(A Case Study at the Second Years of SMP YAPERA Ciledug)
By
Sri Rosmawati
207014000439
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
i
Interrogative Sentences of Simple Present Tense” (A Case Study at the Second Year of SMP YAPERA Tangerang), Skripsi of English Education Departement, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014.
Advisor : Ismalianing Eviyuliwati, M.Hum.
Key words : Error analysis, Transforming affirmative to negative and interrogative sentences of Simple Present Tense
ii
Interrogative Sentences of Simple Present Tense” (Studi kasus di kelas VIII SMP YAPERA Ciledug), Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Pembimbing : Ismalianing Eviyuliwati, M.Hum.
Kata Kunci : Analisa kesalahan, Perubahan kalimat positif ke negative dan pertanyaan (interrogative) simple present
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In the name of Allah, the beneficent and the merciful, all praises be to Allah the lord of the universe, who has been giving mercy and blessing until the writer accomplished her “skripsi” entitled “An Error Analysis on Transforming Affirmative to Negative and Interrogative Sentences of Simple Present Tense”. Peace and salutation be upon to the noble prophet of Islam Muhammad SAW, her families, her relatives, and her faithful followers.
In this chance, the writer would like to give her sincerest gratitude and great honor to her parents (Amil Yahya and Sutinah), for giving an understanding, a support, an advice, love and moral encouragement to the writer. Without them, the writer cannot finish her study. Especially for her beloved husband (Ahmad Zakki) and her son (Sayyid khan Diyas) and also for her brothers (Suryadi yahya, Syafrudin, and Ahmad Maulana) who always filled her daily life with cheerfulness and full support, I am so proud of having you.
The writer would also like to express her great appreciation, honor, and gratitude to her advisor, Ismalianing Eviyuliwati, M.Hum., for her contribution, suggestion, guidance, and patience in correcting and helping her study until she accomplished her‘skripsi’.
Further appreciation and gratitude goes to:
1. Nurlena Rifa’i, MA,Ph.D. as the dean of Faculty of Tarbiyah. 2. Drs. Syauki M.Pd. as the Head of English Departement.
3. All lecturers of English Departement who have taught and educated the writer during her study.
iv campus.
Finally, the writer also wants to thank to her entire friends for their support who cannot mention one by one. The words are not enough to say any appreciations. May Allah guide them and give them all happiness in throughout their life.
May this paper be useful to the readers, particularly to the writer. The writer realizes that this‘skirpsi’is still far from being perfect. Hence, it is pleasure for her to receive suggestion and critics from everyone for better writing.
Jakarta, 5 May 2014
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AKNOWLEDGEMENT ... iii
TABLE OF CONTENTS... iv
LIST OF TABLES ... vii
LIST OF APPENDICES ... viii
CHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Limitation and Formulation of the Problem ... 3
D. Objective of the Study... 4
E. Significances of the Study... 4
CHAPTER II : THEORETICAL FRAMEWORK A. Error and Error Analysis ... 6
1. Definition of Error ... 6
2. Differences between Error and Mistakes ... 7
3. Error Analysis ... 8
4. Types of Error ... 9
5. The Procedure of Error Analysis ... 11
6. Types of Grammatical errors ... 12
B. Simple Present Tense ... 15
1. Definition of Simple present ... 15
2. The Way of Transforming Simple Present Sentences ... 21
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C. The Technique of Sample Taking ... 25
D. The Procedure of Collecting Data ... 25
E. Technique of Data Analysis ... 25
CHAPTER IV : RESEARCH FINDINGS A. Data Description... 29
B. Data Analysis ... 40
C. Data Interpretation ... 48
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 51
B. Suggestion ... 52
BIBLIOGRAPHY ... 53
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Table 3.1 : Algorithm for Error Analysis ... 26
Table 4.1 : The Recapitulation of the Students’ Error in Transforming Affirmative to Negative and Interrogative Sentences of Simple Present Tense ... 29
Table 4.2 : Percentage of Test Area ... 30
Table 4.3 : Table of Verb Tense Error ... 31
Table 4.4 : Table of Auxiliary Errors ... 34
Table 4.5 : Table of Question Word Errors ... 36
Table 4.6 : Table of Punctuation Errors ... 37
Table 4.7 : The recapitulation of the Types of Error ... 40
Table 4.8 : Table of Miselection Errors ... 41
Table 4.9 : Table of Misorder Errors ... 43
Table 4.10 : Table of Addition Errors ... 44
Table 4.11 : Table of Omission Errors ... 46
Table 4.12 : Percentage of Test Area ... 48
Table 4.13 : Percentage of Types of Errors ... 49
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Appendix 2 : Test Instrument ... 79 Surat pengajuan judul skripsi
Surat bimbingan skripsi
Surat permohonan izin penelitian
1
This chapter presents and discusses background of the study, identification of the problem, limitation and formulation of the study, and objective and significances of the study.
A.
Background of the Study
Language is a means for human to communicate in how they express their minds and feelings. It is very important as device in communication. Based on Oxford Advanced Learner’s Dictionary of current English, language is considered
as “Human and non-instinctive method of communicating ideas, feeling and desiresby means of a system of sound and sound symbols”.1
English as an international language used by most people around the world as spoken and written communication. In Indonesia English is considered as foreign language which included as a compulsory subject that must be learned in schools up to universities. As the 1994 English curriculum states: “Bahasa Inggris adalah bahasa asing pertama yang dianggap untuk tujuan dan pengembangan ilmu pengetahuan, teknologi, seni dan budaya serta pembinaan hubungan dengan bangsa-bangsa lain. (English is the first foreign language in Indonesia which is considered very important for the purpose of science development, absorption, technology, culture, and correct relation with other nations)”2.
Many factors make the learners unable to master English and often make errors. Generally, one of the factors causes the learners inability to master English is the learners own selves’ motivatpion. Ngalim categorized two factors affecting a process of study; those factors are individual factors consisting of growth,
1
AS. Hornby,OxfordAdvancedLearner’s Dictionary of Current English, (Oxford Universty Press, 1974). P 473
2
intelligence, practice, and motivation, and social factors consisting of a condition of family, teacher’s teaching techniques, instruments used in the teaching-learning process, and environmental3.
Therefore, to be able to master English, they need working hard, effort, and a lot of practice. They also have to know that English is different from Indonesian. Because of the differences, the students often make errors in producing a sentence.
Based on the writer’s experience, although the students have learnt the pattern of simple present tense from the first level, they are still confused and have many complications to transform affirmative to negative and interrogative sentences of simple present tense (Yes/No Question and WH Questions), especially the students at the second level of SMP YAPERA Ciledug. Some of them have many errors in their writing, for example “The postman do not deliver letters every morning”, “How do they visit their uncle?”, “He is not much money”, “Do Rita read a newspaper?” It’s should be “The postman does not deliver letters every morning”, “How often do they visit their uncle?”, “He doesn’thavemuch money”, “Does Rita read a newspaper?”and so on.
The students think that English structure sentences are the same as Indonesian’s. In fact they are very different. Therefore it is very important for students to master grammatical rules. As mentioned by Penny Ur “A learner who know grammar is one who has mastered and can apply the rules to express him or herself in what would be considered acceptable language forms”.4
Based on the problems above, it encourages the writer in analyzing how far the students can comprehend English grammar about transforming affirmative to negative and interrogative sentences of simple present tense. In this case the writer would like to find out the type of grammatical errors and types of error on transforming affirmative to negative and interrogative sentences of simple present
3
M. Ngalim Purwanto,Psikologi Pendidikan, (Bandung: PT. Remaja Rosdakarya, 2011), p. 102.
4
tense which are made by the students and at the second years of SMP YAPERA Ciledug.
Therefore, the writer formulated the topic in her paper with the title “Error Analysis on Transforming Affirmative to Negative and Interrogative
Sentences of Simple Present Tense”.
B. Identification of the Problems
Based on the background of study above, the writer identifies the problems into two points. They are:
1. Differences of English and Indonesian’s language system influence the students to apply Indonesian’s grammar rule on transforming affirmative to negative and interrogative sentences of simple present tense.
2. There are some forms in using the simple present tense. These form differences make students confuse to apply the correct forms, so they tend to generalize those forms on transforming affirmative to negative and interrogative sentences of simple present tense.
C. Limitation and Formulation of the Problems
1. LimitationTo limit the problems discussed in this “skripsi”, the writer focuses her study on analyzing aspects consists of: (a) students’ grammatical errors on transforming affirmative to negative and interrogative sentences of simple present tense, and (b) the reasons why the students make errors on transforming affirmative to negative and interrogative sentences of simple present tense. However, to analyze students’ grammatical errors the writer needs a very wide
coverage of problem areas. Thus, he just focuses on the two aspects above. 2. The Formulation
a. What are the types of grammatical errors made by the students at the second year of the SMP YAPERA Ciledug on transforming affirmative to negative and interrogative sentences of simple present tense?
D. Objective of the Study
As the writer has stated in the formulation of the study, the objective of this study is to find the types of grammatical errors made by the students on transforming affirmative to negative and interrogative sentences of simple present tense.
E. Significances of the Study
The result of this study can provide useful information for four important groups of people, namely (1) the writer, herself, (2) English teacher of SMP Yapera, (3) Students of SMP Yapera, and (4) Further researcher.
1. For the writer, the significance of the study expected to improve the writer’s knowledge about tenses, particularly in transforming affirmative to negative and interrogative sentences of simple present tense.
2. For English teacher of SMP Yapera, the result of the study for english teacher of SMP Yapera is to get clearly information about the types and the source of students’ error on transforming affirmative to negative and interrogative sentences of simple present tense, so they will know what should they do to decrease the students’ error.
3. For the students of SMP Yapera, they will get right treatment in decreasing their errors on transforming affirmative to negative and interrogative sentences of simple present tense.
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This chapter covers some theories and definitions related to the study. The discussion focuses on Error and Error analysis, differences between error and mistake, source of errors, procedure of error analysis and types of error. In addition, it discusses simple present tense and the way of transforming simple present sentences.
A. Error and Error Analysis
It is impossible that the learners never make some errors in language learning process and it is very normal and unavoidable during the process of learning. Therefore, it needs to analyze or to find out where the learners make some error do in order they repeat the same errors. In the 60’s, some linguists considered errors as negative results. Errors must be avoided in learning language, that was why linguists tried to identify the area of the difficulties by comparing the first language with the target language in order to avoid learners committing errors. However, in the 70’s, errors are being considered as the evidence of the
process of acquiring the target language. Errror analysis shown up with the methodology of investigating the language learning and the guide of remedial action.
1. Definition of Error
Errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance1.
It would be better to distinguish between errors and mistakes, before describing what errors are. Mistakes refer to “errors of performance” which are occured by carelessness, memory lapses, psychological condition, etc. Errors, on the other hand, refer to “errors of competence” which are considered as the
1
transitional step while students are developing the grammatical rules2. Mistakes can be corrected when the attention is called, but errors cannot be self-corrected because the learners don’t know what are correct.
Errors may also be viewed asGlobalorLocal. As Brown in “Principles of Language Learning and Teaching Fifth Edition” (2007:263), when the message cannot be comprehended by the listener or the reader is called Global Errors;they hinder communication. For example, “I buy a pen but he loves pets so she cries again in the bathroom”, it would be difficult to comprehend that. In contrast,
Local Errors do not hinder communication; the meaning of the message is still able to be comprehended by the listener or the reader. For example, “ if I knew your house, I will visit you”, although the sentence is grammatically incorrect, but
the message is still able to be comprehended.
Corder, in Brown, differentiates errors between Overt and Covert. “Overtly erroneous utterences are unquestionably ungrammatical at the sentence level. Covertly erroneous utterences are grammatically well-formed at the sentence level but are not interpretable within the context of communication3”. While the overt errors are clearly ungrammatical form, the covert errors are clearly grammatical, but those cannot be interpretable. For example, “i’m fine”
this sentence is grammatically correct, but this is covertly error as being the answer of “who are you?”.
Corder also classifies errors on a superficial basis as errors of omission where some element is omitted which should be present. Errors of additionwhere some element is present which should not be there.Errors of selection where the wrong item has been chosen in the place of the right one. Errors of ordering where the elements presented are correct but wrongly sequenced4.
2
J. C. Richards,Error Analysis: Perspective on Second Language Acquisition,(London: Longman, 1973), p. 25.
3
Douglas Brown, Principles of Language Learning and Teaching, (San Francisco: Pearson Education, 2007), Fifth Edition, p. 260.
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The most of errors of second language learners make indicates that they are gradually building an second language rule systems. According Heidi Dulay, the most common errors that learners make are:
a. Omitting grammatical morphemes, which are items that do not contribute much to the meaning of sentences, as in: He hit car.
b. Double marking a semantic feature (e.g. past tense) when only one marker is required as in: She did not went back.
c. Regularizing rules, as in womans for women.
d. Using archiforms one form in place of several, such as the use of her for both she and her, as in: Her dances with my brother.
e. Using two or more forms in random alternation even though the language requires the use of each only under certain conditions as in the random use of and she regardless the gender of the person of interest.
Misordering items in constructions that require a reversal of word order rules that had been previously acquired as in: what are you doing? Or misplacing items that may be correctly place in more than one place in the sentence, as in: they are all the time late5.
2. Differences between Error and Mistakes
To know the differences between an error and mistake, we can see it at least by identifying and distinguishing both how flawed the sentence patterns that the learners make is, and how correct grammatical rules that the learners apply is. Those are the simple way that the writer describes.
Many linguists who state their opinion about the differences between errors and mistakes such as what Richards said, “Errors refer to the systematic errors of the learner from which we are able to reconstruct his knowledge to date, i.e. histransitional competence, while mistakes refer to error of performance6.
James explains other descriptions about the differences between errors and mistakes. According to him, errors are:
5
Heidi Dulay, et al,Language Two,(New York: Oxford University Press, 1982), p. 138.
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a. If the learner is unable or in any way disinclined to make the correction. b. Where the utterances are odd.
c. Corder (1971: 152) in James, the result of some failure of performance. While mistakes are:
a. If the learner is inclined and able to correct a fault in his or her output. b. Either intentionally or unintentionally and self-corrigible.
c. Edge (1989) in James, the cover term for all ways of being wrong as FL learner7.
Brown also states his opinion about the differences between errors and mistakes. An error, a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner. A mistake refers to a performance error that is either a random guess or a “slip”, in that it is a failure to utilize a
known system correctly8.
From the brief explanation of the differences between errors and mistakes above, it can be concluded that errors are deviations from accuracies and correctness so learner does not know what is correct, thus cannot make self-correction, while mistakes are errors caused by fault of confusion, carelessness, slip of tongue, and dereliction, it means that can be self-corrected by learner when attention is called.
3. Error Analysis
Learning is fundamentally a process that involves the making of mistakes. Mistakes, misjudgments, miscalculations, and erroneous assumptions form an important of aspect learning virtually any skill or acquiring information9.
Until late 60’s, as behaviorist theory suggested that learning second
language was a set of new language habit, which is like children try to acquire their mother tongue. Contrastive Analysis (CA) grew from this theory which considered language transfer as the basic process of second language as the
7
James,op. cit., p. 78, 79, 80.
8
Douglas,op. cit., p. 257-258.
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behaviorist theory suggested. CA dealt errors as negative results that should be eradicated. Consequently, linguists tried to identify the area of the difficulties by comparing the first language with the target language in order to avoid learners for committing errors. On the other hand, in 70’s, Error Analysis (EA) shown up with
the methodology of investigating the language learning and the guide of remedial action. The EA movement can be characterized as an attempt to account for learners’ errors that could not be explained or predicted by CA or behaviorist
theory, and to bring the field of applied linguistic into step with the current climate of theoretical opinion10.
Error analysis is a type of linguistic analysis that focuses on the errors learners make. It consists of a comparison between the errors made in the Target Language (TL) and that TL itself11. EA has given a contribution to English language teaching at both linguistic and methodological levels, and it enables teachers to find out the sources of error and to deal against them. Corder states that EA has two functions; theoretical and practical. The theoretical aspect of error analysis is part of the methodology of investigating the learning processes. The practical aspect of error analysis is function in guiding the remedial action we must take to correct unsatisfactory state of affairs for learner or teacher12.
According to Dulay, Error Analysis serves two major purposes: (1) providing data from the conclusions about the nature of the language learning process can be made; (2) indicating to teachers and curriculum developers which types of error that prevents a learner’s ability to communicate effectively.
.
4. Types of Error
Studying learners’ errors give two major purposes: the first, it provides
data from which interferences about the nature of the language learning process can be made. The second, it indicates the teachers and curriculum developers
10
Heidi Dulay, et al,Language Two,(New York: Oxford University Press, 1982), p. 141.
11
http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html#theo, on November 15, 2011.
12
which part of the target language students have most difficulty producing correctly and which error types detract from a learner’s ability to communicate
effectively13.
In this case, one of the best ways to know more about error, the writer tries to write the types of error from some sources. One of linguist such as Brown differs the types of error, they are:
a. Addition. For example: ‘does can he sing’ (in English a do/does auxiliary may be added).
b. Omission. For example: ‘I have pen’ (a definite article omitted). c. Substitution. For example: ‘I lost my road’ (an item substituted). d. Ordering. For example: ‘I to the store went’ (a word order confused)14.
Meanwhile, Dulai gives taxonomy highlight of types of error, they are: a. Omission. Omission errors are characterized by the absence of an item that
must appear in a well-formed utterance.
b. Addition. Addition errors are the opposite of omission. They are characterized by the presence of the item which must not appear in a well-formed utterance. Addition errors have three types too, they are:
1) Double marking. For example: ‘he doesn’t knows my name’(present tense is marked in the auxiliary and the verb).
2) Regularization. For example: the verb ‘eat’ doesn’t become ‘eated’ but ‘ate’. 3) Simple addition. For example: ‘inover here’.
c. Misformation. Misformation errors are characterized by the use of the wrong form of the morpheme or structure. As in the case of addition, misformations are usually not random. Misformations heve three types, they are:
1) Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, as in falledfor fell or goosesfor geese.
13
Dulay, Burt, and Krashen. loc. cit.
14
2) Archi-forms. The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition. For example: that dogsfor those dogs.
3) Alternating forms. As the learner’s vocabulary and grammar grow, the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. For example: those dog, this cats.
d. Misordering. Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example: he is all the time late (all the timeis misordered)15.
5. The Procedure of Error Analysis
It was necessary to know and to understand the procedures of error analysis. There are some procedures to conduct an error analysis. James cited in Sakoda’s paper, explained the procedure of error analysis has 6 stages: stage 0 is to elicit and register the data, stage 1 is to make an identification of errors, stage 2 is to describe of errors, stage 3 is an explanation and a diagnosis of errors, stage 4 is an evaluation of the errors, stage 5 is a plan for prevention and feedback.17
Another procedure of errors is given by Ellis states that there are some steps in conducting an Error Analysis, they are:
a. Collection of a sample of learner language
The sample could consist of natural language use or be elected either clinically or experimentally. It could also be collected cross-sectionally or longitudinally.
b. Identification of Error
Identifying the errors in the sample. It means that the errors are identified in the sample that the researcher got from the language learner.
c. Description of Error
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The description of learner errors involves a comparison of the learner’s
idiosyncratic utterances with a reconstruction of those utterances in the target language or with baseline corpus of native-speaker language.
d. Explanation of Error
Explanation is concerned with establishing the source of the error, i.e. accounting for it was made. This stage is the most important for SLA research as it involves an attempt to establish the processes responsible for L2 acquisition.
e. Evaluation of Error
It involves consideration of the effect that errors have on the person(s) addressed.16
6. Types of Grammatical Errors
Every learner has different types of making errors. In this case, especially for the students at the second year of SMP YAPERA Ciledug the most common errors that the learners are made on making simple present such as:
a. Verb Tense
Tense is the form of the verb that indicates the time at which the action or state is viewed as occurring. A verb tense not only indicates past, present, future action but also indicates whether the action is complete. In this problem, the writer explains on the using verb tense in simple present. The rules using it can be seen in the following pages about “The rules of using of
simple present” on page 17.
b. Auxiliary verb
Auxiliary verb also called as helping verb. It is verb functioning to give further semantic or syntactic information about the main or full verb following it. It is used to assist the verb and cannot be used without the main verb. Some auxiliaries verb are used in simple present consist of three kinds, they are: 1) Is, am, are
16
Auxiliaries to be (is, are, am) are not followed by verb (V1/Ves,s) in the declaratives statement, but they are followed by noun phrase, adjective and adverb or compliment. They are also used as part of the sentence structure for question and negative statement with the simple present.
2) Do, does
Do and Does are not only used as part of the sentence structure for question but also as part of the sentence structure for negative statement with the simple present.
3) Have, has
Auxiliaries verb to be (have, has) are not followed by verb (V1/Ves,s) in the declarative statement. They are usually followed by object or complement. They are also used as part of the sentence structure for question and negative statement with the present simple.
c. Punctuation
Punctuation marks are symbols that indicate the structure and organization of written language and it’s vital to disambiguate the meaning of sentences.
Some students made errors in punctuation. They did not realize that written English is different from spoken language. Gesture, tones, and stressing can make the meaning clear in spoken language, but only punctuation can make the meaning clear in written English.
d. Question Word
Question word or interrogative pronoun is used to ask certain types of questions. It can be created by putting the auxiliary before the subject then adds the WH or at the beginning. There are some functions WH questions, they are as follow:
Table 2.1
Some Functions and Examples of Question Word
WH Function Example
What Asking for information about something
When Asking about time When does she come? Where Asking in or what place
or position
Where do you buy shoes?
Which Asking about choice Which color do you want?
Who Asking about person or people (subject)
Who comes today?
Whom Asking about person or people (subject)
Whom do you know?
Why Asking for reason Why do you say like that?
How
4) How long
5) How Far
6) How often
7) How many
8) How old
9) How Much
Asking about manner
Asking about duration
Asking about distance
Asking about frequency
Asking about quantity (countable)
Asking about age
Asking about quantity (uncountable)
How do you go to school?
How long do they stay here?
How far is pattaya from Bangkok
How often do you clean bedroom?
How many books do you have?
B. Simple Present Tense
1. Definition of Simple PresentThere are many definitions of simple present will be explained by the writer.
In academic writing it is stated that “The simple present tense is the verb tense used to state facts and describe repeated activities”.17 It can be seen that simple present tense is used to expressing fact and repeated events or habits.
According to English book suggested that “Tense in present is a time form
which is used to express activity or situations was happened at now in simple form or about thing that happen regularly, repeatedly or all the time.”18 It can be concluded that simple present tense is used to speak something at the present moments.
Meanwhile Betty S. Azar says that “The simple present is something way true in the past, is true in the present, and will be true in the future, is use for general statement of fact.”19 It show that simple present tense are the most common ways of expressing present time in English and describes things that are generally true, expressing fact and repeated events habits
a. The Rules of Using Simple Present
In simple present, there are many rules which the learners have to know on using verb with ‘es’ and ‘s’ form as follow:
1) If the verbs that end in ‘e’ just add ‘s’, for example: Write + swrites shine + sshines Hope + shopesrise + srises
2) If the verb that end in one and two consonants just add ‘s’, for example: Work + sworks sing + ssings set + ssets
help + shelps read + sreads speak + sspeaks
17
Alice Oshima & Ann Houge, Introduction to Academic Writing, (Massachusetts: Addison Wesley Publishing Company, 1988), p.23.
18
Rudi Hartono & Andrew Mc. Cathy,…p. 407. 19
3) If the verbs that end by the letters as follow; ch, s, sh, x, z just add ‘es’, for example:
Teach + esteachers go + esgoes do + esdoes
reach + esreachers wash + eswashes kiss + eskisses 4) If the verbs that end by the letters ‘y’ and preceded by the consonant letter
change ‘y’ to ‘i’ just add ‘es’, for example:
Study + esstudies reply + esreplies Carry + esCarries fly + esflies
5) If the verbs that end by the letters ‘y’ and preceded by the vocal letter just add ‘s’, for example:
Say + ssays Play + splays Lay + slays buy + sbuys
6) If the simple present usually uses two adverbials; there are adverbial frequency and adverbial time.
a) Adverbial Frequency
The term of adverbial frequency is used to answer the question ‘How often’ as
follow (always, usually, often, sometimes, never, seldom) are often used with the simple present tense to indicate frequency.
(+) She is usually on time You seldom come late (-) She is not usually on time You don’t seldom came late (?) Is she usually on time? Do you seldom come late?
Who is usually on time? Who seldom come late? b) Adverbial Time
Adverbial time is time signal which is used for these adverbial to an answer the question ‘When?’ there are kinds of adverbial time which is often used the
simple present as follow.20
Every hour Every year in the morning twice a week
Every minute Every week In the afternoon once a month
Every Morning Every day at night twice a month
Every afternoon Every month at noon once a year
20
Every night Every time once a week twice a year
b. The Patterns of Simple Present Sentences
Simple present sentence divided into three patterns sentence, there are the pattern of positive (affirmative) sentence, negative sentence, and interrogative sentence which consists two question sentences there are yes/no question and WH question.
1) The patterns of positive sentences a. For subject I, You, We, and They
Subject + V1 + Object/complement Subject + (am, are) + Object/complement
Example:
They work hard every day. They are an employer. You study hard every day. You are a clever. We visit our uncle every Sunday. We are student. I read newspaper every morning. I am a singer.
b. For subject He, She, and It
Subject + V+es/s + Object/complement Subject + (is) + Object/complement
Example:
She works very hard every day. He is an employer. She studies hard every day. She is a student. It makes me happy. It is an animal.
2) The patterns of negative sentences a) For subject I, You, We, and They
Subject + (am, are) not + Object/complement
Example:
They don’t work hard every day. They are not an employer. You don’t study hard every day. You are not a clever. We don’t visit our uncle every Sunday. We are not student. I don’t read newspaper every morning. I am not a singer.
b) For subject He, She, and It
Subject + does not/doesn’t +V+ Object/complement
Subject + (is) not + Object/complement
Example:
She doesn’t work very hard every day. He is not an employer. She doesn’t study hard every day. She is not a student. It doesn’t make me happy. It is not an animal.
3) The patterns of interrogative sentences a) Yes/No Question
(1) For subject I, We, You, and They
Do + Subject + V + Object/complement ? (am, are) + Subject + Object/complement ?
Example:
Do they work hard every day? Are they an employer? Do you study hard every day? Are you a clever? Do we visit our uncle every Sunday? Are we student? Do I read newspaper every morning? Am I a singer?
Does + Subject + V + Object/complement ? Is + Subject + Object/complement ?
Example:
Does he work hard every day? Is he an employer? Does she study hard every day? Is she a student? Does it make me happy? Is it an animal?
b) WH Question
(1) For subject I, We, You, and They
WH + do + Subject + V + Object/complement ? WH + (am, are) + Subject + Object/complement ?
Example:
Who do work hard every day? Who are they? Who do study hard every day? Why are you clever? When do we visit our uncle? Who are students? What do I read every morning? Who are singers?
(2) For subject He, She, and It
WH + Does + Subject + V + Object/complement ? WH + Is + Subject + Object/complement ?
Example:
Why does he work hard every day? Who is he an employer? Who does she study hard every day? Who is she a student? Who does make me happy? Who is an animal?
The simple present sentences are commonly used to express:21
1) Talking about permanent situation that happen regularly, repeatedly or all time, for example:
I get up at 5.00 am
2) Timeless truth, for examples: Heat expands bodies.
The earth revolved round the sun.
3) Talking about future events that are time scheduled or expected, for example: Her train leaves at 3 o’clock
The match begins at 9.00 pm.
The next flight is at 5.00 tomorrow morning.
4) For proclamations or announcements as follow the sample: The department store announces a sale of floor samples
5) Talking about completed actions and events that haven as we speak or write in demonstrations or commentaries, for example:
The two boxers sparred for some time. Suddenly Joe Louis jump at his opponent and with a terrific upper cut knocks him out for the full count.
6) Formal correspondence, for example: We look forward to hearing from you. I enclose my check for $ 100
7) In acclamation sentence with beginning ‘here’ and ‘there’, such as the following sentences:
Here he comes! Here comes the bus! There she goes!
8) Indicate a state, condition, feeling, perception, etc that continuous at the moment of speaking or writing, for examples:
He likes fish He seems tired
He knows French John prepare films to stage plays
21
2.
The Way of Transforming Simple Present Sentences
a. Auxiliary VerbThere are the following of ways to transform simple present sentence with using auxiliary verb as the main verb, they are:
1) To transform positive sentence into negative sentence with the subject ( I, we, you, they), use or add to be “(am, are) + not” after subjects.
e.g.: You are a doctor you are not a doctor They are rich they are not reach
2) To transform positive statement into negative statement with the subject (he, she, it), use to be “is not” after subjects.
e.g.: He is an English teacher He is not an English teacher It has brown skin Itdoesn’t havebrown skin 3) To transform declarative statement into interrogative statement (yes/no
question), move to be (auxiliary verb) on the beginning of sentence and put a question mark (?) at the end of sentence.
e.g.: He is an English teacher Is she an English teacher? It has brown skin Does it have brown skin? 4) To transform affirmative sentence into interrogative sentence (WH question)
which has an object/complement, substitute it by using interrogative pronoun or word questions (what, who, when, where, how, etc) based on using their functions and put a question mark (?) at the end of sentence.
e.g.: he has some books What does he have?
It has brown skin Who does have the brown skin? b. Verb Tense
The ways transforming simple present sentence which has verb (V1/Ves,s) can be presented as follow:
1) To transform positive sentence into negative sentence with the subject ( I, we, you, they), use or add to be “(am, are) + do not/don’t” after subjects.
2) To transform positive statement into negative statement with the subject (he, she, it), use to be “does not/doesn’t” after subjects.
e.g.: she drinks a glass of milk shedoesn’tdrink a glass of milk He watches TV every night Hedoesn’t watchTV every night 3) To transform declarative statement into interrogative statement (yes/no
question), move to be (auxiliary verb) on the beginning of sentence and put a question mark (?) at the end of sentence.
e.g.: she drinks a glass of milk does she drink a glass of milk? He watches TV every night does he watch TV every night? 4) To transform affirmative sentence into interrogative sentence (WH question)
which has an object/complement, substitute it by using interrogative pronoun or word questions (what, who, when, where, how, etc) based on using their functions and put a question mark (?) at the end of sentence
e.g.: she drinks a glass of milk What does she drink? He watches TV every night when does he watch TV?
C. The Relevant Studies
There are two other researchers studying about Transforming Affirmative to Negative and Interrogative Sentences of Simple Present; they are, Aprilianto, and Lailatussaidah. They explained their study as follow:
difficulties too in using word question and auxiliary, that all indicate on the result of the research. The teacher should have the ability to comprehend about the target language usage especially in verb tense. Teacher needs some method to make students easier in understanding material.22.
The last researcher, Lailatussaidah, researched a case study focusing on analyzing of students’ errors in transforming simple present, present progressive and simple past tense from affirmative into negative and interrogative tense. In the research, he focused in the subject matter in analyzing English grammatical errors made by the students. The writer uses Betty Schramfer Azar’s error classification for this research, singular-plural, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear and run-on sentence. Then she limits the error classifications, she only uses five of them based on her research findings, verb tense, word order, auxiliary, omission and punctuation. The method used by the researcher to obtain the data was descriptive qualitative analysis method. The result was obtained from the research showed that the highest frequency of error made by the students is verb tense with 1150 errors and as the lowest frequency of error made by the students is punctuation with 132 errors. The errors could happen because the students are still influenced by mother tongue interference, besides that they usually take a note about the material but seldom to read and review it at home and they are lack of media to increase their ability in learning English especially tense. That all indicate on the result of the research. The teacher should give the student understanding that English is different from Indonesian and they are necessary to do more practice, exercise in transforming sentences in different tense. Teacher needs to improve quality of teaching by taking part in workshop, seminar etc.23
22
Eko Wahyu Aprilianto, Analyzing the Students Grammatical errors on Transforming The Simple Present Tense Into Negative and Interrogative Sentences, 2012, p. 10.
23
This chapter presents method of collecting the data such as; Time and place of the research, method of the research, the technique of sample taking, the procedure of collecting data, and the technique of data analysis.
A. Time and Place of the Research
This research was done from Mei 22th 2013-March 27th 2014. It was begun by an observation. In the first day, he came to the school and asked for permission to the head master to do the research. Then, he observed the teaching learning of transforming affirmative to negative and interrogative sentences of simple present tense, the last he was conducted the research by giving the instrument of the test which was made by him.
The writer did his research at the second year students of SMP YAPERA. That is located on Jl. Dr. Cipto Mangunkusumo (H. Mencong), Paninggilan Utara No. 62, Ciledug.
B. Method of the Research
The method of this research is a descriptive qualitative analysis discussing the students’ grammatical error on transforming affirmative to negative and interrogative sentences of simple present tense. In this case, previously she observed the way of English teacher in teaching transforming affirmative to negative and interrogative sentences of simple present, after that the writer used survey research in order to collect all of the data at the same time.
The next step is the explanation of the errors. The errors on transforming affirmative to negative and interrogative sentences of simple present tense will be evaluated in order to figure out the sources of the errors. Then, the final step is to conclude the result of research.
C. The Technique of Sample Taking
There are six classes of the second year students of SMP YAPERA Ciledug, which consists of 210 students. The writer used a Random Sampling technique to get the representative data. By purposive random sampling technique the writer has only taken 20 students from class VIII-5 as the sample. The writer gave the test focused on transforming affirmative simple present pattern sentences into negative and interrogative pattern sentences. The test contains 10 questions, every question divided into 3 parts. The students must transform affirmative into negative sentence, Yes/No Question, and WH Question sentences.
D. The Procedure of Collecting Data
To get the specific data, the writer gave the test on transforming affirmative to negative and interrogative sentences of simple present tense to the second year students of SMP YAPERA to find out the students’ grammatical
error. The tests had 10 questions, and each question consists of three commands. First is transforming positive sentence into negative sentence, the second is transforming positive sentence into yes/no question, and the last is transforming positive sentence into WH Question. The total of the questions are 30 questions.
E. Technique of Data Analysis
Stage 3 is an explanation and a diagnosis of the errors, Stage 4 is an evaluation of the errors, and finally Stage 5 is a plan for prevention and feedback1.
Table 3.1
Algorithm for Error Analysis2
1. Stage 0, giving a test to the students about transforming affirmative to negative and interrogative sentences of simple present tense.
2. Stage 1, analyzing the grammatical errors that students made on transforming affirmative to negative and interrogative sentences of simple present tense,
1
Namiko Sakoda, Error Analysis within Newspaper Reporting Written by Japanese Secondary School Students,広島経済⼤学研究論集Departmental Bulletin Paper,27, 2004, p.43.
2
and analyzed the grammatical errors including classifying the errors into the types of errors by target modification taxonomy, Dulay, Burt, and Krashen’s, and counting the percentage of each error types.
3. Stage 2, identifying the errors by using Dulay’s theory, namely: omission, addition, misorder, and miselection. And classifying of errors into its grammatical category, namely: Verb tense, Auxiliary Verb, Question word, and Punctuation.
4. Stage 3, explaining and diagnosing the errors that students made on transforming affirmative to negative and interrogative sentences of simple present tense by modifications the students’ errors into 4 categories based on Dulay’s theory, they are: omission, addition, misorder, and miselection.
5. Stage 4, the writer evaluates the errors.
6. Stage 5 is prevention and feedback. The main purpose of error analysis is to plan about the remedial action for the errors.
1. Identifying Types of Errors
To identify the error, the writer focused to the correct grammatical form which divides to negative, interrogative and WH Question sentences of simple present tense.
After analyzing the whole errors committed by the students, the writer found 4 types of errors. Those are omission, misselection, addition, and misorder.
Misselection is error caused by selecting the wrong words, and not by using the wrong form of words. The writer indicates the errors made by students by underlining the wrong word. For instance, some students produced a sentence “My mother don’t wash our clothes every day” (item number 5). The previous sentence is a negative sentence. The underlined word is indicating that the students have chosen the wrong word. For pronoun “my mother” should use
auxiliary “doesn’t”. it should be revised “My mother doesn’t wash our clothes
every day”.
Addition is the presence of an item that must not appear in well-formed utterance. To indicate this error, the writer has bolded the wrong word. For instance, some students produced a sentence “When does my motherwashes our clothes?” (item number 4). The previous sentence is a WH Question sentence. The bolded word indicates that something is adding. In other word, the sentence is ungrammatical because the WH Question sentence of simple present, the verb is doesn’t need suffix –es. The sentence should be revised “When does my mother wash our clothes?”.
29
This chapter presents the research finding and interpretation, such as; data description, data analysis, and data interpretation.
A. Data Description
The writer discussed the errors made by the second year students of SMP YAPERA, Ciledug, in transforming affirmative simple present sentences into negative and interrogative sentences. To get the data the writer gave the question test. Each question consists of three commands. First is transforming positive sentence into negative sentence, the second is transforming positive sentence into yes/no question, and the last is transforming positive sentence into WH Question. The instrument was enclosed in appendix for the evidence.
The following table is the recapitulation of the students’ error in transforming affirmative simple present into negative and interrogative sentences, percentage of test areas, and the table of cause of errors, explanation, and correction of errors.
Table 4.1
TheRecapitulation of the Students’ Error in Transforming Affirmative to
Negative and Interrogative Sentences of Simple Present Tense
Students’
Number
Error Classification
Total Verb
Tense
Auxiliary Verb
Question
Words Punctuation
1. 3 3 1 4 11
2. 8 0 1 0 9
3. 3 3 0 2 8
4. 7 4 1 3 15
5. 4 4 0 3 11
6. 0 0 0 3 3
7. 4 4 0 2 10
9. 3 4 0 0 7
10. 1 2 0 1 4
11. 8 1 1 2 12
12. 7 3 1 2 13
13. 4 3 0 0 7
14. 4 3 0 0 7
15. 7 0 1 5 13
16. 0 0 1 0 1
17. 9 2 2 2 15
18. 12 3 4 0 19
19. 8 1 1 9 19
20. 9 0 1 10 20
Total 104 43 15 48 210
Table 4.2
Percentage of Test Area
No Category Frequency of error Percentage of error
1 Verb tense 104 49.52%
2 Auxiliary verb 43 20.48%
3 Question word 15 7.14%
4 Punctuation 48 22.86%
Total N = 210 100 %
The frequency of students’ error inVerb tense is 104 or 49.52%
The frequency of students’ error inAuxiliary verb is 43 or 20.48%
The frequency of students’ error in Question word is 15 or 7.14%
The frequency of students’ error inPunctuation is 48 or 22.86%
From the total of errors, it can be seen that the total of percentage of error reaches 100%. Then the most errors occurred in grammatical aspects was Verb tense with the total of errors 104 or 49.52 %. The second common errors were Punctuation with 48 errors or 22.86%, Auxiliary verbwith 43 errors or 20.48 %, andQuestion wordwith 15 errors or 7.14 %
Furthermore, the writer not only calculated the result of the test by changing the result of errors into percentage, but also gave the types of errors, explanation, and correction in each area. All of them explained in the table 4.3 up to table 4.6 based on each area of test.
Table 4.3
Table of Verb Tense Error
Item Numb
er
Students Error Sentences Types of Error Explanation and Correction sentences are always followed by verb 1, and the student added “es” washe our clothes every day.
My mother don’t
1,3,9,1
washes our clothes every day.
2) Do my mother washes our clothes every day?
Do my mother washe our clothes every day? sentences are always followed by verb 1, so it should be:
1) My mother doesn’t
wash our clothes every day.
2) Does my mother wash our clothes every day?
Laura doesn’t lives in Ciledug because in negative and interrogative patterns of sentences are always followed by verb 1, so it should be:
1) Laura doesn’t live in Ciledug.
2) Does Laura live in Ciledug?
8
18 1) His mother doesn’t always gives a new thing when he get ten in the test.
His mother doesn’t
1) Diyas doesn’t seldomwearsshirt.
3) Who do seldoming wearsshirt? sentences are always followed by verb 1, so it should be:
1) Diyas doesn’t
seldom wear shirt.
Table of Auxiliary Errors Item
Numb er
Students Error Sentences Types of Error Explanation and Correction
2
9 1) When does they swim?
Miselection The student failed to choose the correct word, if the subject is plural should be followed by auxiliary ‘do’, so it should be When do they swim? 19 1) No they swim
every Friday and Saturday?
used auxiliary ‘do’, so English class at ten o’clock today.
She don’t have English class at ten o’clock today. choose the correct word like ‘has’ must be ‘have’, ‘don’t’ must be ‘doesn’t’, ‘do’ must be ‘doesn’t’ and the students omit word ‘today’. it should be: 1) She doesn’t have
English class at ten
o’clock today.
2) Does she have English class at ten
o’clock today?
3) What time does she have English class today?
Miselection The students failed to choose the correct word, in subject My mother it should be followed by auxiliary does not do becausemy mother is single second person (her). So it should be:
1) My mother doesn’t
wash our clothes every day.
9,13,
mother washes our clothes?
1) Mirna Doesn’t has breakfast choose the correct word, they made some errors on using auxiliary ‘has’; it should use auxiliary ‘have’, and they omit word ‘does’ it should be:
1) Mirna doesn’t have breakfast every morning.
2) Does Mirna have breakfast every morning?
3) When does Mirna have breakfast?
7
12 1) Laura does lives in Ciledug.
9
Miselection The students failed to choose the correct word, they made error in using auxiliary ‘does’ in negative
Miselection The students failed to choose the correct word, for subject she, he or name of people it should be followed by auxiliary ‘does’ not ‘do’. So the right sentences are:
1) Diyas doesn’t
seldom wear shirt. 2) Does Diyas seldom
wear shirt?
3) Who Does seldom wear shirt?
Table 4.5
Table of Question Word Errors Item
Numb er
Students Error Sentences Types of Error Explanation and Correction
Omission The using WH question in the sentence is not perfect. The students omit the word “time” It must useWhat time
5
17,18 • Why does my
mother washes?
wash our clothes? always give new thing?
9
16
18
• What time does Tono always sleep every afternoon? should beHow long does Tono always sleep every afternoon?
The student omits the word “does” and “for two hours”. It should be When does Tono always sleep for two hours?
10 does Diyas seldom wear?
Table 4.6
Table of Punctuation Errors Item
Num ber
Students Error Sentences Types of Error
Omission The students failed to give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should be using question mark (?)
19,20
Friday and Sunday^
2) When do they swim^
give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should
Omission The students failed to give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should
Omission The students failed to give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should
Omission The students failed to give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should
WH question it should
Omission The students failed to give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should ten in the test^
2) What does my mother always give^
Omission The students failed to give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should
Omission The students failed to give a question mark in a sentence, because of the carelessness of students of making an interrogative sentence. For yes/no question and WH question it should
B. Data analysis
After presenting the error into 4 of tested area specifically for grammatical and lexical aspect, the writer broke down into four categories from the data collected. The writer used these categories followed by target modification taxonomy, Dulay, Burt, and Krashen’s system comprises for main categories, the following categories are; miselection, addition, misorder, and omission.
1. Miselection, where the wrong item has been chosen in place of the right one. 2. Addition, where some element is present which should not be there.
3. Misorder, where the elements presented are correct but wrongly sequenced. 4. Omission, where some element of a word is omitted which should be present.
The writer used these categories to classify the errors and to explain the problem.
The following table is the recapitulation of types of error which made by students on transforming affirmative to negative and interrogative sentences of simple present tense:
Table 4.7
The Recapitulation of the Types of Error
Students’
Number
Types of Error
Total Miselection Misorder Addition Omission
1. 3 0 3 12 18
2. 7 0 2 13 22
3. 3 0 3 10 16
4. 8 0 7 7 22
5. 7 2 1 5 15
6. 1 0 0 3 4
7. 4 0 3 13 20
8. 3 0 3 10 16
9. 4 1 3 6 14
10. 5 0 0 12 17
11. 4 0 3 13 20
13. 3 0 4 5 12 produced in miselection. The characteristic of miselection is where the wrong item has been chosen in place of the right one. The following table shows some sentences which are classified into miselection.
Table 4.8
Table of Miselection Errors Item
number Sentence/Phrase Cause of error
Explanation &
She doesn’t has English class at ten o’clock today.
Does she hasEnglish class at ten o’clock today?
What time does she has English class today?
It was influenced
by second
pay attention.
My mother don’t wash our clothes every day.
Do my mother wash our clothes every day?
When do my mother wash our clothes?
The student suggested My mother is plural and followed by
Does Mirna has breakfast every morning?
When does Mirna hasbreakfast?
The student thought that in transforming positive sentence into negative sentence ‘has’ is not changed. In fact, it should be changed by have. ‘Has’ in negative sentence is not an auxiliary but is a
The student was influenced by the previous question.
• What does Diyas seldom wear?
It was clearly shown in the table that many students in the population of this study encountered the problem in the use of auxiliary, particularly when they failed to identify in transforming affirmative simple present pattern sentences into negative and interrogative in using “has and have”. There are 109 error sentences categorized as having problems with miselection.
P = F x 100 % N
P = 109 x 100 = 28.91 % 377
b. Misorder
Misorder usually takes place in the word order of a sentence. The students didn’t know where the elements presented are correct. They need more careful in using auxiliary verb and in spelling the letter.
Table 4.9
Table of Misorder Errors
Item
number Sentence/Phrase Cause of error
Explanation & Correction
4 (-)
(WHQ)
Shehas*doesn’t English class at ten o’clock today.
Whatdoes*timeshe has English class today?
The student didn’t have knowledge in using negative sentence.
So, it should be revised • She doesn’t have
English class today?
• What time does she have English class today?
6 (-) Mirna has*doesn’t
breakfast every morning.
The student was careless in using negative sentence.
So, it should be revised • Mirna doesn’t have
9 (-)
(?)
Tono doesn’t always sleep for to*w hours every afternoon.
Does Tono always sleep forto*whours every afternoon?
The student was careless in spelling the letter.
So, it should be revised
• Tono doesn’t always sleep for two hours every afternoon. • Does Tono always
sleep for two hours every afternoon?
From the table above, the writer suspected that students failed in ordering word. They were influenced by previous form (intralingual). There are 8 error sentences categorized as having problems with misorder.
P = F x 100 % N
P = 8 x 100 = 2.12 % 377
c. Addition
The characteristic of addition is where some element is present which should not be there. The following table shows some words which are classified into addition.
Table 4.10
Table of Addition Errors
Item
number Sentence/Phrase Cause of error
Explanation & Correction 3 (-) Lia doesn’t often
losesher money at her class.
The student was influenced by the positive form, they didn’tknow in negative pattern of sentence is always followed by verb 1
So, it should be revised • Lia doesn’t often
5 (-)
(?)
(WHQ)
My mother doesn’t washes our clothes every day.
Does my mother washes our clothes every day?
When does my
mother washes our clothes?
The student was suspected of being influenced by positive form to transforming the verb with suffix ‘es’ toverb 1.
So, it should be revised • My mother doesn’t
wash our clothes every day.
• Does my mother wash our clothes every day?
Laura doesn’tlivesin Ciledug.
Does Lauralivesin Ciledug?
The student didn’t know in negative pattern of sentence is always followed by verb 1.
So, it should be revised
• Laura doesn’t live in Ciledug. influenced by the previous study of present continuous tense.
So, it should be revised
• Diyas doesn’t seldom wear shirt. • Does Diyas seldom
wear shirt?
• What does Diyas seldom wear
P = F x 100 % N
P = 58 x 100 = 15.38 % 377
d. Omission
The writer used symbol Ø to indicate the omission. The characteristic of omission is where some element of a word is omitted which should be present. The following table shows some sentences or phrases which are classified into omissions.
Table 4.11 Table of Omission Errors
Item
number Sentence/Phrase Cause of error
Explanation &
So, it should be revised • Lisa doesn’t
borrow books from the library.
• Does Lisa borrow books from the library? money at her class.
Does Lia^ lose her money at her class?
Where does Lia ^
So, it should be revised • Lia doesn’t often
• Where does Lia often lose her money? 4 (WHQ) What time does she
have English class^?
The student was careless by not
