examples are in Present Perfect Continuous Tense form, so the students should put the auxiliary verb “been” after the first auxiliary “has/have”. Those sentences should be like
directly after subject without giving any auxiliary verb (has/have been) such as *I ^ studying, and *The telephone ^ ringing. The subject in those sentences are different, “I” always followed by auxiliary verb “have” but “the telephone” is in singular form; it uses “has” the auxiliary verb “has”. So, the correct answers of those sentences are “I have been studying” and “The telephone has been ringing”.
Second, some students omitted the verb such as in the sentence *We have ^ three major snowstorms so far this winter. The students omitted the verb “have”. In the present perfect tense, the form should put the past participle verb after auxiliary verb (has/have). However, they directly wrote “have” without changed it into “had” as the first verb. Therefore, the correct answer is “We have had three major snowstorms so far this winter “. The same error also can be found in the sentence *I
haven’t ^ her for ages. There was no verb in that sentence. The student should put the past participle after the auxiliary verb (has/have) because it was the Present Perfect Tense form. So, the correct answer must be “I
haven’t seen her for ages”.
Moreover, there was the omission of verb-ing for instance, *It have
been snow^ all day. The Present Perfect Continuous Tense form always put the present participle (V-ing) after the auxiliary verb (has/have been) and because the subject is in singular form, the appropriate auxiliary is “has been”. So, the correct answer is “It has been snowing all day”.
The last is omission of spelling such as *I have writen them three times. Some verbs having the irregular form, they have special rules in past participle form. For example the verb “write”, it has different form in past participle form “written”. So, the correct answer is “I have written
them three times”. 3). Misformation
error types. The students made errors in forming tense, auxiliary verb and
[image:49.595.150.516.202.551.2]verb. (see appendix 1c, p.51)
Table 4.6
Some Examples of Student’s Errors in Misformation I.
N.
Students’ Name
Error Recognition Error Classification
Error Reconstruction
1. Student 10 Misformation
of auxiliary verb (have)
It has been snowing all day. I wonder when it will stop.
4 Student 20 Misformation
of tense (present perfect tense)
It’s 10 p.m. I
have been studying for two hours and probably won’t finish until midnight.
Notes:* The underlined word is Misformation and *I.N. means Item Number
First, the students tended to use the Present Perfect Tense instead of Present Perfect Continuous Tense. For example, *It has snowed all day, *I have studied for two hours, *The telephone has rung for almost a
minute, *I have worked in the garden all day, *We have gone there a lot,
*Jack has tried to get a job for six months, and *I have waited for ages.
Those sentences were talking about the duration of the activity which began in the past and still continuing to the present, possibly into future; also it focused on the activity not the result. So, those sentences must be in
Present Perfect Continuous Tense. The correct answers are “It has been
snowingall day”, “I have been studying for two hours”, “The telephone
has been ringing for almost a minute”, “I have been working in the
Some students also tended to use Present Perfect Continuous Tense in the sentence that should be written in the Present Perfect Tense
such as *I have been writing them three times. In that sentence, the main point is showing the repeated action, so the correct answer is “I have written them three times”.
Still in misformation in tense, some students used another tenses in making sentences such as simple past tense, *We had three major snowstorms so far this winter and past perfect tense, *I had written them three times. Those sentences stated about the repeated action and should be written in the Present Perfect Tense, therefore, the correct answers are “We have had three major snowstorms so far this winter” and “I have written them three times”.
Second, *It have been snowing all day, *I has been studying, *The telephone have rung and *The owners has restored, those are errors in
forming auxiliary verb. The students used the wrong auxiliary verb by putting “has” as the auxiliary verb for plural subject and “have” as the
auxiliary verb in singular subject, those caused the erroneous. The correct answers should be “It has been snowing all day”, “I have been studying”,
“The telephone has rung” and “The owners have restored“
Third, some students used misformation of verb such as *I have wroten them three times, *I have been worked in the garden all day, and
4). Misordering
In the last of error types, the researcher found 4 errors or 1.37%. This error is only in one number item of test. The error was in arranging the auxiliary verb. (see appendix 1d, p.63)
[image:51.595.148.515.244.533.2]Table 4.7
Some Examples of Student’s Errors in Misordering I.
N.
Students’ Name
Error Recognition Error Classification
Error Reconstruction
2. Student 13 Misordering
in arrange
We have had
three major snowstorms so far this winter. I wonder how many more we will have. Student 20
Notes:* The underlined word is Misordering and *I.N. means Item Number
Although in this research did not discuss the Present Perfect Tense
as the major topic, but the Present Perfect Tense has similar usage as the
Present Perfect Continuous Tense, so the researcher used Present Perfect Tense to know the students understanding in using Present Perfect Continuous Tense.
In this case, the researcher found error in arranging the auxiliary ve
