IN PRESENT PERFECT TENSE MADE BY SECOND YEAR STUDENTS OF

(1)

COMMON ERRORS

IN PRESENT PERFECT TENSE

MADE

BY

SECOND YEAR STUDENTS

OF

SMPN

11

SURABAYA

A

THESIS

In Partial Fulfilment of the Requirements

for the Sarjana Pendidikan Degree

in

English Language Teaching

Universitas Katolik Widya Mandala Surabaya

Fakultas Kegurnan

dan

Ilmu Pendidikan

Jurusan Pendidikan Bahasa dan Seni

Program Studi Pendidikan Bahasa Inggris

(2)

APPROVAL SHEET

( 1 )

This

t h e s i s e n t i t l e d COMMON ERRORS I N PAESENT PERFECT TENSE MADE BY SECOND YEAR STUDENTS OF

SMPN 11 SURABAYA

and p r e p a r e d and s u b m i t t e d b y E s t h e r T i s n a w a t i

has been approved and a c c e p t e d as a p a r t i a l f u l f i l m e n t o f t h e r e q u i r e m e n t s f o r t h e S a r j a n a P e n d i d i k a n Degree i n E n g l i s h Language Teaching by t h e f o l l o w i n g a d v i s o r .

(3)

CIPPROVAL SHEET

T h i s t h e s i s has been examined bv t h e Committee on

O r a l E x a m i n a t i o n w i t h a g r a d e o f

B

on December

22

,

1992

D r s . S t e f a n u s Laga Tukan, M.Pd.

Chairman

D r s

_______- ____- _- - ___- - -

Member

D r s .

fcj.

H a r d j a n t o , M.Pd.

...

Member

D r s . _Hendra _{T e d jasukmana}

___________- - - ___- - -

Member

D r s

. J . L u ~ u ~

P r i jambodo

Member

---

Dean o f H e a d o f

(4)

I would l i k e t o thank God f o r a l l H i s b l e s s i n g s and t h e o p p o r t u n i t y he has g i v e n me f o r f i n i s h i n g my s t u d y a t Widya Mandala C a t h o l i c U n i v e r s i t y .

MY deepest e x p r e s s i o n o f g r a t i t u t e a l s o goes t o :

1. D r s . A . Ngadiman, f"!.Pd. my f i r s t t h e s i s w r i t i n g a d v i - s o r , who gave i n v a l u a b l e s u g g e s t i o n , encouragement and g u i d i n g i n i m p r o v i n g t h i s t h e s i s .

2. The Head o f t h e E n g l i s h Department who had a l l o w e d me t o f i n i s h t h i s t h e s i s .

3 . The Headmaster and t h e E n g l i s h o f SMPN

f l

Surabaya, who had a l l o w e d me t o c o n d u c t t h i s t h e s i s a t t h e s c h o o l . 4. The second y e a r s t u d e n t s o f SMPN 11 Surabaya b e l o n g i n g

t o 1991

-

1992 _{s c h o o l y e a r . who had p a r t i c i p a t e d i n}

h e l p i n g me c o l l e c t t h e d a t a f o r t h i s t h e s i s .

F i n a l l y , I would a l s o I ~ k e t o e x p r e s s my t h a n k f u l - ness t o my b e l o v e d f a m i l y and f r i e n d s f o r t h e i r s u p p o r t

(5)

T A B L E OF CONTENTS

page

APPROVQL SHEET ( 1 )

...

i

APPROVAL SHEET

( 2 )

...

i i

ACKNOWLEDGEMENTS

...

iii

T A B L E O F CONTENTS

...

i v

ABSTRACT

...

v i

C H 4 P T E R I : I N T R O D U C T I O N

...

1.1 B a c k g r o u n d o f t h e S t u d y

...

1.2

_{S t a t e m e n t}_{o f}_{t h e P r o b l e m s}

...

1.3 T h e O b j e c t i v e o f the S t u d y

...

1 . 4 T h e S i g n i f i c a n c e o f t h e S t u d y

....

1 . 5 S c o p e and L i m i t a t i o n o f t h e S t u d y 1.6 T h e T h e o r e t i c a l F r a m e w o r k

...

1 . 7 A s s u m p t i o n

...

1.8 D e f i n i t i o n o f K e y T e r m s

...

1.9 O r g a n i z a t i o n o f t h e T h e s i s

CHAPTER

I 1

: R E V I E W O F THE R E L A T E D L I T E R A T U R E

...

2.1

_{E r r o r}_{A n a l y s i s}

2.1.1 E r r o r s V e r s u s M i s t a k e s

...

2.1.2 T y p e s o f E r r o r s

...

2.1.3 T h e S o u r c e o f E r r o r s

...

(6)

2.3 The D i f f e r e n c e Between E n g l i s h and I n d o n e s i a n Language i n

C o n s t r u c t i n g P r e s e n t P e r f e c t Tense 23 2.4 The E n g l i s h P r e s e n t P e r f e c t Tense 25

2.4.1 The Form (Usage)

...

25

2.4.2 The Use ( F u n c t i o n )

...

28 2.4.3 Adverb o f Time i n P r e s e n t

P e r f e c t Tense

...

CHAPTER 11: : RESEARCH METHODOLOGY

...

33 3.1 Research Design

...

3 3

3.2 The S u b j e c t o f t h e

S t u d y

...

33

3.3 The I n s t r u m e n t o f t h e Research

. . .

3 4 3.4 P r o c e d u r e o f C o l l e c t i n g t h e Data

.

36 3 . 5 Technique f o r Data A n a l y s l s

. . .

2a

CHAPTER I V : FINDINGS AND INTERPRETATIONS

. . .

38 4 . 1 The F i n d i n g

...

38 4.2 The P o s s i b l e Sources o f E r r o r s

...

4 6 4.3 I n t e r p r e t a t i o n o f t h e F i n d i n g

. . . .

4 7

CHAPTER V : CONCLUSION AND SUGGESTIONS

...

4 9

5.1 Summary and C o n c l u s i o n

...

4 9

(7)

(8)

COMMON ERRORS I N PRESENT PERFECT TENSE MaDE BY SECOND YEAR STUDENTS O F

SMPN 11 SURnB6YR

By : E s t h e r T i s n a w a t i e

CIBSTRACT

A c c o r d i n g t o t h e 1984 E n g l i s h C u r r i c u l u m f o r SMP, t h e P r e s e n t P e r f e c t Tense i s one o f t h e sub t o p i c s o f E n g l i s h t h a t t h e second y e a r s t u d e n t s o f SUP s h o u l d mas- t e r . A l t h o u g h t h e s t u d e n t s have l e a r n t t e n s e s such as S i m p l e P r e s e n t Tense, P r e s e n t C o n t i n u o u s Tense, S i m p l e P a s t Tense and P r e s e n t P e r f e c t Tense, t h e y s t i l l g e t d i f f i c u l t i e s i n c o n s t r u c t i n g p r e s e n t p e r f e c t sentences. Based on t h e f a c t , t h e w r i t e r i s i n t e r e s t e d i n c o n d u c t i n g a r e s e a r c h on i t , e s p e c i a l l y i n d e s c r i b i n g t h e t y p e s o f e r r o r s .

The purpose o f t h i s r e s e a r c h was t o i n v e s t i g a t e t h e t y p e s o f e r r o r made by t h e second y e a r s t u d e n t s o f SMPN 11

Surabaya i n c o n s t r u c t i n g p r e s e n t p e r f e c t t e n s e sentences. The s t a t e m e n t o f - t h e problems a r e what k i n d s e r r o r s do t h e second y e a r s t u d e n t s make when c o n s t r u c t i n g E n g l i s h s e n t e n c e s " . What a r e t h e p o s s i b l e s o u r c e s o f e r r o r s .

The t r y - o u t t e s t was c a r r i e d o u t t o c l a s s

I 1

H o f t h e second y e a r s t u d e n t s o f SMPN 11 Surabaya on F e b r u a r y 11, 1992. The r e l i a b i l i t y o f t h e i n s t r u m e n t was t e s t e d u s i n g t h e Kuder and R i c h a r d s o n ( K - R 2 1 ) . The r e l i a b i l i t y

o f t h e t e s t was 0,83.

The r e l i a b i l i t y o f t h e t r y - o u t was 0,83. The r e l i - a b i l i t y c o e f f i c i e n t o f a t e s t can v a r y between 0 and 1.00. A r e l i a b i l i t y o f 1.00 i n d i c a t e s t h a t a t e s t i s p e r f e c t l y r e l i a b l e . The r e l i a b i l i t y o f t h e t r y - o u t was

0 , 8 3 ,

i t was v e r y adequate t o a c c e p t i t . The w r i t e r c a r r i e d o u t t o f o u r c l a s s e s : 1 1

D,

I 1

E ,

11 F and

I 1

G o f t h e second year s t u d e n t s o f SMPN 11 Surabaya as t h e r e a l t e s t .

Having analyzed. c l a s s i f i e d , and counted t h e e r r o r s e n c o u n t e r e d , t h e w r i t e r found o u t t h e most e r r o r t y p e s t h a t t h e s t u d e n t s made were e r r o r s o f m i s f o r m a t i o n

( = 76.50%), t h e second most e r r o r t y p e s were e r r o r s o f o m i s s i o n ( = 1 1 . 4 8 % ) . t h e t h i r d e r r o r t y p e s were e r r o r s o f a d d i t i o n ( = 9 . 6 7 % ) and t h e f o u r t h e r r o r t y p e s were e r r o r s o f m i s o r d e r i n g ( =

2.35%).

(9)

t e n d t o t r a n s f e r t h e meaning and d i s t r i b u t i o n o f forms t o t h e f o r e i g n language ( I n t e r l i n g u a l T r a n s f e r ) ;

( 3 1 ,

t h e s t u d e n t s ' mother-tongue i n t e r f e r e t o t h e i r f o r e i g n language ( I n t r a l i n g u a l T r a n s f e r ) .