AN ERROR ANALYSIS ON USING AUXILIARY VERBS IN WRITING ESSAY (A Qualitative Research at the Third Semester Students of English Language and
Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of English
Education
IRMAYANTI KUSUMA 10535 11066 16
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2021
ii
iii
iv
v
vi
vii
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini:
Nama : IRMAYANTI KUSUMA
Stambuk : 10535 1106 616
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Error Analysis on Using Auxiliary Verbs in Writing Essay
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian surat pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Agustus 2021 Yang membuat Pernyataan
Irmayanti Kusuma 10535 11066 16
viii
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : IRMAYANTI KUSUMA
Stambuk : 10535 1106 616
Jurusan : Pendidikan Bahasa Inggris Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya yang menyusunnya sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian surat pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Agustus 2021 Yang membuat Pernyataan
Irmayanti Kusuma 10535 11066 16
ix
MOTTO
Pray to the God, Believe in yourself, Focuss on your goals, and Work for it. Stay optimistic and never give up! You can make impossible thing be a possible thing if you really want it.
(IRMAYANTI KUSUMA, 2020)
DEDICATIONS
This research dedicated to my beloved parents who always support me in every conditions. I also dedicated it to the people (Lecturers &
Friends) around me who help me when I need some helps and
suggestions. For the last, I dedicated this research to myself who
never give up and always optimistic to finish this research. Thanks
to Allah and for all of the kind people. Alhamdulillah.☺
x ABSTRACT
Irmayanti Kusuma. 2021. An Error Analysis on Using Auxiliary Verbs in Writing Essay (A Qualitative Research at the Third Semester Students of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar). A thesis of English Education Department, Faculty of Teacher Training and Education, Makassar Muhammadiyah University. Supervised by Eny Syatriana and Ariana.
The research was conducted to find out the most common errors on students’ auxiliary verbs in writing essay based on surface strategy taxonomy which consisted of omission, addition, misformation, and misordering error. Next, the method that was used on this research was qualitative research method. The data of this research was collected through writing test as the data instrument. While the subject of this research focused on the third semester students of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar in academic year 2020/2021 which consisted of three classes or 111 students and the participants of this research were consisted of 36 students from AG 5-6.
The result of this research was the students made errors in using auxiliary verbs in writing essay. There was omission error which consisted of 52 errors or 50,48%. Next, addition error which consisted of 11 errors or 10,69%. Then, misformation errors which consisted of 40 errors or 38,83%. And the last, in misordering error type, the students did not make errors on it in using auxiliary verbs in writing essay.
In conclusion, the students still made errors in using auxiliary verbs in writing. In this research the students made three types of error which consisted of omission, addition, and misformation errors. So, the highest type of error in the students auxiliary verbs in writing essay was the omission type of error which consisted of 52 errors or 50,48%.
Keywords: Error Analysis, Auxiliary Verbs, Essay Writing
xi ABSTRAK
Irmayanti Kusuma. 2020. An Error Analysis on Using Auxiliary Verbs in Writing Essay (A Qualitative Research at the Fifth Semester Students of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar). Sebuah skripsi dari Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Yang dibimbing oleh Ibu Eny Syatriana dan Ibu Ariana.
Penelitian ini dilakukan untuk menemukan kesalahan-kesalahan paling umum terhadap kata kerja bantu mahasiswa dalam menulis esai berdasarkan surface strategy taxonomy yang terdiri dari kesalahan penghilangan (omission), kesalahan penambahan (addition), kesalahan formasi (misformation), dan kesalahan penempatan (misordering).
Selanjutnya, metode yang digunakan di dalam penelitian ini adalah metode penelitian kualitatif. Adapun data penelitian ini diambil melalui tes menulis sebagai instrumen data. Sedangkan subjek dalam penelitian ini fokus kepada mahasiswa semester tiga di jurusan Bahasa dan Sastra Inggris di Fakultas Adab dan Humaniora di Universitas Islam Negeri (UIN) Alauddin Makassar pada tahun ajaran 2020/2021 yang terdiri dari tiga kelas atau 111 mahasiswa dan partisipan dalam penelitian ini terdiri dari 36 mahasiswa dari kelas AG 5-6.
Hasil dari penelitian ini adalah mahasiswa membuat kesalahan-kesalahan di dalam menggunakan kata kerja bantu ketika menulis esai. Kesalahan-kesalahan itu adalah kesalahan penghilangan yang terdiri dari 52 kesalahan atau 50,48%. Selanjutnya, kesalahan penambahan yang terdiri dari 11 kesalahan atau 10,69%. Kemudian, kesalahan formasi yang terdiri dari 40 kesalahan atau 38,83%. Dan yang terakhir, di dalam jenis kesalahan penempatan, mahasiswa tidak membuat kesalahan pada jenis tersebut terhadap kata kerja bantu di dalam menulis esai.
Kesimpulannya, mahasiswa masih membuat kesalahan-kesalahan di dalam menggunakan kata kerja bantu dalam menulis. Di dalam penelitian ini, mahasiswa membuat tiga jenis kesalahan yang terdiri dari kesalahan penghilangan, kesalahan penambahan, dan kesalahan formasi. Jadi, jenis kesalahan yang tertinggi dari kata kerja bantu mahasiswa ketika menulis esai adalah jenis kesalahan penghilangan (omission) yang terdiri dari 52 kesalahan atau 50,48%.
Kata kunci: Analisis Kesalahan, Kata Kerja Bantu, Menulis Esai
xii
ACKNOWLEDGEMENT
Assalamu Alaikum Warahmatullahi Wabarakatuh
First of all, I would like to praise to the God, Allah SWT for the most gracious love, mercy and guidance. His strength empowers me to face this life especially in writing my thesis as one of the requirement to get the Bachelor Degree in English Education Department of Muhammadiyah University of Makassar. Secondly, salam and selawat be upon to the our prophet Muhammad SAW because with his struggle so people are now in the century full of knowledge.
This thesis cannot complete without support, guidance and assistance of various parties who have a great contribution and influence to finish this thesis, it seems difficult for the researcher to finish her thesis. Therefore, the researcher will say thank you so much to:
1. Prof. Dr. H. Ambo Asse, M.Ag as the rector of Muhammadiyah University of Makassar.
2. Erwin Akib, S.Pd.,M.Pd.,Ph.D as the dean of Muhammadiyah University of Makassar.
3. Ummi Khaerati Syam, S.Pd.,M.Pd as head of English Department Muhammadiyah University of Makassar.
4. Eny Syatriana, S.Pd.,M.Pd as the researcher’s first advisor and Ariana, S.Pd.,M.Pd as the researcher’s second advisor who have educated, supported and given guidance to researcher from beginning to the end in finishing her thesis.
5. The researcher’s beloved parents, her mother Kamriah and her father Aba Kusuma, thank you so much for your endless love, supports, and prayers. And of course, thank you for your caring in financial and moral sides for researcher.
xiii
6. All of the researher’s beloved friends who help and support her in every conditions.
The preparation of the thesis is prepared as well. But, it still contains of some lacks because nobody works perfect. Therefore, the researcher hopes constructive critism and suggestion from all of the parties. Hopefully, this research can be useful for all of the readers and it can increase the knowledge for the researcher and it can be useful as the reference for the next research.
Makassar, Agustus 2021 The Researcher
Irmayanti Kusuma 10535 11066 16
xiv
LIST OF CONTENTS
THE TITLE SHEET ... i
LEMBAR PENGESAHAN ... ii
APPROVAL SHEET ... iii
COUNSELLING SHEET ... iv
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
MOTTO AND DEDICATION ... vii
ABSTRACT ... viii
ACKNOWLEDGEMENT ... x
LIST OF CONTENTS ... xii
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
CHAPTER I INTRODUCTION... 1
A. Background ... 1
B. Problem Statement ... 5
C. Objective of the Research ... 5
D. Significance of the Research ... 5
E. Scope of the Research ... 6
CHAPTER II REVIEW OF RELATED LITERATURE ... 8
A. Previous of Related Research Findings ... 8
B. Writing ... 12
xv
C. Essay Writing ... 13
D. Auxiliary Verbs ... 15
E. Primary Auxiliary Verbs ... 21
F. Modal Auxiliary Verbs ... 32
G. Error Analysis ... 42
H. Conseptual Framework ... 54
CHAPTER III RESEARCH METHOD ... 55
A. Research Design ... 55
B. The Subject of The Study ... 56
C. Data Instrument ... 57
D. Data Collection ... 58
E. Data Analysis... 59
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ... 60
A. Research Findings ... 60
B. Discussions ... 78
CHAPTER V CONCLUSION AND SUGGESTION ... 81
A.Conclusion ... 81
B. Suggestion ... 82 BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xvi
LIST OF TABLES
Table 2.1 Forms of “Be” Auxiliary ... 22
Table 2.2 Forms of “Do” Auxiliary ... 27
Table 2.3 Forms of “Have” Auxiliary ... 30
Table 2.4 Example of Regularization Errors ... 48
Table 2.5 Example of Simple Addition Errors ... 49
Table 4.1 Error Types and Frequencies in Using Auxiliary Verbs on the Students’ Essay Writing ... 61
xvii
LIST OF FIGURES
Figures 2.1 Conceptual Framework... 54
Figure 4.1 The Distribution of Omission Error ... 62
Figure 4.2 The Distribution of Addition Error ... 63
Figure 4.3 The Distribution of Misformation Error ... 64
1 CHAPTER I INTRODUCTION
This chapter presents the general account of the present research. It includes of background, problem statements, objectives of the research, significance of the research, and scope of the research.
A. Background
Language is one of the wonderful gifts that has been given by God to humanity. Language helps people to communicate each others, solve a number of the problems, and it can help us to make some achievements in life. Language is a tool or media for people to make more interactions one to another. Without language, it will be difficult for people to express their ideas, views, feelings, and intelectuality to human being. Therefore, it is very essential for people to learn and use a language well.
English is one of the languages which is used in many countries in the world. English language is the first foreign language in Indonesian schools until universities. Having studied English, the EFL students are expected to acquire some skills in English. Atkinson in Syatriana (2019) divides the four basic language skills that must be mastered by English learners, namely: listening, speaking, reading, and writing skills. Besides the four language skills, they should have capability in language components. One of the language components is grammar. The grammar component such as syntax, morphology and so on, the components should
be acquired by anyone who learns language, so they can use the language clearly, accurately, and effectively.
Writing is one of the important skill to master. It is a skill to formulate and organize ideas in the right words to transform and communicate the purpose to the reader by presenting it on a piece of paper (Sumarsih & Sanjaya, 2013). According to Kantor (2012), components of writing measure the writing productivity (example:
number of words or sentences), spelling and grammar, organization, vocabulary, and overall quality.
Grammar is one of the important components of language especially in writing. If we want to make a good writing, we have to understand well about the grammatical rules. According to Cook and Sutter in Cahyaningrum (2014), grammar is a set of rules which people speak and write. It means that grammar contains of the rules which make the words and their components are combined to make sentence both of spoken or written.
However, Indonesian learners still face difficulties in grammar, especially about the grammar that is applied in the writing form. Students often make errors on the use of grammatical structure in English writing because English grammar is more complicated than Indonesian. It is natural due to many aspects are caused by the EFL students to make errors. Sometimes mother tongue interference also becomes one of the causes.
Error is related to the students’ deficiency compotence, it means that students do not know about the language knowledge at all because they have not mastered it yet which it cannot be self-corrected (Solihah, 2017). It means that Error is unavoidable because it can happen in all components of English grammatical structure such as errors on using auxiliary verb, using verb, preposition, conditional sentence, etc. But, in this study the researcher is going to highlight about errors on the auxiliary verbs especially primary auxiliary verbs that consists of auxiliary is, am, are, do, does, did, have, has, had, etc, and errors on modal auxiliary verbs that consists of modal can, will, may, should, must, need to, etc. It is because of auxiliary verbs is the basic part in grammar, but based on some previous research, the auxiliary verbs errors still appear in the students’
writing.
The researcher chooses the EFL students from the third semester student of English Language and Literature Department at Alauddin State Islamic University Makassar because the researcher wants to know the types of error and its frequencies that can appear in students’ writing, especially in using auxiliary verbs. Even though, the students have learnt about writing or structure at the previous semester but in some previous research show that students still make errors in using auxiliary verbs, even they are in the seventh semester. It can be proved from the result of Agustin (2018) that conclude that the seventh semester students from English Teaching Department make five types of error in using auxiliary
verbs. Those are misordering of primary auxiliary verb, misformation of primary auxiliary verbs, omission of auxiliary verbs, addition of primary auxiliary verbs and addition of modal auxiliary verbs errors. It means that the students still make errors even they have learnt about writing or structure in the previous semesters.
However errors are regarded as substanctive things to students and teachers/lecturers since errors are the important part of learning process in order to get information. Corder in Cahyaningrum (2014) states that there are three functions of learners errors which are as follows: (1) They serve pedagogic purpose by showing teachers/lecturers what learners have learnt and what they have not yet mastered; (2) they serve a research purpose by providing evidence about how language are learnt; (3) they serve a learning purpose by acting devices by learners which can discover the rules of the target language. It means that error analysis contains of a lot of informations about the students difficulties in grammar, so the EFL student can try to understand and learn more about it and the teachers or lectures will help them to solve the grammatical problems itself.
Because of some reasons above, the researcher is interested in conducting a research about error analysis on students ability in using auxiliary verbs in writing essay. The researcher wants to conduct a research of the students’ auxiliary verb that has been studied by the third semester of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar.
Therefore, the researcher proposes a research under the title “An Error Analysis on Using Auxiliary Verbs in Writing Essay”.
B. Problem Statement
Based on the background of the study explanation above, the researcher tries to find a grammatical error analysis especially the auxiliary verbs error analysis in essay writing. The researcher wants to know:
1. What are the types of auxiliary verbs in students’ essay writing which often made by the third semester students?
2. Which type of auxiliary verbs errors, in terms of surface strategy that is commited most frequently in the students’ essay writing?
C. Objective of the Research
Based on the background of the study and statement of problems above, the objective of this study are as follows:
1. To describe the types of auxiliary verbs errors in students’ essay writing which made by the third semester students?
2. To find out which type of errors, in terms of surface strategy that is commited most frequently in the students’ essay writing.
D. Significance of the Research
The significances of the research are as follows:
1. For Students
This research will help the students to realize their errors in using auxiliary verbs in writing which made by them. So, in
consequence the students will get better in using auxiliary verbs in writing.
2. For Lecturers
This research will help them to measure how their students’
ability in writing especially in using auxiliary verbs as the part of grammar. It will be a good feedback to the lecturers to give more attention in teaching writing.
3. For Further Researchers
The research will give more informations in leading other research. The other researchers can try to conduct the best solution about it. Moreover, they will establish a deeper research in the same type of research but they will create the best new research.
E. Scope of the Research
In collecting the data from the research, the researcher will limit this research only focuses to discuss an error analysis on the students’
auxiliary verbs in surface strategy taxonomy based on Dulay’s theory in students’ essay writing, especially in descriptive essay. The researcher wants to describe an analysis of omission, addition, misformation, and misordering based on surface strategy taxonomy in students’ essay writing which is made by the the third semester students of English Language and Literature Department of Adab and Humanity Faculty at Alauddin State Islamic University of Makassar. About auxiliary verbs,
the researcher will be focussed on primary auxiliary verbs and modal auxiliary verbs. The result of this study can also be used as a tool to lead the lecturers in minimizing the students’ errors.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter explains about the theoritical framework which consists of previous of related research that is connected to this research, writing understanding, essay writing, auxiliary verbs include of primary and modal auxiliary verbs, error analysis, procedure of error analysis and conseptual framework.
A. Previous of Related Research
Some researchers have been conducting studies related to this research, there are as follows:
1. Ariyanti & Fitriana (2017)
In their research under the title “EFL Students’ Difficulties and Need in Essay Writing”, they have concluded that the students were having major difficulties in grammar, cohesion and coherence terms in writing essay. The result shows us that grammatical problem is one of the main problem that usually appears in writing itself. Ariyanti &
Fitriana (2017) have found that there were some grammatical problems appear in ten collected essays. They find that the students commonly do errors on 1) tenses, 2) subject verb-agreement, 3) personal pronoun, 4) word order, 5) article, 6) auxiliary verbs, 7) sentence fragment.
2. Haris Dibdayaningsih & Hendra Sudarso (2019)
The research under the title “An Error Analysis of Using Auxiliary Verb in Islamic Mathematical Complex Question made by Mathematics Department Students” is conductive in descriptive and qualitative design. Auxiliary verbs which are investigated on this research are: am, is, are, was, were, have, has, and had. The result of the research proves that most of the students are not capable in applying auxiliary verbs in their writing.
3. Maulani Agustin (2018)
The research under the title “An Error Analysis of Auxiliary Verbs Found on Students’ Consecutive Interpretation”, the result of this research shows us that there are five types of grammatical errors in the use of auxiliary verbs that have found in the interpretation of seventh semester students majoring in IAIN Batusangkar with academic year 2017/2018. Those are misordering of primary auxiliary verbs with 1 error, misformation of primary auxiliary verbs with 7 errors, omission of primary auxiliary verbs with 12 errors, addition of primary auxiliary verbs in 5 errors, and addition of modal auxiliary verbs with 2 errors.
4. Wuwuh Yunhadi (2017)
Wuwuh in his research about “Error Analysis on the Auxiliary Verbs Made by Vocational High School Students”. This research uses qualitative design and focusing on the errors which have been made
by the students of SMKN 1 Tenggarong. The variable of this research is errors on auxiliary verbs. The variable is measured by using an objective test on auxiliary verbs. Based on the findings of the research and the purposes of the research, the kinds of typical errors on auxiliary verbs are classified into four kinds of typical errors. Those are omission error, addition error (double marking and regularization), misformation error and miscellaneous error.
5. Dewi Kusniatus Solihah (2017)
Dewi in her research under the title “Grammatical Error Analysis in the Fourth Semester Students Essay Writing at Universitas Muhammadiyah Sidoarjo”. The design of this research is qualitative research and the instrument is a test writing or worksheet to make an argumentative essay. Based on the finding data of this research, the researcher has found that there is one hundred seven errors in students’ essay writing. The highest frequency of errors occurs in misformation error, which consists of 45 errors. Next, omission error, which consists of 44 errors. Then, addition error, which consists of 11 errors. And the last, misordering error, which consists of 7 errors.
So, the researcher concludes that the grammar problem is still being one of the main problems that can appear in writing. Auxiliary verb error is one of the problems that usually appears in student writing. It can be seen from the results above which show us that the students are not still capable in applying auxiliary verb such as in
primary auxiliary verb: is, am, are, was, were, has, have, had, do, does, etc. Even though the students have been learning about writing and structure or grammar in the previous semesters, the researcher find that students still make errors in their writing, whereas auxiliary verb is the basic part in grammar and they have learnt about it from school until university, and of course it should be master by them.
Therefore in essay writing the EFL students still make errors on their essay writing too, and one of the highest types of errors is the error in using auxiliary verbs. That is why, it will be important to learn and understand more about grammar especially auxiliary verbs itself.
This research is different with the previous researches above because this research analyzes and describes the students’ errors in the use of auxiliary verbs that found from the students’ essay writing. The researcher explains about the types of errors in the use of auxiliary verbs in surface strategy taxonomy that appears on the students essay writing, especially in making descriptive essay. The researcher wants to find the types of errors and what is the highest error that appears in the students’ essay writing at the third semester students at English Language and Literature Department of Alauddin State Islamic University of Makassar in academic year 2020/2021. So, after find the errors, the researcher hopes that it can be a usefull information or result to lecturers, students, and the further researchers.
B. Writing
According to Sumarsih and Sanjaya in Sabaruddin (2019) writing is a skill to formulate and organize ideas in the right words to transform and communicate the purpose to the reader by presenting it on a piece of paper. It means that if people want to express their ideas or views about something, they can write it by formulating and organizing it through the writing media. So, they can communicate and tranform theirs ideas/views with the people who read the writing itself and the people are called as the readers.
Next, According to Eny Syatriana (2019) said that writing is a language skill that is used to communicate indirectly, not face to face with another person, but through the writing media. The writing skill is one of the language skill that makes people can communicate each other even they can not meet one to another. By using writing media in communiation, there are some people who can read the writer ideas, views, feelings, or others through the writing media itself. So, it make the communication process will become easier for people.
According to Fareed et al (2016) he states that writing is one of the productive English skills that should be masterly skilled by English as Foreign Language (EFL) students in Indonesia for written communication and academic writing purposes, such as; letters, essays, papers, articles, journals, project, reports, theses, etc. It asserts that writing has a vital role in language production that is used for global mediation of knowledge. It
means that as the EFL students, we have to understand well about writing itself. It is because of by having a good ability in writing we can be easier to make essays, papers, journals, etc. By mastering the skill of writing, it will be useful for us in teaching the academic writing purposes.
C. Essay Writing
1. Definition of Essay Writing
According to Thoreau in Solihah (2017), an essay is a short piece of writing, which is often from the writers’ point of view. Essay is usually written in formal academic writing and way to access how well the the students understand a subject.
Oshima and Hogue in Sholikah (2017) explain that an essay has three main parts: an introductory paragraph, a body, and a concluding paragraph. The introductory paragraph consists of (1) a general statement which consists of general topic and capture the reader's interest; (2) a thesis statement which consists of specific topic, pattern of organization of the essay. The body discusses the subtopics, one by one. It contains as many paragraphs as necessary to explain all subtopics are like the supporting sentences in a paragraph. The body paragraphs may have some patterns: chronological order, comparison, contrast or a combination of patterns. The concluding paragraph reminds readers of what have been stated in the thesis. The writer can summarize the main ideas, paraphrase the thesis, and make a final comment on the topic.
2. Types of Essay Writing
According to McWhorter in Solihah (2017), in her journal, there are five types of essay which guide the students:
a. Narrative Essay
A narrative essay achieves a certain purpose through telling a story, which makes it more interesting to the reader and get some points across. For example, the students might write a story about meeting someone special to them. The purpose is to tell how meeting the person affects your decision to entertain the reader with a funny story about that person. The purpose is also to create a sense of shared story, to provide entertainment, and to provide insight.
b. Descriptive Essay
A descriptive essay tells about a certain topic or story, using details to appeal to the five senses. It gives readers the ability to vividly imagine the situation and feel as if they are experiencing it first hand. To write a descriptive essay, the students can choose a person, place, event, object, or experience, and describe it throughly using many story details.
c. Comparison amd Contrast
A comparison and/or contrast essay tell about two or more main subjects by pointing out the similarities and/or differences. One of the ways to writes this essay type is the students will choose two
or more 12 objects, people, places, events, experiences, or ideas and compare and/or contrast them based on a few specific points.
d. Cause and Effect Essay
A cause and effect essay analyzes about what the causes certain things to happen or why things are a certain way, the results brought about by certain events, or both. For example, the students may want to write an essay about an event that happen and then they tell how it affects their life. This will tell the cause (the event) and the effect (how it affects their life).
e. Argumentative Essaay
Argumentative essay makes a claim and then gives examples and evidence to prove that point. In the beginning on argumentative essay is by decideing on a certain topic, such as about a belief, idea, or controversial issue.
So, in this research, the researcher uses descriptive essay to analyze the data of the students’ error analysis on using auxiliary verbs in writing essay.
D. Auxiliary Verbs
1. Definition of Auxiliary Verbs
According to the Collins English Dictionary (2012), an auxiliary verb is defined as, a verb used to indicate the tense, voice, mood, etc, of another verb where this is not indicated by inflection, such as English will in “He will go.”, was in “He was eating.” and “He was
eaten.”, do in “I do like you.”, etc. In other words, an auxiliary verb modifies the main verb. It is commonly known as a ‘helper/helping verb’. While auxiliary verbs alone do not carry much meaning, their use in a sentence can change the context or meaning of a message.
The acquisition of auxiliary verbs in one of the more complex aspects of language development (Theakston & Lieven, 2005).
Auxiliary verb is used to make a sentence clearer both in meaning and intense. In English, most of important meaning in sentence is expressed by changing in the main verb which showing the changing of tense. But, English verbs do not have many different forms, the maximum only five forms, for the example the words go, goes, going, went, gone.
Furthermore, auxiliary verbs are used to construct negative statement and question. Auxiliary verbs are considered not only as helping verb to express a particular grammar functions and meaning, but auxiliary verbs also construct the verb to form a negative statement, question, negation, etc. Murthy (2005) tells that an auxiliary verb is a verb which helps other verbs to form different tenses. In auxiliary verbs, there is primary auxiliary verbs such as: is, am, are, do, did, has, have, etc, and there is modal auxiliary verbs such as: can, will, might, should, etc.
So, we can conclude that auxiliary verbs are used to be the helping verbs in the sentence because it will help another verb or main verb to make a sentence clearer both in meaning and intense.
2. Kinds of Auxiliary Verbs
In English we use special forms of the verb phrase to express a lot of important meaning, for example questioning, willingness, possibility, obligation, certainty, etc. The problem is that English verbs do not have many different forms (the maximum is five). So, to express all of these meanings we use a special kind of verbs called auxiliary verbs.
There are some assumptions that is related to the types of auxiliary verbs, as follows:
a. Swan in Khoerunnisa (2011)
Accoding to Swan, there are two types of auxiliary verbs as follows:
1) The first is do, be and have;
2) The second is modal auxiliaries.
b. Alagbe (2009)
According to Alagbe (2009), English auxiliary verbs are two kinds:
1) Primary auxiliary;
2) Modal auxiliary.
c. Hudson in Surbakti & Silviana (2016)
According to Hudson, there are two types of auxiliary verbs, as follows:
1) Primary auxiliary verbs;
2) Modal auxiliary verbs.
d. Riley and Parker in Khoerunnisa (2011)
According to Riley and Parker there are three types of auxiliary verbs, as follows:
1) Tense auxiliary;
2) Do auxiliary;
3) Modal auxiliary.
In this research, the researcher will only focus on primary auxiliary verb and modal auxiliary verbs.
3. Usage of Auxiliary Verbs
Knowing correct auxiliary verbs usage is key to tense usage.
Every tense takes an auxiliary form of the verb. Here is a quick overview of auxiliary verbs usage. Also, there are several usages of auxiliary among them:
a. To make question and negative forms, used Do/Does/Did e.g. What time does he get up?
He didn’t finish his homework last night?
b. To form present continuous tense using Is/Am/Are and present future adding Going to after to be
e.g. They are working hard at the moment.
She is going to study medicine at University.
c. To form past continuous tense using Was/Were e.g. I was watching TV when you arrived.
d. To form present perfect and present perfect continuous using Have/Has
e.g. How long have you lived here?
e. To form past perfect and past perfect continuous using Had e.g. He had eaten by the time I arrived.
f. To forms simple future tense using Will/Will not (Won’t) e.g. He won’t understand.
Beside the explanation that has stated above, auxiliary verb actually can be used in several forms that will explain more below:
a. Passive Voice
The auxiliary be is used with a past participle to form the passive voice, for example, the clause “the door was opened” implies that someone (or something) opened it without stating who (or what) it is. Because many past participles are also stative adjective, the passive voice can sometimes be ambiguous, for example “at 8:25, the window was closed” can be a passive voice sentence meaning
“at 8:25, someone was closed the window”.
b. Progressive Aspect
The auxiliary verb be is used with a present participle to form the progressive aspect, for example “I am riding my bicycle” describe what the subject is doing at the given (in his case present) time without indicating completion, whereas “I ride my bicycle” is a temporally broader statement referring to something that occurs habitually in the past, present and future.
c. Perfect Aspect
The auxiliary verb have is used with a past participle to indicate perfect aspect, a current state experienced by the subject as a result of past action or state. For example, in “I have visited Paris” the current state is one of having a Paris visit in one’s past, while the past action is visiting Paris. The past action maybe ongoing, as in “I have been studying all night”.
d. Modality
Modality means the attitude of the speaker to the action or state being expressed, in terms of either degree of probability (“The sun must be down already”, “The sun should be down already”, The sun may be down already”, The sun might be down already”) ability (“I can speak French”) or permission or obligation (“You must go now”, You should go now”, “You may go now”).
e. Dummy
Do, does, or did plays a dummy (place filling) role in transforming simple (one-word) verbs into questions or negatives:
“I go” “Do I go?”, “I do not go”; “He goes” “Does he go”, “He does not go”; “I went” “Did I go?”,”I did not go”.
f. Emphasis
The auxiliary do, does and did are also used for emphasis in positive declarative statements in which the verb otherwise contains only one word: “I do like this shirt!”, “He does like this shirt”, “I did like that shirt”.
E. Primary Auxiliary Verbs
1. Definition of Primary Auxiliary Verbs
Primary auxiliary verbs are known as non-modal verbs. They are verbs that existed as helping verbs and in the same time as lexical verbs. Damerik (2010) describes that primary auxiliary verbs as verbs which are used together with a main verbs to give the grammatical information and therefore they add an extra meaning to a sentence which is not given by the main verb.
Primary auxiliary verbs have three different forms. These three forms are the verb ‘to be’, ‘to have’ and ‘to do’. This can be supported by Kukucz (2009) who states in his thesis that non-modal auxiliary verbs are second in class and made up the verbs ‘be’, ‘have’ and ‘do’.
Primary auxiliary verbs also consist of some functions, Michael Swan in Nihaya (2011) states that all of the primary auxiliary verbs consist of its own functions. Do is used to make question and negative forms of simple tenses and for some other purposes. Next, auxiliary be is used with participle (-ing and –ed forms) to make progressive and passive verb forms. And the last is auxiliary have, it is used to make perfect verb forms. But, do, be, and have also have other non-auxiliary uses such as it can act as a linking verb in a sentence.
So, the researcher concludes that primary auxiliary verb is non modal auxiliary verb. It is one of the kind of auxiliary verb that consist of three parts: auxiliary be, auxiliary do and auxiliary have. All of the parts of auxiliary verbs have its own purpose in writing itself.
2. Kinds of Primary Auxiliary Verbs a. Be
Be is constructed as an auxiliary even when it functions as a main verb. It normally has no do-construction. It has eight different forms.
Table 2.1
Forms of “Be” Auxiliary Non-
Negative
Uncontracted Negative
Contracted Negative
Base Be
Present 1st person Am, ‘s, ‘m Am not, (are’t, ain’t)
singular ‘m not 3rdperosn
singular
Is Is not, ‘s not Isn’t
1st 2nd, and 3rd person
plural
Are, ‘re Are not,
‘re not
Aren’t
Past 1st, and 3rd person plural
Was Was not Wasn’t
1st 2nd, and 3rd person
plural
Were Were not Weren’t
-ing form Being Not being
-ed participle Been
(Surbakti & Silviana, 2016) The functions of be are:
1) To form progressive tense
Progressive tense or continuous tense makes explicit that certain action is in progress. In other word, the construction emphasize that the action expressed by the verb phrase is going over a span of time. Progressive tense is signed by some form of auxliary verbs ‘be’ plus a present participle (an-ing verb form) as part of the verbs phrase. The form of
‘be’ with depend on the tense of the sentences, as we have seen in the following:
(a) Present progressive (IS/AM/ARE + V.ing) e.g. Intan is eating an apple.
Tila and Winda are studying English.
(b) Past progressive (WAS/WERE + V.ing) e.g. Intan was eating an apple.
Tila and Winda were studying English.
(c) Future progressive (WILL/SHALL + BE + V.ing) e.g. Intan was eating an apple.
Tila and Winda will be studying English.
(d) Perfect progressive (HAVE/HAS + BEEN + V.ing) e.g. Intan has been eating an apple.
Tila and Winda have been studying English.
2) To form passive voice
The most important auxiliary needed to form passive voice is
‘be’. In this voice, ‘be’ is always followed by past participle form of verb. Form of all passive verbs:
For regular verbs, the past participle ends in –ed (e.g.
corrected, wanted). Some participles are irregular (e.g.
taught, seen). The form of be will vary in active (A) and passive (P) form as follows:
Be + Past Participle
(a) Present tense (is/am/are + past participle) e.g. Lia gives intan a new magazine.(A) Intan is given a new magazine by Lia.(P)
(b)Present continuous tense (is/am/are+being+past participle) e.g. Lia is giving intan a new magazine.(A)
Intan is being given a new magazine by Lia.(P)
(c) Present perfect tense (have/has + been + past participle) e.g. Lia has given intan a new magazine.(A)
Intan has been given a new magazine by Lia.(P) (d) Past tense (was/were + past participle)
e.g. Lia given intan a new magazine.(A)
Intan was given a new magazine by Lia.(P)
(e) Past continuous tense (was/were+ being + past participle)
e.g. Lia was giving intan a new magazine by Lia.(A) Intan was being given a new magazine by Lia.(P)
(f) Past perfect tense (had + been + past participle) e.g. Lia had given intan a new magazine.(A)
Intan had been given a new magazine by Lia.(P) (g) Future tense (will/shall + be + past participle)
e.g. Lia will give intan a new magazine.(A)
Intan will be given a new magazine by Lia.(P)
(h) Future perfect tense (will/shall + have + been+past participle)
e.g. Lia will have given intan a new magazine.(A)
Intan will have been given a new magazine by Lia.(A)
(i) Past future tense (would + be + past participle)
e.g. Lia would give intan a new magazine.(A) Intan would be given a new magazine.(P)
(j) Past future perfect tense (would+ have + been+past participle)
e.g. Lia would have given intan a new magazine.(A) Intan would have been given a new magazine by
Lia.(P) b. Do (Do, Does, Did)
The auxiliary do has the following forms:
Table 2.2
Forms of “Do” Auxiliary Non-
negative
Uncontracted Negative
Contracted Negative Present
3rdperson (She, He, It)
Other
Past all subjects
Does
Do
Did
Does not
Do not
Did not
Doesn’t
Don’t
Didn’t (Surbakti & Silviana, 2016) The functions of Do auxiliary in English sentence are:
1) To make question
“Do” will be put in front of the subject and it is always occured an infinitive form of verb. The formula will be:
Do/does/did + Subject infinitive e.g: Do you love her?
Does the baby drink milk?
Did the bird eat the caterpillar?
2) To make negative statement
When we want to make negative sentences of simple present and simple past tense, we will need do/does/did. The formula is:
Subject+Do/Does/Did+not e.g: (+) You give him a basket of apples.
(-) You do not give himapples.
(+) He plays the badminton.
(-) He does not play the badminton.
(+) They took the letters.
(-) They did not take the letters.
3) To make abridgement (omission or substitution) In making sentences, we usually need to repeat some word, especially verb, in order to convey some information. This form will not be effective.
So, in order to make it effective, it needs abridgements. If we want to make abridgement for omitting or substituting verb, we use do/does for the present and did for the past form.
e.g: Do you feel good? Yes, I do (feel good).
She writes faster than hers sister does (writes).
Do auxiliary is often used to emphasize the invention of the sentence. The emphasis can be found in some cases, they are:
(a) As a positive resolution after some doubt e.g. They are so sad that I do want to help them.
(b) As positive contrasting with a negative (often introduced by but)
e.g. She thinks I didn’t get it but I did.
(c) With concessive type of contrast
e.g. Although she speaks no words, I do understand what she feels.
(d) With negative expression
e.g. Rani never did came to my house after Ramadhan last year.
(e) With emphatic adverbs (definetely, positively, certainly)
e.g. Does she remember? She certainly does remember.
(f) To express entreaty e.g. Please, do sit down!
Do borrow the dictionary! I need it.
c. Have (Have, Has, Had)
Like do, have auxiliary has the following forms:
Table 2.3
Forms of “Have” Auxiliary
Uncontracted Non-negative
Contracted Non- negative
Uncontracted Negative
Contracted Negative
Base Have ‘ve Have not, ‘ve
not
Haven’t
-s form Has ‘s Has not, ‘s
not
Hasn’t
Past Had ‘d Had not, ‘d
not
Hadn’t
-ing form Having Not having
-ed participle
Had
(Surbakti & Silviana, 2016) Form of have are used to create tenses known as the present perfect and past perfect. The perfect tenses indicate that something has happened in the past; the present perfect indicates that something happened and might be continuing to happen, the past perfect indicates that something happened prior to something else happening.
Beside that, auxiliary have is also used in Future Perfect.
For examples:
1) Present Perfect
e.g. She has bought the doll.
2) Past Perfect
e.g. She had bought the doll when I came.
3) Future Perfect
e.g. She will have bought doll when you arrived.
The formula like characteristics of English verb is apparent form the fact that each perfect tense uses a special auxiliary:
1) Present Perfect Tense: has (the 3rd person singular) and have (the others)
Has/Have + Past Participle 2) Past Perfect: had (for all the subjects)
Had + Past Participle
3) Future Perfect: will have/shall have. Shall is used for first person and we, Will is used for all other persons.
Will/ shall + have + Past Participle Like do, have is both can as a main verb and auxiliary. As a main verb (=possess) have is sometimes constructed as an auxiliary, especially British English (BrE). American English (AmE) prefers the do-construction:
e.g. She hasn’t any apples. (esp. BrE)
She doesn’t have any apples. (AmE and BrE)
F. Modal Auxiliary Verbs
1. Definition of Modal Auxiliary Verbs
Hopkins and Cullen in Nihayah (2011) define that modal auxiliaries are auxiliary verbs that give information about ability, possibility or necessity. The modals such as can, could, may, might, will, would, shall, should, ought to and need are followed by the infinitive without to and their forms does not change. For example,
“He could speak French and Italian” (not He could speaks).
In addition Betty Schramper Azer in his book Understanding and Using English Grammar 2nd Edition, she suggests that modal auxiliaries generally express a speaker/writer’s attitudes or moods. For example modal can express that a speaker/writer feels something necessary advisable, permissible, possible, or probable. So, they can convey the strength of these attitudes.
In conclusion, modal auxiliaries are functional words that can help the main verbs to express something such as ability possibility and necessity. And also modal auxiliary verbs consist of some modal, such as modal can, may, will, shall, etc. All of the modal auxiliaries have its own past form too, such as could, might, would, should, etc.
2. Kinds of Modal Auxiliary Verbs
According to Betty Schrampfer Azar in her book under the title Understanding and Using English Grammar 2nd Edition, the types of modal auxiliary can be divided into two types. First, modal auxiliary
can, could, had better, may, might, must, ought to, shall, should, will, and would. Second similar expressions: be able to, be going to, be supposed to, be to, have to, have got to, used to.
Stig Johanson et al at Solihah (2017) stated in their book that modals and semi modals can be grouped into three major categories according to their main meanings (excluding used to, which relate to past time).
a. Permission/possibility/ability: can, could, may, might
b. Obligation/necessity: must, should, had better, have to, need, ought to, be s to, be supposed to.
c. Volicion/prediction; will, would, shall, be going to.
Here are the explanations from some statements above about the usages of modal auxiliary verbs, as follows:
a. Can
Can is used informally to request permission, especially if speaker is talking to someone she/he knows fairly well. The detail functions of can are followed:
1) To express their ability e.g. He can swim.
2) To express request or asking to someone else for doing something
e.g. Can you open the windows?
3) To express asking or giving permission
e.g. You can gow home now. (giving permission) Can I go home now? (asking permission) 4) To express possibility
e.g. He can be a good doctor in the future.
5) To express offering something to someone else e.g. Can I get you some tea?
b. Could
1) Could express ability, subject to certain conditions which probably do not exist. In the use, could can refer to the present, the past, or the future.
e.g. I could go now, if I wanted to. (I do not want to).
2) Could is used to request permission, it is some what more formal and polite than can.
e.g. Could I borrow your pen?
3) Could also express the ability in the past.
e.g. When I was younger, I could run fast.
c. May
1) May expresses possibility
e.g. It may rain, according to the weather report.
2) May is also used to express permission.
It is considered more formal and polite than can or could.
e.g. May I smoke here? No, you may not.
d. Might
1) Might expresses possibility which is considerably slighter or weaker than that express by may
e.g. I might accompany you, but it doesn’t appear very likely.
2) Might is used to ask permission. It is more polite than, can, could, or could.
e.g. Might I be excused early?
e. Shall
1) To express the request for agreement or an offer to do something for someone.
e.g. Shall I answer the telephone for you?
2) Shall is used with the first person pronoun, I and We to express future action.
e.g. We shall return in September.
3) Shall can express a threat
e.g. If you speak like that again, you should be punished.
4) Shall may express a promise
e.g. You shall receive your diploma in June.
f. Should
1) To express sugestion
e.g. You look tired, you should take a rest.
2) To ask or give the opinion about something e.g. I am bad at English. What should I do?
3) To show the obligation
e.g. You should pay the tax regularly.
4) To criticize the condition or situation
e.g. The children shouldn’t be playing. They should be at school.
g. Will
1) Will is used to express agreement, mild promise or willingness, or in a question, to make a polite request.
e.g. I will do whatever you think best.
2) The negative of will may express refusal e.g. My uncle will not be there tonight.
3) To express a prediction.
e.g. According to the weather report, it will be cloudy tomorrow.
4) To express willingness e.g. A: The phone is ringing.
B: I will get it.
h. Would
1) The express the result of the a condition in a contary to fact situation.
e.g. If I had time, I would go with you.
2) In the interrogative would may inquire as to someone’s willingness to do something, ask about someone’s preference, or invite someone to do something.
e.g. Would you be kind enough to this for me?
Would friend be interested in this book about ancient art?
Would you like to join us for tea tomorrow?
3) Would in the negative express the refusal. It is the past of will not.
e.g. He would not let me neter the country.
4) To express a habitual or customory action in the past.
e.g. When I was young, my grandfather would tell me stories.
i. Must
1) Function of must in obligation
a) To express the idea of necessity or unavoidable obligation, or a condition which can not be changed.
e.g. The time is up, we must go.
You must try harder.
b) Must in the negative express prohibition and it is used to keep someone from doing something.
e.g. You must not walk on the grass.
You must not pick the flower in the park.
c) In affirmative must can be used to give a strong advice or orders to oneself or other people.
e.g. You must be here by eight o’clock at the latesr.
d) In interrogative must is used to ask about the wishes or intentions of the person one is speaking to.
e.g. Must I clean all the rooms?
2) Function of must in deduction.
a) Must can be used to say that we are sure about something.
e.g. Mary must have some problems: she keeps crying.
b) Must is only use in this way in affirmative sentences. In questions and negatives we use can or can’t instead.
e.g. That can be the postman, It’s only seven o’clock.
c) Must is used with the perfect infinitive for deduction about the past.
e.g. The lights have gone out. A fuse must have blown.
d) In reported speech, must can be used after a past reporting verb as if it was a past tense (only in this case must refers to the past).
e.g. I felt that must be something wrong.
j. Ought to
1) Ought to, like should express desirability, avoidable obligation, or duty. It relates to present or future time. Ought to and should are often used interchangeably.
e.g. You ought to study more.
2) Ought to + have + past participle, referring to past time, indicates that a duty has not been doen or, in the negative something wrong has been done.
e.g. You ought not to have wasted your time.
k. Be going to
Be going to implies prior or planning, or suggest a process leading to an action.
e.g. Ridho is going to apply for a position in the Foreign Service.
l. Have to
1) Have to is used , with a following infinitive, o express the idea of obligation.
e.g. Sorry I have to go now.
2) Have to is used to make a distinction between habitual or repeated obligation, and non habitual obligation. Where there is the idea of repitition we use ordinary verb forms, with do in questions and negatives.
e.g. I don’t usually have to work on Sunday.
3) When people are talking about thing that they are obliged to do, it is more usual to use got-forms.
e.g. I have not go to work tomorrow.
4) Got forms are unsual in the past, and are replaced by ordinary verb forms of infintive and participle.
e.g. Did you go to the mosque that near to your house when you are a child?
5) To talk about the future, both have to and will have to are common. e.g. I’ve got to get up early tomorrow. We are going to holiday.
m. Used to
Used to expresses the idea of a customary or habitual action in the past. e.g. It used to take weeks to cross the ocean by ship.
n. Be to
Be to is used to indicate plans or arrangements.
e.g. I am to telephone him tomorrow. (It has been arranged that I will telephone him tomorrow.)
o. Need
Need is used to express immediate necessity in the future.
e.g. You need not pay for the bill.
1) The ordinary forms of need are much more common than the modal auxiliary forms. The only modal form which is often is need not.
e.g. You needn’t try to explain Do you need to stay this evening?
2) Present tense foms of need can be used to talk about the future, but will need to is often used to give advice.
e.g. Need I come early tomorrow?
3) Affirmative modal forms are possible after negative verbs and in sentences which express doubt or negative ideas.
e.g. I don’t thing he need go just yet.
p. Dare
1) To express bravely e.g. I dare go alone.
2) The negative form of dare is used to express fear e.g. I daren’t look.
q. Have got to
Have got to also expresses the idea of necessity it is informal and is used primarily in spoken English. Usual pronunciation of got to is “gotta”.
e.g. I have got to go now.
r. Be supposed to
1) To express the idea that someone expects something to happen
e.g. The game is supposed to begin at 10:00 o’clock a.m.
2) To expect the expectations about behavior e.g. I am supposed to go to the meeting.
s. Had better.
In meaning, had better is close to should/ought to. But had better is usually stronger. Often had better implies a warning or a threat of possible bad consequences. Had better has a present or future
meaning. It is followed by the simple form of verb. It is more common in speaking than writing.
e.g. The gas tank is also empty. We had better stop at the next service station.
G. Error Analysis
1. Definition of Error Analysis
Dulay et al (1982) mentions the Error Analysis (EA) movement can be characterized as an attempt to account for learner errors that could not be explained or predicted by Contrastive Analysis (CA) or behaviorist theory, and to bring the field of applied linguistics into step with the current climate of theoretical opinion. It is related with Rustipa (2011) who said that Error Analysis (EA) proves the inability of Constractive Analysis (CA) in predicting past number of errors as in CA errors are only viewed as a result of language interference. It means EA has been more successful that really make a significant contribution in applying linguistics than CA.
While, according to Brown (2000) Error Analysis (EA) is 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 surge of study of learner’s error. But, in the other side, the error can help the lecturer in teaching and learning process because they can measure the students’ ability in mastering
the materials, so they can take some solutions for solving the students problem in learning especially for the students who make errors itself.
Richards et al (2002) state that Error Analysis is an activity to reveal errors found in writing and speaking. Error analysis also is the study of errors made by the second and foreign language learners.
Error analysis may be carried out in order to (a) find how well someone knows a language; (b) find out how a person learns a language, and (c) obtain information in common difficulties in language learning. This definition stresses of the functions of the Error Analysis.
From the explanation above, it can be summed up the use of EA in learning English is important. Error Analysis proves the inability of Constractive Analysis (CA) in predicting past number of errors as in CA errors are only viewed as a result of language interference. It is the fact that the students still make errors in learning English as the second language or foreign language. By using and understanding about Error Analysis, it will be easier to make people measure about their ability in English speaking and writing.
2. Distinction between Error and Mistake
Some people have different perception between error and mistake. It becomes in appropriate treated and also it gives negatives effect to the students in knowing and measuring their competence in language learning English. Because of this, a systematic elaboration of
the distinction between error and mistake is obligatory in order to have deep explanation. Absolutely, the students will make error and mistake in the language learning English process.
Brown (2007) tells that learning is required a process which involves make of mistakes. Mistakes, misjudgments, miscalculation, and erroneous assumptions form are necessary aspect of learning. It means that making of error or mistake is happened by the students naturally.
Corder in Cholipah (2014) gives more explanation about error and mistake. He makes a distinction between mistake and error, whereas mistake is a random performance slip caused by fatigue, excitement, and thus can be readily self-corrected, an error is a systematic deviation which made by the students who have not mastered the rules of the L2 yet. The students cannot self corrected an error because it is a product of their current stage of underlying competence reflectively.
It can be summerized that error is related to the students’
deficiency competence, means that students do not know about the language knowledge at all because they have not mastered it yet which it can not be self corrected. While, mistake is related to the students’ qulity performance caused by some factors such as fatigue, lack of attention and motivation, carelessness, and another factors but
