ERROR ANALYSIS ON ENGLISH TENSES FOUND IN THE STUDENTS’ WRITING
(A Case Study at the Second Year Students of “SMP Dharma Karya Universitas Terbuka” Tangerang, Academic Year 2006/2007)
A “Skripsi”
Presented to the Faculty of “Tarbiyah” and Teachers’ Training
In Partial Fulfillment One of the Requirements for the Degree of Strata 1 (S1)
By:
FURI INDRIYANI NIM.102014023741
THE ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH JAKARTA
“ERROR ANALYSIS ON ENGLISH TENSES FOUND IN THE STUDENTS’ WRITING”
(A Case Study at the Second Year Students of “SMP Dharma Karya Universitas Terbuka” Tangerang, Academic Year 2006/2007)
A “Skripsi”
Presented to the Faculty of “Tarbiyah” and Teachers’ Training
In Partial Fulfillment One of the Requirements for the Degree of Strata 1 (S1)
By:
FURI INDRIYANI NIM. 102014023741
APPROVED BY:
Drs. ZAENAL ARIFIN TOY, M.Sc NIP. 150 031 215
THE ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH JAKARTA
ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers Training certifies that the ‘Skripsi’ (Scientific Paper) entitled “Error Analysis on English Tenses Found in the Students’ Writing” (A Case Study at the Second Year Students of “SMP Dharma Karya Universitas Terbuka” Tangerang, Academic Year 2006/2007)”, written by Furi Indriyani, student’s registration number: 102014023741, was examined by the committee on October 2, 2007, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title of ‘S.Pd (Bachelor of arts)’ in English Language Education at the Department of English Education.
Jakarta, October 2, 2007 Examination Committee
CHAIRMAN :
SECRETARY :
EXAMINERS :
Drs. Nasrun Mahmud, M.Pd NIP. 150 041 070
Nida Husna, M.Pd NIP. 150 326 910
1. Drs. Nasrun Mahmud, M.Pd NIP. 150 041 070
2. Drs. M. Farkhan, M.Pd NIP. 150 299 480
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( )
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Acknowledged by:
Dean of Tarbiyah and Teachers Training Faculty
ACKNOWLEDGEMENT
In the name of Allah The Beneficent and The Merciful.
All praise be to Allah, the lord of the world, who always bestowed upon the writer in completing this “skripsi”. Peace and blessing be upon our prophet Muhammad SAW, his families, his companions and his followers.
This “skripsi” is presented to English Department of the Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree of sarjana (SI)
In this occasion, the writer would like to express her great honor and deepest gratitude to her beloved parents, Muhammad Sapuan and Hamsah, her brothers Indra and Tsaqif and her sisters Intan and Indah, who always give support, motivation and moral encouragement to finish her study.
The writer would like to express her thanks and great gratitude to her advisor Drs. Arifin Toy, M.Sc. for his valuable help, guidance, correction and suggestion for the completion this “skripsi”.
Her gratitude also goes to:
1. To all lecturers at the English Department, for their knowledge and motivation during her study at UIN Jakarta.
2. Drs. Nasrun Mahmud, M.Pd., the Head of English Department.
3. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiyah and Teachers’ Training.
4. Drs. Wuryanto as the Headmaster of “Dharma Karya UT” Junior High School, for giving the writer a permission to carry out this research.
5. Drs. Agus Indro and Hastutiningsih S.Pd, the teachers of “Dharma Karya UT” Junior High School, who have given the information to complete this “skripsi”
7. Her friends: Muji, Sari, Diana, Yuni, Ainin, Ila, and Pipit.
8. To all of her friends at English Department that I cannot mention one by one.
May Allah bless them all, Amien. Finally, the writer realizes that this “skripsi” is not perfect. Therefore, the writer would like to accept any constructive suggestion to make this “skripsi” better.
Jakarta, October 02, 2007
TABLE OF CONTENT
ACKNOWLEDGEMENT ………. i
TABLE OF CONTENT ………. iii
CHAPTER I: INTRODUCTION ………. 1
A. Background of the Study ………... 1
B. Limitation of the Study ……….. 3
C. Formulation of the Problem ………... 3
D. Object of the Study ………...………. 4
E. Method of the Study ………...………... 4
F. Organization of the Study ……..………….……….. 4
CHAPTER II: THEORETICAL FRAMEWORK ... 6
A. Error Analysis ……….... 6
1. The Meaning of Error ……….. 7
2. The Cause of Error ………... 8
3. The Types of Error ………... 10
B. Writing ………... 12
C. English Tense ………..………... 13
1. The Meaning of Tense ……..………... 13
2. The Forms of Tense ………. 16
a. Simple Present Tense ………. 16
b. Simple Past Tense ……….. 18
c. Present Perfect Tense ………. 20
CHAPTER III: RESEARCH METHODOLOGY AND RESEARCH FINDINGS ……… 22
A. Research Methodology ……….. 22
1. Place and Time of The Research ……….……… 22
2. Population and Sample ……… 22
3. Instrument of Research ……… 22
4. Technique of Data Collecting ………. 23
B. Research Findings ……….. 24
1. Description of the Data..……….……….. 24
2. Analysis of the Data ..………... 24
3. Interpretation of the Data ………..………... 29
CHAPTER IV: CONCLUSION AND SUGGESTION ………...…... 31
A. Conclusion ………. 31
B. Suggestion ……….. 31
CHAPTER I INTRODUCTION
A. Background
English language teaching includes four language skills such as listening, speaking, reading and writing. One of the language skills which is very difficult to study is writing. English writing is a subject that learns about how to express our idea in written form. In writing students of Elementary School, Junior High School, and Senior High School learn how to write words, phrases, clauses, and sentences. When the students make a sentence they should concern with: subject, verb, and tense.
Tense is an aspect of language that should be learnt by the student. To make a good sentence they should master tense. Tense is difficult to study. When they write a sentence, most of the students found some problems to determine and to choose the appropriate tense. Tense related with changing of verb agree with the time. There are two kinds of verb namely regular and irregular verb. The students always make error to change the verb in different tense because in Indonesian has not irregular and regular verb.
Although tense has been taught since the elementary school, the students still can not apply tenses rules. Because when the students make a sentence they are influenced by their mother tongue. It is make most of them made error on it.
Here are the examples of wrong sentences are often made by students in using tenses: ∗ My sister study English yesterday.
The sentence is wrong because in simple past tense they must use past verb (verb 2) in the sentence. Most students can not change the base form into past form because Indonesian has only one form. The word study is regular verb so, they must add –ed in the end of the word in simple past tense. The right sentence is: My sister studied English yesterday.
The second sentence is wrong. If the subject is singular, the verb is also singular. It is called subject – verb agreement. In the sentence, in the end of the verb must add S/ES. The right sentence is:
She usually goes to school by car.
∗ Andy have wrote a letter to his uncle.
The third sentence is wrong because in present perfect tense, if the third person singular subject (he, she, it) they have to use “has” before the verb and use “have” if the subject plural (you, we, they) or I. It also use verb 3 (past participle) in the sentence. The verb participle from write is written. It is irregular verb. They should say: Andy has written a letter to his uncle.
The errors are made by students, can be understood because the students have learned Indonesian since they were children. They usually use Indonesian rules, meanwhile English rules is different from Indonesian one. Consequently, the differences make it difficult for the students to develop English because Indonesian has been printed in students’ mind.
The students made errors of using tense because some reasons. First, that English has great variety of tense, is one of reason why the Indonesian students have difficulties in understanding tenses. The second reason is that Indonesian students are influenced by their mother tongue. The last reason is in Indonesian there is no subject – verb agreement. The students make a sentence without concern with subject – verb agreement.
From the description above, the writer is interested in doing research about “Error Analysis on English Tenses Found in The Students’ Writing” of the second year students of “Dharma Karya UT” Junior High School, “Pondok Cabe Ilir.”
B. Limitation of the Study
School of using some English tenses especially in simple present tense, simple past tense, and present perfect tense.
C. Formulation of the Problem
Based on the background of the study described above, the writer would like to seek the answer the following problems:
1. What kinds of errors on tense are commonly made by the students in students’ writing?
2. Which one the items that have the highest percentage of error from all items? 3. Which one the items that have the lowest percentage of error from all items?
D. Objective of the Study
The objective of the study, the writer wants to know the students error in learning tenses especially in simple present tense, simple past tense or present perfect tense.
E. Method of the Study
In the process of writing paper, the writer tried to find out some data from reference books and other notes concerning with the topic discussed.
The writer carried out research investigation at “Dharma Karya Universitas Terbuka” Junior High School; “Pondok Cabe Ilir” for collecting data the writer gave the test to the students.
F. Organization of the Study
Chapter Two is Theoretical Framework. This chapter is about some theories of Error Analysis from the Meaning of Error, the Cause of Error, and the Types of Error. The second theory is about Writing the third is about Tenses includes: the Meaning of Tense and the Form of Tense
Chapter Three is discussion about Research Methodology and Research Finding. Research Methodology includes Purpose of the Research, Place and Time, Population and Sample, Instrument of Research, Technique of Data Collecting and Technique of Data Analysis. The discussion about Research Findings includes Description of the Data, Analysis of Data, and Interpretation of Data.
CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
Learning a target language is different from learning one’s mother tongue. In the process of learning a target language it is possible that learners make some errors. Error can be a good part of learning when the teacher correct it and the students know their error. According to Jeremy Harmer, “when second language learners make errors, they are demonstrating part of the natural process of language”.1
Errors have an important role in the study of language the learners who made errors; automatically they can learn from their own errors and develop the language. Nsakala Lengo says, “Errors are believed to be an indicator of the learners’ stages in their target language development from the errors that learners commit, one can determine their level of mastery of the language system”.2
The study of learners’ errors and analysis is called error analysis. According to H. Douglas Brown, “The fact that learners do make errors and that these 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”.3
Errors can not always be easily identified and analyzed, it is important to know more about error analysis and the explanation will be discussed in the following area
1. The Meaning of Error
When the students write in English, most of them can make errors. It is possible for the students to make error because it is natural process of language learning. The students can develop their
1
Jeremy Harmer, The Practice of English Language Teaching (London: Longman Inc., 1989), p. 100
2
Nsakala Lengo, What is an Error? English Teaching Forum (July, 1995), p. 20
3
H. Douglas Brown, Principles of Language Learning and Teaching: 2nd edition ( Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987), p. 171
knowledge from the errors. According to Jeremy Harmer, errors are part of the students’ interlanguage that is the version of the language which a learner has at any one stage of development, and which is continually reshape as he or she aims towards full mastery.4
Error is related to the students’ knowledge about the target language. Douglas Brown said, “...an error is noticeable deviation from the adult grammar of a native speaker reflecting the interlanguage competence of the learner.5 Some one who learns a foreign language can indicate his or her level of proficiency in learning foreign language.
When the learner made errors, the teacher helped to correct them. It can help the teacher to give information whether the language learning process is success or not. Mean while Heidi Dullay et al. defined error are the flawed side or learner speech or writing.6
Most people thing that error and mistake are same, but that is not true. Corder made a distinction between mistake and error:
“A mistake is a random performance slip caused by fatigue, excitement, etc. and therefore can be readily self-corrected, an error is a systematic deviation made by learners who have not yet mastered the rule of the second language. A learner can not self corrected an error because it is a product reflective of his or her current stage of second language development, or under lying competence”.7
From the statement, we can differentiate between mistake and error. If the students can self-corrected it means he made a mistake. But if they can not self-correct it means he made an error.
Peter Hubbard et al. distinguished between an error and a mistake in their book, “Errors caused by lack of knowledge about the target language (English) or by incorrect hypotheses about it; and unfortunate mistakes caused by temporary lapses of memory, confusion, slips of the tongue and so on.8
4
Jeremy Harmer, op.cit., p. 100
5
Ibid., p. 170
6
Heidi Dullay, et al., Language Two ( Oxford: Oxford University Press, 1982) P. 138
7
Diana Larsen Freeman and Michael H. Long, An Introduction to Second Language Acquisition Research,(London: Longman Inc., 1991), p. 59
8
From the definitions above, it can be said that errors are something to do with unacceptable and in appropriate forms of the grammar of the target language that have imprinted on learner’s mind, so it can not be self corrected by the learner.
2. The Causes of Error
In the learning process is possible to the learner make errors. It is caused for many factors. Peter Hubbard et al. wrote three major causes of error there are mother-tongue interference, overgeneralization, errors encouraged by teaching material of method.9
a. Mother-Tongue Interference
Although young children appear to be able to learn a foreign language quite easily and to produce new sounds very effectively, must older learners experience considerable difficulty. The sound system (phonology) and the grammar of the first language impose themselves on the new language and this leads to a “foreign” pronunciation, faulty grammatical patterns and occasionally to the wrong choice of vocabulary.
b. Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of the learner. It claims that the leaner processes new language data in his mind and produces rules for its production, based on the evidence.
c. Error Encourages by Teaching Material or Method
Errors in second language may appear to be inducing by the teaching process itself. Error is evidence of failure, of ineffective teaching or lack of control. If material is well chosen, graded and presented with meticulous care, there should never be any error. However, it might be salutary for us to bear in mind the possibility of some of our students’ errors being due to our own teaching.
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3. The Types of Error
To know more about error, the writer tries to write the types of error from some sources. According to Corder, errors fall into four main categories: omission of same required element, addition of some unnecessary or incorrect element, selection of an incorrect element, and misordering of element.10
a. Omission
Certain linguistic forms may be omitted by the learner because of their complexity in production. Omission also occurs in morphology. Learners often leave out the third person singular morpheme –s, the plural marker –s and the past tense inflection –ed. A learner could say, for example: A strange thing happen to me yesterday. In stead of: “a strange thing happened to me yesterday”.
b. Addition
Learners not only omit elements which they regard as redundant but they also add redundant element.
For example: - I thinks
- The books is here
Instead of “I think” and “the books is here”. c. Selection
Learners commit errors in pronunciation, morphology, syntax, and vocabulary due to the selection of the wrong phoneme, morpheme, structure or vocabulary item. For example: My friend is oldest than me.
Instead of: “my friend is older than me”. d. Ordering
10
Misordering can occur in morphological level misordering of bound morpheme in English is perhaps less frequent, given their limited number; but in the example “he is get upping now, the learner attaches the inflection –ing to the particle of the two word verb get up.
Nicos N. Michaelides distinguish the type of error of students’ error includes: errors of performance and errors of competence.11
a. Errors of performance are unsystematic and not very serious, because the students themselves can be correct them when their attention is drawn to them. These errors are included to carelessness, lapse of memory ill, emotional state, etc; and these errors should not worry us. b. Errors of competence are persistent and systematic and in consequence serious, and their
treatment calls for careful analysis to discover their cause. These errors represent the learner traditional competence.
From the explanation above, it means that errors of performance are not serious as errors competence and that proper analysis of students can be invaluable to language teaching.
B. Writing
In the curriculum based competence there are four language skills that should be taught to the learner. The four language skills are listening, speaking, reading and writing. Writing is one of the language skills, it has many subject matters.
Some definitions are given by linguist about writing. According to Marianne C. Murcia, writing is “the ability to express one’s ideas in written form in a second or foreign language”12. It means that writing is an activity to express our ideas in written forms.
11
Nicos N. Michaelides, Error Analysis : An Aid to Teaching (English Teaching Forum: October, 1990) VXXVIII,N4, p.28
12
Penny Ur said, “writing is widely used within foreign language courses as a convenient means for engaging with aspects of language other than writing it self. For example: Learners not down new vocabulary copy out the grammar rules do written tests.13 Beside the definition, she stated “the purpose of writing, in principle, is the expression of ideas, themselves should arguably as seen as the most important aspect of the writing.14
Writing and idea is connection, it means we can express our ideas by writing. Willga M. Rever defined writing or composition, “as the expression of ideas in a consecutive way, according to graphic convention of the language, the ultimate aims of writing at this stage is to be able to express himself in a polished literary from which requires the utilization of a special vocabulary and a certain refinement of a structure.15
It can be concluded from the definitions given that writing should be seen as the way to express ideas from the writer’s knowledge and resources without forgetting the linguistic rule, so the writing will be full of meaning.
C. English Tense
1. The Meaning of Tense
English has great variety of tense. The students must learn the tense to support their language skills. Tense is “a form of a verb used to indicate the time, and sometimes the continuation or completeness, of an action in relation to the time of speaking. (From Latin tempus = time).”16 According to Jhon Lyons, the word “tense” derived from the Latin words “tempus” meaning “time”.17
Tense is always related to the verb. According to J. Martyn Walsh and Anna Kathleen, “Tense denote the time of the action indicated by a verb. The time is not always the same as that indicated by
13
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 162
14
Ibid., p.163
15
Willga M. Rever, Teaching Foreign Language Skills, (Chicago: The University of Chicago Press, 1980), p. 242
16 http://www.englishclub.com/grammar/verb-tenses_sys-what.htm 17
the name of tense.”18 Tense is a method that we use in English to refer to time—past, present and future. Many languages use tenses to talk about time. Other languages have no tenses, but of course they can still talk about time, using different methods.
Besides the verb, tense sometimes accompanying by auxiliary verb. Marcella Frank said “tense is a special verb endings or accompanying auxiliary verb signal the time an event takes place.”19
We do not confuse between the word time and tense. According to AS Hornby, “The word time stand for a concept with which all mankind is familiar, divided into past, present, and future. The words tense stands for a verb form or series of verb forms used to express a time relation. Tense may indicate whether an action, activity, or state is, was, or will be complete, or whether it is, was, or will be in progress over a period of time.”20
Verb is an important part in tense. Verb is divided into two classes, namely regular and irregular verb. Most different tenses of a verb are formed from the verb’s principal parts. The principal parts are the present, the simple past, and the past participle.
In regular verb the simple past and the past participle is made by adding –ED to the present form.
listen listened listened
play played played
Irregular verbs the present, past and past participle may be different. It can be formed by changing a vowel of the present form;
drink drank drunk
Sometimes a different word maybe used for a principal part;
go went gone
18
J. Martyn Walsh and Anna Kathleen walsh, A Complete Guide to Good English, (Ohio:Mc Cormick – Mathers Publishing Company, Inc., 1072), P;30
19
Marcella Frank, Modern English: A Practical Reference Guide, (Englewood Cliffs, New Jersey: Prentice – Hall, Inc., 1972), P. 47
20
Sometimes all the principal parts are the same;
let let let
For a better understanding of principal parts, see the chart below: PRINCIPAL PARTS OF VERB Regular Verb
Present hope study
start
Past hoped studied started
Past participle hoped
studied started
Irregular Verb
Present come do
hurt
Past came did hurt
Past participle come
done hurt
Those principal parts of verbs are very valuable for making the forms of tense; therefore before studying the tense, the students are better to pay attention on the principal parts of regular and irregular verbs.
In this “skripsi”, the writer will discuss three tenses system including their form and use, can show in the following:
2. The Forms of Tense
a. Simple Present Tense
No Form Example 1 Statement
I + am +……… I am beautiful He/she/it + is +………. He is busy
You/we/they + are +…… They are students 2 Negative
I + am +not +……… I am not beautiful He/she/it + is + not +………. He is not busy
You/we/they + are+ not +…. They are not students 3 Question
Am + I + ……… Am I beautiful? Is +He/she/it +………. Is he busy?
Are + You/we/they + …… Are they students?
Simple present tense form of verb, there is the distinctions for the third person singular (he, she, it) add –S or –ES to the main verb or – es to the auxiliary:
( + ) He/she/it + main verb (S/ES) +………. I/You/we/they + main verb +……
( - ) He/she/it + does not + main verb +………. I/You/we/they + do not + main verb +…… ( ? ) Does + He/she/it + main verb +……….
Do + I/You/we/they + main verb +……
Look at these examples with the main verb, in the table below: Auxiliary
Verb
Subject Auxiliary
verb
Main verb
I, You, We, They Like tea +
He, She, It Likes tea
I, You, We, They do not Like tea _
Do I, You, We, They Like tea ?
Does He, She, It Like tea
The use of simple present tense performs, according to George Wishon there are:21 ∗ Express General Truth
- The earth revolves around the sun. - Water consists of hydrogen and oxygen. - The world is round.
∗ Express costumes and habitual actions, often such adverbial expression as frequently, usually, everyday, and so on.
- She always studies very hard.
- My mother always drinks tea in the morning. - The students play football every week.
∗ Express future time with a future time adverbial - She leaves next week.
- Classes begin the day after tomorrow. b. Simple Past Tense
To indicate activities that place within a period of time that extended to end included a point of period at time completely in the past. The simple past tense form of “be” such:
No Form Example
1 Statement
I/He/she/it + was +………. He was in the office last night You/we/they + were + …… They were in Bali last week 2 Negative
21
I/He/she/it + was + not +…. He was not in the office last night You/we/they + were+ not +... They were not in Bali last week 3 Question
Was + I/He/she/it +………. Was he in the office last night? Were + You/we/they + …… Were they in Bali last week?
The simple past tense form of verb is made by adding –ED in regular verb, internal change in irregular verb, such:
- The structure for positive sentences in the simple past tense is: Subject + main verb (past form)
- The structure for negative sentences in the simple past tense is: Subject + auxiliary verb (did) + not + main verb (base form) - The structure for interrogative sentences in the simple past tense is: Auxiliary verb (did) + subject + main verb (base form)
The auxiliary verb did is not conjugated. It is the same for all persons (I did, you did, he did etc). Look at these examples with the main verbs go and work:
Auxiliary Verb
Subject Auxiliary
verb
Main verb
I went to school
+
You worked very hard
She did not go with me
_
We did not work yesterday
Did He go to school
?
We use the simple past tense to talk about an action or a situation – an event in the past. 22 Example:
- Mr Edward died ten years ago.
- When I lived in Jakarta, I worked in the bank. - The car exploded at 8.00 am yesterday. c. Present Perfect Tense
This tense is called the present perfect tense. There is always a connection with the past and the present. According to W. Stannard Allen, present perfect tense tell us about an act completed (= perfected) by now.23
The structure of the present perfect tense is:
Subject + auxiliary verb (have/has) + main verb (past participle) Here are some examples of the present perfect tense:
Auxiliary Verb
Subject Auxiliary verb
Main verb
I have finished my homework +
You have worked very hard She has not been To Paris _
We have not played football
has He gone to school?
?
have They done it?
According to Raymond Murphy “we often use the present perfect to give new information or to announce a recent happening.24 Example:
- I’ve lost my key. Can you help me look for it?
22
Raymond Murphy, Grammar in Use with Answer, (Cambridge: Cambridge University Press),p. 22
23
W. Stannard Allen, Living English Structure for Schools, (London: Longman, 1977), p. 52
24
- Did you hear about Jim? He's gone to Canada
According to Betty Azar some usage of simple present perfect, such:25
∗ The present perfect tense expresses the idea that something happened before now; at an
unspecified time in the past the exact time it happened is not important. Example: - They have moved into a new apartment.
- Have you ever visited Mexico? - She has never seen snow.
∗ The present perfect also used for and since, expresses a situation that began in the past and
continues to the present. In the example notice the difference between since and for: - 1 have been here since seven o’clock
- We have been here for two weeks - She has known him for many years - I haven’t smoked since September
25
CHAPTER III
RESEARCH METHODOLOGY AND RESEARCH FINDINGS
A. RESEARCH METHODOLOGY 1. Place and Time of The Research
The field research of the study was held at “Dharma Karya Universitas Terbuka” Junior High School which is located at Jl. Talas II/30 Cipayung, Pondok Cabe Ilir, Pamulang, Tangerang.
The writer did the research from January 2007 to March 2007
2. Population and Sample
The population of the research consists of three classes with the total 57 students from the second year students of “Dharma Karya Universitas Terbuka” Junior High School, Pondok Cabe Ilir. The sample was taken by 100 % from students. The total number students which are taken as the sample are 57 students. Unfortunately, four students were absent when the test was taken. So, the total numbers of students which are taken as the sample are 54 students.
3. Instrument of Research
In the research, the writer gave the test to the second year students of “Dharma Karya Universitas Terbuka” Junior High School focused on the tenses as an instrument. The test consists of 30 items of multiple choices which divided into three parts:
The first is ten items related to simple present tense. It consists of affirmative, negative, and interrogative form.
The second is ten items related to simple past tense. It consists of affirmative, negative, and interrogative form.
The third is ten items related to present perfect tense. It consists of affirmative, negative, and interrogative form.
4. Technique of Data Collecting
The next step of this research is collecting the data. To collect the data based on topic discussion, the writer did an observation by visiting the school, and asks for doing the test given by the writer. The writer also takes an interview with the English teacher to get more information about topic discussion.
5. Technique of Data Analysis
The technique of data analysis that is used in this research is descriptive analysis technique (percentage). This is described in the table of percentage. In the table of percentage the writer uses The formula as follows:26
% 100 × =
N F P
P : Percentage
F : Frequency of error occurred
N : Number of sample which is observed
B. RESEARCH FINDINGS 1. Description of the Data
As the writer mentioned before that this ”skripsi” discussed the errors done by the second grade students of “Dharma Karya Universitas Terbuka” Junior High School on tenses. To get the data, she
26
made test that consist of 30 questions in tenses. The following table is the classification of each kind of tenses that had been tested.
Table I
Tenses Item and Its Distribution
No Tenses Items Number of items
1 Simple Present tense 1,2,3,4,5,6,7,8,9,10 10 2 Simple Past Tense 11,12,13,14,15,16,17,18,19,20 10 3 Present Perfect Tense 21,22,23,24,25,26,27,28,29,30 10
2. Analysis of the Data
After classifying the items into its area, the writer then analyzed the data. The result of the data analysis will be described as follows.
a. Simple Present Tense
Table II Frequency of Error
No Kind of tenses Item Number Frequency of Error Percentage of Error
1 13 24.07 %
2 26 48.14 %
3 19 35.18 %
4 20 37.03 %
5 30 55.55 %
6 8 14.81 %
1 Simple Present Tense
8 26 48.14 %
9 26 48.14 %
10 27 50 %
Total 10 212 392.54 %
To find out the whole average is using formula:
% 54 . 39 % 100 540 212 % 100 10 54 212 % 100 10 = × = × × = × × = P P N F P
In these items, the students are still confused to identify subject – verb agreement in simple present tense. From the table it can be seen that 30 students (24.07%) made error in item number 1, 26 students (48.14%) made error in item number 2, 19 students (35.18%) made error in item number 3, 20 students (37.03%) made error in item number 4, 30 students (55.55%) made error in item number 5, 8 students (14.81%) made error in item number 6, 17 students (31.48%) made error in item number 7, 26 students (48.14%) made error in item number 8, 26 students (48.14%) made error in item number 9, and the last 27 students (50%) made error item number 10. On the average, there were 39.25% of 54 students chosen the wrong answer.
[image:28.612.52.516.51.311.2]b. Simple Past Tense
Table III Frequency of Error
No Kind of tenses Item Number Frequency of Error Percentage of Error
11 16 29.62 %
12 10 18.51 %
1 Simple Past Tense
14 10 18.51 %
15 33 61.11 %
16 33 61.11 %
17 32 59.29 %
18 31 57.40 %
19 18 33.33 %
20 21 38.88 %
Total 10 231 427.72 %
To find out the whole average is using formula:
% 77 . 42 % 100 540 231 % 100 10 54 231 % 100 10 = × = × × = × × = P P N F P
The items discuss about simple past tense. From the table above it is shown that most students still do not understand the use of “was”, “were” and verb 2. There are 16 students (29.62%) made error in item number 11, 10 students (18.51%) made error in item number 12, 27 students (50%) made error in item number 13, 10 students (18.51%) made error in item number 14, 33 student (61.11%) made error in item number 15, 33 student (61.11%) made error in item number 16, 32 students (59.25%) made error in item number 17, 31 students (57.40%) made error in item number 18, 18 students (33.33%) made error in item number 19, 21 students (38.88%) made error in item number 20. The average there is 42.77% students who still get difficulty in the form of simple past tense.
Table IV Frequency of Error
No Kind of tenses Item Number Frequency of Error Percentage of Error
21 32 59.25 %
22 31 57.40 %
23 35 64.81 %
24 37 68.51 %
25 27 50 %
26 30 55.55 %
27 36 66.66 %
28 24 44.44 %
29 35 64.81 %
1 Present perfect tense
30 40 74.07 %
Total 10 327 605.5 %
To find out the whole average is using formula:
% 55 . 60 % 100 540 327 % 100 10 54 327 % 100 10 = × = × × = × × = P P N F P
number 26, 36 students (66.66 %) made error in item number 27, 24 students 44.44 %) made error in item number 28, 35 students ( 64.81%) made error in item number 29, and the last 40 students (74.07 %) made error in item number 30. on the average, there were 60.55 % of 54 students chosen the wrong answer.
3. Interpretation of Data
[image:31.612.52.530.275.503.2]After classifying the items into each kind of the tenses area and explaining the frequency of error in each item, the writer tries to interpret the data. The following table (table V) describes the problems area a long with the frequency of error, arranged from the highest to the lowest.
Table V Data Interpretation
No Kinds of Tenses Frequency of Error Percentage of Error 1 Present Perfect Tense 327 60.55 %
2 Simple Past Tense 231 42.77 %
3 Simple Present Tense 212 39.25 %
The table above shows that the highest frequency of error in present perfect tense. The average of error percentage is 60.55 % of students made error in this type of tenses. Most students made error in these items because they did not understand the function of “has” and “have”. They can not distinguish the use of “has” and “have” in the sentence. It can be seen in table IV, 37 students (68.51 %) made error in item number 24.Beside that they still confused in using verb past participle in the sentences. 40 students (74.07 %) made error in item number 30
(61.11 %) made error in item number 15. They still can not use verb past (verb II) correctly, it shown that 27 students (50 %) made error in item number 13.
CHAPTER IV
CONCLUSION AND SUGGESTION A. Conclusion
Based on the data analysis, the writer made conclusions, as follows:
1. The percentage of error in these item are: simple present tense items are 39.25 %, simple past tense items are 42.77 %, and present perfect tense items are 60.55 %
2. The highest percentage of error from all items is in items number 30 with percentage 74.07 %. It is from present perfect items.
3. The lowest percentage of error from all items is in item number 8 (14.81 %). It is from simple present tense item.
4. From the data above, it shown that many students still made errors in tenses. The mastery of students in tenses is still lower. It could happen because Indonesian has not tenses but English has its own rules.
B. Suggestion
Based on the result of the research, the writer would like to give some suggestions, as follows: 1. The teacher should choose the best method to teach English.
2. The teacher should explain the tenses materials clearly start from the meaning, the form and the usage of each tense. Tenses should be taught in language skills, such as: listening, speaking, reading, and writing.
3. The teacher also gives more exercise to the students so that they really understand. 4. The students should try to understand that English is different from Indonesian. 5. The students are necessary to do more practice and exercise in using different tense.
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Name :__________________________ Date:_______________________ Class :__________________________
Instrument of Research Choose the right answers a, b, c or d!
1. Sari and I ______ best friends.
a. are b. is c. am d. was 2. My youngest sister _______ television every afternoon.
a. watching b. has watched c. watches d. watch 3. Peter usually _______ to school by bus.
a. gone b. have gone c. goes d. go 4. Miss Linda _______ a biologist.
a. are b. am c. is d. has
5. The students _______ English quite well.
a. speak b. spoken c. speaks d. speaking 6. John _______ have a pet.
a. doesn’t b. aren’t c. weren’t d. don’t 7. What _______ Nina do to take care of her dogs?
a. do b. have c. is d. does
8. _______ Tigers run very fast?
a. doesn’t b. haven’t c. don’t d. didn’t 10.Mery _______ absent today.
a. is b. are c. was d. were
11.My friends _______ the football match last week.
a. join b. joined c. has joined d. have joined 12.Derry _______ learning English last year.
a. starts b. start c. started d. is starting 13.I _______ a letter to my uncle last month.
a. writing b. written c. wrote d. write 14.My father _______ in Bali two days ago.
a. were b. was c. have d. is 15.Their teachers _______ in the office just now.
a. are b. was c. were d. has 16.Shinta : What _______ you _______ at the market yesterday?
Riri : I bought some mangoes and apple.
a. did – bought b. did – buy c. do – bought d. do – buy 17.Where _______ your brother last night?
a. were b. has c. was d. have 18.My parents _______ in Jakarta last week.
a. wasn’t b. didn’t c. weren’t d. hasn’t 19.Ary : Did you have lunch John?
John : Yes, I _______
a. have b. was c. did d. am 20.Joan _______ do her English home work yesterday.
a. wasn’t b. hasn’t c. didn’t d. weren’t 21.Jim _______ to Canada.
a. has gone b. have gone c. gone d. go 22.Laras and I _______ around West Java.
a. have traveled b. has traveled c. travel d. travels 23.My uncle and his wife _______ into a new apartment.
a. has moved b. did move c. have moved d. moves 24.Peter _______ football for three years.
25.John _______ his books.
a. lose b. has lost c. have lost d. did lost 26. _______ your cousin sent you a post card?
a. have b. has c. were d. did 27.My brother _______ a mountain for two years.
a. haven’t climbed b. didn’t climbed c. doesn’t climb d. hasn’t climbed 28.My friend _______ sent me a letter since January.
a. hasn’t b. haven’t c. weren’t d. didn’t 29._______ you gone to Surabaya by plane?
a. have b. has c. was d. did 30.My sister _______ any letters yet.
