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
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 OFSMPN 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 .
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 jambodoMember
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Dean o f H e a d o f
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 gt 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 nh 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
T A B L E OF CONTENTS
page
APPROVQL SHEET ( 1 )
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iAPPROVAL SHEET
( 2 )
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i iACKNOWLEDGEMENTS
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iiiT A B L E O F CONTENTS
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i vABSTRACT
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v iC H 4 P T E R I : I N T R O D U C T I O N
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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
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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
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1 . 7 A s s u m p t i o n
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1.8 D e f i n i t i o n o f K e y T e r m s
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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 s2.1.1 E r r o r s V e r s u s M i s t a k e s
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2.1.2 T y p e s o f E r r o r s
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2.1.3 T h e S o u r c e o f E r r o r s
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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)
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252.4.2 The Use ( F u n c t i o n )
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28 2.4.3 Adverb o f Time i n P r e s e n tP e r f e c t Tense
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CHAPTER 11: : RESEARCH METHODOLOGY
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33 3.1 Research Design...
3 33.2 The S u b j e c t o f t h e
S t u d y
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333.3 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. . .
2aCHAPTER 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 7CHAPTER V : CONCLUSION AND SUGGESTIONS
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4 95.1 Summary and C o n c l u s i o n
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4 9COMMON 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 yo 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 1D,
I 1
E ,
11 F andI 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%).
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 ) .