T1 112007203 Full text

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An Analysis of Grammatical Errors in Essay Writing at Bethany

Elementary School

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Riski Veriando Setianda

112007203

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

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An Analysis of Grammatical Errors in Essay Writing at Bethany

Elementary School

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Riski Veriando Setianda

112007203

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

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PUBLICATION AGREEMENT DECLARATION

As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:

Name : Riski Veriando Setianda

Student ID Number : 112007203

Study Program : Language Education

Faculty : Faculty of Language and Literature

Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled: An Analysis of

Grammatical Errors in Essay Writing at Bethany Elementary School, along with any

pertinent equipment.

With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.

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Made in : Salatiga

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An Analysis of Grammatical Errors in Essay Writing at Bethany

Elementary School

Riski Veriando Setianda

Abstract

This study investigated errors in English tenses found in the students’ writing

test of 5th grade students at Bethany Elementary School offered in first semester, 2012-2013 academic year. There were 12 students participated in

this study The data were collected from the students’ essay about daily activities and holiday. It was found that the students still had problems in using two basic tenses, i.e Simple Present Tense and Simple Past Tense. I suggested that the teachers need to focus not only on the organization of writing but also on the grammar especially tenses when they teach writing. Keywords: Error, Simple Past tense, Simple Present Tense

Introduction

Nowadays, English is becoming more important. More than three hundred million

people are speaking English as native speakers and more than four hundred million people

speak English as second or foreign language (Rad, 2007). In recent years, the teaching of

English in Indonesia is expanding into primary or elementary school setting as a local content

course. Teaching English for young learners has been officially permitted since 1994 to

prepare human resources in the future. It may be considered as a controversial issue in

teaching English as a foreign language in Indonesia. Introducing English to young learners is

arguable especially from the linguistic point of views.

Learning a foreign language is not easy, in English, because the rules are different

from those of our native language. The difficulties are also faced by the students of Bethany

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reading, and writing. “in order to master the English language, learners have to be adequately

exposed to all of the four basic skills, namely listening, speaking, reading and writing”

(Brown, 2000). Writing is one of the skills in which learners or students express their ideas,

comments, or opinions as a means of communication. Bryne (1979) explained that writing is

transforming our thoughts into language. In other words, writing can be defined as a way of

communication by transforming observations, information, thought, or ideas into language,

so it can be shared with others. Also, Bryne (1979) added that it is neither easy nor

spontaneous; it requires conscious mental effort. Writing is not only just transforming our

thought or idea in written form but also it relays to the process of monitoring any single

words or features that we have written and the process of rereading and revising our writing.

Writing gives unique opportunities of explore ideas and enquire information.

Horton (1982) defined writing as away to express people‟s feelings, emotions, and

ideas in order to find the most suitable words to convey message and also saying something

in different way. Brigdes and Lunsford (1984) emphasized that writing is a process in which

learners are encouraged to be more active in expressing the ideas. However, it is not easy to

develop a good piece of writing, especially for children. Warren (1985) proposed that writing

is no trouble; just jot down ideas as they occur. The jotting is simple. It is the occurring which

is difficult.

However, the standard of English among children is on the decline despite learning

English for several years. The students are still weak in English and face some problems.

This problem especially happen in their writing skills. They still commit errors in all aspects

of language. Children often find difficulties in writing, because they are not used to

conveying their ideas in a foreign language, particularly when the teacher gives topic that

they do not like. The teacher should give interesting topics to the learners. Children are often

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gradual growth of knowledge and intellectual skill toward a find stage of formal and logical

thinking” (Cameron 2001, p.2). I believe that almost all children have imaginations which

can help them to express ideas. Expressing idea is the main way to start a good writing.

The difficulties of writing may cause mistakes which children do not realize. That

mistake actually happen from the student‟s understanding about the pattern, in this case is

grammar. Written language cannot be separated from grammatical rules. Haffernan and

Lincoln (1986) proposed that fine writing needs an effective understanding of grammar. In

similar vein, Byrne (1979) suggested that good writing is produced by a good writer who

produces sentences which are arranged in a good sequence, a particular order, and linked

together in certain ways. Sounds, words, sentences are meaningful within this frame of each

language structure and system. Similarly, each language uses its own pattern of arrangement

and form for its grammatical meanings. Kroll (1990) believed that English language learners

who have already learned to write in another language have knowledge and literacy skills that

can help them write in English, but they still face many difficulties. Juel (1994) added that

writing has been characterized as the most challenging of the literacy domains. Bassically,

writing is a complex process requiring visual memory, attention, phonological processing,

semantic operations, and motor performance. It is therefore less specific and less automatized

in terms of reading and it can easily be disturbed by the interference of concurrent cognitive

and motor operations (Moretti et al., 2003).

Stephens (1992) pointed out that writing is one of painful process in learning

language. As a result, children are likely to feel awkward and almost certain to make

mistakes. He believed that the problem that children face might help them in expressing their

ideas and improving their writing skills. It is almost the same when we are talking about the

purpose of writing. I believe that every writer has a goal, that is, to make the readers

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why grammatical aspects in a piece of writing need a special attention. When a piece of

writing has problems with grammatical errors, the readers will not understand what the

writers really mean. The readers might feel confused when they are reading it. The specific

problems especialy happen in each sentence of writing. Sentences are made up of patterns of

arrangement of words group, words, stress, etc. On the other hand, children appear to have

specific problems separating closed words, including prepositions, articles and conjunctions,

from the nearest content word (noun, verb, or adjective) (Ferreiro & Pontecorvo, 1996 ;

Tolchinsky & Cintas,2001 ). When words are not semantically salient such as auxiliary verbs,

clitics and prepositions in English, separating words accurately can remain difficult in some

cases until high school (Tolchinsky, 2003). Bassically, sentences occur in sequences, and

each language has its own system for the ordering of sentences in sequences.

All the children‟s writing may have errors in their sentences. Error is “an unwanted

form”, specifically, a form which a particular course designer or teacher does not want

(George, 1972). If the unwanted form appeared as an independent part of the learner‟s

experience, e.g., in the English of other teachers or of local speakers, there is no difficulty of

explanation of its presence. However, errors are not embarassing. According to Jain (1973),

the realization of error in learning a foreign language is important for the understanding of

the acquisition process. It means that a teacher should let the children make some errors in

writing, since it will enable teachers to pay more attention to part of the lesson which needs to

be reviewed. James (1998) defined an error as "unsuccessful bit of language" (p.1). Errors

seem to be as succinct and compact a description as I've ever read! However, this very

readable style of writing, whilst appearing informal, is maintained through technical issues

which is easy to obfuscate by a children which has poor writing style.

Mistakes, errors, and problems in children‟s writing are related with grammar.

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intuitively know the grammar system of that language, that is, the rules of making meaning.

Students who are native speakers of English already know English grammar. They recognize

the sounds of English words, the meanings of those words, and the different ways of putting

words together to make meaningful sentences.

Grammar is still regarded as the most difficult part in a language use. Does a training

in 'formal grammar' improve a child's ability to write? At one time it was taken for granted

that the answer was yes, so children were taught grammatical analysis as part of the effort to

improve their writing. However when educational researchers sought evidence for the

expected effects, the results were negative; for example, one of the classic experiments

concluded: "It seems safe to infer that the study of English grammar had a negligible or even

harmful effect upon the correctness of children's writing in the early part of the five

secondary schools" (Harris 1962). The earliest research questioning the value of grammar

teaching found that it was simply a waste of time in the sense that most children could not

apply any of the categories even after many years of teaching (Cawley 1957; Hudson 1987;

Macauley 1947). This is clearly a fundamental objection if it is true, but most research has

found that, when well taught, any kind of grammar (traditional or modern) can be learned by

most school children at least at secondary level and in some cases at primary level - for

example, fifth-graders (Gale 1967). It is also interesting to remember that grammar was one

of the few subjects that teachers taught purely on the basis of what they themselves learned at

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taught at the second semester. Learning tenses is very important to make a sentence well and

clear suitable with the time of the activity. Talking about tenses, most students of Indonesia

find it difficult to learn. Based on my observation, when I taught simple present tense and

simple past tense to some elementary students, most of the learners had difficulties in using

verbs. The learners were confused in using verb –s, verb 1 and verb past, and also in using

auxiliary do, does, and did. It is difficult because English has a different system from

Indonesia. Their native language influences them in constructing English sentences. In

Indonesia, there are no changes of the verb caused by time. There are no concord between

subject and the verb either. For example, the sentence „saya makan sekarang and dia makan

sekarang‟ in Indonesia the verb is not influenced by the person. In English sentence, „I eat

now and he eats now‟, have different verbs, one of the verb has -s. Therefore, there is a great

possibility for children to make errors. In this case, the English teachers must realize the

problems faced by the students. My observation in Bethany Elementary school also showed

that tenses are the most problem in student‟s writing. They are still confused about plural and

singular, verb agreement, verb be, etc.

This research aimed to analyze the grammatical errors made by the learners in

constructing simple present tense and simple past tense in the writing. An Italian proverb says

Sbagliando S’impara (we learn through our error) and making mistakes can indeed be

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foreign language is a part of learning process. It is impossible for students to learn a foreign

language without making mistakes or errors. Because in learning foreign language, making

errors is common, acceptable, and important part in order for the teacher to improve the

teaching method and provide feedback.

Other study about grammatical errors made by the learners in constructing simple

present tense and simple past tense in the writing is on Dyah Yeny‟ thesis (2009). The study

used different subject in collecting data. She used Integrated Course 2‟ students of Satya

Wacana Christian University as her subject. This research here used 5th grade elementary

students as the subject.

This research aimed to address the following research question; What are the common

grammatical errors that occur in the writing of 5th grade of elementary students? The purpose

of this research was to describe the common errors in simple present tense and simple past

tense of the students‟ writing.

The result of this research may provide the Elemantary School teachers better

understanding of their students and it could be an input for them in teaching writing and

focusing on the problematic ones. I hope that this research could provide some guidance or

assistance for those who would like to study further about grammatical errors in writing by

children.

The Study

This study used a descriptive method. I used students‟ writing in Bethany Elementary

School Salatiga to identify the kinds of grammatical errors. The focus of this research was the

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The participants of this research were the students of 5th grade of elementary school

at Bethany Elementary School in the 2012 / 2013 academic year. The total number of the

student were 12 students. I adopted purposive sampling that based on specific needs.

Purposive sampling signifies to see sampling as a series of strategic choices about with

whom, where and how to do the research (Cohen, Manion & Morrison, 2000).

The research instrument of this study is writing prompt. All subjects were given two

series of pictures about holiday (past tense) and daily activities (present tense) and some

questions related to the pictures as a guide to write their stories. Then, the students were

instructed to write stories. Each student wrote only once (each series of pictures) in a piece of

paper and the were given freedom to express their ideas based on the pictures and questions

given.

In collecting the data, first I asked permission from the teacher to give the students

instruction to write stories (writing). After getting the data, I classified and analyzed the

errors. After classifying and analyzing the errors, I tried to find the possible causes of the

errors. This study only analyzed the grammatical errors and then grouped the errors based on

the tenses; Simple past tense and Simple present tense.

In analyzing the data, first I read and studied the students‟ writings. Then, I corrected

the writings and focused on the tenses errors. After that, I divided the errors based on the two

tenses. Next, I arranged the finding of errors in three steps. The first explanation was the

intoduction of errors. The second showed the context of errors. The last showed the possible

causes of errors and analysis. Finally, I summarized the errors on tenses and presented the

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Discussion

The purpose of this study was to investigate the common grammatical errors of past

tense and present tense. The analysis found 48 errors, which could be divided into two types

of tenses errors. There were 22 errors in the simple present tense, and 26 errors in the simple

past tense.

A. Number of Simple Past Tense Errors

Figure 1. Errors in Simple past tense

It can be seen in Figure 1 that the number of errors was high. It indicated that making

mistakes can indeed be regarded as an essential part of learning (Norrish, 1995:1). Figure 1

shows the number of errors in first type of tenses error. It was Simple Past Tense type. In the

simple past tense errors, the student made four types of errors. Type 1 was the incorrect use

of Simple past tense verb. Type 2 was the incorrect use of Simple past tense form by adding

(be) before the transitive verb. Type 3 was the misuse of Simple past tense because the

students used present perfect tense in their sentences. Type 4 was the incorrect use of Simple

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present tense. The study found 22 errors in type 1 (84%), 1 error in type 2 (4%), 2 errors in

type 3 (8%), and 1 error in type 4 (4%). It is clear that the students still made many errors in

simple past tense. Mostly, they made errors in type 1 (22 errors (84%)). It was the highest

ranked of errors in simple past tense and this study. For further analysis, all types of error

from simple past tense were selected and interpreted.

Error type 1. The incorrect use of simple past tense

In the analysis, some students made errors in using simple past tense. The following

italicized word(s) or phrase(s) were some the examples of the errors in using simple past

tense form:

1. My friend who invited me. I bringa lot of things, such as: blanket, sunblock, etc.

2. I went to the beach yesterday. I spend my holiday only for one day. My family

invited me there.

The first and the second examples above were related to the incorrect use of simple

past tense verb. The word bring and spend were inappropriate because the sentences indicated the activities that happened in the past time, the students should use the simple past

tense. So, it should be changed into brought and spent. However, they used the simple present tense.

In analyzing the data, the writer found another error type in using simple past tense. Here

are the examples:

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The word was (be) in the example above was the incorrect use of the simple past tense form by adding was (be) before the transitive verb. The sentences were inappropriate because was (be) must not preceded by an transitive verb. So, the correct sentence should be,

The driver who drove the bus.

Error type 3. The misuse of simple past tense

In the analysis, the writer also found the misuse of simple past tense. Here are the

examples:

4. My brother went to meet my father, and my father has put something in my brother

hands. Then we can swim together.

5. I started to go to Jepara. When I havearrived, I saw a beautiful hotel.

The sentences above were the misuse of simple past tense because the students used

perfect tense in their sentences. If the sentences indicate the activities that happened in the

past time and there was connection with the present time, the students should use the simple

past tense. So, the correct sentences should be, My brother went to meet my father, and my father put something in my brother hands. Then we can swim together and I started to go to Jepara. When I have arrived, I saw a beautiful hotel.

From the data that had been collected, the writer found that some students did not use

simple past tense form correctly. The following are the examples of the errors:

6. In the second day, I went to the market and bought some food. After that, I‟am

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The sentence above was the example of the incorrect use of simple past tense. If the

sentences indicate the activities that happened in the past time, the students should use simple

past tense. However, they used present continous tense instead. So, the correct sentennce

should be, In the second day, I went to the market and bought some food. After that, I swam and in the night I prepared to go home at 9 p.m.

B. Number of Simple Present Tense Errors

Figure 2. Errors in Simple present tense

It could be seen in Figure 2 that the number of errors was also high. It indicated that

making mistakes can indeed be regarded as an essential part of learning (Norrish, 1995:1).

Figure 2 shows the number of errors in Simple Present Tense type. In the simple present

tense errors, the student made five types of errors. Type 1 was the absence of –s morpheme in

the simple present tense verbs for third person singular subject. Type 2 was the misuse of an

–s morpheme by adding it to the verb of the second person singular subject. Type 3 was the

misuse of V - ing morpheme by adding it to the verb. Type 4 and type 5 were the incorrect

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clear that the students still made many errors in simple present tense. Mostly, they made

errors in type 3 (7 errors (32%)). It was the highest number of errors in the simple present

tense. For further analysis, all types of errors from simple present tense were selected and

interpreted below.

Error type 1. The absence of –s for third person singular subject

In the analysis, the wrong form of simple present tense was found in the students‟ writing.

It was the absence of –s morpheme. The following are the examples of the errors:

7. I must find my owm seat. Then the teacher teach us.

8. I go to school use a car. My dad drive it.

The first and the second examples above were inappropriate sentences because there was

no –s morpheme in the simple present tense verbs for third person singular subject. The

sentences were inappropriate because the students did not add an –s morpheme after the

verbs. The words teach and drive should be changed into teaches and drives.

Error Type 3. The misuse of –s for second person singular subject

From the data that have been collected, the writer found several errors in misusing of –s

morpheme. Here are the examples:

9. After that, I take a bath with soap and water. And then I changes my clothes for

school.

10. After do the exercise, I brushes my teeth. Then, I take a bath.

The words changes and brushes above were inappropriate. It was the misuse of an –s morpheme by adding it to the verb of the second person singular subject. The sentences were

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should be, After that, I take a bath with soap and water. And then I change my clothes for school and After do the exercise, I brush my teeth. Then, I take a bath.

Error type 3. The misuse of V-ing present participle

In analyzing the data, the writer found another error type in using simple present tense.

Here are the examples:

11.I have dinner at 6 p.m. Then I brushing my teeth.

12.I go to school with my dad. At the school, I studying a lesson. The lesson is English.

The sentences above were the misuse of V - ing morpheme by adding it to the verb. The

sentences were not correct because the verbs should not have V - ing morpheme. It should

use simple present tense (V1) to tell about routine. The words brushing and studying should be changed into brush and study.

Error type 4. The incorrect use of simple present tense (1)

In the data, the students wrote a daily activities essay, so, they had to use simple present

tense. In fact, many students did not use simple present tense. The following are some

examples of the errors:

13.After I have breakfast, I was watching TV for a while.

14.I take a bath at 7 a.m. After that, I was changing clothes for school.

The first and the second examples above were related to the incorrect use of simple

present tense. To tell about daily activities, the students should use the simple present tense.

However, they used the past continous tense. It made the sentences inappropriate. So, the

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Error type 5. The incorrect use of simple present tense (2)

The last errors were found from the data that had been collected. The writer found that

some students did not use simple past tense form correctly. The following are the examples of

the errors:

15.I woke up at 7 o‟clock. After that, I have a warm up before I take a bath.

16.I was woke up at 6 a.m. After that, I have breakfast.

The sentence above was the example of the incorrect use of simple present tense. To tell

about daily activities, the students should use the simple present tense. However, they used

the simple past tense. It made the sentences inappropriate. So, the sentences should be

changed into I wake up at 7 o’clock. After that, I have a warm up before I take a bath and I wake up at 6 a.m. After that, I have breakfast.

Conclusion

This study aimed to analyze the grammatical errors made by the learners in

constructing simple present tense and simple past tense in the writing. This study has found

that the students made 48 errors, which could be divided into Simple Present Tense and

Simple Past Tense errors. There were 4 types of errors in the simple past tense. First, it found

22 errors (84%) in the incorrect use of Simple past tense. Second, it found 1 error (4%) in the

incorrect use of Simple past tense form by adding be before the active verb. Third, it found 2

errors (8%) in the misuse of Simple past tense. The last type was 1 error (4%) in the incorrect

use of Simple past tense.

Errors in using the simple present tense were found to be the second highest with 22

errrors (46%). There were 5 types of errors in this tense. First, it found 4 errors (18%) in the

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mastered the tenses yet. They still make errors both in Simple past tense and Simple present

tense. This result was similar with the conclusion of Yusuf Tiono‟ thesis (2010). He

concluded that tenses errors found in students‟ writing were considered as basic error. Those

errors occured because the students mistyped the words or they lacked grammatical

awareness.

This study was limited only to analyze the grammatical errors made by the students of

5th grade elementary school of Bethany Elementary School in constructing simple present

tense and simple past tense in the writing. The similar cases that appeared with different

tenses samples and subject were not considered. It was due to the limitation of the subject and

time of observation.

Since the result of the study, I would like to give the following suggestion. When

teaching writing, teachers should focus not only on the organization of writing but also on the

grammar especially tenses. This can be done when students are doing revision. Hedge (2001)

mentioned that before students submit their writing, teacher should encourage them to do

revision, of which grammar correction is one of them. Rereading the text and making changes

especially in grammar to improve their writing need to do. During the revison, the teacher

should direct the students to add, remove, move, or substitute the incorrect tenses.

Teaching English for young learners‟ material was changing over time. The case of

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tense in the writing is only the one that happened to be investigated at a particular time during

the thesis making. The result of the study might have variation if one of the element (the

grammatical error sample, the participants (subject), the instruments etc) is substituted. So, I

suggested to make another studies about grammatical errors using other elements to get

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Acknowledgment

This thesis would not have been done completely without the help and support from

many people. Therefore, I would like to express my sincere appreciation to the following

people who have assisted me in completing this thesis. First of all, I would like to express my

sincere gratitude to the Lord. I would also like to express my huge appreciation to Prof. Dr.

Gusti Astika, M.A., my supervisor, for his patience and kindness in supervising me for the

last three month, Maria. Ch. Eko Setyarini, S.S. M.Hum, the examiner of my thesis, for

his/her willingness to examine my thesis and giving suggestions for my improvement.

Next, I would like to acknowledge and deepest sincere to my beloved parents, my

father, Budi Sunoko, who has been passed away, I am sorry if I cannot made you proud yet, I

wish I could reply all your kindness to me, and my mother, Siti Rondiyah, for every thing that

she has done for me and the endless love in giving me her support morally and financially all

through this year. I also wish to express my love and gratitude to my beloved families, my

brother, Aulfiando Setianda, my sister in law, Maria Fransiska, also my niece and my

nephew, Theodora Celina setianda and Theodorus Jovan Cakra Setianda; for their support to

my study.

I would also like to thank to my whole big family that each also helps me in their own

way. All of my friends that I can not mention one by one. Thank you for everyone who‟s

filling the parts of my life in English Department: EDVenturers period 2007-2009, ED

Touring-ers, Eleveners period 2007-2010, EDFL. Finally, I am particularly grateful to

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Flower. L. (1985). Problem-Solving Strategies for Writing. Orlando: Harcourt Brace Jovanovich, Inc.

Gale. I. F. (1967). An experimental study of Two fifth-Grade Language-arts Programs. An analysis of the writing Children Taught Linguistic Grammars Compared to Those Taught Traditional Grammar. PhD thesis, Ann Arbor.

George, H.V. (1972). Common Errors in Language Learning; Insight from English. Massachusetts: Newbury House Publisher, Inc.

Haffernan, J.A.W., & Lincoln, E.J. (1986). Writing, A college Handbook. Canada: W.W. Norton and Company, INC. USA.

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Hedge, T. (2001). Teaching and learning in the language classroom. Oxford: Oxford University Press.

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Jain, M.P. (1973). Error Analysis: Source, Cause, and Significance. In Richards, J.C (Ed.),

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Kroll. B. (1990). Second language writing: Research insights for the classroom. The Cambridge Applied Linguistic Series. Cambridge, England Cambridge University

Press.

Macauley. W. J. (1947). The difficulty of grammar. British Journal of Educational Psychology 18.

Moretti, F. Stern, R., & Repa,T. (2003). Digital Technologies Enter the Classroom, in SmartSchool Leaders, Janet Patti and James Tobin, Kendall Hunt.

Norrish. J. (1995). Language Learners and their Errors. Hertfordshire: Phoenix.

Rad, N. F. (2007). Evaluation of English Students’ Beliefs about Learning English as Foreign

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Tolchinsky, L., & Cintas, C. (2001). The development of graphic words in written Spanish:

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Appendix A

Use this picture below as ilustration to help you in making a good story

Write your daily activities and use the pictures as a guide. Use present tense in your writing. This questions below will help you to arrange your writing, answer it in full sentences!

1. When do you wake up (picture 1)? 2. What do you do next (picture 2)?

3. What do you do before you take a bath (picture 3)? 4. When do you take a bath (picture 4)?

5. What do you do before you go to school (picture 5)? 6. Who drives you to school (picture 6)?

7. What do you do/learn at school (picture 7)? 8. When do you go home (picture 8)?

9. What do you do after you get back home (picture 9)? 10. When do you have dinner (picture 10)?

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Appendix B

Use this picture below as ilustration to help you in making a good story

Look at the series of picture above. Write your own family holiday and use these pictures as a guide. Use past tense in your writing. This questions below will help you to arrange your writing. Answer it in full sentences!

1. Where did you go for your family holiday (picture 1)? 2. When did you go there (picture 2)?

3. How long did you spend on your holiday (picture 2)? 4. Who invited you there (picture 3)?

5. What did you bring on your holiday (picture 4)? 6. What did you ride to go there (picture 5)? 7. Who drove it (picture 5)?

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Appendix C

List of students’ error in simple present tense

(31)

(32)

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my clothes. clothes.

4 In the school, I was learning and