• Tidak ada hasil yang ditemukan

AN ERROR ANALYSIS OF REGULAR AND IRREGULAR VERBS IN WRITING RECOUNT, NARRATIVE, PROCEDURE AND DESCRIPTIVE TEXT BY THE TENTH GRADE STUDENTS AT SMA NEGERI 2 TANJUNGBALAI.

N/A
N/A
Protected

Academic year: 2017

Membagikan "AN ERROR ANALYSIS OF REGULAR AND IRREGULAR VERBS IN WRITING RECOUNT, NARRATIVE, PROCEDURE AND DESCRIPTIVE TEXT BY THE TENTH GRADE STUDENTS AT SMA NEGERI 2 TANJUNGBALAI."

Copied!
43
0
0

Teks penuh

(1)

TEXT BY THE TENTH GRADE STUDENTS AT SMA NEGERI 2 TANJUNGBALAI

A THESIS

Submitted to fulfill the Partial Requirements for the Degree of Sarjana Pendidikan

By:

ROSELINA SITEPU Reg. No: 2101321007

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGE AND ARTS

(2)
(3)
(4)
(5)
(6)

ii

patience, so that the the writer can finish her thesis as a partial fulfillment of the

requirement for the degree of Sarjana Pendidikan.

In writing this thesis, she has encountered a lot of difficulities since the

beginning to the last; many people have directly helped her in finishing this thesis.

She would like to acknowledge her deep gratitude for all of them for their

generous guidance and assistance:

Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.

Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Language and Arts. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department and her Academic Supervisor.

Dra. Masitowarni, M.Ed., the Head of English Educational Study Program.

Dr. Anni Holila Pulungan, M.Hum., her Thesis Supervisor.

Prof, Dr. Busmin Gurning, M.Pd., and Dra. Sri Juriati Ownie, M.A., her Thesis reviewers.

All the Lecturers of English Department who have taught her, her throughout the academic years.

Mam Euis, the Administration Staff of English Department.

Drs. Wahidin Hasibuan, the Headmaster of SMAN 2 Tanjungbalai.

(7)
(8)

i

Regular and Irregular Verbs in Writing Recount, Narrative, Procedure and Descriptive Text by the tenth Grade Students at SMA Negeri 2 Tanjungbalai. A Thesis. English Educational Program, State University of Medan, 2014

This research deals with an error analysis. The objectives of the study are (1) to identify and classify the kinds of regular and irregular verbs error find in recount, narrative, procedure, and descriptive writing by the tenth grade students at SMA Negeri 2 Tanjungbalai, (2) to know the most dominant text getting regular and irregular verbs error by the tenth grade students at SMA Negeri 2 Tanjungbalai, (3) to find out the causes of regular and irregular verbs error in recount, narrative, procedure, and descriptive writing by the tenth grade students at SMA Negeri 2 Tanjungbalai.

The research design that was used in this study is descriptive research. The sources of data were taken from the tenth grade students of SMA Negeri 2 Tanjungbalai which consists of 40 students who were chosen by taking the X-2 class as the sample. In this research, the writing text was used as collecting data. The result of the analysis shows that: (1) the errors of regular and irregular verbs in recount, narrative, procedure, and descriptive writing made by the tenth grade students of SMA Negeri 2 Tanjungbalai were 112 occurrences of all errors. The most dominant text getting regular and irregular verbs was narrative text occurred 40 cases (10 regular verbs and 30 irregular) or (36%), it was followed by recount text occurred 36 cases (7 regular verbs and 29 irregular verbs) or (32%) then the descriptive text occurred 26 cases (7 regular verbs and 19 irregular verbs) or (23%) and the last was Procedure text occurred 10 cases (2 regular verbs and 8 irregular verbs) or (8%).

(9)

vi

Table 1.1 The Percentage of the Tenth Grade Students’ Score in Writing ...2

Table 2.1 The Example of Recount Text ...18

Table 2.2 The Example of Narrative Text ...20

Table 2.3 The Example of Procedure Text ...22

Table 2.4 The Example of Decriptive Text ...23

Table 2.5 The Examples of Simple Past with the Regular Verb Work...25

Table 2.6 The Examples of Double Consonant of Regular Verb ...26

Table 2.7 The Examples of not Double Consonat of Regular Verb ...26

Table 2.8 Some Examples of Irregular Verbs ...27

Table 4.1 Classification of Errors ... ..34

Table 4.2 The Recapitulation of Types of Error ...36

Table 4.3 Classification of Verbs’ Errors ...38

Table 4.4 The Recapitulation of Verbs’ Errors ...40

Table 4.5 The Error of Omission Suffix-ed ...42

Table 4.6 The Errors of Omission suffix-d ...43

Table 4.7 The Errors of Omissions Tobe ...43

Table 4.8 The Errors of Adding Tobe ... ..45

Table 4.9 The Errors of Tenses ... ..46

Table 4.10 The Errors of Irregular Verbs... ..47

Table 4.11 The Errors Verbs of Lexical Transfer ... ..48

(10)

APPENDIX A

WRITING TEST AT SMA Negeri 2 Tanjungbalai

Subject : Writing

Time allocation : 80 Minutes

Source of the text : English Textbook “Look Ahead” which is published by

Erlangga for the tenth grade students

Read the Instruction Below!

1. Every student in the first group write a recount text about your past experience

(on page 15), the second group write a narrative text about your own narrative

by choosing a very well-known legend, tale, myth, fable, or fairy tale (on

page 61), the third group write a procedure text about how to operate

something (on page 87) and the fourth group write a descriptive text about the

information you have gathered (on page 170).

2. Write your name, number, class and your writing genre on the peace of paper.

3. Write the outline of your writing test based on your topic.

4. Write a (recount, narrative, procedure and descriptive text) that should be

(11)
(12)

APPENDIX C

THE CLASSIFICATION OF ERRORS

Note:

RT = Recount Text: 44 cases (35%)

NT = Narrative Text: 43 times (34%)

PT = Procedure Text: 10 times (7%)

DT = Descriptive Text: 30 times (24%)

1. The Errors of Omission

NO Text

Types

Regular Verbs

Irregular Verbs

The Form of Error The Right Form

1. RT √ - We want to the zoo by bus We wanted to the zoo by bus

2. RT √ - We want to school together We wanted to school together

3. RT √ - She want to school She wanted to school

4. RT √ - He like smoking He liked smoking

5. RT √ - I ask to father to bring me go holiday to Jakarta

(13)

6. RT - √ The bird flying in the sky The bird was flying in the sky

7. NT - √ I ready to extend speech I am ready to extend speech

8. NT - √ There five students I know There were five students that I knew

9. NT - √ The day no fun it was worry The day was not fun but it was worry

10. NT √ They select him their king They selected him to be their king

11. NT √ - The parents disagree with their

relationship

The parent disagreed with their relationship

12. NT √ - I hope people help me I hoped people can help me

13. NT √ - I really understood what see want I really understood what see wanted

14. NT √ - …a special boy that I like …a special boy that I liked

15. NT √ - I want to speech I wanted to speech

16. NT √ - I like it so much I liked it so much

17. DT √ - He live in Novita’s family house He lives in Novita’s family house

18. DT √ - Every morning she prepare breakfast Every morning she prepares breakfast

19. DT √ - She like eat food cold She likes eating cold food

20. DT √ - My mother like very study English My mother likes studying English

(14)

30. PT - √ Finally fried egg ready to serve Finally the fried egg is ready to serve

31. PT - √ Make sure that the computer connected

with electricity

Make sure that the computer is connected with electricity

32. PT - √ Wait until the proccessing progress done Wait until the proccessing progress is done

33. PT - √ Next turn omelet when browns Next, turn omelet when it is brown

The Form of Errors The Right Form

1. RT √ - And after that we slept together

to prepared for tomorrow

And after that we slept together to prepare for tomorrow

She said that we were noisy

5. DT - √ We are enjoy We enjoy

6. DT - √ I’m like art teacher I like the art teacher

7. DT - √ I’m love my school I love my school

8. DT √ - I loves it very very much I love it very much

(15)

3. The Error of Substitution

We felt happy and played many games

(16)

tomorrow

16. RT - √ Another teacher telled us Another teacher told us

17. RT - √ The holiday make me fresh The holiday made me fresh

18. RT - √ The games are hysteria The games were hysteria

19. RT - √ Our stomach are hungry Our stomach were hungry

20. RT - √ We choose Hill park because… We chose Hill park because …

21. RT - √ We go home We went home

22. RT - √ And he brings me some snacks And he brought me some snacks

23. NT - √ Cinderella has one step mother and… Cinderella had one step mother and…

24. NT - √ We are playing roller We were playing roller

25. NT - √ ... than we sleep at night Than we slept at night

26. NT - √ The bus was break The bus was broken

27. NT - √ We see grafe We saw grafe

28. NT - √ Train is to see animal The train was to see animal

29. NT √ - I started walking some houses I started throwing some houses

30. NT - √ So I walk alone So I walked alone

31. NT - √ The balt come and away The balt came and away

32. NT - √ ....but it does not use But it did not use

33. NT - √ Once upon there is a snow white Once opun a time there was a snow

(17)

34. NT - √ I know that he was a special boy I knew that he was a special boy

35. NT - √ The dog master come to me The dog master came to me

36. NT - √ One day my teacher bring me to One day my teacher brought me to

37. NT - √ She sitted beside me and waiting for me She sit beside me and waited for me

38. NT √ - I planed to go to with her I planned to go with her

39. NT - √ I falled I screamed I fell and I screamed

40. NT - √ Her step mother hidden her to come Her step mother hid her

41. NT - √ There we singing funny song There we sang a funny song

42. NT - √ She feeled very tired She felt very tired

43. NT - √ She heared about her uncle talked She heard about her uncle’s talking

44. NT - √ We leaved the place We left the place

45. NT - √ She went and she sleeped She went and she slept

46. NT - √ She field to the wood She fell to the wood

47. NT - √ She seed the cottage She saw the cottage

48. NT - √ Cinderella forgothen her promise Cinderella forgot about her promise

49. NT - √ Cinderella run to go home Cinderella ran to go home

50. NT - √ Finally she was driver to the place Finally she was dropped to the place

51. DT - √ I am date of birth in Medan 02 June

1997

I was born on June 2nd 1997 in Medan

52. DT - √ I’m born in Tanjungbalai I was born in Tanjungbalai

53. DT - √ My house have many facilities My house has many facilities

(18)

55. DT - √ He have brown hair He has brown hair

56. DT - √ He is pointed nose He has a pointed nose

57. DT - √ The facilities is complete The facilities are complete

58. PT √ - To bet at Ready to served

59. PT √ - Wait a minute until the eggs its soon Wait a minute until the eggs cook

60. PT - √ Place salt paper in plate Put salt paper onto a plate

61. PT - √ Eat when after you make it Eat after it is ready to served

(19)

4. The Errors of Mis-Ordering

The Form of Errors The Right Form

1. RT √ - I ask to father to bring me go holiday

to Jakarta to my brother house

I asked father to bring me holiday to

7. DT √ - My mother like very study English My mother very likes to study English

(20)

APPENDIX D

Rules F o r U s i n g I r r e g u l a r V e r b s

Know the solution.

To avoid making mistakes with irregular verbs, learn the very long chart below.

Infinitive Simple

Present Simple Past Past Participle

Present Participle

to arise arise(s) Arose Arisen arising

to awake awake(s) awoke orawaked awaked orawoken awaking

to be am, is, are was, were Been being

to bear bear(s) Bore borne orborn bearing

to beat beat(s) Beat Beaten beating

to become become(s) Became Become becoming

(21)

to bend bend(s) Bent Bent bending

to bet bet(s) Bet Bet betting

to bid [to

offer] bid(s) Bid Bid bidding

to bid [to

command] bid(s) Bade Bidden bidding

to bind bind(s) Bound Bound binding

to bite bite(s) Bit bitten or bit biting

to blow blow(s) Blew Blown blowing

to break break(s) Broke Broken breaking

to bring bring(s) Brought Brought bringing

to build build(s) Built Built building

to burst burst(s) Burst Burst bursting

to buy buy(s) Bought Bought buying

to cast cast(s) Cast Cast casting

to catch catch(es) Caught Caught catching

to choose choose(s) Chose Chosen choosing

to cling cling(s) Clung Clung clinging

to come come(s) Came Come coming

to cost cost(s) Cost Cost costing

to creep creep(s) Crept Crept creeping

to cut cut(s) Cut Cut cutting

(22)

to dig dig(s) Dug Dug digging

to dive dive(s) dived ordove Dived diving

to do do(es) Did Done doing

to draw draw(s) Drew Drawn drawing

to dream dream(s) dreamed ordreamt dreamed ordreamt dreaming

to drink drink(s) Drank Drunk drinking

to fight fight(s) Fought Fought fighting

to find find(s) Found Found finding

to flee flee(s) Fled Fled fleeing

to fling fling(s) Flung Flung flinging

to fly flies, fly Flew Flown flying

to forbid forbid(s) forbade orforbad forbidden forbidding

to forget forget(s) Forgot forgotten orforgot forgetting

to forgive forgive(s) Forgave Forgiven forgiving

to forsake forsake(s) Forsook Forsaken forsaking

to freeze freeze(s) Froze Frozen freezing

to get get(s) Got got or gotten getting

to give give(s) Gave Given giving

(23)

to grow grow(s) Grew Grown growing

to leap leap(s) leaped orleapt leaped orleapt leaping

to leave leave(s) Left left leaving

to lend lend(s) Lent lent lending

to let let(s) Let let letting

to lie [to rest

or recline] lie(s) Lay lain lying

to light light(s) lighted or lit lighted or lit lighting

to lose lose(s) Lost lost losing

to make make(s) Made made making

to mean mean(s) Meant meant meaning

to pay pay(s) Paid paid paying

to prove prove(s) Proved proved orproven proving

(24)

to read read(s) Read Read reading

to show show(s) Showed shown orshowed showing

to shrink shrink(s) Shrank Shrunk shrinking

to sing sing(s) Sang Sung singing

to sneak sneak(s) sneaked orsnuck sneaked orsnuck sneaking

(25)

to spend spend(s) Spent Spent spending

to spin spin(s) Spun Spun spinning

to spring spring(s) sprang orsprung Sprung springing

to stand stand(s) Stood Stood standing

to steal steal(s) Stole Stolen stealing

to sting sting(s) Stung Stung stinging

to stink stink(s) stank orstunk Stunk stinking

to stride stride(s) Strode Stridden striding

to strike strike(s) Struck Struck striking

to strive strive(s) Strove Striven striving

to swear swear(s) Swore Sworn swearing

to sweep sweep(s) Swept Swept sweeping

to swim swim(s) Swam Swum swimming

to swing swing(s) Swung Swung swinging

to take take(s) Took Taken taking

to teach teach(es) Taught Taught teaching

to tear tear(s) Tore Torn tearing

to tell tell(s) Told Told telling

to think think(s) Thought Thought thinking

to throw throw(s) Threw Thrown throwing

to understand Understands Understood understood understanding

to wake wake(s) woke orwaked waked orwoken waking

to wear wear(s) Wore Worn wearing

(26)

to weep weep(s) Wept Wept weeping

to wring wring(s) Wrung Wrung Wringing

to write write(s) Wrote Written Writing

Home • Terms • Exercises• Handouts • Rules • Shop • Feedbac k ©2014 by Robin L. Simmons*

(27)

BIOGRAPHY

The writer’s name is Roselina Sitepu, was born in Tanjungbalai on 31th December 1991. She was the fifth child of five children from Rikok Sitepu (deceased) and Selfia Br. Manalu. The writer stayed at boarding house on Perjuangan street number 3 in Medan.

(28)
(29)
(30)
(31)

vii

Appendix A. Writing Test ...58

Appendix B. Students’ Work Sheet ...59

Appendix C. The Classification of Errors ...67

(32)

1 A.The Background of the Study

English generally has been learned by the students since they were in the

basic level of education. When students learnt English, they are focused on

mastering four language skills: Listening, Speaking, Reading, and Writing.

Hussain et.al (2013:831) state that writing skill is higher complex than another

skills of language. It requires much concentration, conscious effort and practice in

composing, developing and finalizing and also needs stages and steps of intensive

revision to have final draft in hand. As Mansur (2008) states that in writing

process needs the control of content, format, sentence, vocabulary, punctuation

spelling.

Based on the premilinary observation of the English teacher of SMA

Negeri 2 Tanjungbalai on March 18th 2014, the writer asked the teacher about the

students’ writing score list for the first semester. Then the writer also asked about

the minimum criteria mastery for writing. The writer saw the minimum criteria

mastery (KKM or Kriteria Ketuntasan Minimum) was applied 80 meanwhile the

students’ writing score were still low. Most of students could not exceed the

minimum criteria mastery (KKM) which applied by school for English lesson. For

(33)

Table 1.1 The Percentage of the Tenth Grade Students’s Score in Writing

1stSemester >80 ≥80 <80

X-1 18 Students(42,9 %) 2 Students(4,8%) 22 Students (52,4%)

X-2 10 Students(24,4%) 3 Students(7,3%) 28 Students (68,3%)

X-3 11 Students(26,8%) 5Students(12,2%) 25 Students (60,8%)

X-4 15 Students(38,5%) 0 Students (0%) 24 Students (61,5%)

X-5 10 Students (25,3%) 2 Students (4,7%) 31 Students (72,1%)

X-6 12 Students(23,8%) 3Students(7,14%) 27Students (69,1%)

Source: The students’ accumalated score of the tenth grade students at SMA Negeri 2 Tanjungbalai academic year 2013/2014

From the previous data, it can be concluded that the students’ ability in

writing is still low. It can be seen from the most of students’ score percentage are

under the KKM.

Reffering to the Educational Unit Oriented Curriculum (Kurikulum

Tingkat Satuan; KTSP) 2006 of Senior High School, the students are required to

be able to write various types of writing genres, such as descriptive, narrative,

recount, report, procedure, explanation, analytical exposition, hortatory

exposition, news item and anecdote. Meanwhile in the syllabus that stated in

Competence Standard of the tenth grade students curriculum of English Subject,

there are four writing genres that must be learned by students such as recount,

narrative, procedure and descriptive. So the writer uses the recount, narrative,

descriptive, and procedure text as the writing genres in this study.

Recount is purposed to inform the reader or people about the last

(34)

to amuse the reader or listener about the last activity or event in the past that has a

problematic experience and resolution. Procedure has the purpose to tell the

reader how to do something. While descriptive has the purpose to describe a

particular person, place, or things. One of the language feature of the texts use

verb (Pardiyono, 2007). So the students are expected to be able to write a recount,

narrative, procedure and descriptive text by using verb to describe the action in

the texts.

Pardiyono (2002:98) states that verb is divided into two groups; a regular

verb and an irregular verb. In regular verb, the verb changes regularly in the past

tense form or the past participle. Such as, it is added by suffix-ed to the base form

of verb. The irregular verbs do not have the form of fixed and do not change

regularly. The irregular verbs have to memorize because the changes are not

permanent.

As the writer’s interview of the tenth grade students at SMA Negeri 2

Tanjungbalai on March 18th 2014, The writer found some mistakes in students’

writing such as they wrote the past of regular verb “stop” became “stoped” and

“plan” became ”planed”. But the correct forms were “stopped” and “planned”.

The irregular verb “fly” became “filed” and “go” became “wen”. The correct

forms were “flew” and “went”. Even most of students forgot and did not know

about regular and irregular verbs. But sometimes the teacher did not aware about

these mistakes. Then the students made their mistakes repeatedly because they did

not have the correction, more practice and it was called as error (Emmaryana,

(35)

Fang and Mei (2007:10) state that few teacher could not tolerate to the

students’ error. They think that the error correction spend their time. So the

students feel upset, and great a gap between themselves and their teachers in

dealing with errors and understanding of error correction.

According to Erdogan (2005: 263) mistakes can be self-corrected when

attention is called. Whereas, an error can not be self-corrected that the use of

linguistic item in a way that a fluent or native speaker of the language regards it as

showing faulty or incomplete learning.

Error analysis is an activity to identify, classify or describe the errors

made by someone in speaking or in writing. Khansir (2012) states that 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 and that

target language itself. Erdogan (2005) states that error analysis enables teachers to

find out the sources of errors and take pedagogical precautions towards them.

Thus, the analysis of learner language has become an essential need to overcome

some questions and propose solutions regarding different aspects.

Hussain et.al (2013: 828) states error analysis is caused by the slip of the

tongue and pen are termed as lapses or the cause of errors performance. Such

incidents in spoken or written medium happen when the learners are tired,

stressed or at least absorbed in some non-linguistic activity.

The advantages of error analysis for the students are to show the students

(36)

error made by the students, to know the source or the cause of error and the

students can learn from their mistakes in order that they will not make some errors

repeatedly. For the teachers, it is required to evaluate themselves whether they are

successful or not in teaching English. So based on the problems that the writer

found on students’ error of regular and irregular verbs, the writer is interested to

analyze the regular and irregular verbs error in students’ writing of recount,

narrative, procedure and descriptive text that supported by relevant theories.

B. The Problems of the Study

Based on the background of the study on the previous, the problems are

formulated as follows.

1. What kinds of regular and irregular verbs error find in recount, narrative,

procedure, and descriptive writing by the tenth grade students at SMA

Negeri 2 Tanjungbalai?

2. What is the most dominant text getting regular and irregular verbs error by

the tenth grade students at SMA Negeri 2 Tanjungbalai?

3. What are the causes of regular and irregular verbs error find in recount,

narrative, procedure, and descriptive writing by the tenth grade students at

(37)

C.The Scope of the Study

The study deals with the errors analysis. The study focuses on the

identification, classification the kind of errors, to know the most dominant text

getting regular and irregular verbs error, and to find out the causes of errors on

using regular and irregular verbs in recount, narrative, procedure, and descriptive

writing by the tenth grade students at SMA Negeri 2 Tanjungbalai.

D.The Objectives of the Study

Based on the statement of the problems above the writer has some purposes.

1. To identify and classify the kinds of regular and irregular verbs error find

in recount, narrative, procedure, and descriptive writing by the tenth grade

students at SMA Negeri 2 Tanjungbalai.

2. To know the most dominant text getting regular and irregular verbs error by

the tenth grade students at SMA Negeri 2 Tanjungbalai.

3. To find out the causes of regular and irregular verbs error in recount,

narrative, procedure, and descriptive writing by the tenth grade students at

SMA N 2 Tanjungbalai.

E.The Significance of the Study

The study is expected to have both theoretical and practical perspectives.

(38)

a. The result of the research can be useful for teaching regular and

irregular verbs in recount, narrative, procedure, and descriptive

writing.

b. The result of this research can be used as a reference for those who

want to conduct a research about the regular and irregular verbs in

recount, narrative, procedure, and descriptive writing.

2. Practical perspectives

a. For the teachers

The writer hopes that this research will be inspiring for English

teacher to give correction and more exercises about regular and

irregular verb clearly.

b. For the students

The students are more be able to use the regular verb and irregular

(39)

53

This chapter presents the conclusion of the result of the study that has been

discussed in previous chapters and suggestion for English teachers and students

and another reseacher.

A. Conclusion

Based on the data analysis and research at the tenth grade students of SMA

Negeri 2 Tanjungbalai, the writer wants to present the conclusion. The conclusion

consists of several points that are related to the statement of problem, there are:

1. The kinds of regular and irregular verbs error find in recount,

narrative, procedure, and descriptive writing by the tenth grade

students at SMA Negeri 2 Tanjungbalai were errors of omission,

addition, substitution, and mis-ordering.

2. The most dominant text getting regular and irregualr verbs error by

the tenth grade students at SMA Negeri 2 Tanjungbalai was narrative

text. It occurred 40 cases (10 regular verbs and 30 irregular) or (36%).

3. The causes of regular and irregular verbs error find in recount,

narrative, procedure and descriptive writing by the tenth grade

students at SMA Negeri 2 Tanjungbalai were interlingual transfer, and

intralingual transfer. Interlingual transfer which is caused of the

interference of first language/mother tongue, Intralingual transfer

(40)

knowing the rules and the structure of the language and the inability to

apply what they have learned.

B. Suggestions

Considering the conclusion above some suggestions are presented in this

part. As discussed in the previous chapter, this study will hopefully contribute

both theoretical and practical perspectives.

1. For the Teacher

a. The teachers are expected to give proper emphasis on teaching

regular and irregular in present or past tense.

b. The teacher should use an interesting strategy that can help students

to memorize easier.

c. The teacher should give more exercises continuously to their

students. So, they would be able to know about regular and irregular

verb. Then, they discuss the errors in front of the class. By doing so,

the students are expected no to do the same errors.

2. For the Students

a. The students should be able to comprehend the form of regular and

irregular verb in recount, narrative, procedure and descriptive

writing.

b. The students have to memorize the present and past form of verbs

both regular and irregular form.

c. The students are suggested to pay more attention to their study of

(41)

using regular and irregular verbs in recount, narrative, procedure and

descriptive writing.

d. The students are expected to study or practice more about the use of

regular and irregular verbs in certain context, so their error can be

reduced and they can master the use of regular and irregular verb in

present and past form.

e. The students should be aware of their errors and avoid repeating the

same errors in their further learning.

3. For other researcher

It finally suggested that other researchers should conduct a further study

about regular and irregular verbs in recount, narrative, procedure and descriptive

(42)

56

Ary, D. Jacobs, L.C. & Razaevich, A. 2002. Introduction to Research in Education. Sixth Edition. United States of America: Wadsworth Group

Brown, H.D. 2000. Principles of Language Learning and Teaching. Fourth Edition. Englewood Cliffs: Wesley Longman, Inc

Emmaryana, F. 2010. An Analysis on the Grammatical Errors: A Case Study of the First Year Students of SMA Negeri 1 Cigudeg-Bogor. Unpublished Thesis. Jakarta: Syarif Hidayatullah’ State Islamic University

Erdagon, Vaside. 2005. Contribution of Error Analysis to Foreign Language Teaching. Mersin University Journal of the Faculty of Education. I (2)

Fang, X., and Mei, F. 2007. Error Analysis and the EFL Classroom Teaching Learning. US-China Education Review Journal. IV (9)

Gass, S.M. et.al. 2008. Second Language Acquisition an Introductory Course. Third Edition. New York: Routledge

Hussain, Z. et.al. 2013. An Error Analysis of L2 Writing at Higher Secondary Level in Multan. Interdisciplinary Journal of Contemporary Research in Busines, IV (11)

Khansir, A.A. 2002. Error Analysis and Second Language. Journal of Theory and Practice in Language Studies. I (5)

Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar: Technologies for Teaching and Assesing Writing. Australia: University of New South Wales Press Ltd

Lawless, L.K. 2010. Simple Past of Regular Verbs. Retrieved from http://www.elearnenglishlanguage.com/blog/learnenglish/grammar/simple -past-regular-verbs/.html accessed on 1 April 2014

Mansur. 2008. An Error Analysis in Recount Writing on the Use of Simple Past Tense by the Tenth Year Students at Smk PGRI 2 Tuban. Unpublished Thesis. Tuban: University of PGRI Ronggolawe (Unirow) Tuban.

Menhook, 2010. Regular and Irregular Verb. Retrieved from http://menhook.wordpress.com/2010/08/07/daftar-irregular-verb-beserta-arti-bahasa-indonesia/ accessed on 25 June 2014

(43)

Pardiyono. 2007. Pasti Bisa: Communicative Grammar for Easy Conversation. Yogyakatra: Andi Offset

Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta: Andi Publisher

Ramli, Doni. 2013. An Analysis on Students’ Errors in Writing Recount Text. Teacher Training Research Journal of the Faculty of Education, pp. 1-9

Sembiring, I.E.P, 2013. The difference of Grammatical Errors in Writing Recount Text between Natural Science and Social Science Student. Unpublished Thesis. Medan: State University of Medan

Simmons, R.L. 2014. Rules: For Using Irregular Verbs. Retrieved from http://www.chompchomp.com accessed on 8 April 2014

Sudarwati, T.M,. and Grace, E. 2007: Look Ahead: An English Course for Senior High School Students Year X. Jakarta: PT Gelora Aksara Pratama

Gambar

fight(s)
Table 1.1 The Percentage of the Tenth Grade Students’s Score in Writing

Referensi

Dokumen terkait

Dengan ini saya menyatakan bahwa skripsi dengan judul Karakteristik Serbuk Minuman Sari Buah Jeruk Lemon ( Citrus medica var lemon) dengan Penambahan Na-alginat yang

[r]

Sepakbola adalah olahraga yang memainkan bola dengan menggunakan kaki Pembinaan adalah usaha kegiatan yang dilakukan secara berdaya guna dan berhasil guna untuk

Dari data di atas dapat disimpulkan bahwa dengan penerapan model pembelajaran problem posing tipe pre-solution posing dapat meningkatkan hasil belajar matematika pada

Mengetahui besaran tarif riil pelayanan rawat inap kelas tiga sesuai. standar tarif Perda berdasarkan sistem pembiayaan fee for service

Tugas prarancangan pabrik kimia ini merupakan tugas akhir yang harus diselesaikan oleh setiap mahasiswa Jurusan Teknik Kimia Fakultas Teknik Universitas

dalam pengukuran kinerja Bank Rakyat Indonesia Cabang Solo Kartasura. Bab ini berisi simpulan yang didapat dari masalah

penelitian yang ada kaitannya dengan variabel-variabel yang akan dilaksanakan. Studi yang dilakukan Magdalena pada tahun 2000 tentang “Kecerdasan Intelektual dan Sikap terhadap