i
A GRAMMATICAL ERROR ANALYSIS ON
APPLYING IRREGULAR VERBS DONE BY THE
FOURTH SEMESTER STUDENTS OF ENGLISH
EDUCATION PROGRAM OF TEACHER TRAINING
AND EDUCATION FACULTY OF WIDYA DHARMA
UNIVERSITY KLATEN IN 2010
By:
Dra. Hj. SRI HARYANTI, M.Hum. KUSTINAH, S.Pd., M.Hum.
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
WIDYA DHARMA UNIVERSITY
ii
This Research Report has been ratified by the Dean of Faculty of Teacher Training and Education, and the Head of Research and Development Department of Widya Dharma University Klaten on:
Day : _________________ Date : _________________
Research and Development Department Faculty of Teacher Training and Education
Head, Dean,
Drs. H. Gunawan Budi S., M.Hum. Drs. H. Udiyono, M.Pd. NIP. 19630705 198703 1 003 NIP. 19541124 198212 1 001
iii
Praise be to Allah SWT, Lord of the Universe that the writers are finally able to finish their research report. Working hard, they can complete this research report. However, this cannot be real without His great blessing.
The writers deeply realize that this research report is prepared with so much help from others, so in this nice chance, they would like to express their sincere gratitude and appreciation to:
1. Drs. Sumargana, M. Si., the Rector of Widya Dharma University Klaten, who facilitates this research.
2. Drs. H. Gunawan Budi Santoso, M.Hum., the Head of Research and Development, who has given correction and suggestion in writing this research. 3. Drs. H. Udiyono, M.Pd., the Dean of Faculty of Teacher Training and Education. 4. The Fourth Semester Students of English Education Program, who have given the
data of this research.
5. All Friends in Widya Dharma University, who have participated in the seminar. The writers are really aware that this report is still far from being perfect. Finally, they hope that this report can be useful for especially English Education program and for the readers in general.
iv
Title ……… i
Ratification ……… ii
Acknowledgment ……….. iii
Table of Contents ………. iv
Abstrak ……… vi
CHAPTER I INTRODUCTION A. The Background of the Study ……… 1
B. The Reason for Choosing the Topic ……….. 3
C. The Problem of the Study ………. 3
D. The Limitation of the Study ……….. 3
E. The Aim of the Study ……… … 3
F. The Use of the Study ………. 4
CHAPTER II REVIEW OF RELATED LITERATURE A. Error Analysis ……… 5
B. The Parts of Speech ……… 7
C. Review of the Verb ……… 13
D. Review of Sentence ……… 19
CHAPTER III RESEARCH METHOD A. The Meaning of Research Method ……… 27
B. The Data and the Source of the Data ……… 27
C. The Method of Collecting the Data ……….. 28
v
B. The Finding ………. 42
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ……… 43
B. Suggestion ……… 45
BIBLIOGRAPHY ………. 46
vi ABSTRAK
Dalam bahasa Inggris dibedakan antara kata kerja teratur dan kata kerja tidak teratur. Keteraturan disini dalam membentuk kata kerja ke dalam bentuk lain, seperti bentuk preterit/past tense/V2 maupun dalam bentuk past participle/V3 karena dalam bahasa Inggris waktu kegiatan akan mempengaruhi perbedaan dalam bentuk kata kerja atau sebaliknya bentuk kata kerja yang berbeda menandai waktu kegiatan yang berbeda. Bentuk kata kerja yang tidak teratur sangat bervariasi ada yang ketiga bentuk sama (cut – cut – cut), ada yang bentuk satu dan tiga sama (come – came –come), ada yang bentuk dua dan tiga sama (bring – brought – brought), dan ada yang ketiga bentuk sama sekali berbeda (break – broke – broken). Hal inilah yang sering menimbulkan permasalahan bagi pembelajar bahasa Inggris. Dalam penelitian ini peneliti mengajukan permasalahan “Apa macam-macam kesalahan yang dilakukan oleh para mahasiswa Program Studi Pendidikan Bahasa Inggris Semester IV FKIP Unwidha Klaten dalam menerapkan kata kerja tidak teratur?”
Permasalahan tersebut akan dapat diselesaikan dengan cara mengumpulkan data tentang kalimat-kalimat yang menggunakan kata-kata kerja tidak teratur melalui pemberian tugas pada para mahasiswa, dengan demikian mereka disebut sebagai sumber data yang selanjutnya data tersebut disimak dan dicatat tentang kesalahannya. Dalam teori metode ini disebut oleh Sudaryanto metode Simak. Terakhir data penelitian dianalisis dengan metode deskriptif kualitatif yang dikemukakan oleh Seliger dan Shohamy maupun Moleong.
Dari hasil analisis dapat diketahui macam-macam kesalahan yang dilakukan oleh para mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris FKIP Unwidha Klaten diantaranya: 1) kesalahan dalam menerapkan verb infinitive/V1 (31 data), 2) kesalahan dalam menghilangkan to be ketika mereka menyatakan dalam waktu continuous atau perfect (21 data), 3) kesalahan dalam menerapkan tenses (18 data), 4) kesalahan dalam menerapkan verb to-infinitive (15 data), 5) kesalahan dalam menerapkan past participle/V3 ketika mereka menyatakan kegiatan dalam perfect tenses atau dalam kalimat pasif (7 data), 6) kesalahan dalam menambah to be ketika mereka menyatakan dalam simple present tense (7 data), 7) kesalahan dalam menerapkan preterit/V2 (5 data), 8) kesalahan dalam menerapkan present participle/V-ing (5 data), 9) kesalahan dalam kesesuaian antara subjek dengan kata kerja (2 data).
1 A. The Background of the Study
Language is a means of communication which takes an important role in human life. There are many kinds of languages. English is the target language in Indonesia and Indonesian is as the native language. English is difficult to study, because it has different system from Indonesian.
It is widely known that English is one of the international languages. It is also a very important means of establishing and maintaining relationship with other people especially people from other country. English is used in education, commerce, business, politics, tourism, technology, etc. Besides that, English is one of the foreign languages that has many functions and used in several countries as a formal language and second language in the other countries. So, why do people learn English? They learn English because English is very important to human life aspects in the world.
People who want to communicate and to convey their meaning correctly must study one of the linguistic aspects which is usually called grammar. In Indonesia, English is given for Junior High School to University, and recently English has also been given in Elementary School. The students often face difficulties in mastering English because of the differences between mother tongue and foreign language they are learning. The differences may be in phonology, grammar, vocabulary, pronunciation, etc.
The application of the irregular verb is one of the materials that the students must learn. The writer believes that by learning English structure especially on applying the irregular verb, the students’ ability in structure can improve. The application of the irregular verb can be in all tenses of the sentences. The irregular verb is used in both active sentence and passive sentence. In the active sentence, it can be used to express the activity in the present, past, or future. In passive sentence, the form of verb needed is past participle which makes the students difficult to apply, because its form is different from the other forms which are used to express the present or past tense. The examples of them are: (to) drive, driving, drove, driven. The form drive is used in the simple present tense such as in the sentence Do you drive a car to work everyday? The form of drove is used in the simple past tense such as in the sentence Bagyo drove his car very fast yesterday. Applying the irregular verb in various forms and tenses is one of the structure problems. The students must try and practice to master it. Teacher must give more attention to guide the students to be successful in mastering this material.
B. The Reason for Choosing the Topic
The writer chooses the title of this study as A grammatical error analysis on applying Irregular Verbs Done by the Fourth Semester Students of English Education Program,Teacher Training and Education Faculty, Widya Dharma University Klaten in 2010 for three reasons as follows:
1. The writer is interested in observing the error on applying irregular verb because it is used in many kinds of sentences based on the tense, the form, and the voice.
2. The students’ errors on applying the irregular verb need to be analyzed to determine the appropriate technique used in comprehension.
3. The teaching and learning the irregular verb needs to be increased by taking the benefit of error analysis result.
C. The Problem of the Study
The problem concerning with this research can be formulated into the following questions: What kinds of errors are done by the Fourth Semester Students of English Education Program, Teacher Training and Education Faculty, Widya Dharma University Klaten in 2010 on applying the irregular verbs?
D. The Limitation of the Study
The writer wants to limit this research in order to make understanding between the readers and the writer. The limitation of the study is as follows:
This study is limited to the fourth semester students of English Education Program, Teacher Training and Education Faculty, Widya Dharma University Klaten in 2010 on applying the irregular verb.
E. The Aim of the Study
1. To identify and classify the kinds of error done by the Fourth Semester Students of English Education Program, Teacher Training and Education Faculty, Widya Dharma University Klaten on applying the irregular verb viewed from grammar.
2. To describe the kinds of error which are made by the students.
F. The Use of the Study
5
This part deals with review of related literature supporting the analysis of the data. It covers error analysis and review of the verb. The followings are the discussion of those terms.
A. Error Analysis
In this part the writer wants to explain about error analysis and the aspects of it.
1. The Meaning of Error Analysis
Language learning is like any other human learning which involves the making of mistake and error (Sujoko, 1989: 4). From the mistakes and errors, the writer will obtain some experiences as feedback to make new attempts by which success comes. Error made by the learners, obviously, can be observed, analyzed, and classified to reveal something of the system which is operated within the learners, it led to the searching for the study of learners’ errors, called error analysis (Sujoko, 1989: 6). While Ellis as quoted by Tarigan and Tarigan (1995: 68) in their book Pengajaran Analisis Kesalahan Berbahasa state that: Error analysis is a procedure generally used by researcher and language teacher, including collecting sample, identifying errors in its sample, describing the errors, classifying the errors based on the reason and giving
evaluation about the seriousness level of the errors.
In this study, the writer wants to analyze the errors on applying irregular verbs done by the fourth semester students of English education study program.
2. The Practical Uses of Error Analysis
Sujoko (1989: 48) states that the practical uses of errors analysis are as follows:
a. Errors provide feedback; they tell the teacher something about the effectiveness of his
teaching materials and his teaching technique.
b. They show him what parts of the syllabus he has been following have been inadequately learned or taught and need further attention.
c. They enable him to decide whether he must devote more time to the item, he has been working on. This is the day-to-day valve of errors, but in terms of broader planning and with new groups of learners.
d. They provide the information for designing a remedial syllabus or a program of teaching.
Errors provide feedback to the teacher how to make a good preparation accurately before teaching. It means error that is revealed can provide some information about teaching and learning weaknesses so the teacher knows what he will do in the next teaching and learning process.
Errors enable the teacher to get valuable experiences to do his work at school. So, when the teacher gets some similar problems in another time the teacher is able to take the best solution.
B. The Parts of Speech
Traditionally, parts of speech consist of Noun, Pronoun, Adjective, Verb, Adverb, Preposition, Conjunction, and Interjection. By learning parts of speech we can classify a half million different words.
1. The Noun
A noun is a word used to name a person, place, thing, or an idea. Persons : George, Mary, Bill, Tom Scott
Places : New York City. Midwest, Mexico Things : book, chair, sun, cloud, bicycle Ideas : justice, courage, hope, love
In English there is a kind of noun, namely Common and Proper Nouns In writing we need to capitalize all proper nouns, we ought to be able to distinguish them from common nouns, which are not capitalized.
COMMON NOUNS PROPER NOUNS
city Phoenix, New Orleans, Waco
state Maine, Ohio, Georgia, Florida
school Jefferson High School, West Point
mountains Teton Range, Allegheny Mountains
saint Saint Valentine, Saint Patrick
month April, May, August, December
writer Edgar Allan Poe, Mark Twain
2. The Pronoun
A pronoun is a word used in place of a noun. The prefix pre- means “for” and noun means “name”. A pronoun, then, is a word used for a name. Learn to recognize these pronouns:
It, its, itself everyone, anyone, someone We, our, ours, us, ourselves none, nobody
Each word below is also a pronoun:
This one, each some, any, all
that either, neither many, more, much, most these other, another what, which
those both, several, few whatever, whichever
3. The Adjective
An adjective is a word used to modify a noun or a pronoun. Modify means “to change”. To modify a word means to change the meaning of the word by making the meaning more definite. An adjective modifies or changes the meaning of a noun or a pronoun by answering one of these questions: What kind? Which one? How many? Notice how the italicized adjectives below answer these questions about the nouns or pronouns modified.
WHAT KIND? WHICH ONE HOW MANY
a blue dress that flower four times a false note this base several girls a rich lawyer the broken bone each player a short one the other one some others
The adjectives most frequently used in English are a, an, and the. These little words are sometimes called articles. The position of an adjective in a sentence varies. Usually the adjective precedes the noun or pronoun modified.
He looked at each one of the old pictures.
Sometimes, however, adjectives follow the word they modify. The baby, tired and sleepy, began to whimper.
4. The Verb
A Verb is a word which expresses action or helps to make a statement. English has the following kinds of verbs: the action verb, the linking verb, regular verb, irregular verb, transitive verb, intransitive verb, finite verb, infinite verb. Words such as do, come, go, and write are action verbs because they express action. A verb may express an action that cannot be seen; examples are believe, know, fear, and think. Besides, there are the various forms of the verb to be:
be was have been
being were had been am shall be shall have been are will be will have been
is has been
These parts of the verb to be have two main uses. They may be used as a helping verb in a verb phrase: was making, will be helped, are leaving, had been seen. Or, when standing alone, parts of the verb to be may be used as linking verbs. Some verbs help to make a statement by serving as a link between two words. These verbs are called linking verbs; they do not express action. In addition to the verb to be, the following verbs are commonly used as linking verbs:
become, grow, seem, appear, look, remain, stay, feel, smell, taste, sound In the following sentences each verb is a link between the words on either side of it. The word that follows the linking verb is a noun or an adjective that fills out or completes the meaning of the verb.
1. Maggie is his sister. [sister = Maggie]
1. She became a housewife. [housewife = she] 2. The ring looked small. [small ring]
3. The fudge tastes good. [good fudge] 4. He remained calm. [calm he]
going, tackled, etc.) and its helpers (is, shall be, was, etc.) work together as a unit, which is called a verb phrase.
5. The Adverb
An adverb is a word used to modify a verb, an adjective, or another adverb. a. Adverbs Modifying Verbs
A word that changes the meaning of a verb is an adverb. Let’s observe the adverbs that modify verbs by answering one of these questions: Where? When? How? To what extent (how long or how much)?
WHERE WHEN HOW TO WHAT EXTENT
1. Play here Play now Play well Do not play 2. He drove there He drives daily He drives carefully He drove far
3. I fell down I often fall I fell clumsily I almost fell b. Adverbs Modifying Adjectives
A word that modifies an adjective is an adverb. Examples: An unusually good batter, Bill knocked another home, run. [The adjective good modifies the noun batter. The adverb unusually, telling how good, modifies the adjective good.]
c. Adverbs Modifying Other Adverbs
Some adverbs modify other adverbs. For example, in the following sentence late is an adverb because it tells when: Eric arrived late. If we add a word to modify late, the adverb, the word we add must also be an adverb.
Eric arrived too late. [The adverb too tells how late.] Eric arrived very late. [The adverb very tells how late.]
6. The Preposition
A word used to show the relationship of a noun or a pronoun to some other word in the sentence is a preposition.
We need to learn to recognize the following words, which are commonly used as prepositions:
about before concerning of under
above behind down off underneath
across below during on until
after beneath except over up
against beside, besides for since upon
along between from through with
among beyond in throughout within
around but (meaning except) into to without
Some prepositions consist of more than one word: instead of, in spite of, on account of, according to.
A prepositional phrase is a group of words beginning with a preposition and ending with a noun or pronoun. Examples: like John, with him, for us, without a word, beside the water, of the street, over the fence, upon the top shelf.
7. The Conjunction
A word which joins words or groups of words is a conjunction. a. Conjunction may join single words:
Bill or Kate tall and handsome Bill and Kate short but handsome b. Conjunction may also join groups of words:
on the desk or in the drawer singing songs and playing games
c. The joined groups of words may be complete ideas: The crowd cheered noisily, for Jones had scored. I dialed her number, but she did not answer.
There are three kinds of conjunctions: coordinating conjunctions, correlative conjunction, and subordinate conjunction.
baseball and tennis [two nouns]
at home or in the library [prepositional phrase]
I talked with Thelma at the party, but she did not tell me about the accident. [two main clauses]
Correlative conjunctions are used in pairs, with other words dividing them. 1. Both Sue and Jack entertained the class.
2. The freshmen asked not only for a big celebration but also for a special holiday. 3. Either you must wash the dishes, or you will have to clean the bedroom.
4. Neither his aunt nor his uncle could guess the answer to the riddle. Coordinating Conjunctions Correlative Conjunctions
and both … and
but not only … but also
or either … or
nor neither … nor
for whether … or
8. The Interjection
Words expressing emotion and having no grammatical relation to other words in the sentence are interjections.
Words which show strong feeling – like ouch! Whew! Ahem! and Well! - are interjections. Since these words show anger, surprise, or excitement, they are usually followed by an exclamation point. Sometimes, when the exclamation is mild, the interjection is followed by a comma.
Examples Oh! Don’t hit me so hard. Bah! He’s no actor. Well, do it yourself then.
C. Review of the verb
A Verb is a word which expresses action or helps to make a statement. Kinds of Verb
a. The Action Verb
Words such as do, come, go, and write are verbs because they express action. A verb may express an action that cannot be seen; examples are believe, know, fear, and think.
b. The Verb To Be
The various forms of the verb to be:
be was have been
being were had been am shall be shall have been are will be will have been
is has been
These parts of the verb to be have two main uses. They may be used as a helping verb in a verb phrase: was making, will be helped, are leaving, had been seen. Or, when standing alone, parts of the verb to be may be used as linking verbs. c. The Linking Verb
Some verbs help to make a statement by serving as a link between two words. These verbs are called linking verbs; they do not express action. In addition to the verb to be, the following verbs are commonly used as linking verbs:
become, grow, seem, appear, look, remain, stay, feel, smell, taste, sound. In the following sentences each verb is a link between the words on either side of it. The word that follows the linking verb is a noun or an adjective that fills out or completes the meaning of the verb.
1. Maggie is his sister. [sister = Maggie] 2. She became a housewife. [housewife = she] 3. The ring looked small. [small ring]
d. Irregular Verb
There are five types of irregular verbs: 1. All three principle parts are different. 2. Second and third principal parts are alike. 3. All three principle parts are alike.
4. First and third principle part are alike. 5. First and second principle part are alike.
I. aLL tHrEE PrINCIPLE Parts arE DIFFErENt (ketiganya berbeda)
NO PATTERN INITIAL MEANING
1 Sing-sang-sung BDRSSS B(mulai), D(minum), R(menelpon), S(bernyanyi), S(tenggelam), S(berenang)
Shake-shook-1. To lie – lied -
II. sECOND aND tHIrD PrINCIPaL Parts arE aLIKE (Bentuk kedua dan ketiga sama)
5 Bend-bent-bent BLRSS B(membengkok), L(meminjami), Rnd(mengkoyak2), Sd(mengirim), Sp(membelanjakan)
bound W(memutar)
7 Pay-paid-paid LMPS P(membayar), L(menaruh), Ml(lupa menaruh), S(mengatakan)
(1) All three principal parts are different.
NO THE PATTERN LIKE: THE VERBS:
1 SING – SANG - SANG Begin, drink, ring, shrink, sing, sink, spring, stink, swim
10 MISCELLANEOUS Be, dive, do, eat, fall, go, lie, see, slay, (a)wake
(2) Second and third principal parts are alike.
NO THE PATTERN LIKE: THE VERBS:
1 HANG – HUNG – HUNG Clink, dig, hang, sling, slink, spin, stick, sting, strike, string swing, wring
kneel, lead, leap, leave, mean, meet, sleep, speed, sweep, weep
3 BRING – BROUGHT – BROUGHT
Beseech, bring, buy, catch, fight, seek, teach, think,
4 BEND – BENT – BENT Bend, lend, rend, send, spend 5 BIND – BOUND –
BOUND
Bind, find, grind, wind
6 PAY – PAID – PAID Lay, mislay, pay, say 7 SELL – SOLD – SOLD Tell, sell
8 MISCELLANOUS Abide, build, clothe, forget, get, have, hear, hold, behold, withhold, light, lose, make, shine, shoe, shoot, sit, slide, stand, understand, withstand, tread, win
(3) All three principal parts are alike.
Bet, bid, broadcast, burst Cast cost cut hit
hurt knit let put read rid shed shut, slit spit split spread rust
(4) First and third principal parts are alike.
Overcome, overcame-overcome Run –ran-run
(5) First and second principal parts are alike. only one verb beat-beat-beat(en)
By memorizing irregular verbs which have different patterns, the students are hoped to be able to apply them in sentences correctly. They do not find difficulty in selecting which form must be used.
D. Review of Sentence
1. Definition of sentence
1. The sentence is the maximal unit of grammatical analysis (Ronald Wardhaugh). 2. A sentence is a form which, in the given utterance, is not part of a larger
construction (Bloomfield).
3. A sentence is a grammatical form which is not in construction with any other grammatical form : a constitute which is not a constituent (Hockett).
4. The smallest unit of full expression is the sentence, not the word. We talk in sentences (Lado).
5. A sentence is as much of the uninterrupted utterance of a single speaker as is included either between the beginning of utterance and the pause which ends a sentence final contour or between two such pauses (Elson and Pickett).
From the definitions of a sentence above, the writer or speaker can know how to identify and make a sentence based on his or her intention.
2. Sentence-Types
1. Sentences may be classified according to their purpose : as declarative, interrogative, imperative, or exclamatory.
A declarative sentence makes a statement. Since we usually make statements that declare something, most of your sentences are declaratives. All declarative sentences are ended with a period (.). Example: The tallest animal in the word is a giraffe.
b. Imperative
An imperative gives a command or makes a request. A command or a request usually has the understood subject you. Some people call this subject as a hidden subject. The imperative sentence is followed by a period. Or if we want to give stress on our imperative sentence, we may end the sentence with an exclamation point. Example : Turn right at the next corner.
c. Interrogative
Interrogative sentence asks a question. To interrogate means to ask. An interrogative sentence is followed by a question mark (?). Example : Where is Boy going now ?
a. Exclamatory
An exclamatory sentence expresses strong feeling and is always followed by an exclamatory point (!). Example : How lucky you are ! What a race !
If we show strong feeling when making a statement, asking a question, or giving a command, then our sentence is exclamatory. Example : Wasn’t he funny! Help! Call the police! I won the booby prize!
2. Sentences may be classified according to their syntax : as simple, compound, Complex, or compound-complex.
a. Simple sentence is a sentence which consists of a pair of subject and predicate. This sentence can be short or long as can be seen in the following. 1) I have a friend living in Jakarta.
2) The boy wearing a blue shirt and white trousers is my friend.
b. Compound sentence is a sentence which consists of at least two main clauses or more. Conjunctions connecting main clauses are such as: and, but, or, so. Example:
1) He is present but his sister is absent.
2) The clever and diligent student beside you can speak English well, and he practises the language regularly.
3) You will also be able to speak the language or you may speak even better. c. Complex sentence is a sentence which consists of one main clause and one
subordinate clause or more as seen in the following examples. 1) I have a book which is blue in color.
2) When I came here yesterday, the door was locked by the servant who lived there.
3) I do not know where he lives.
4) What you have just said is very important for us.
d. Compound-complex sentence is a combination of compound sentence and complex sentence. In short, it can be stated that a compound complex is a sentence which consists of at least two main clauses and one subordinate clause or more, as can be seen in the following sentences.
1) The man can jump 1.50 meters high, but he cannot jump over the wall which is only 1.40 meters high.
2) The book you read yesterday is mine, so that you have to return it to my house which is on Jl. Melati.
Thus, it is clear that a sentence can be said simple, compound, complex or
compound complex not depending on the length but on the number and kind of clause in the sentence.
3. Sentences may be classified according to their form: as periodic or as loose. A periodic sentence is one (like the present sentence) in which the central idea is not complete until the sentence reaches its final word. (in that sentence, notice, grammatical completeness was reached with complete, but the central idea at that point is so unfinished that to stop there would be to phrase a false definition). Example: Whenever you get a chance, write to me.
A loose sentence is any sentence which is not periodic. The term loose implies no derogation, for periodic sentences are too emphatic and too artificial to be used constantly. For that reason, the loose sentence is the commoner type.
4. Sentences may be classified according to their completeness : as full or as in- Complete.
A full sentence is a grammatically complete sentence, containing an expressed (or, as in imperative sentence, an easily supplied) subject and predicate, and no introduced by any subordinating word, unless that subordinating word belongs to a dependent clause. It conveys a complete thought.
An incomplete sentence (elliptical sentence, allowable fragment, minor sentence) is not grammatically complete, but in the context in which it appears it does communicate a clear idea. Example: “Where are you going?” To the drugstore. “Why?” To get a pack of cigarettes.
turn). The emphatic element may be marked also by the use special constructions (It was John who did that) and by word-order (Away he ran). Beside features of modulation, features of selection may serve to mark off different sentence-types. Perhaps all languages distinguish two great sentence-types which we may call full sentences and minor sentences. The difference consists in a taxeme of selection: certain forms are favorite sentence-forms; when a favorite sentence-form is used as a sentence, this is a full sentence, and when any other form is used as a sentence, this is a minor sentence (a sentence which does not consist of a favorite sentence-form).
In English we have two favorite sentence-forms. One consists of actor-action phrases – phrases whose structure is that of the actor-action construction and the other consists of a command - an infinite verb with or without modifiers: Come! Be good! This second type is always spoken with exclamatory sentence-pitch; the infinitive may be accompanied by the word you as an actor: You be good! English has a sub-type of full sentences which we may call the explicit-action type; in this type the action centers round the verb ‘do, does’ did’. This taxeme of selection appears in the contrast between, say, “I heard him” and “I did hear him”. Within explicit-action type, we distinguish: inverted type, occurs in formal yes-no questions, along with question-pitch (Did John run away? Didn’t John run away?) and the un-inverted (informal) type (John ran away? John didn’t run away?).
In general, minor sentences seem to be either completive or exclamatory. The completive type consists of a form which merely supplements a situation – that is, an earlier speech, a gesture, or the mere presence of an object : This one. Tomorrow morning. Gladly, if I can. Exclamatory minor sentences occur under a violent stimulus. They consist of interjections or of normal forms that do not belong to favorite sentence-types, and often show parataxis: Ouch, damn it! This way, please! A substantive form naming a hearer is used in English as a demand for his presence or attention: John! Little boy! With parataxis: Hello, John! Come here, little boy!
5. The main sentence type is sub-divided into three sub-types on the basis of what kind of category occurs in the predicate position of the sentence.
a. Equational sentences, in which the predicate is a NP.
b. Descriptional sentences, in which the predicate is an adverbial or adjective phrase. c. Actional sentences, in which the predicate is a VP.
Equational sentences, consist of two parts, both of them are NP-s. The first NP functions as the subject, and the second NP as predicate of the sentence. A slight break in speech serves as subject marker. This means that when the short break is present the utterance will be an equational sentence; when it is not present, the utterance will be a single noun phrase. Let’s see the following diagram.
S NP
NP predicate N poss NP N Possessive NP N poss N poss
Bapa? ne guru ku bapa? ne guru ku His father is my teacher the father of my teacher
The subject position in the sentence may also be occupied by a lexical item that may occur either as a Demonstrative (Dem) or a N, example: /iku omah-ku/ ‘That is my house’. A NP may involve an embedded sentence:
A descriptional sentence is a sentence in which the predicate is a description of some sort about the subject. The description may be qualitative, locative, directive, durative, frequentative, etc. depending on the kind of category that occurs as the predicate. The subject of a descriptional sentence may be a NP, a lexical item having both the grammatical features (+V) and (+N) before the morpheme /-ne/, or a nominalized verb resulted from a topic-comment transformation rule.
1. NP as subject :
Adhi-ku nang omah. My little brother is at home. 1 2 3 4 2 1 - 3 4
2. a lexical item having the feature (+V) and (+N) as subject : Turu-ne nang omah. His sleeping is at home
1 2 3 4 2 1 - 3 4 3. a nominalized verb as subject :
OlEe turu nang omah. His (way of) sleeping is at home. 1 2 3 4 1 2 - 3 4
1. a qualitative description has an AP (adjective phrase) as the predicate NP - AP
Omah-e api? His house is good
The qualitative description is indicated by a predicate with a lexical item having the grammatical feature (+Adj.)
2. a locative description has an adverb as the predicate (NP + Adv.), Prep/N has the inherent feature (+Loc.)
Adhi-ku nang omah My little brother is at home 3. directive description : NP + Adv.
Bapa?-mu menyang omah-ku Your father (went) to my house
The directive description is indicated here by the inherent feature of the preposition, ie: (+Directive); which requires that the following N has the feature (+Loc.)
Sorot-e (nganti) patang jam The film (lasted) for four hours
The durative description is expresses by the inherent features of the Prep and the N. Even if the prep nganti is optionally deleted the durative meaning (+Dur.) is still found in the N, because of its (+Time) feature.
5. frequentative description :
Pesta-ne ping papat His party is four times
The frequentative description is expressed by the inherent feature of the Prep. Ping namely (+Freq.), which cannot be deleted.
6. quantitative description : NP + NP
Omah-e papat *His house is four (He has four houses) The quantitative description is derived from NP + NP, e.g. ‘Omahe omah papat’ (His house four houses), in which the second word ‘omah’ is deleted through some transformational rule, resulting into ‘Omahe papat’.
An actional sentence has a verb (V) as the head of the predicate, which may or may not be accompanied by other elements preceding or following it.
VP (Aspect) (Auxiliary) V (NP) (Adverb) (S)
Since the predicate is a VP, it expresses some kind of action performed by the NP in the subject position. Example : I have not slept yet. I see a strange man. Ali is sleeping. I am not going yet, but I am going to be.
27
The method of the study consists of the meaning of research method the data and the source of data, the technique of collecting the data, and the technique of analyzing the data.
A. The Meaning of Research Method
Research according to Hornby (1987: 720) means investigation undertaken in order to discover, get new facts, get additional information, etc. It is an activity to identify its big or little object or phenomenon. The badness or goodness of the result of the research partly depends on the technique in collecting the data. Collecting data in the research intends to gain relevant, accurate and reliable materials. To obtain the intended data, the researcher needs the technique, procedures, instruments and activities.
To conduct a good research, a researcher must employ organized procedures. The systematic and planned procedures in the research are collecting and analyzing data. This study takes a descriptive qualitative technique. Descriptive study is a study to describe systematically and factual about facts, characteristic and relationship between events that are researched in present time (Waluyo, 1989: 25). Qualitative research is describing the data significance or the phenomena by showing the evidences. Signifying the data or phenomena depends on the researcher’s ability to analyze (Ali, 1993: 161).
B. The Data and the Source of the Data 1. The Data
2. The Source of the Data
According to Arikunto (1992: 102) the source of the data is the subject where the data can be taken. In this research, the sources of the data are the works on irregular verbs made by the fourth semester students of English Education Program that are subdivided into three classes and the writer chooses this semester, because irregular verb is discussed in detail in the third semester. There are three parallel classes of the third semester students, namely class III A consisting of 30 students, class III B consisting of 30 students, and class III C consisting of 26 students.
C. The Method of Collecting the Data
Sudaryanto (2001: 133) states that there are two methods in collecting the data, they are: simak method and cakap method. According to Sudaryanto (2001: 133) metode ‘simak’ atau ‘penyimakan’ merupakan kegiatan yang dilakukan dengan menyimak, yaitu menyimak penggunaan bahasa, ini dapat disejajarkan dengan metode pengamatan atau observasi dalam ilmu sosial, khususnya antropologi. (Simak’ method is the method done by observing attentively the use of language, it can be paralleled with observation method in social science, especially anthropology.
In this study, the writer uses ‘simak method’ to collect the data of the students’ errors in applying the irregular verbs.
In order to get the accurate and valid data, the writer uses source triangulation as stated by Patton in Moleong that source triangulation has similar meaning with data triangulation. This technique guides the researcher in order to collect the data. The writer’s various data sources have the same or more similar meaning to the researcher’s data. The data will be more valid if they are dig up from several different sources of data. In this research, the writer takes the data from three different classes, class III A, class III B, and class III C.
D. The Method of Analyzing the Data
Qualitative research is a research which is concerned with providing description of phenomena that occurs naturally, without the intervention of an experiment or an artificially contrived treatment (Seliger and Shohamy, 1989: 116). The data are usually in the form of words in oral or written models. These units though come in different forms: some are words within a specific context, or text segments, such as “meaning units”; others are structural segments of text, such as individual phonemes, morphemes, parts of words, lexical and grammatical elements, sentences, phrases, or paragraph; other again are holistic and represent longer text such as narratives (Seliger and Shohamy, 1989: 204-205). In this research, the writer analyzes the data by descriptive qualitative analysis.
After collecting the data, the researcher analyzes them by using the steps according to Tarigan and Tarigan. Concerning with the data analysis, there are some steps of analyzing the data that have been delivered by some experts, especially in analyzing the learner’s errors.
In the respect, Sridhar SN (1985: 222) in Tarigan and Tarigan, (1995: 70) states that the steps in analyzing the errors are as follows:
a. Collection of the data b. Identification of Errors c. Classification of Errors
d. Statement of Related Frequency of Error Type e. Identification of the Areas of Errors
f. Correction of Errors
The steps that will be applied in this research are:
a. Classifying the errors into morphological error and syntactical error. b. Giving the correction to each error.
30 A. Analyzing the Data
In analyzing the data on the students’ errors in applying irregular verbs, the writer views from grammar. They are classified into: errors in verb infinitive/V1, errors in verb to infinitive, errors in preterit/V2, errors in past participle/V3, errors in present participle/V-ing, errors in omitting to be, errors in adding to be, errors in tenses, and errors in subject – verb agreement. The analysis of each kind of error is as follows.
1. Errors in applying verb infinitive/V1
The writer can find the errors in applying verb infinitive without to or verb word in the following data:
1) She saw Richie digs a hole. (E3a.5)
2) I looked the bird fled through the tree. (Es3a.2)
3) I told him that he must forbode her girlfriend to meet me. (Es3a.7)
4) Tearing those papers, and then put into a pan of water. (Tm3c.1)
5) He gets up then left without any words to say. (Dy3c.2)
Besides, there are errors in omitting suffix –s/-es for the third person singular in present tense. That kind of errors most frequently occurs in the students’ everyday sentences. It can be proven by the following data:
6) My mother usually awake to me every morning. (R3a.5) 7) Checilia bereave her wallet. (U3a.1)
8) The child beseech her mother to buy her toys. (U3a.2) 9) She bid shoes now. (W3a.1)
10) He come here to catch him bird. (M3a.5)
11) My father come here to chide my brother. (M3a.6) 12) He go to the shop to choose T. Shirt. (M3a.7)
13) Smith come to cut the grass when his brother go home. (E3a.2) 14) Smith will be cutting the grass when his brother go home. (E3a.3) 15) We know it deal with child guidance. (E3a.4)
16) Richard go home to do assignments. (E3a.7) 17) The bird fly on the sky. (Es3a.1)
18) My mother forbid me to keep away from smoke. (Es3a.5) 19) She forsake a job. (D3a.1)
20) He gild a gold. (D3a.7)
21) Kneeling to pray, she cry. (I3a.3)
22) He rid the beggar in my house. (Sw3a.2) 23) He come to seek a pair of gloves. (S3a.1)
24) Mr. David shake hand to sign that meeting is over. (Rw3a.1) 25) The sun shine in the sky beautifully. (Rw3a.2)
26) Rose use a knife to tear the letter now. (Ap3a.3)
Except the sentence (12) in which the verb go must be added by –es, (17) in which the verb fly , y is changed into i and then added by –es, (21) in which the verb
cry , y is changed into i and then added by –es , all of the italicized verbs must be added by –s.
27) God always oversee many plans for me anytime, anyhow, and anywhere. (M3c.1) 28) Corruption overthrow the prestige of the nation. (M3c.2)
29) Wawan partake in “Dies Natalis” event today. (N3c.2)
30) Sending me a message, after you get the information. (Nh3c.1)
31) Setting the silent way in your mobile hand phone, if you’re in the learning
process. (Nh3c.2)
The verbs in data (27), (28), and (29) should be added by -s because the subjects are included in the third person and the sentences are in present tense. Whereas, verbs in data (30) and (31) should be in the verb word, the sentences are imperatives. The correct sentences are as follows:
27) God always oversees many plans for me anytime, anyhow, and anywhere. 28) Corruption overthrows the prestige of the nation.
29) Wawan partakes in “Dies Natalis” event today. 30) Send me a message, after you get the information.
31) Set the silent way in your mobile hand phone, if you’re in the learning Process.
2. Errors in applying verb to infinitive
Errors in applying verb to infinitive can be seen in these data: 1) The girl only to buy an apple and cake in market. (M3a.1)
2) Arif to hear Andi singing. (E3c.1) 3) Budi to hold a knife. (E3c.5)
Three data above have the errors in the application of the verb to-infinitive. The verb to-infinitive usually follows the other verb as the object of that verb as predicate. The sentences above need the verb without to which is added by –s because the subject is the third person singular in present tense. Those sentences can be stated correctly as follows:
1) The girl only buys an apple and cake in market. 2) Arif hears Andi singing.
The other errors are in the data below: 4) I want to abided that house for 3 months. (R3a.1) 5) She means ask to the woman. (D3a.1)
6) She has been obliged answer the question. (Da3a.3) 7) He strives his dream become a doctor. (As3a.1) 8) He invited me swim at swimming pool. (As3a.2)
9) I bid my father to accompany me to going to my school. (Al3c.4) 10) Her father forbade her went to the cinema last night. (Dk3c.3) 11) I will forbid you go to the school with her. (Dk3c.5)
12) I have forgone James waited for me for two hours. (Dw3c.3) 13) He is try not to hurting her sweet heart. (E3c.6)
Data (4) to (13) have the errors in the use of verb to-infinitive. The verbs which precede them are verbs that need verb to-infinitive. Those verbs are “want, means, obliged, strives, invited, accompany, forbade, forbid, forgone, try”. All of them must be followed by verb to-infinitive. Therefore, the students should make the sentences as the following:
4) I want to abide that house for 3 months. 5) She means to ask to the woman.
6) She has been obliged to answer the question. 7) He strives his dream to become a doctor. 8) He invited me to swim at swimming pool.
9) I bid my father to accompany me to go to my school. 10) Her father forbade her to go to the cinema last night. 11) I will forbid you to go to the school with her.
12) I have forgone James to wait for me for two hours. 13) He tries not to hurt her sweet heart.
If the verb follows adjective, it usually needs verb to-infinitive. So, the data above contain the error in applying the verb. The correct sentences are:
14) It was easy for him to buy share this company. 15) It’s not easy to go across the country’s border.
3. Errors in applying preterit/V2
The writer finds that the students made errors in the data below: 1) My uncle bereave his bag when he was on the bus. (U3a.4)
2) Yesterday, I saw he besought his employer. (U3a.5) 3) I choose a computer a month ago. (M3a.8)
4) My hen eat after my hen had crowed on the fence. (F3a.1) 5) He didn’t slept a wink last night. (P3c.2)
Bereave is verb word in which should be changed into bereft since the
sentence is in past tense. We can see the verb was as the marker of past tense.
Besought is V2/preterit and there is an adverb yesterday as the marker of past tense,
but after the verb of sense, in this case saw the verb follows it must be verb word/V1. The sentence in (3) is in past tense, there is an adverb a month ago. Thus, the verb must be in preterit form, namely chose. The sentence in (3) is in past tense, there is an adverb clause “after my hen had crowed on the fence”. The verb eat should be ate.
Didn’t and last night show past tense. However, most of the students know if didn’t
must be followed by verb word, so slept must be changed into sleep. The correct sentences can be seen in the following:
1) My uncle bereft his bag when he was on the bus. 2) Yesterday, I saw he beseech his employer. 3) I chose a computer a month ago.
4) My hen ate after my hen had crowed on the fence. 5) He didn’t sleep a wink last night.
4. Errors in applying past participle/V3
1) Helen’s neighbor were betaken for a week. (U3a.7) 2) She had knew a Peterpan’s song before she sang. (I3a.2)
3) The seventeen candles are blew by my sweet heart to sign her additional age. (A3a.2)
4) This T-shirt is sewed by my girl friend as a gift for our anniversary. (Nh3c.3) 5) Her arm was broke because she has sprang from the tree. (S3c.1)
6) The crowd has swelled considerably. (T3c.3)
7) The throwing ball was bouncing so high until passing the fence. (Tm3c.1)
There is an error in sentence (1), namely the verb were which should be
has/had. For a week indicates that the sentence is perfect tense. The verbs in data (2)
to data (7) should be in past participle. Sentence (2) shows past perfect, knew must be
known. Sentences (3) and (4) show passive, there are to be are and is as the markers.
So, blew must be blown and sewed must be sewn. Broke is V2, and there is to be was
that denotes the condition of her arm, so the V3 is needed, namely broken. In data (5) and (6) there is also auxiliary verb has which should be followed by V3, namely
sprung and swollen. Ball in data (7) cannot do the activity, so throwing is
inappropriate. It should be altered into thrown which denotes a passive meaning.
The data above can be revised into the following sentences: 1) Helen’s neighbor has/had betaken for a week.
2) She had known a Peterpan’s song before she sang.
3) The seventeen candles are blown by my sweet heart to sign her additional age. 4) This T-shirt is sewn by my girl friend as a gift for our anniversary.
5) Her arm was broken because she has sprung from the tree. 6) The crowd has swollen considerably.
7) The thrown ball was bouncing so high until passing the fence.
5. Errors in applying present participle/V-ing
1) My father came when I was put bicycle. (S3a.6)
2) Have you been get along with your step father? (Dy3c.1)
3) I have no idea what she has been done through for the last 10 years. (Dy3c.4) 4) I’m knowing what he does now. (F3c.1)
5) She is knowing a Peterpan’s song now. (I3a.1)
In data (1), (2), and (3) the verbs put, get, done are incorrect. Sentence (1) is in past continuous tense, the verb in adverbial clause can be either in preterit form or present participle. As there is the verb was,put should be made putting. Sentence (2) uses present perfect tense, so get should be made getting because it is placed after auxiliary been and the sentence is in active voice, and so is sentence (3) done should be made doing. Actually sentences (4) and (5) are in present continuous tense since there is an adverb of time now. However, the English learners know that the verb
know cannot be made knowing when it is used as the predicate in present tense. The
correct sentences of the data above are as the following: 1) My father came when I was putting bicycle.
2) Have you been getting along with your step father?
3) I have no idea what she has been doing through for the last 10 years.
4) I know what he does now.
5) She knows a Peterpan’s song now.
6. Errors in adding to be
The data that show the addition of to be are as follows: 1) I’m blow the balloon. (W3a.2)
2) The sun was arose every morning from east. (R3a.4) 3) We are sat for an exam yesterday. (P3c.1)
4) The sun is arise from east. (R3a.3)
5) I’m forget that today I must study. (Es3a.9)
6) He grinds his teeth when he is sleep. (Em3a.3)
The students have known that in making a sentence they should pay attention to the tense which will be applied, but they are still doubtful to choose which one should be used. As the result, they use two kinds of verb, one as auxiliary or especially to be, and the other as main verb. To be “am, was, are, is” in the sentences above should be deleted if they are made simple tense, either present or past. Moreover, the verb word should be added –s/-es when the subject is the third person singular. The verbs sleep in (6), make in (7) should be changed into sleeps, and
makes. Sentence (4) is in past tense, so the verb arose is used. This sentence would be
better in present tense because it exists everyday. Those sentences can be stated as follows:
1) I blow the balloon.
2) The sun arose every morning from east. Or The sun arises every morning from east.
3) We sat for an exam yesterday. 4) The sun arises from east.
5) I forget that today I must study.
6) He grinds his teeth when he sleeps.
7) Udin’s saying is bitting my heart, so it makes me so sad.
7. Errors in omitting to be
Errors in omitting to be can be seen in the following data. 1) She had burned her hand after she broken heart. (Y3a.1) 2) My mother buying vegetable. (M3a.2)
3) My father chiding my brother. (M3a.7)
4) The prisoner fleeing from prison now. (Z3a.1) 5) The bird flying high over the high tower. (Es3a.3) 6) The water frozen in refrigerator yesterday. (D3a.4) 7) She getting a book now. (D3a.6)
10) The child took by the parent. (Ap3a.1) 11) The letter tore by Rose last night. (Ap3a.2) 12) The milk and chocolate blended by me. (W3a.4)
On data (2), (3), (4), (5), (7), (8), (9), and (10) above, the writer does not find to be ‘is’ to denote that the doer of activity does at the present time. Whereas, on data (1), (6) and (11) there is no to be ‘was’ to denote that the activity was done at past time. Data (12) does not have to be ‘are/were’ to denote a plural subject. The correct sentences of the data above can be stated as follows: (1) She had burned her hand after she was broken heart, (2) My mother is buying vegetable, (3) My father is chiding my brother, (4) The prisoner is fleeing from prison now, (5) The bird is flying high over the high tower, (6) The water was frozen in refrigerator yesterday, (7) She is getting a book now, (8) He is hewing down the tree there, (9) The player is hitting ball very far, (10) The child is taken by the parent, (11) The letter is torn by Rose last night, (12) The milk and chocolate are/were blended by me.
As far as the writer sees the data, it seems to her that this kind of error is usually made by the students. The other data can be presented below:
13) John is eating the cake which given by his mother. (D3c.2) 14) Karen forsakes the assignment that given to her. (Dw3c.4) 15) The students hearing explanation from the teacher. (E3c.2) 16) The water frozen in refrigerator yesterday. (D3c.4)
17) When play, my sister hidden for me. (E3c.4)
This kind of errors can also be found as follows: 18) My body was froze because the weather cool. (D3a.3) 19) To think something, we must full concentration. (Ap3a.4) 20) The cost of living very expensive in some towns. (Aw3c.3) 21) We swimming in the river. (T3c.1)
Sentence (18) is made in past tense, it can be seen from the use of the verb
doesn’t have the predicate. Here the writer can say that there is no linking verb. It needs is/was. There is no auxiliary verb/to be in sentence (21). If it is made in present tense, it needs are, and it is made in past tense, it needs were. The correct sentences are presented below:
18) My body was frozen because the weather was cool. 19) To think something, we must have/be full concentration. 20) The cost of living is very expensive in some towns. 21) We are/were swimming in the river.
8. Errors in tenses
Tense is very important in English. If the student does not comprehend tense, the writer can say that his/her sentences will be incorrect. This assumption can be proven by presenting the following data:
1) The lamp light is shinning bright in the street every night. (Nu3c.1) 2) Mrs. Tutik teachs English at this moment. (T3c.3)
3) The glass on the table is fallen since an hour ago. (D3c.4)
4) The lecture forgoes the class run noisily when his students discussed. (Dw3c.2) Adverb of time every night shows that the sentence is in present tense, and simple present tense needs the verb word. Therefore, is shinning in sentence (1) should be changed into shines. Adverb of time at this moment indicates the progressive activity; teachs in (2) is incorrect, so it should be is teaching. Adverb of time since an hour ago in (3) refers to perfect tense. To make the sentence acceptable, the auxiliary verb must be changed into has/had. Adverbial clause of time when his
students discussed in (4) indicates that the sentence is past tense, so forgoes is
changed into forwent. Here are complete and acceptable sentences: 1) The lamp light shines bright in the street every night.
2) Mrs. Tutik is teaching English at this moment.
3) The glass on the table has/had fallen since an hour ago.
5) Three days ago my mother has ground hulled rice to make “Apem Cake”. (Em3a.4)
6) She has heard her father news yesterday. (Ar3a.1) 7) Dewi has left the library two hours ago. (G3a.1) 8) Andi has lent his book to Rina yesterday. (G3a.2) 9) Andi has leapt the window last night. (G3a.2) 10) He has read the letter yesterday. (Sw3a.1)
Past tense can be shown by the use of adverbs of time “ago, yesterday, last” and the preterit verb. Sentences (5) to (10) use those kinds of adverb, so has in all those sentences must be deleted. The correct sentences are presented below:
5) Three days ago my mother ground hulled rice to make “Apem Cake”. 6) She heard her father news yesterday.
7) Dewi left the library two hours ago. 8) Andi lent his book to Rina yesterday. 9) Andi leapt the window last night. 10) He read the letter yesterday.
The other data consisting of errors are in the following:
11) He used to be rich land lord but his employees overthrow him because he was unwise. (M3c.3)
12) He went to the book store before her friend invite him to do homework together. (Em3a.2)
13) Just now I saw her, but she has gone when I slept. (Es3a.10) 14) She has sold a flower when I came. (S3a.3)
15) Earthquake had shaken all people in Yogyakarta before they wake up that morning. (S3a.5)
Used to is used to express past habit or past custom, so the verb overthrow in
(11) must be in the form of overthrew. The main clause of sentences (12) and (15) are in simple past and past perfect tense, invite should be invited, wake should be woke.
instead of has. In addition, the subordinate clause in (14) is in past tense, so had must be used instead of has. The correct sentences can be stated as follows:
11) He used to be rich land lord but his employees overthrew him because he was unwise.
12) He went to the book store before her friend invited him to do homework together. 13) Just now I saw her, but she had gone when I slept.
14) She had sold a flower when I came.
15) Earthquake had shaken all people in Yogyakarta before they woke up that morning.
The other errors in applying tenses are found in the following: 16) One who repaid the loan late will get notification from bank. (N3c.1) 17) He will be going to my grandmother’s home when holiday came. (Em3a.1) 18) She was besought absent today. (U3a.3)
Repaid in (16) is inappropriate because the predicate of the main clause is in
future tense. The modal auxiliary will is as the marker, so repays is used instead of
repaid since the subject is the indefinite pronoun in singular. Simple form is usually
used when the other clause is in future tense. We cannot use will in the two parallel clauses. We cannot say “One who will repay the loan late will get notification from bank”. Sentence (17) is also in future tense. There is modal auxiliary will as the future marker, so we should use the verb comes. Why comes is used not come? Holiday is singular form. Adverb of time today refers to present tense, so was besought in (18) should be changed into beseeches, it is because the subject is she which is classified into pronoun for the third person singular. The sentences above can be revised into the following:
9. Errors in subject – verb agreement
There are only two sentences which consist of error in subject – verb agreement.
1) Israel and Palestina has been fighting for long years. (Dk3c.1) 2) My sister have flung a glass until broken. (Dk3c.2)
And functions to connect one item and another item. Of course the two connected items are classified into plural nouns. Has in (1) above is incorrect. Have
in (2) is also incorrect because the subject of the sentence is my sister which is considered as the third person singular. The two correct sentences are as follows: 1) Israel and Palestina have been fighting for long years.
2) My sister has flung a glass until broken.
B. The Finding
43 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing data concerning errors in the application of irregular verbs, the writer comes to the last chapter, namely “Conclusion and Suggestion”. This chapter deals with inferences of the writer’s interpretations. The conclusion is as the answer of the problem stated in chapter I, that is “What kinds of errors are done by the fourth semester students of English education program, teacher training and education faculty, Widya Dharma University Klaten in 2010 on applying irregular verbs?”
The conclusion is that the kinds of errors which are done by the fourth semester students of English education program, teacher training and education faculty, Widya Dharma University Klaten in 2010 on applying irregular verbs are classified into nine (9) as follows:
1. Errors in applying verb infinitive/V1 2. Errors in applying verb to infinitive 3. Errors in applying preterit/V2 4. Errors in applying past participle/V3 5. Errors in applying present participle/V-ing 6. Errors in adding to be
7. Errors in omitting to be 8. Errors in Tenses
9. Errors in Subject – Verb agreement
The representation of the data of each kind of error can be seen below:
1. Errors in applying verb infinitive/V1 1) She saw Richie digs a hole. (E3a.5)
3) Checilia bereave her wallet. (U3a.1)
4) Wawan partake in “Dies Natalis” event today. (N3c.2) 2. Errors in applying verb to infinitive
1) The girl only to buy an apple and cake in market. (M3a.1) 2) Arif to hear Andi singing. (E3c.1)
3) I want to abided that house for 3 months. (R3a.1) 4) She means ask to the woman. (D3a.1)
3. Errors in applying preterit/V2
1) My uncle bereave his bag when he was on the bus. (U3a.4) 2) I choose a computer a month ago. (M3a.8)
3) My hen eat after my hen had crowed on the fence. (F3a.1) 4) He didn’t slept a wink last night. (P3c.2)
4. Errors in applying past participle/V3
1) She had knew a Peterpan’s song before she sang. (I3a.2)
2) The seventeen candles are blew by my sweet heart to sign her additional age. (A3a.2)
3) This T-shirt is sewed by my girl friend as a gift for our anniversary. (Nh3c.3) 4) Her arm was broke because she has sprang from the tree. (S3c.1)
5. Errors in applying present participle/V-ing
1) Have you been get along with your step father? (Dy3c.1)
2) I have no idea what she has been done through for the last 10 years. (Dy3c.4) 3) I’m knowing what he does now. (F3c.1)
6. Errors in adding to be
1) I’m blow the balloon. (W3a.2)
7. Errors in omitting to be
1) She had burned her hand after she broken heart. (Y3a.1) 2) My mother buying vegetable. (M3a.2)
3) My father chiding my brother. (M3a.7)
4) The prisoner fleeing from prison now. (Z3a.1) 8. Errors in Tenses
1) The lamp light is shinning bright in the street every night. (Nu3c.1) 2) The glass on the table is fallen since an hour ago. (D3c.4)
3) The lecture forgoes the class run noisily when his students discussed. (Dw3c.2) 4) Three days ago my mother has ground hulled rice to make “Apem Cake”. (Em3a.4)
5) She has heard her father news yesterday. (Ar3a.1) 9. Errors in subject – verb agreement
1) Israel and Palestina has been fighting for long years. (Dk3c.1) 2) My sister have flung a glass until broken. (Dk3c.2)
B. Suggestion
The writer thinks that kinds of errors the writer finds are almost done by the Indonesian learners of English. It may be caused by some factors, such as the ignorance of the structure, the lack of exercises, the laziness, the structure of Indonesian, etc. Therefore, in this nice chance the writer gives suggestion to both English teachers and students.
