AN ERROR ANALYSIS ON USING SIMPLE PAST TENSE BY THE ELEVENTH YEAR STUDENTS OF THE ARK SCHOOL SIDIKALANG
A THESIS
BY:
WANDI TAMBUNAN REG. ID. NO: 120721014
DEPARTMENT OF ENGLISH
AN ERROR ANALYSIS ON USING SIMPLE PAST TENSE BY THE ELEVENTH YEAR STUDENTS OF THE ARK SCHOOL SIDIKALANG
A THESIS
BY:
WANDI TAMBUNAN REG. ID. NO: 120721014
SUPERVISOR CO - SUPERVISOR
Drs. ChairulHusni, M.Ed. TESOL. RahmadsyahRangkuti, MA, Ph.D NIP. 19570803 198404 1 004 NIP. 19750209 200812 002
Submitted to Faculty of Cultural Studies University of Sumatera Utara in partial fulfillment of requirements for degree of SarjanaHumaniora from English Department.
DEPARTMENT OF ENGLISH
APPROVED by the ENGLISH DEPARTMENT OF FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA (USU) MEDAN as a thesis for the SARJANA HUMANIORA EXAMINATION
Head, Secretary,
Accepted by the Board of Examiners in partial fulfillment of requiremnets for the degree of SarjanaHumaniora from the English Department, Faculty of Cultural Studies University of Sumatera Utara.
The examination is held in the Faculty of Cultural Studies University of Sumatera Utara on Saturday 13, 2014.
The Dean of Faculty of Cultural Studies University of Sumatera Utara
Dr. H. SyahronLubis, MA NIP. 19511013 197603 1 001
Board of Examiners:
Dr. H. MuhijarMuchtar, MS ...
...
...
RahmadsyahRangkuti, MA, Ph.D ...
ACKNOWLEDGEMENTS
To God be the glory. The writer would like to testify that God has given him
his abundant blessing in accomplisinghis studies at FIB USU. God has blessed him
to finish his thesis well.
The writer really thanks his beloved wife, SherlySimbolon for supporting the
writer anytime and in any situation. The writer confesses that the presence of his son,
Van Theo TupadoTambunan and his daughter, Valerina Lois Tambunan always
inspire and encourage him to do the best in his studies and life. The writer also
thanks his mother and his mother in law for praying for him in facing any problem in
his life.
Then, The writer would like to express his gratitude appreciation to his
supervisor RahmadsyahRangkuti, MA, Ph.D and Drs. ChairulHusni, M.Ed. TESOL.,
for their valuable time to share their guidance, to encourage, to give suggestion and
criticism in completing this thesis.
The writer is very grateful to the Dean of Faculty of Cultural Studies of
University of Sumatera Utara, Dr. SyahronLubis, M.A., and his thank to the Head
and secretary of English Department, Dr. H. MuhijarMuchtar, MS., and
RahmadsyahRangkuti, MA, Ph.D.
Special thanks is given to anyone who has prayed and supported him. They
are all great friends, sisters and brothers.
God bless them all.
Medan, July 22, 2014
AUTHOR’S DECLARATION
I, WandiTambunan declare that I am the sole author of this thesis. Except where reference is made in the text of this thesis. This thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which i have qualified for awarded another degree.
No other person’s work has been used without due acknowledgments in the main text of this theis. This thesis has not been submitted for the award of another degree in any tertiary education.
Signed.
COPYRIGHT DECLARATION
Name : WandiTambunan
Title of Thesis : An Error Analysis of Using Simple Past Tense By The
Eleventh Year Students Of The Ark School Sidikalang
Qualification : S-1/SarjanaSastra
Department : English
I am willing that my thesis should be available for reproduction at the discretion of
the librarian of the English Department, Faculty of Cultural Studies, University of
Sumatera Utara on Understanding that users are made aware of their obligation under
law of the Republic Indonesia.
Signed. :
ABSTRACT
TABLE OF CONTENTS
ACKNOWLEDGEMENTS... i
AUTHOR’S DECLARATION... ii
COPYRIGHT DECLARATION... iii
ABSTRACT... iv
TABLE OF CONTENTS... v
CHAPTER I: INTRODUCTION 1 1.1 Background of the study...1
1.2 Problem of the study...3
1.3 Objectives of the study...3
1.4 Scope of the study...4
1.5 Signifcance of the study...4
CHAPTER II: REVIEW OF LITERATURE 5 2.1 Theoritical Concepts...5
2.2 The difference between error and mistake...5
2.3 The previous studies...6
2.4 Description of error analysis...9
2.4.1 Types of error...10
2.4.2 The causes of error...11
2.5 English tense...13
CHAPTER III: METHODOLOGY19
3.1 Research method...19
3.2 Data and data source...19
3.3 Data collecting procedure...20
3.3.1 Writing test...20
3.3.2 Interview...20
3.4 Data analysis technique...21
3.4.1 Writing test...21
3.4.2 Interview...21
CHAPTER IV: ANALYSIS AND FINDINGS23 4.1 Data Analysis...23
4.2 Findings...30
CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions...55
5.2 Suggestions... 56
LIST OF TABLES
1. Error Constructions ... 23
2. Omission of ed, Verb Past Tense, Past Auxiliary Verb... 30
3. Addition –ed, To be... 33
4. Misformation... 35
5. Total Types of Error... 39
6. Types of Errors, Frequency and Percentage... 40
7. Cause of Errors: Over – Generalization... 41
8. Cause of Errors: Ignore of Rules Restriction... 44
9. Cause of Errors: Incomplete Application of Rules... 46
10. Cause of Errors: False Concepts Hypothesized... 49
11. Total Causes of Error... 52
12. Cause of Errors, Frequency and Percentage... 53
ABSTRACT
CHAPTER I
INTRODUCTION
1.1. Background of the study
In our society few people fail to realize the importance of using good English
especially in written English.
This mostly happens at school. We observe most students understand
grammar when they learn it. Students find it easy to understand what simple past
tense is. Students do not find difficulty when they learn about recount writing. But
when taking composition test on using simple past tense in recount writing most of
the students make errors in using simple past tense.
Studying English does not only focus on speaking skill. Every learner should
be able to master the four language skills, namely: Speaking, listening, reading, and
writing. As Haycraft (1978:8) states that there are various skills in mastering a
language; receptive skill, listening (understanding the spoken language), reading
(understanding the written language), and productive skills-speaking and writing.
The most difficult skill among those four skills is writing because it requires
demonstrating the control of a number of variables simultaneously; they are control
of content, format, sentence structure, vocabulary, punctuation, spelling, and
derivation as well.
Remembering the difficulties found in using those complicated rules, the
writer observes that most students find it difficult to write a recount composition
without making errors. Dealing with those, the writer would like to analyze one of
those problems namely students’ errors in writing especially on how they use
combination. It cannot be denied that the use of language is governed by rules.
Manser (1991:182) defines grammar as the rules for forming word and making
sentences.
There are many kinds of English grammar that is taught and learnt by the
students. Simple Past Tense is one of the lessons in English grammar which has been
learnt by the 10th year students, but anyhow we still often find many errors made by
the learners. Hendrickson (1980:55) states that many language educators have
proposed that foreign language teachers should accept many errors from their
students and should accept those errors as a natural phenomenon integral to the
processes of learning a second language eventhough their teachers have given the
pattern clearly and also examples that related to the material.
Error could even be an important feedback for the learners themselves. By
knowing their errors, they will know the problems that they face and try to analyze
their weaknesses. On the other hand, by analyzing students’ errors, the teachers
cannot only detect the students’ difficulty in learning the target language, but can
also determine the effectiveness of certain method in teaching the language.
Likewise, Lim (1975:100) states that learners’ errors could give contribution in
creating appropriate materials for teaching.
Studies of errors can be applied only in speaking and writing (Dulay, 1982:
144). It cannot be applied in reading and listening. Errors in recount writing are
chosen in this study. Recount is one of the genre texts, which is taught at the tenth
year students of senior high school. The significant lexicogrammatical features of
recount text use past tense so it matches with this study.
Corder (1981:218) says that errors analysis is the study analysis of the errors
difficulties in learning foreign language. Error analysis may be carried out in order to
find out how well someone learns a language, find out how well someone knows
language, and obtain information on common difficulties in language learning.
Based on the reason above the writer chooses “An Error Analysis on Using
Simple Past Tense Made by the Eleventh Year Students of The Ark School
Sidikalang” as the title of this thesis.
This study tries to describe and analyze the areas of difficulties in written
English in sentences made by senior high school students. This includes errors on
tenses in student’s writing assignment. Errors on tenses viewed from morphology
and syntax will be analyzed. Then classified the errors into type based on surface
strategy taxonomy; omission, addition, misformation, and misordering.
1.2.Problem of the Study
Based on the background of the study above, the writer finds some problems
that are going to be answered as:
a. What type of errors on the use of simple past tense in recount writing are made
by the eleventh year students at The Ark School Sidikalang?
b. What are the causes of errors on the use of simple past tense in recount writing
made by the eleventh year students at The Ark School Sidikalang?
1.3. Objectives of the Study
Based on the statement of the problems above the writer has some purposes:
a. To identify and classify the errors on the use of simple past tense in recount
b. To find out the causes of errors in applying simple past tense in sentences.
1.4. Scope of the Study
In this research, the writer will focus the analysis on the types of errors and
their causes on the use of simple past tense in recount writing made by the eleventh
year students at The Ark School Sidikalang.
1.5. Significance of the Study
This study will be useful both for the teachers and students.
a. To the Teachers
The result of this study is intended to become an input for them for the
importance of giving more exercises about simple past tense and also can
improve their teaching technique when teaching grammar.
b. To the Students
The writer believes that the students will be able to apply simple past tense
CHAPTER II
REVIEW OF LITERATURE
2.1 Theoritical Concepts
Making mistakes when studying a language is a part of process to master it.
Making errors is understandable as long as we as learners try hard to improve our
ability and learn from any mistakes we make. Error may occur in all components of
language especially in applying grammar. The learners often do not realize that they
make mistake because of ignorance and lack of mastery in using grammar.
2.2 The Difference between Error and Mistake
According to Corder (1967) cited by Ellis (2008), a ‘mistake’ is a deviation in
learner language that occurs when learners fail to perform their competence. It is a
lapse that reflects processing problems. An error, on the other hand, is a deviation in
learner language which results from lack of knowledge of the correct rule (pp. 971,
961).
Error and mistake are two different words that are actually synonyms of each
other. They also mean the same thing, something that is done incorrectly or is wrong.
This could be due to bad judgment, inattention or may due to lack of focus. The main
difference between the two is the context that they are used in.
Examples of error:
- I made an error when measuring the dimensions.
- The computer produced an error when the data was incorrect.
- I made an error in my calculations.
- The paper contains numerous spelling errors.
- I saw a documentary of horrifying cases of hospital error
- The shortstop was charged with an error.
Example of mistake:
- I mistook him for his brother.
- Don't mistake me, I mean exactly what I said.
- The auctioneer mistook my nod for a bid, and I ended up buying a painting I
don't even like.
- I was so mistaken about him.
- I made a mistake when I married him.
2.3 The Previous Studies
As the additional guidances and references for the writer in writing this
thesis, he has consulted some theses related to past tense.
Indah Lestari Sembiring, (2012) describes and analizes the errors made by the
twelfth graders of SMA N 1 TanjongMorawa in using past tense. The finding of
analysis shows that the total students’ correct answers the test are 807 numbers or for
omission is 93 or 25.62%, for addition is 40 or 11.02%, for misformation is 133 or
36.64%, and for misordering is 97 or 26.72%. so the dominant type of error is
misformation. And there are 4 causes of errors that for over generalization
application of rules is 93 or 25.62% and for cause of error false concepts hyothesized
Mansur, (2008) describes and analizes the errors made by the Tenth Year
Students at SMK PGRI 2 Tuban. The result of the analysis shows that: (1) the errors
in recount writing made by the tenth year students of SMK PGRI 2 Tuban are 57
occurrences of all errors. In term of each type errors, the errors of misformation 27
times, errors of addition 18 times, errors of omission 6 times, and errors of misorder
6 times, (2) the writer attempts to find out the causes of errors. The causes of errors
are over-generalization, ignorance of rules restrictions, and false concepts
hyphothesized, (3) the students’ problems in recount writing are structure problem
(88,9 %), vocabulary problem (77,8 %), composing sentences (95,6 %), recount text
comprehension (37,7 %). Besides those problems, psychological factors also
influence the students, such as motivation and interest.
Ahmad TaufikHidayah, (2013) describes and analizes the errors made by
TESL College Students in Faculty of Languages and Linguistics Universiti Sultan
ZainalAbidin.
Types of errors committed by the students with regard to Error Analysis Method are
due to omission, addition, misinformation and misordering. Some factors have been
identified to contribute to the problem such as : lack of knowledge and competence
of the English grammar, influence of the mother tongue, loan words and lack of
exposure of the English language. Some suggestions and recommendations have
been made to address this problem. They include giving ample exercises and
practices to students, giving some teaching techniques to the teachers to be
implemented in class. All these efforts are meant for remedies to solve the problem
in writing English essays with respect to the use of correct simple present tense and
Errors Committed in the Simple Past Tense: Number of students committed errors
(Total : 53 students). Percentage: Omission: 24 %, Addition: Double marking 45 %,
Regularizations 0 %, Simple Addition 9.4 %, Misinformation: Regularizations 81 %,
Archi-forms 1.8 %, Alternating Forms 40%,Misordering: 3.7 %.
Citra, (2012) describes and analizes the errors made by the ninth year
students of SMP Negeri 3 Pare, which consisted of three classes. However, samples
were used as the researcher could not cope with the whole population. The samples
consisted of 50 students.
Students errors identified in this study were categories into three types, namely,
errors of omission errors addition and errors misformation. The result of the analysis
shows that there were in all, 1234 errors among 50 students. The types of errors
among the students in constructing and using English simple past tense consisted of
68 (5%) errors of omission, 95 (8%) errors of addition and 1071 (87%) errors of miss
formation. From the highest to the lowest, the errors were: miss formation, addition,
and omission. The result of farther analysis shows that the students seemingly have
problems in each category omission, addition and miss formation. Thus, the students
were often found to make errors in using those patterns high. The average number of
errors made of all the students was 46%. From the percentage, it can be concluded
that the students’ mastery in using English simple past tense was poor.
Dealing with the information after reading the theses, the objectives of the
analysis are different with this thesis, in this thesis, the objectives are to find out and
classify errors made by the students of an English course where most students study
because they have high motivation to study English. Finally the writer makes the
2.4 Description of Error Analysis
Everyone who learns a new language will make errors. It is natural. It takes
time to speak a language without making errors.
Richards (1985:96) says that errors result from incomplete learning and
knowledge of learners about target language system.
Norrish (1983:7) says 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
tiredness, nervousness, and fatique. 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.
Learning a language always needs a process. As long as the language learner
learns from mistakes they make the process will give better ability in using a
language. Based on that opinion, we may conclude that error is a deviation that is
made by the learners because they do not understand the rules of the second language
and cannot be corrected by themselves while learning the language.
While the diminishing of errors is an important criterion for increasing
language proficiency, the ultimate goals of second language learning is the
attainment of communicative fluency in a language. Error analysis is used to analyze
and classify the learner’s error from which the learners learning problem can be
Brown (2000:218) says that the errors can be observed, analyzed, and
classified to reveal something of the system operating within the learner, led to a
surge of study of learners’ errors, called error analysis.
Corder (1981:23) says that error analysis is the study analysis of the errors
made by the second of foreign language learners to predict the errors or the
difficulties in learning foreign language. Error analysis may be carried out in order
to:
a. Find out how well someone learns a language.
b. Find out how well someone knows language, and
c. Obtain information on common difficulties in language learning.
Thus, error analysis is the study and the analysis of the errors made by
language learners which function as to give the information on how they learn a
language, how well they know the language and what difficulties faced by them in
achieving the objective.
2.4.1 Types of Error
According to Dulay, Burt, and Krashen in James’ book (1998:106) errors can
be classified into four types, such as:
a. Errors of Omision
It is a sentence where an element is omitted, actually it should be presented.
Example : I not go to school by bus everyday.
b. Errors of Addition
It is a phenomenon in which a certain aspect of language rules is added into a
correct order (correct sentence), in order words some elements are presented
which should not be presented.
Example : We are
It should be : We study English three times in a week. study English three times in a week
c. Misformation
Misformation is the error of using one grammatical form in the place of another
grammatical form.
Example : I doesn’t
It should be : I
know him.
don’t know him.
d. Misordering
It is a sentence which its order is incorrect. The sentence can be right in presented
elements, but wrongly sequenced.
Example : She not does
It should be : She
come early to school.
doesn’t come early to school.
2.4.2 The Causes of Error
Brown (2000:224) says that the cause of errors can be devided into 2
categories, such as:
a. InterlingualErrors, that is error caused by interference of the learner’s mother
b. Intralingualerrors, that is cause of errors resulting from complicated system of the
target language itself.
Richards (1985:47) says that the intralingual errors are devided into 4
terms,they are:
A. Over-generalization
Over-generalization 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, for example: “Shecansings”. In this case,
there’s an over form of a structure verb “sing” becomes “sings”. It should be
“shecansing”. Because “she” usually use verb + s. For example: Shesings.
B. Ignore of Rule Restriction
Ignore 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.
Example : the boy
It should be : the boy
sleepingwas
wassleeping
C. Incomplete Application of Rules
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 utterance. The learners fail to produce a correct sentence
according to the standard rules.
It should be : You are
D. False Concepts Hypothesized student
False concept hypothesized means basically errors are the result from faulty
comprehension of distinction in the target language.
Example : He is not
It should be : He
visit us last holiday.
did not visit us last holiday.
2.5English Tense
Tense has an important role in communicating both in spoken and written
English. It helps people understand what they truly mean when saying a message.
Edward (2001:520) says that tense is a form of a verb that shows the time of
an action on condition. If someone wants to talk about tense, he or she may not
escape from grammar because tense is a part of structure. Grammar may be roughly
defined as the way a language manipulates and combines words in order to form
longer units of meaning.
English language has sixteen different tenses. These sixteen tenses are
different one to another. The differences happen in the forms of the used verbs and
the time of verbs action take place. In other words, we may say that an English verb
will be very important to its usages.
Simple Past Tense
Thompson (1986:162) says that simple past tense is used for an action whose
time is not given but which occupied a period of time now interminated, or occured
Azar (1989:24) describes that the simple past tense indicates that an activity
or situation began and ended at a particular time in the past.
FORM
S + [VERB +ed] or
Examples:
irregular verb
Shevisitedyou
.
Didshevisityou?
Shedidnotvisityou.
Uses of Simple Past Tense:
Use 1: Completed Action in the Past
Use the simple past tense to express the idea that an action started and
finished at a specific time in the past. Sometimes, the speaker may not actually
mention the specific time, but they do have one specific time in mind.
Examples:
Shehelpedmeyesterday.
Ididn’tunderstandtheproblem.
Lastweek,wetraveledtoTaiwan.
Didyoumeethimlastnight?
Hewatchedtelevision.
Hedidn’tdohishomework.
Use 2: A Series of Completed Actions
We use the simple past tense to list a series of completed actions in the past.
These actions happen 1st, 2nd, trd, 4th, and so on.
Examples:
IleftforJakarta, arrivedattheairport,
andmetmyfriend.
Shefinishedherhomework,wenttobed,andhadanicedream
.
Didyouwritetheletter, gotopostoffice, andmailit?
Use 3: Duration in Past
The simple past tense can be used with duration which starts and stops in the
past. A duration is a longer action often indicated by expressions such as: for two
years, for five minutes, all years, etc.
Examples:
IlivedinBaligefortwoyears.
Theystudiedatthelibraryallday.
Theydidnotstayatthepartytheentiretime.
Wetalkedonthephoneforthirtyminutes.
Use 4: Habits in the Past
The simple past can also be used to describe a habit which stopped in the
past. It can have the same meaning as “used to”. To make it clear that we are talking
about a habit, we often add expressions such as: always, often, usually, never, when I
was a child, when I was younger, etc.
Examples:
IlearnttoswimwhenIwasachild.
Heplayedfootball.
Hedidn’tplayguitar.
Didyouplayamusicalinstrumentwhenyouwereakid?
Sheworkedinashopafterschool.
Theyneverwenttoschool, theyalwaysskippedclass.
The simple past tense can also be used to describe past facts or
generalizations which are no longer true. As in Use 4 above, this use of the simple
past tense is quite similar to the expression “used to”.
Examples:
Hedidn’tlikewatchingwesternmoviebefore
.
Shewasshyasachild,
butnowsheisveryoutgoing.
Didyouliveinavillagewhenyouwereakid?
Peoplepaidmuchmoretomakecellphonecallsinthepast.
2. 5 Recount Text
We use a recount to tell about a story or an event. Recounts are usually given
in the order that the event occurred. Recounts can be:
a. Factual, such as a news story.
b. Procedural, such as telling someone how you built something.
c. Personal, such as a family holiday or your opinion on a subject.
Recount Text uses the following Generic Structure:
a. Orientation tells who was involved, what happened, where the events took place,
and when it happened.
b. Events tell what happened and in what sequence.
Example:
BEING LATE
Last morning, Dinar, my roommate woke up late and she had to go to
campus.When she wanted to take her motorcycle, in fact she couldn’t move it
because there were some motorcycles that blocked up her motorcycle.
She tried to move all of the motorcycles, so that her motorcycle could move
from the garage. But she couldn’t do it.
Then, she called Adel who had that motorcycle which blocked it up. After
that, her friend who had that motorcycle helped her. Finally, she could move her
CHAPTER III
METHODOLOGY
3.1 Research Method
In order to carry out this research dealing with the topic, the writer needs to
collect both the library and field data. He reads some books related to the topic.
This research is designed as a descriptive qualitative study. Descriptive
research is designed to obtain information concerning the current status of
phenomena. They are directed toward determining the nature of situation, as it exists
at the time of the study (Ary, 1979: 259). One of the characteristics of the descriptive
research is that there is no control of treatment as in an experimental one. Since this
study purely describes what errors on the use of simple past tense in recount writing
the students make, what the causes of errors are, and what problems the students face
in writing recount text do, the writer concludes that descriptive research is
appropriate in this study. The results of this study are interpreted in chapter IV.
The research is held in The Ark School Sidikalang at Jl. Dr. F.L. Tobing no.
41 Sidikalang after he gets permission from the principal of the school.
3.2 Data and Data Source
Data of this study consits of two sources. First source is students’ writing
using simple past tense. The writer analyzes 15 writing tests out of 60 writing tests
done by the students at The Ark School Sidikalang.
And the second source is the response given by the students when
3.3 Data Collecting Procedure
In collecting the data, the writer chooses two instruments: Writing test and
interview.
3.3.1 Writing Test
By using the instrument, the writer will be able to get the data of the students’
errors in using simple past tense. The instrument used is in the form of recount
writing. In this writing task, the students choose the topic (Appendix I), and then
write down their work on the paper which consists of minimal 100 words.
3.3.2 Interview
By interviewing the students doing the writing test the writer will get some
causes why students make errors in using simple past tense. The writer asks
questions (Appendix III) to find out the causes.
The collection of the data will be held in May 2014 at the eleventh year
students of The Ark School Sidikalang with the time allocated 60 minutes for the
writing test and 15 minutes for the questionnaire.
The procedures of collecting the data are as follows:
a. The writer prepares the writing test instruments.
b. The writer explains how to write in recount writing.
c. The writer interviews the students.
d. The writer collects the data.
e. The writer analyzes the errors one by one.
3.4 Data Analysis Technique
The technique of data analysis is an important part in research because by
using the method, the writer can conclude the result of research. In this study, there
are some procedures of the data analysis done by the writer.
3.4.1 Writing Test
a. Identification of Errors
The writer identifies the errors made by the students in their writing viewed
from morphology and syntax.
b. Classification of Errors
The writer classifies the errors into type based on surface strategy taxonomy,
such as:
Errors of Omission
Errors of Addition
Errors of Misformation
Errors of Misordering
c. Evaluation
The writer tries to make conclusion about possible factors causing the errors.
The factors can be categorized into overgeneralization, ignorance of rules
restriction, incomplete application of rules, and false concept hypothesis.
From the result of data analysis and the interpretation is made.
3.4.2 Interview
To answer the second statement of the problems, the writer interviews the 15
The factors can be categorized into overgeneralization, ignorance of rules restriction,
incomplete application of rules, and false concept hypothesis. From the result of data
CHAPTER IV
ANALYSIS AND FINDINGS
Data of this study consists of two sources. First source is student’s writing
using simple past tense. And the second source is the responses given by the students
when interviewed by the writer. The writer analyzes 15 writing tests done by the
students at The Ark School Sidikalang.
[image:35.595.114.566.397.756.2]4.1 Data Analysis
Table 1
Error Constructions
No Students’ Original
Sentenes
Constructions Sex Class Total
Sentences
1. JT:
- It’s not a great
holiday.
- I bored in everything
I did.
- I wake up.
- I breakfast.
- I could played.
- It is not fun
JT:
- It was nota great
holiday.
- I was bored in
everything I did.
- I woke up.
- I had breakfast.
- I could play.
- It was not fun
Female Grade
11th 6
- We managed to held
a simple barbeque
party.
- We didn’t know how
to grilled.
- He teached us.
- How to made.
- We looking for.
- We managed to hold
a simple barbeque
party.
- We didn’t know how
to grill.
- He taught us.
- How to make.
- We looked for.
11th
3. EMS:
- We planned to
played.
- We would played.
- I join.
- Chandra shooted.
- He want to attack.
- To made.
- We couldn’t made.
- We lose.
- We happy.
- To filled.
EMS:
- We planned to play.
- We would play.
- I joined.
- Chandra shot.
- He wanted to attack.
- To make.
- We couldn’t make.
- We lost.
- We were happy.
- To fill.
Male Grade
11th 10
4. LS:
- We walked and
LS:
- We walked and
Female Grade
talking.
- She say goodbye.
talked.
- She said goodbye.
5. KAS:
- I step on it.
- The blood was stop.
KAS:
- I stepped on it.
- The blood stopped.
Female Grade
11th 2
6. FS:
- This is a big chance
-- This is the place.
- I wanted visit.
- Someone push me.
- I was dreamed.
FS:
- This was a big
chance
- This was the place.
- I wanted to visit.
- Someone pushed me.
- I dreamed.
Female Grade
11th 5
7. HS:
- I went to visited my
friend.
- I very happy.
- I will meet my old
friend.
- I don’t know.
- I try to ask someone.
HS:
- I went to visit my
friend.
- I was very happy.
- I would meet my old
friend.
- I didn’t know.
- I tried to ask
someone.
Male Grade
- But nobody know it.
- I try to ask an office
boy.
- Then he tell me.
- But nobody knew it.
- I tried to ask an office
boy.
- Then he told me.
8. CS:
- I decided went to her
house.
- How surprised I am.
CS:
- I decided to go to her
house.
- How surprised I was.
Female Grade
11th 2
9. YS:
- We would visited my
grandmother.
- I asked her when will
we doing it.
- We would went.
- When i seeked my
phone.
- I can’t found it.
YS:
- We would visit my
grandmother.
- I asked her when we
would doit.
- We would go.
- When i sought my
phone.
- I couldn’t find it.
Female Grade
11th 5
10. DS:
- My big family come
to my house.
DS:
- My big family came
to my house.
Female Grade
11. DM:
- I go.
- To visited my friend.
- I don’t know.
- I ask to Herman.
- I was visited my
friend.
- We have promise.
- I decide to cancel.
- I accompany him.
- Herman was came.
- I can’t forget.
- My friend was die.
DM:
- I went.
- To visit my friend.
- I didn’t know.
- I asked to Herman.
- I visited my friend.
- We had promise.
- I decided to cancel.
- I accompanied him.
- Herman came.
- I couldn’t forget.
- My friend died.
Male Grade
11th 11
12. NV:
- There an accident.
- We must flew.
- The accident are
caused by bad
weather.
- I amazed.
- To saw.
- People so busy.
NV:
- There was an
accident.
- We had to fly.
- The accident was
caused by bad
weather.
- I was amazed.
- To see.
- People were so busy.
Female Grade
- People so lazy.
- It is caused many
unemployments.
- People were so lazy.
- It caused many
unemployments.
13. NAS:
- My classmate went to
visited our friend.
- We were heard it.
- We were visited her.
- We want went.
- We are so sad.
- We know it.
- There an event.
- The teacher
accompany us.
- We given some
advices.
NAS:
- My classmate went to
visit our friend.
- We heard it.
- We visited her.
- We wanted to go.
- We were so sad.
- We knew it.
- There was an event.
- The teacher
accompanied us.
- We gave some
advices.
Female Grade
11th 9
14. NF:
- We payed.
- It is so dark.
- We walk.
- We surprised by
NenekGayung.
NF:
- We paid.
- It was so dark.
- We walked.
- We were surprised by
NenekGayung.
Female Grade
- We run so far.
- She invite us.
- We tired.
- They invite us.
- We find an exit door.
- We thankful to God.
- This is amazing.
- We ran so far.
- She invited us.
- We were tired.
- They invited us.
- We found an exit
door.
- We were thankful to
God.
- This was amazing.
15. OS:
- I and my friends
gather.
- We were spent our
time.
- To took a holiday.
- And also to visited.
- We were start our
trip.
OS:
- My friends and I
gathered.
- We spent our time.
- To take a holiday.
- And also to visit.
- We started our trip.
Male Grade
11th 5
Based on the table above, the writer finds 90 errors which are going to be
causes of errors made by the students in using simple past tense when writing a
recount text.
4.2 Findings
4.2.1 Types of Errors in using Simple Past Tense
In this section, the writer wants to analyze the error made by the eleventh
year students at The Ark School Sidikalang based on Dulay, Burt, and Krashen.
Those four types of errors are:
a. Errors of Omision
b. Errors of Addition
c. Misformation
d. Misordering
Table 2
Omission of ed, Verb Past Tense, Past Auxiliary Verb.
No Students’ Original Sentences Reconstruction
1 JT:
- I bored in everything I did.
- I breakfast.
- I was bored in everything I did.
- I had breakfast.
2 RP:
- -
3 EMS:
[image:42.595.111.532.530.753.2]- He want to attack.
- We happy.
- He wanted to attack.
- We were happy.
4 LS:
- -
5 KAS:
- I step on it. - I stepped on it.
6 FS:
- I wanted visit.
- Someone push me.
- I wanted to visit.
- Someone pushed me.
7 HS:
- I very happy. - I was very happy.
8 CS:
- -
9 YS:
- -
10 DS:
- I ask to Herman.
- I decide to cancel.
- I asked Herman.
- I decided to cancel.
11 DM:
- -
12 NV:
- There an accident.
- I amazed.
- There was an accident.
- People so busy.
- People so lazy.
- People were so busy.
- People were so lazy.
13 NAS:
- There an event. - There was an event.
14 NF:
- We walk.
- We surprised by Nenek Gayung.
- She invite us.
- We tired.
- They invite us.
- We thankful to God.
- We walked.
- We were surprised by Nenek
Gayung.
- She invited us.
- We were tired.
- They invited us.
- We were thankful to God.
15 OS:
- I and my friends gather. - My friends and I gathered.
From the original sentences, we can see that the students often omitted –
edinconstructing past tense verb. Grammatically, we should consider to subject and
Table 3
Addition –ed, To be.
No Students’ Original Sentences Reconstruction
1 JT:
- I could played. - I could play.
2 RP:
- We didn’t know how to grilled. - We didn’t know how to grill.
3 EMS:
- We planned to played.
- We would played.
- To filled.
- We planned to play.
- We would play.
- To fill.
4 LS:
- -
5 KAS:
- -
6 FS:
- I was dreamed. - I dreamed.
7 HS:
- I went to visited my friend. - I went to visit my friend.
8 CS:
9 YS:
- We would visited my
grandmother.
- We would visit my grandmother.
10 DS:
- To visited my friend.
- I was visited my friend.
- Herman was came.
- To visit my friend.
- I visited my friend.
- Herman came.
11 DM:
- -
12 NV:
- It is caused many unemployments. - It caused many unemployments.
13 NAS:
- My classmate went to visited our
friend.
- We were heard it.
- We were visited her.
- My classmate went to visit our
friend.
- We heard it.
- We visited her.
14 NF:
- -
15 OS:
- We were spent our time.
- And also to visited.
- We spent our time.
We can see that the students often added –ed to to-infinitive verbs.
Grammatically, we should consider to subject and agreement. The students also often
[image:47.595.114.533.285.732.2]added was/were in past verbal sentence.
Table 4
Misformation
No Original Reconstruction
1 JT:
- It’s not a great holiday.
- I wake up.
- It is not fun.
- It was not a great holiday.
- I woke up.
- It was not fun.
2 RP:
- We managed to held a simple
barbeque party.
- He teached us.
- How to made.
- We looking for.
- We managed to hold a simple
barbeque party.
- He taught us.
- How to make.
- We looked for.
3 EMS:
- Chandra shooted.
- To made.
- We couldn’t made.
- We lose.
- Chandra shot.
- To make.
- We couldn’t make.
4 LS:
- We walked and talking.
- She say goodbye.
- We walked and talked.
- She said goodbye.
5 KAS:
- The blood was stop. - The blood stopped.
6 FS:
- This is a big chance.
- This is the place.
- This was a big chance.
- This was the place.
7 HS:
- I will meet my old friend.
- I don’t know.
- I try to ask someone.
- But nobody know it.
- I try to ask an office boy.
- Then he tell me
- I would meet my old friend.
- I didn’t know.
- I tried to ask someone.
- But nobody knew it.
- I tried to ask an office boy.
- Then he told me
8 CS:
- I decided went to her house.
- How surprised I am.
- I decided to go to her house.
- How surprised I was.
9 YS:
- I asked her when will we doing
it.
- We would went.
- When I seeked my phone.
- I can’t found it.
- I asked her when we would do it.
- We would go.
- When I sought my phone.
10 DS:
- My big family come to my house. - My big family came to my house.
11 DM:
- I go.
- I don’t know.
- We have promise.
- I accompany him.
- I can’t forget.
- My friend was die.
- I went.
- I didn’t know.
- We had promise.
- I accompanied him.
- I couldn’t forget.
- My friend died.
12 NV:
- We must flew.
- The accident are caused by bad
weather.
- To saw.
- We had to fly.
- The accident was caused by bad
weather.
- To see.
13 NAS:
- We want went.
- We are so sad.
- We know it.
- The teacher accompany us.
- We given some advices.
- We wanted to go.
- We were so sad.
- We knew it.
- The teacher accompanied us.
14 NF:
- We payed.
- It is so dark.
- We run so far.
- We find an exit door.
- This is amazing.
- We paid.
- It was so dark.
- We ran so far.
- We found an exit door.
- This was amazing.
15 OH:
- To took a holiday.
- We were start our trip.
- To take a holiday.
- We started our trip.
Misformation is the error of using one ungrammatical form in the place of
another grammatical form. After analyzing students’ errors in using simple past
tense, the writer finds 50 errors made by the students. All students made errors in
misformation. Such as JT in her original sentences: JT:It’s not a great holiday., I
wake up., It is not fun.JT should have written: It was not a great holiday., I woke up.,
Itwas not fun.
The only error which students do not make is misordering. It indicates that
students comprehend word order well.
In table 5 and table 6 we can see the total and the percentage of errors that
Table 5
Types of Error
No Students’ Initial
Type of Error Total
of Error Omission Addition Misformation Misorder
1. JT 2 1 3 - 6
2. RP - 1 4 - 5
3. EMS 3 3 4 - 10
4. LS - - 2 - 2
5. KAS 1 - 1 - 2
6. FS 2 1 2 - 5
7. HS 1 1 6 - 8
8. CS - - 2 - 2
9. YS - 1 4 - 5
10. DS - - 1 - 1
11. DM 2 3 6 - 11
12 NV 4 1 3 - 8
13 NAS 1 3 5 - 9
14 NF 6 - 5 - 11
15 OS 1 2 2 - 5
Table 6
Types of Errors, Frequency and Percentage
No Types of Error Frequency Percentage
1 Omission 23 25%
2 Addition 17 19%
3 Misformation 50 56%
4 Misordering - -
Total 90 100%
Based on the table above, we know that the the most errors made by the the
eleventh year students of The Ark School Sidikalang is Misformation. The amount of
error is 50errors or 56% of the total errors made. In brief, the students tend to use one
4.2.2Causes of Errors
A. Over – Generalization
The learner has tendency to sampling the formations or the rules of the target
language. It seems that the learners tend to use simple rules to generalize the other
uses. In the past tense, for instance, we should add –ed to the regular verb.
E.g. I did not visited Bali.
The learners add –ed after did. The learner generlized that the end –ed is used
[image:53.595.136.531.438.742.2]for past activities in regular verb as a pattern of simple past “did” followed by V1.
Table 7
Cause of Errors: Over - Generalization
No Students’ Original Sentences Reconstruction
1 JT:
- I could played. - I could play.
2 RP:
- We managed to held a simple
barbecue party.
- We didn’t know how to grilled.
- He teached us.
- How to made.
- We looking for.
- We managed to hold a simple
barbecue party.
- We didn’t know how to grill.
- He taught us.
- How to make.
- We looked for.
- We planned to played.
- We would played.
- To filled.
- Chandra shooted.
- To made.
- We couldn’t made.
- We lose.
- We planned to play.
- We would play.
- To fill.
- Chandra shot.
- To make.
- We couldn’t make.
- We lost.
4 LS:
- -
5 KAS:
- -
6 FS:
- -
7 HS:
- I went to visited my friend. - I went to visit my friend.
8 CS:
- I decided went to her house. - I decided to go to her house.
9 YS:
- We would visited my
grandmother.
- We would went.
- We would visit my
grandmother.
- We would go.
10 DS:
11 DM:
- To visited my friend. - To visit my friend.
12 NV:
- To saw. - To see.
13 NAS:
- My classmate went to visited our
friend.
- My classmate went to visit our
friend.
14 NF:
- We payed. - We paid.
15 OS:
- And also to visited.
- To took a holiday.
- And also to visit.
- To take a holiday.
B. Ignore of Rules Restriction
In this case, the learnes ignore the restriction of existing structure that is the
application of rules to contexts where they do not apply.
Such as:
In there, many people to invited family and friends.
The addition of te first to because of the ignorance of the rule restriction. The
students already got lesson about to infinitive, those are before verb, we have to use
to. Because of this phenomenon, the applied to in the new condition sentence “in
there many people to invited...”
In addition, the addition of to, derive from the students’ knowledge about the
Table 8
Cause of Errors: Ignore of Rules Restriction
No Students’ Original Sentences Reconstruction
1 JT:
- I bored in everything I did.
- I breakfast.
- I was bored in everything I did.
- I had breakfast.
2 RP:
- -
3 EMS:
- I join.
- He want to attack.
- We happy.
- I joined.
- He wanted to attack.
- We were happy.
4 LS:
- -
5 KAS:
- I step on it. - I stepped on it.
6 FS:
- I wanted visit.
- Someone push me.
- I wanted to visit.
- Someone pushed me.
7 HS:
- I very happy. - I was very happy.
8 CS:
9 YS:
- -
10 DS:
- -
11 DM:
- I ask to Herman.
- I decide to cancel.
- I asked to Herman.
- I decided to cancel.
12 NV:
- There an accident.
- I amazed.
- People so busy.
- People so lazy.
- There was an accident.
- I was amazed.
- People were so busy.
- People were so lazy.
13 NAS:
- There an event. - There was an event.
14 NF:
- We walk.
- We surprised by Nenek
Gayung.
- She invite us.
- We tired.
- They invite us.
- We thankful to God.
- We walked.
- We were surprised by Nenek
Gayung.
- She invited us.
- We were tired.
- They invited us.
- We were thankful to God.
15 OH:
C. Incomplete Application of Rules
As defined by Richards (1970: 15), second language learners' incomplete
application of rules means "The occurrence of structures whose deviancy represents
the degree of development of the rules required to produce
acceptableutterances."For instance,although student has been excessively taught the
form of a proper question, he still uses the statement form instead of the question
form or he just add the question words at the beginning of the sentence, assuming
that he has transferred the statement into a question. In fact, he has not. For example,
such questions as below may be produced by second language learners:
"What you often do in the evening?"
[image:58.595.132.531.497.750.2]"You speak English?"
Table 9
Cause of Errors: Incomplete Application of Rules
No Students’ Original Sentences Reconstruction
1 JT:
- It’s not a great holiday.
- I wake up.
- It is not fun.
- It was not a great holiday.
- I woke up.
- It was not fun.
2 RP:
- -
3 EMS:
4 LS:
- We walked and talking.
- She say goodbye.
- We walked and talked.
- She said goodbye.
5 KAS:
- -
6 FS:
- This is a big chance.
- This is the place.
- This was a big chance.
- This was the place.
7 HS:
- I will meet my old friend.
- I don’t know.
- I try to ask someone.
- But nobody know it.
- I try to ask an office boy.
- Then he tell me.
- I would meet my old friend.
- I didn’t know.
- I tried to ask someone.
- But nobody knew it.
- I tried to ask an office boy.
- Then he told me.
8 CS:
- How surprised I am. - How surprised I was.
9 YS:
- I asked her when will we doing
it.
- I can’t found it.
- I asked her when we would do
it.
- I couldn’t find it.
10 DS:
- My big family come to my house. - My big family came to my
11 DM:
- I go.
- I don’t know.
- We have promise.
- I can’t forget.
- I went.
- I didn’t know.
- We had promise.
- I couldn’t forget.
12 NV:
- We must flew.
- The accident are caused by bad
weather.
- We had to fly.
- The accident was caused by
bad weather.
13 NAS:
- We want went.
- We are so sad.
- We know it.
- The teacher accompany us.
- We wanted to go.
- We were so sad.
- We knew it.
- The teacher accompanied us.
14 NF:
- It is so dark.
- We run so far.
- We find an exit door.
- This is amazing.
- It was so dark.
- We ran so far.
- We found an exit door.
- This was amazing.
15 OS:
D. False Concepts Hypothesized
It happened due to misconception of the difference in the target language.
False concept hypothesized is a class of developmental errors, which derive from
faulty comprehension of distractions in the target langauge. The poor teaching
techniques sometimes create the false comprehension.
Such as:
a. I was dreamed.
b. I was visited my friend.
In this case the learners use false concepts to be the learners misunderstand it.
For example, when the teacher teaches present tense, the teacher usually starts with
the teaching of to be: am, is, are, then teaching the verb. It is also often found in the
teaching of past tense. When the teacher presents the items poorly, the learner may
have a false assumption, such as am, is, are the sign of present activities and was,
[image:61.595.134.531.609.748.2]were are the sign of past activities.
Table 10
Cause of Errors: False Concepts Hypothesized
No Students’ Original Sentences Reconstruction
1 JT:
- -
2 RP:
3 EMS:
- -
4 LS:
- -
5 KAS:
- -
6 FS:
- I was dreamed. - I dreamed.
7 HS:
- -
8 CS:
- -
9 YS:
- When I seeked my phone. - When I sought my phone.
10 DS:
- -
11 DM:
- I was visited my friend.
- Herman was came.
- My friend was die.
- I visited my friend.
- Herman came.
- My friend died.
12 NV:
- It is caused many
unemployments.
- It caused many
13 NAS:
- We were heard it.
- We were visited her.
- We given some advices.
- We heard it.
- We visited her.
- We gave some advices.
14 NF:
- -
15 OH:
- We were spent our time.
- We were start our trip.
- We spent our time.
Table 11
Total Causes of Error
No
Students’ Initial
Causes of Error
Total of Error Over- Generalizat ion Ignore of Rule Restriction Incomplete Application of Rules False Concepts Hypothesi zed
1. JT 1 2 3 - 6
2. RP 5 - - - 5
3. EMS 7 3 1 - 11
4. LS - - 2 - 2
5. KAS - 1 - 1 2
6. FS - 2 2 1 5
7. HS 1 1 6 - 8
8. CS 1 - 1 - 2
9. YS 2 - 2 1 5
10. DS - - 1 - 1
11. DM 1 2 4 3 10
12 NV 1 4 2 1 8
13 NAS 1 1 4 3 9
14 NF 1 6 4 - 11
15 OS 2 1 - 2 5
Table 12
Cause of Errors, Frequency and Percentage
No Causes of Error Frequency Percentage
1 Over – Generalization 23 25%
2 Ignore of Rule Restriction 23 25%
3 Incomplete Application of
Rules
32 36%
4 False Concepts Hypothesized 12 14%
Total 90 100%
The table above, shows that incomplete application of rules is themost
[image:65.595.112.531.161.359.2]Table 13
Causes of Error based on Interview
To find out why some students still make some errors on using simple past tense
when writing a recount text, the writer interviews the 15 students tested.
No. Pertanyaan Interview
Jawaban Interview
Ya Sedang Tidak
1
Do you understand “Simple Past Tense”
well?
5 7 3
2 Do you understand “Recount writing”well? 7 6 2
3
Can you differentiate between nominal
sentence and verbal sentence?
8 4 3
The table above, shows that 5 students cope well with simple past tense, 7
students do not really understand it well, While 3 students admit that they do not
cope well with simple past tense. Seven students say that they comprehend recount
writing well, 6 students admit that they sometimes find difficulty in writing recount
text, while 2 students admit that they do not understand recount writing. Eight
students are really sure that they can differentiate between nominal sentence and
verbal sentence, 4 students still sometimes doubt how to differentiate them, while 3
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusions are drawn as follow:
1. There are 4 types of errors, namely: addition, omission, misformation and
misordering. It is found that number of error omission is 23 or 25%, addition is
17 or 19%, misformation is 50or 56%. No student makes error in misordering.
Therefore, the dominant types of error is misformation.
2. There are 4 causes of errors, namely: over-generalization, ignorance of rule
restriction, incomplete application of rules and false concepts hypothesized. It is
found that for over generalization there is 23 or 25%, ignore of rule restriction is
23 or 25%, incomplete application of rules is 32 or 36%, and false concepts
hypothesized is 12 or 14%. So, the dominant cause of errors is incomplete
5.2 Suggestions
Having known the types and causes of errors, I would like to give some
suggestions both to students and teachers in order to make students write better
recount writing.
1. Students should often review how to use simple past tense correctly,
memorize more verbs including past forms.
2. Students should have diary to write their past activities in order to practise
using simple past tense.
3. Teachers should teach more verbs including in past forms
4. Teachers should often make students practise using past tense both in
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Ary, Donald. 1979. Introduction to Research in Education, Second Edition. New
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Azar, Betty Scrampter. 1989. Understanding and U
