AN ERROR ANALYSIS ON USING SIMPLE PAST TENSE IN
RECOUNT TEXT BY THE FIRST GRADE STUDENTS OF
SMA NEGERI 2 SALATIGA IN THE ACADEMIC YEAR OF
2014/2015
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirements for the Degree of Sarjana Pendidikan Islam
(S.Pd.I)
English Education Department of Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
By:
NUR ANITA
113 10 077
ENGLISH EDUCATION DEPARTMENT TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
DECLARATION ميحرلا نمحرلا الله مسب
“In The Name of Allah the Most Gracious and the Most Merciful”
Hereby the writer declares that this graduating paper is written by the writer herself, and it does not contain materials written and has not been published by others and other people‟s ideas except the information from the references.
The writer is can be responsible for her graduating paper if in the future, it is proved of containing others‟ idea or in fact, the writer imitates the others‟ graduating paper.
The declaration is written by the writer and she hopes that this declaration can be understood well.
Salatiga, February 18th, 2015 The Writer,
Motto
“Your attitude is like a box of crayons that color your world. Constantly color
your picture gray, and your picture will always be bleak. Try adding some bright colors to the picture by including humor and your picture begins to lighten up.”
DEDICATION
This work is sincerely dedicated for:
1. My beloved parents, my mother (Yatmi) and my father
(Nuryadi) who always pray, guide, motivate me to
become better person.
2. My beloved twins sisters (Nur Aniati) who always be my
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the writer could complete this thesis as one of requirement to finished study in English and Education Department of States Institute for Islamic Studies.
This graduating paper would not have been completed without support, guidance
and guidance from individual and institution. Therefore, I would like to express special
thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies
(IAIN) Salatiga.
2. Noor Malihah, Ph. D. as the Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga. Thank you for all your
suggestions, recommendations and supports for this graduating paper from the
beginning until the end.
3. Ruwandi, M. A. as counselor who has educated, supported, directed and given the writer advice, suggestion and recomendation for this graduating paper from beginning until the end. Thanks for your patience and care.
4. All lecturers in English Department Faculty of STAIN Salatiga. Thanks for all
5. My beloved mother, father and sister. Thanks for love, support, and praying.
6. The beloved friends (Siska, Winda, Puji, and Sukris). Thanks for always give me
sweet memory, and support.
7. Special thanks someone who help and accompany directly in working with this
thesis; Yayan who always help me and standing beside me.
8. All of my friends TBI ’10 especially C class, thanks for the cheerfull and your
togetherness.
9. All of staffs who help the writer in processing of thesis administration.
10. Everybody who has helped me in finishing this thesis. Thanks for all supports,
advice, suggestion and other helps that you all gives. The writer hopes that
this thesis will useful for everyone.
Salatiga, February 18th 2015 The writer
ABSTRACT
Anita, Nur. 2015. “An Error Analysis on Using Simple Past Tense in Recount Text by the First Grade Students of SMA Negeri 2 Salatiga in the Academic Year of 2014/2015”. A Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN). Counselor: Ruwandi, M. A.
Keywords:writing, Recount Text, Simple Past Tense, Error;
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTE ... iii
CERTIFICATION PAGE ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
2. ... Lang uage Feature of Recount………... 19 C. ... Simp General Description of SMA Negeri 2 Salatiga……… ... 35 2. ... Cond
nique of Collecting Data
2. ... Docu mentation ……….. ... 42 E... Evalu
ation Criteria
1. ... Class ification of Students‟ Scores ... 43 2. ... Quan
tification of errors ……….. ... 45 CHAPTER IV DATA ANALYSIS
A. ... Data Presentation ... 47 B. ... Discu
ssion
1. ... Gene ral Findings ... 50 2. ... Indiv
idual Findings ... 50
CHAPTER V CLOSURE
C. ... Conc lusion ... 82 D. ... Sugg
estion ... 83 BIBLIOGRAPHY
LIST OF TABLES, CHART AND FIGURE
Table 3. 1 The Condition of the Building of SMA Negeri 2 Salatiga 35
Table 3. 2 List of the Teachers and Staffs 37
Table 3. 3 The Total Number of Students in 2014 37
Table 3. 4 The List of X MIA 2 38
Table 3. 5 Rubric of Students’ Writing 44
Table 3. 6 Classification of Students’ Scores 45
Table 4. 1 The Students’ Writing appendix
Table 4. 2 The Types of the Students’ Error appendix Table 4. 3 The Distribution of the Students’ Writing appendix
Table 4. 4 Students’ Score and Mark appendix
CHAPTER I
INTRODUCTION
A. Background of the Study
Writing is the most complicated skills both for native and non – native learners. Native learners got English from their parents and from their playmates; it is just for speaking system. By the time they enter first grade or even kindergarten, they have learned to use and to respond to the stresses and pitches of English. But at this age, they have not yet learned such things as paragraphing, spelling, or even punctuation: one of the first thing that a child learning to write English has to be taught, for example, is to begin each sentence with a capital letter and to end it with a period, question mark, or exclamation mark ( Allen, 1972: 80). It shows that writing is difficult even for the native learners, because they have to learn to make it well.
and English have totally different rule in their structure. It is very influence in their process of writing English.
Sociolinguistic situation is also influence their writing process. Richards stated that different setting for language use result in different degrees and type of language learning. These may be distinguished in terms of the effects of the socio-cultural setting on the learner‟s language and in terms of the relationship holding between the learner and the target language community and the respective linguistic markers of these relations and identities. Included here are thus the effects of the learner‟s particular motivations for learning the second language as well as the effects of the socio-cultural setting.
Structure is one of the most complicated rules in writing English for non – native learners especially in grammar. It is not to be expected that study of the grammar, no matter how good a grammar it is or how carefully it is taught, will effect any enormous improvement in writing (Allen, 1972: 107).
speeches (Anderson and Anderson, 2003:49). Even though Recount text had been studied since junior high school, sometimes the students had problems in writing it. It is because in writing Recount text, the students should be aware in using the schematic structure of Recount text including orientation, record of events, and reorientation (Anderson and Anderson, 2003:50). Besides that the students should apply the linguistic features of Recount in their text including specific participants, circumstance of time and place, first person, additive conjunction, material process, and past tense (Gerot and Wignell, 1995:194), (Nafisah and Kurniawan, 2007:71).
Simple past tense is one of the components needed in writing recount text. It may be difficult in English conjugates verb tense – that is the way to change verb to communicate past action. First, usually they use multiple past tense markers, for example “Did you went home?” that should be “Did you go home?” And then they make incorrect tense with a temporal adverb, like the use of “Yesterday”. For example “yesterday I
play”, it should be “yesterday I played”. They also make create incorrect tense with irregular verbs.
According to the curriculum 2013, learners have to produce recount text with well structure. The purpose of the text is retelling the past experiences. The learners will write their experiences in recount text to develop their ability in mastering simple past tense. This research focuses on the qualification of items analysis such as content, vocabulary, grammar and mechanics. Based on the research background above and in order to make this research consistent with the topic the writer intended to restrict the problem and purpose of this research in finding out the errors entitled “An Analysis on Grammatical Errors in Using Simple Past Tense in Recount Text Written by the First Grade Students of SMA Negeri 2 Salatiga in the Academic Year of 2014/ 2015”
B. The Statements of the Problem
Based on the background of the study there are problems, which can be formulated after identifying the type errors. The problem can be stated as follows:
1. What are the types of errors that occur in using simple past tense in recount text written by the first grade students at SMA Negeri 2 Salatiga in the academic year of 2014/ 2015?
C. The Objectives of the Study
Based on the statements of the problem above, the objectives of this research are follows:
1. To find out the dominant errors on the use of simple past tense in recount text writing by the first grade students at SMA Negeri 2 Salatiga in the academic year of 2014/ 2015.
2. To identify and classify the causes of errors in doing item of simple past tense by the first grade students at SMA Negeri 2 Salatiga in the academic year of 2014/ 2015.
D. The benefit of the Research
The result of this research is expected to give contribution in some ways:
1. Practically
The result of the research can be used by English teacher especially in SMA Negeri 2 Salatiga, to detect the learners‟ ability in
mastering simple past tense in recount text and to identify what they have and have not learnt, also to know the causes of unsuccessful learning in simple past tense.
2. Theoretically
E. The Limitation of the Problem
In order to make a focus in this research, especially in the explanation, the writer limits the study as follows:
1. The research uses a test to find the students errors in using simple past tense in recount text.
2. The research carries out the first grade students at SMA Negeri 2 Salatiga in the academic year of 2014/ 2015.
F. The Definition of the Key Term
To make easier in understanding this research, the researcher defines the key terms are follows:
1. Errors Analysis
An error is a noticeable deviation from the adult grammar of an active speaker, reflecting the inter language competence of the students (Brown, 1980:165).
Errors are the sign that learner has not mastered the target language. Learner makes errors when they have not learned something correctly and they consistently wrong. For example:
a. I student. (The correct sentence: I am a student)
b. Yesterday he come. (The correct sentence: He came yesterday). Tarigan, H. G. (1988:76-77), explained that:
“Students make errors when they produce sentence or arrange
mastered the system of the language yet. However when students produce sentence ungrammatically due to their divided concentration, their incorrect writing, they make mistake.”
2. Simple past tense
The simple past tense has some functions as follows:
a. The simple past tense is used to describe a completed action in the past. The action can single action: He sent a letter to you yesterday. It can be a repeated action: He made several trips to Europe in the last years of his life. It can cover a long period of time: He worked for the city for thirty years. These entire action share one characteristic – they were all complete in the past. b. The idiomatic verb phrase used to emphasizes the idea of a
repeated or habitual action in the past. He used to work in the city. He used to bite his fingernails, but he‟s stopped doing it.
c. Time expressions that are commonly used with the simple past tense include all. Those which indicate a definite past time, such as yesterday, expressions with last and ago and specific time references about the past.
d. Recount Text
G. Review of Previous Research
The writer reviews of related researcher from other thesis as principle or comparative in this research. First previous research was done by Doni Ramli a student of Teacher Training and Education Faculty Tanjungpura University Pontianak, entitled “An Analysis on Students‟
Errors in Writing Recount Text”. He analyzed that based on the finding in
his research, there were 275 errors made by the students in writing recount text. The errors were 95 or 34.54% errors at writing content of the text, 21 or 7.63% errors at vocabulary, 123 or 44.74% errors grammar and 36 or 13.9% errors at mechanics.
The second previous research was done by Anisa Fitriyani the student of State Institute of Islamic Studies Salatiga, entitled “ An Error
Analysis of Word Order Use in Recount Text Made by Students at the Tenth Grade of MAN 1 Kota Magelang Academic Year 2013/ 2014”. She
It is compared to the previous researches, this research will analyze the grammatical errors in using simple past tense in recount text to know the dominant errors made by the students and what is the kind of the errors commonly.
H. Organization of Paper
This paper is divided in to five chapters. Each of them can be explained as follows:
Chapter I is Introduction. It contains background of the study, the statement of the problem, the objective of the study, benefits of the study, limitation of the study, definition of key terms, review of previous research, methods of the research, and organization of paper.
Chapter II is theoretical Framework, which is discuss about the definition of error, simple past tense, and recount text.
Chapter III is Methodology of Research that consists of setting of the research, subject of the research, method of the research, procedure of the research, technique of collecting data and technique of data analysis. Chapter IV is Data Analysis. It consists of conducting the test, identifying and listing the students‟ errors, classifying the students‟ errors, computing
the percentage of errors, analyzing the errors.
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Writing Skills
Some students and aspiring professionals believe that serious reading, reflecting, and writing are activities that require extraordinary amounts of effort and commitment – more than anyone can expend in days that are filled with innumerable obligations (Beene, 2004: 2). Writing is one of the activities that need more effort than others. It teaches everyone how to reason carefully, analyze closely, recognize conflicting viewpoints on issues, and improve communication skills. It is also supported by Beene(2004: 2), said that reading and writing require reflection.
Writing is a natural thinking process and people share what they think to others with a communicative language. They make their opinions and they absolutely want their audiences accept or get the point. Beene (2004: 3) also says that this is another way of saying that all communicative writing has a purpose and that the purpose in writing to induce to see the world as the writer sees it.
greater control over what you write and greater confidence in your ability to write (2004: 4). The authors have their style of how to share their idea in to some words. It is according to their knowledge and their skills to write. Their background of mother tongue is also influence their writing.
Writing for learners is an activity that very hard to do for some of them. They have to use a suitable word, clear explanation, and right grammar of the situation tells. According to Norman (1962: 3), the writer must posses a feeling for words – a kind of word sense – that will help him to put the right word in the right place.
In this case, learners have to write in English language although it is not their first language. It makes some difficulties for them. Background of their language is influence their process of writing. They should to use English vocabulary and its roles that totally different with their basic language. They will be more aware to choose the vocabulary to write. They have to make a clear sentence and a fact. Facts are details, and details make good writing; but not all details are facts (Norman, 1962: 5).
2.Writing Process a. Planning
Harmer (2004:4) stated before starting to write or type, try and decide something that going to say. When planning, author has to think about three main issues. First, the purpose of writing since this will influence the type of text, the language, and the information. Ede (2008:251) added to try establishing a controlling purpose. A controlling purpose reveals just not the topic but also the point and the effect to the readers. Second, the audience, since this will influence not only the shape of writing but also the choice of language. Thirdly, the content structure that is, how best to sequence the facts, ideas, or arguments which they have decided to include. Ede (2008:250) added planning activities described in generally require more discipline. Because much of the crafting essay occurs as a result, however, this work can be intensely rewarding.
b. Drafting
c. Editing (Reflecting and Revising)
Reflecting and revising are often helped by other readers or editors who comment and make suggestions. Another reader‟s reaction to a piece of writing will help the author to make appropriate revisions. Ede (2008:282) added that when revise a draft, begin by asking the big, important questions about how well the essay has responded to rhetorical situation, and how successfully the writer achieved the goals established by controlling purpose. If the writer discovers that the essay hasn‟t achieved its original purpose,
the writer must make major changes in the draft. d. Final Version
When writers have edited their draft, making the changes they consider to be necessary, they produce their final version. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process.
The writing process that described operates whether people are writing e-mail, texting, writing shopping list, or providing compositions for their English teachers. However, to approach the process, the writer will still try and plan what to write, check what have written, and revise it before sending it off.
a. Getting started (adapting the free writing technique).
b. Optimal monitoring of one‟s writing (without premature editing and diverted attention to wording, grammar, etc).
c. Peer editing (accepting/using classmates‟ comments). d. Using the instructor‟s feedback.
e. Reading aloud technique in small groups or pairs, students read their almost-final drafts to each other for a final check on errors, flow of ideas, etc.
f. Proof reading.
Since writing as a process is oriented towards work in progress and the development of new skills, rather than merely evaluative tasks, the classroom practices, therefore, will vary each other. These often depend much upon the students‟ experiences and skills when planning
and adjusting their writing program (Fauziaty, 2005:151).
a. Demonstrating
Learners need to be aware of writing conventions and genre constraints in specific types of writing; teachers have to be able to draw these features to their attention.
b. Motivation and Provoking
Provoking the learners into having ideas, stimulating them with the value of the task, and persuading them what fun it can be.
c. Supporting
Teachers need to be extremely supportive when learners are writing, always available, and prepared to help learners overcome difficulties.
d. Responding
When responding student‟s work at various draft stages, we will not be grading the work or judging it as a finished product. Instead, telling the learner how well it is going so far.
e. Evaluating
When evaluating learners‟ writing, indicate they wrote well and
3.Writing Format
Gower, Philips, and Walters (1995:113) stated that writing involves different aspects. It is useful to look at them under these headings:
a. Handwriting
This maybe is a problem for learners who are not familiar with Roman script.
b. Spelling
Usually more of problem for speakers non-English languages. However, speakers of languages where the spelling and pronounciation are consistent.
c. Punctuation
The conventions of English capital letters and punctuation are not universal and might have to be taught.
d. Sentence Construction
The construction of sentences those are grammatically correct, using correct word order.
e. Organizing A Text and Paragraphing
Dividing the information into paragraphs. Knowing when start a new paragraph. Ordering the paragraph to present a logical argument, tell a story, etc.
Using language that appropriate the formality and style of the text. B. Recount Text
There are many texts that have learned by students one of them is recount text. Recount is a reconstruction of something which happened in the past (Djuharie: 2008). It is the unfolding sequence of event over time and the purpose is to tell what happened. Recount text begins by telling the reader who was involved, what happened, where this event took place and when it happened. The sequence of event is then described in some sorts of order, for instance a time order. The generic structure of a recount consists of three parts; they are the setting or orientation, events, and conclusion. The setting or orientation is the background information answering who, when, where and why. It is also where you give an outline of what you are writing about. Events are where the students write about the things that happened and are identified and described in chronological order. And the conclusion expresses a personal opinion regarding the events described. A recount has a title, which summarizes the text. Since recount tells about past experiences, it uses past tense. A recount describes events, so plenty of use is made of verbs (action words), and of adverb (describe or add more detail to verb). It describe the events word which link event such as next, later, when, then, after, before first.
1.Generic Structure of Recount
c. Reorientation: It is optional. Stating personal comment of the writer to the story
2.Language Feature of Recount
a. Introducing personal participant; I, my group, etc b. Using chronological connection; then, first, etc c. Using linking verb; was, were, saw, heard, etc d. Using action verb; look, go, change, etc e. Using simple past tense
C. Simple Past Tense
1. Forms of Simple Past Tense
According to Glorfeld, Lauerman, and Stageberg statement (2002: 100) , authors must be careful in their use of the tense form of verbs to show time. When they do not select the tense forms which would indicate the precise time relationship that they have in mind or when they shift from one tense to another without reason, they may confuse the readers or muddle the time perspective in their writing.
Frank, Marcela (1973:14) defines: “Tense a special verb ending or accompanying verb signaling the “time” an event takes place”. Based on the
definition above, the author would like to say that the word “tense” stand for
property that related to the time a verbs action is performed. By tense we understand the correspondence between the form of the verb and our concept of time (present, past or future).
Comrie (1985:41), states that: The meaning of the past is this location in time period to the present moment and any further deduction about temporal location that are made on the basic of individual sentences in the past tense are the result of factors other than simply the choice of tense. The simple past tense has some functions as follows:
a.The simple past tense is used to describe a completed action in the past. The action can single action: He sent a letter to you yesterday. It can be a repeated action: He made several trips to Europe in the last years of his life. It can cover a long period of time: He worked for the city for thirty years. These entire action share one characteristic – they were all complete in the past.
b.The idiomatic verb phrase used to emphasizes the idea of a repeated or habitual action in the past. He used to work in the city. He used to bite his fingernails, but he‟s stopped doing it.
c.Time expressions that are commonly used with the simple past tense include all. Those which indicate a definite past time such as yesterday, expressions with last and ago, and specific time references about the past.
Emery (1972), say that a sentence is the essential unit of communication, which is a meaningful and orderly arrangement of words. To be a meaningful, any arrangement of words must form some kind of pattern.
About sentence, Frank (1972:225) explains that there are sentence patterns: a. S V : Children run
b. S V A : Mary was at home c. S V C : Mary was a nurse d. S V O : Children played a game e. S V O A : I put a plate on the table f. S V O C : We had proved him wrong
A verb indicates the time of the action, event, or condition by changing it form. Verb can be divided into various kinds, according to its form; there are two types of verb, which are regular and irregular verb.
1)Regular Verbs
Regular verbs are verbs whose past tense are formed by adding “ -ed/ -d‟ to the infinitive. For instance:
I play badminton (Present Tense) I played badminton (Past Tense)
There are some regulations to form regular verbs:
a) We generally form past tense by adding “-ed” to infinitive. Example:
b) If the infinitive ended in vowel “e” we add “-d” to form past tense. Example:
Dance - danced - danced Like - liked – liked
c) If the infinitive ends in “y” and follows a consonant the “y” is replaced by “I” and then we add “-ed”. Example:
Cry - cried - cried Copy - copied – copied 2) Irregular Verbs
The term “Irregular verb” is used for those verbs do not have the
suffix “-ed” for past participle. For example:
Infinitive Eat
Cut
Give
Past Tense Ate
Cut
There are three main types of irregular verbs:
a) Infinitive past tense and past participle are identical. Example: Infinitive
b) Past tense and past participle are identical. Example: Infinitive
According to Betty (1992: 19) he stated that the forms of the simple past tense are follow:
Statement I, you, we, they, he, she, it worked yesterday Negative I, you, we, they, he, she, it did not work
2. Uses of Simple Past Tense
While according to Walker, Elaine and Steve Elsworth (2000:37) a. Completed actions
To talk about events and actions in the past those are now finished. The past simple refers to the complete event. The time or approximate time that the event took place is stated or is understood from the context. It may be in the very recent past. Your mother phoned a few minutes ago.
Who opened this window?
Or it may be in the more distant past: I never learnt to swim as a child. b. Past habit or regular event
To talk about a regular, repeated or habitual event: He went out for a meal every evening on holiday. He got up at 7 o‟clock every morning to go to work. Or a past habit or situation of some duration:
He worked for most of his life. He worked there for twenty years c. Past situation at a point in time
With stative verbs, to talk about a situation that existed at a certain time in the past.
D. Error
1. The Definition of Error
An error is a sign that shows the outcome of the students‟ product
of their achievements. It tells the teacher what they have and have not learnt in class. According to Richard (1974: 1), learners‟ errors are indicative both of the state of the learner‟s knowledge, and of the ways in
which a second language is learned. The errors they made showing the result of their study before. They are able to get the point of the material or not. Errors are not the biggest problem in the learning process, but it just shows the effect of the strategy is used in their learning. As Strevens (1969) hypothesized that errors should not be viewed as problems to be overcome, but rather as normal and inevitable features indicating the strategies that learners use. He conjectured that if a regular pattern of errors could be observed in the performance all of learners in a given situation, and if a learner were seen to progress through this pattern, his error could be taken as evidence not of failure but of success and achievement in learning.
errors, namely that they were the result of interference in the learning of a second language from the habits of the first language (Richard, 1974; 19). Mother language has an important influence in the learning process. The learners absolutely adopt their first language in the rule of target language, and it is one of the factors of the errors they made.
Learners are required to understand the roles before they began to write in English, and it is not easy for some learners. The structure of English is so complex and the opportunities for mistreating it so many that few of us ever develop a completely intellectual understanding of errors we make.
2. Error Analysis
Human will make some problem in every first or new thing. In this case, means that the learners get the difficulties in their writing in other language; that is English. According to Brown (1980: 164), second language learning is a process that is clearly not unlike first language learning in its trial-and-error nature. Inevitably the learners will make mistakes in the process of acquisition, and indeed will even impede that process if they do not commit errors and then benefit in turn from various forms or feedback on those errors.
errors … are significant in (that) they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learners is employing in the discovery of the language.
According to Brown (1980: 164), the fact that the learners do make errors and that these errors can be observed, analyzed, and classified to reveal something of the system operating within learner, led to a surge os study of learners‟ errors, called error analysis.
3. Mistakes and Errors
It is important to distinguish between mistakes and errors in order to analyze learner‟s language and apply error analysis. Therefore, the
researcher provides some definitions of mistakes and errors as below;
a. Mistakes
producing language, are normally can be corrected when we pay attention to them.
Ellis (1997; 17) “Mistakes reflect occasional lapses in performance; they occur because, in particular instance, the learner is unable to perform what he or she knows”. Here is an example of making mistakes of Jean‟s speech stated by Ellis;
Early in the narrative Jean says; The big of them contained a snake
He use past tense of the verb „contain‟ correctly. However, in the
final sentence he says:
The basket contain a snake
He makes a past tense error. But clearly Jean knows what the past tense of „contain‟ is as he already used it correctly once. His failure to say „contained‟ in the last sentence, might be considered a
mistake.
However, mistakes are not substantial to the process of language learning as Corder (1981; 10) “mistakes are of no significant to the process of language learning. However, the problem of determining what is learner‟s mistake and what is learner error‟s is
one of some difficulty and involves a much more sophisticated study and analysis of errors than is usually accorded them”.
As we live in an imperfect world, making error is a natural thing in the world and it is apparently attached to human being. Errors will always occur in spite of our best effort. However, we should pay more attention to find a way to deal with errors after they have occurred.
Knowing learner‟s error will provide useful evidence of the system of the language (Corder, 1981; 10). For teachers, if they do a systematic analysis, teachers will know the progression of learners toward the goal of language learning and, consequently, what is remain for learners to learn. For researchers, it will provide evidences of how language is learnt or acquired, what strategies or procedures the learner is using in his or her finding of the language. The last is indispensable for the learner himself. Making errors can be regarded as a device used by learner in order to learn. It is a way the learner tests his hypothesis about nature of the language he is learning.
There are different definitions of error given by some experts. Ellis (1997; 17) stated that error reflect gap in a learner‟s knowledge which arises because the learner does not know what is correct. Brown (2007; 258) explains error as an “idiosyncrasies in the language of the learner that are direct manifestations of a system within which a learner is operating at the time”.
102) error take place when learner has incorporated a particular erroneous form (from the perspective of target language) into his or her system. Error is likely to occur repeatedly and is not recognized by the learner as an error.
4. Type of Error
According to Dulay, Burt, and Krashen in James book (1998) as cited by Sembiring (2011: 7) errors can be classified in to four types, they are:
a. Error of Omission
Sentences where an element is omitted, actually it should be presented.
Example : I not go to school by bus everyday. It should be : I do not go to school by bus everyday. b. Error of Addition
It is a phenomenon in which a certain aspect of language rules is added into a correct sentence, in order words some element are presented which should not be presented.
c. Error of Misformation
Misformation is the error of using one grammatical form in the place of another grammatical form.
Example : I doesn‟t know him. It should be : I don‟t know him. d. Error of Misordering
It is a sentence which its order is incorrect. The sentence can be right in presenting element, but wrongly in sequenced.
Example : she not does come early to school. It should be : she does not come early to school. 5. The Stages of Error Analysis
Error analysis involves four stages (Brown 1980): a. Identifying Errors
language, compare the reconstruction with the original idiosyncratic sentence.
b. Locating Error
Some errors are difficult to locate because they can be diffused throughout the sentence or the whole text and appear only after the whole text is carefully examined. Burt and Kiparsky call such deviances global errors (opposite to local errors): “the sentence does
not simply contain an error: it is erroneous or flawed as a sentence”. c. Describing Errors
On a rather global level, errors can be described as errors of addition, omission, substitution, and ordering, following the standard mathematical categories. The Interlanguage hypothesis would suggest that the “learner language is a language in its own right and
should therefore be described sui generis rather then in terms of the target”. The learner's version of the target language, we can compare
it to the native speaker's code since both the codes are considered dialects of the same language and therefore “should be describable in terms of the same grammar”. Another reason why a learner's
d. Classifying Error
Having examined the procedure of error analysis use to identify errors in second language learners‟ production data, our final step is
CHAPTER III
REPORT
A. Setting of the Research
The research was carried out in SMA Negeri 2 Salatiga. This school is located in Jalan Tegalrejo No.79 Salatiga. The school in the middle of Salatiga, it can be reachable with public transportation number 7. The research will be conducted on 29th November 2014.
1. The General Description of SMA Negeri 2 Salatiga
SMA Negeri 2 Salatiga is one of several senior high school located in Salatiga. Precisely, the location of this senior high school is at Jalan Tegalrejo No.79, village of Tegalrejo, sub-district of Argomulyo, city of Salatiga, Central Java province. This school which has an area of 28,850 M2 was first opened in 1983 and it has „A‟ score of accreditation. SMA Negeri 2 Salatiga consists of several building as the following table:
Table 3.1 the Condition of the Building of SMA Negeri 2 Salatiga
Teacher Room 1 V
Classroom 27 V
Counseling room 1 V
Teacher‟s toilet 2 V
Student‟s toilet 24 1
8
6
Biology Lab 1 V
Physics Lab 1 V
Language Lab 1 V
Computer Lab 2 V
IPS Lab 1 V
Multimedia Room -
Teleconference Room
-
Scout Room 1 V
Osis Room 1 V
Health service room
2 V
Majelis Sekolah/ Committee Room
1 V
Students Centre Room
1 V
Cafeteria 5 V
Cooperative room 1 V
OSIS room 1 V
Pantry 1 V
Source: SMA N 2 Salatiga 2014
2. Condition of teachers, staffs and students
In order to reach the common goal of education, several forces are needed. Besides having good students, the presentation of qualified teachers and staffs/officers is important to make the teaching and learning better in SMA Negeri 2 Salatiga, there are 63 teachers and 22 staffs which can be plotted as follow;
Table 3.2 List of the Teachers and Staffs
Position Total
Teachers (PNS) 51 persons
Depag Teachers 3 persons
Teachers (Lease) 6 persons
Staffs (PNS) 6 persons
Added Teachers 3 persons Source: SMA N 2 Salatiga 2014
Table 3.3 the Total Number of Students in 2014 a. First Grade Students
N
Source: SMA N 2 Salatiga 2014
b. Second Grade Students N
c. Third Grade Students
Source: SMA N 2 Salatiga 2014
The list of XMIA Class Group of SMA Negeri 2 SALATIGA Table 3.4 the List of X MIA
Abriza Manandis Shama Male
.
Afri Aulia Rahman Male
.
Ahmad Umar Al Faruq Male
.
Aina Nur Lailyta Female
.
Alfiana Septyaningrum Female
.
Alifiya Sandyah Putri Female
.
.
Anisa Ainun Utva Female
.
Ashara Fitri Yuliana Female
0 .
Asriningati Female
1
Diyah Dwi Pratiwi Female
3 .
Dwiastuti Fidyaningrum Female
4 .
Eivandha Dwi Kurniawan Male
5 .
Evi Aisyah Ulfa Female
6 .
Fadilla Septi Pradini Female
7 .
Galih Kuat Prihandoko Male
8 .
9 .
Meidyta Rahmawati Female
0 .
Muhammad Fathullah Male
1 .
Nurul Fajri Khairani Female
2 .
Rafi Annas Male
3 .
Ramandika Aditya Putra Assyifa
Male
4 .
Refa Taufiqulhuda Male
5 .
Reni Novita Female
6 .
Ria Isnawati Female
7 .
Rita Aprilia Firda Female
8 .
9 .
Seftia Shofatul Ulfah Female
0 .
Surya Barindi Male
1 .
Tri Noviasari Female
2 .
Wahyu Ngestisari Female
3 .
Wibi sholihah Female
4 .
Yoga Ariya Nanda Male
5 .
Yusuf Aurel Ramadhan Male
6 .
Zalfa Dyas Pangesin Male
Source: SMA N 2 Salatiga 2014
B. Research Methodology
In this research the researcher uses Quantitative method. It means that quantitative research applies numbers of collecting data, describing the data, until the result of the research.
Data analysis technique that the researcher used is description. The researcher will explain about problem background and how to solve the problem, and then arrange the data based on analysis. This research will be doing in the class and it have purpose to solve student‟s problems.
According to Arikunto (1992: 243) descriptive research is divided into explorative and developmental research. The explorative research is carried out to describe facts and phenomenon. In this case, we need data which are classified into qualitative and quantitative data. Qualitative data are presented in words, while quantitative are presented in number which can be used to count percentages, tables, graphs, etc. Cresswell (1994) in Insani (2003: 30) states that qualitative data can be collected by document analysis or visual materials. Furthermore bibliographical aids and library resources are also needed in gathering the data.
2. Population
A population is a collection of data whose properties are analyzed. The population is the complete collection to be studied; it contains all subjects of interest, a sub-collection selected from a population. Population is all individuals becoming subjects in the research. A population is a set of all elements processing one or more attributes of interest (Arikunto, 2010:173). It must consider the ability of population. The population of this paper was students of class X 1, 2, 3, 4, 5, 6, 7, 8, and 9 of SMA Negeri 2 Salatiga.
3. Sample
There are nine classes of tenth grade that the total of the students are 311. The data can be gotten from part of the population by using random sampling technique. According to Lodico (2006: 143) random sampling is a technique or tool that produces essentially a miniversion of the initial population. Random sampling is conducted in such a way that every person in the population has an equal and independent chance of being selected. Meanwhile, the samples of the research are 36 students from X.2 class.
C. Technique of Collecting Data 1. Test
a. Test Created by Teacher
Test made by the teacher with particular procedure, but no trials have repeatedly then is not yet known features and benefits.
b. Standardized Test
Test that usually already provided in the testing agencies, which are already guaranteed quality. And Standardized Test trial has been experienced repeatedly so it can be said to be good.
2. Documentation
Documentation method is looking for data about variables like notes, transcript, book, newspaper, magazine, epigraphy, etc. This method isn‟t too difficult since if there is an error the source data is still not change
(Arikunto, 2010: 274). D. Research Instrument
1. Test
The method used in this research to collect the data is test. Test as instrument of data collection will help the writer easily collect the data. The researcher gave test to the students in order to be done. They had to make a letter to tell their past experiences. Before it, the researcher reminded them about the role of recount text; about the simple past tense, generic structure, etc. After that, they did their task to write.
2. Documentation
E. Evaluation Criteria
1. Classification of Students’ Scores
In this research, the researcher used rubric as the tool of grading. In giving score, the researcher looked at the aspects of speaking that stated by Brown and Bailey (1984: 39-41) classroom evaluation of learning is best served through analytic scoring, in which as many as six major elements of writing are scored. Brown and Bailey designed an analytical scoring scale that specified four major categories those are idea, content, grammar
Note:
Score is divided the point each category above. The lowest score is 60 and the biggest score is 100
Table 3.6 Classification of Students Scores
2. Quantification of errors
error of omission, error of addition, error of misformation, and error of misordering.
To quantify the errors students made, the researcher uses percentage formula as Sudijono (1997; 4) stated:
P = Percentage (students‟ mastery) F = Frequency (students‟ score)
N = Total number of respondents (students)
Because of the other objective of the study, the formula above is also used by the researcher to know the profile students‟ mastery of simple
past tense.
F. Data Analysis
1. Statistical Analysis
A descriptive research is used to know the students‟ behavior during teaching and learning process. In descriptive technique the writer will analyze the observation sheet which has been made by the students.
CHAPTER IV DATA ANALYSIS
A. Data Presentation
In this section, the writer wants to work out on the errors, which are
made by the first grade students of SMA Negeri 2 Salatiga in using simple past tense in recount text. According to the Brown’s stages of error analysis that
mentioned in chapter II, the process of this study is consist of three steps, those
are identifying error, locating error, and describing the error. And the researcher
got the result from the students writing about the error of using simple past
tense in recount text. There are four types of error; error of addition, error of
misordering, error of omission, and error of misformation. The results of the
students writing can be seen on the table 4.1 in the appendix. For instances, there are the students’ errors:
1. Error of addition
a. Wrote : I went playing with my friend. It should be : I played with my friend.
b. Wrote : We went to Taman Kelinci to maked homework. It should be : We went to Taman Kelinci to make homework. 2. Error of misordering
It should be : It should be “I spent my holiday in Jogjakarta, the famouscity in Indonesia.
b. Wrote : I saw a scenery is very good. It should be : I saw very good scenery.
3. Error of omission
a. Wrote : I and my family playing sand It should be : I and my family played sand b. Wrote : I back to home
It should be : I went back to home 4. Error of misformation
a. Wrote : There are many things It should be : There were many things b. Wrote : The taste is very yummy
It should be : The taste was very yummy
And the complete analysis of each student’s error can be seen at the appendix (table 4.2) to know the types of the students’ error. And according to
the rubric, the result of the students’ writing recount text using simple past
tense can be seen at the table 4.3 and table 4.4 in the appendix.
And from the analysis, the percentages of students’ writing errors are
found and can be seen in the table below:
Table 4.5 the Percentage of Students’ Writing errors
N
o
Kind of Error Total of Error
Percentag
1
Error of
Addition
8 6.15 %
2
Error of
Mis-Ordering
3 2.31 %
3
Error of
Omission
30 23.08 %
4
Error of
Misformation
89 68.46 %
Total 130 100 %
After knowing the result of types of errors, the researcher can conclude
the causes of errors. There are 8 numbers of errors caused by error of addition,
3 numbers of errors caused by the error of miss – ordering, 30 numbers of
errors caused by error of omission, and 89 numbers of errors caused by error of
misformation. From the table above, the researcher finds that the most
dominant sources of error which occurs is error of misformation with 68.46 %of
occurrence.
B. Discussion
Based on the data presentation and data analysis, the researcher is going
to extend the findings of the research as follows:
1. General Findings
miss – ordering, 23, 08 % in error of omission, and 68, 46 % in error of
misformation. The common error made by the learners is Error of
Misformation with presentation 68, 46%. They wrote incomplete or
ungrammatical sentences that they fail to produce correct sentences. Some
of them are wrong in selecting the correct to be or verb to complete their
sentences. They use verb one in their past sentences or to be is, am, and
are.
2. Individual Findings
2.1 Abriza Mahandis Shama
He wrote about his experience in Senjoyo with his friends. In his
writing, he made some errors by using inappropriate grammar in one
or several parts of a sentence. His errors in this area are as follows:
a. Wrote : It is one object It should be : It was one object b. Wrote : The place near Salatiga
It should be : The place was near Salatiga c. Wrote : I swimmed there
It should be : I swam there d. Wrote : It is my experience.
It should be : It was my experience. e. Wrote : I and friend was cooled
It should be : I and friend felt cool
In recount text the learner has to use simple past tense in his writing,
above, he made error in using to be in sentence 1) and 4). He has to use was or were in his sentences.
And another error he made in his sentence is error of omission. In the
sentence 2), he has to add to be to complete the sentence.
2.2 Afri Aulia Rahman
He wrote his New Year celebration in town hall. In his writing, he made
some errors by using inappropriate grammar in one or several parts of a sentence. He made an error, the sentence is “It isfun and happy.” He
used is in his past event. It should be “It was fun and happy”.
2.3 Ahmad Umar Al faruq
He wrote about his vacation to Yogyakarta with his family. In his
writing, he made two types of errors; error of misformation and error
a. Error of misformation
In his writing, he made some errors by using inappropriate
grammar in one or several parts of a sentence. His errors in this
area are as follows:
1) It has a big garden.
2) There me and my brother play water.
In sentences a) and b), he used verb 1 in his past events. He has to
use second form to complete the sentences. The sentences should be “It had a big garden” and “There me and my brother played
water”.
b. Error of Addition
In his writing, he made an error that some elements are presented
which should not be presented. His errors in this area are as
follows:
1) Me and my family’s went to Yogyakarta
2) Me and my family’s visited Malioboro
His a) and b) sentences are false because he add inappropriate
2.4 Aina Nur Lailyta
She wrote about his vacation to Jakarta with her sister. In her writing,
she made three types of errors; error of misformation, error of
addition, and error of omission.
a. Error of Misformation
In her writing, she made some errors by using inappropriate
grammar in one or several parts of a sentence. Her errors in this
area are as follows:
1) It has very big swimming pool (It had very big swimming pool) 2) Swimming pool is very interesting (Swimming pool was very
interesting)
3) I and my sister swimming in the ... (I and my sister swam in the ...)
4) Then we call ... (Then we called ...)
In the sentences a), c), and d) she is wrong in select the verb. She
used first form in her past events. She should to use verb two. And
in sentence b), she used inappropriate to be in past. Se has to use
was in the sentence.
b. Error of Addition
In her writing, she made an error that some elements are presented
which should not be presented. She made a wrong sentence in this
type, that is “The experience very have fun.” It should be “The
c. Error of Omission
In her sentence “In there animals wild”, he omit to be and wrong
formation. It should be “There were wild animals”.
2.5 Alfiana Septyaningrum
She wrote about her vacation to Malang with her family. In her writing,
she made two types of errors; error of misformation and error of
omission.
a. Error of Misformation
In her writing, she made some errors by using inappropriate
grammar in one or several parts of a sentence. Her errors in this
area are as follows:
1) It has cool .. (It had cool ..)
2) It has many kinds of ... (It had many kinds of ...) 3) The air is very cool (The air was very cool) 4) In there has garden (In there had garden)
She wrote about her past experience that had to use simple past
tense rules. Her to be in her sentences are using verb 1. She has to
use verb 2 to arrange a good past sentence.
b. Error of Omission
She made an incomplete sentence that omit a verb or to be. She
has to add it to make a clear and grammatical sentence. Her error in this area is “In there animals wild”. It should be “In there were
animals wild”.
She wrote about her vacation to Bali. In her writing, she made two
types of errors; error of misformation and error of omission.
a. Error of Misformation
In her writing, she made some errors by using inappropriate
grammar in one or several parts of a sentence. Her errors in this
area are as follows:
1) Wrote : There are many things It should be : There were many things 2) Wrote : The taste is very yummy
It should be : The taste was very yummy 3) Wrote : This is my last day I am in Bali
It should be : This was my last day I was in Bali
In telling past event, she has to use simple past tense. However,
the sentences above, she used wrong to be. She has to use simple
past to complete the sentences; the corrections are written above.
b. Error of Omission
She made some incomplete sentences that omit a verb or to be.
She has to add it to make a clear and grammatical sentence. Her
errors in this area are as follows:
1) Wrote : I vacation in Bali
It should be : I had vacation in Bali 2) Wrote : I very satisfied
It should be : I checked out from my hotel 2.7 Andi Kurnia
He wrote his vacation to Yogyakarta. In his writing, he made some
errors by using inappropriate grammar in one or several parts of a
sentence. His errors in this area are as follows:
a. Wrote : I arrive in Indrayanti Beach It should be : I arrived in Indrayanti Beach b. Wrote : Indrayanti Beach is the clean beach
It should be : Indrayanti Beach was the clean beach c. Wrote : I’m not found trash here
It should be : I didn’t find trash here
d. Wrote : I play with my family It should be : I played with my family e. Wrote : I seen a beautiful scene
It should be : I saw a beautiful scene f. Wrote : This is amazing experience
2.8 Anisa Ainun Utva
She wrote about her mistake in her class. In her writing, she made two
types of errors; error of misformation and error of omission.
a. Error of Misformation
In her writing, she made some errors by using inappropriate
grammar in one or several parts of a sentence. Her errors in this
area are as follows:
1) Wrote : I operate,playing my phone It should be : I operated, played my phone 2) Wrote : She take my phone
It should be : She took my phone
3) Wrote : When the religious service is processing
It should be : When the religious service was processing
In telling past event, she has to use simple past tense. However,
the sentences above, she used wrong verb. She has to use verb 2 to
complete the sentences; the corrections are written above.
b. Error of Omission
She made some incomplete sentences that omit a verb or to
be. She has to add it to make a clear and grammatical sentence.
Her errors in this area are as follows:
1) Wrote : I not following
It should be : I did not follow
It should be : I was regret because...
In the first sentence, she omits “did” in negative sentence that
make it ungrammatical. And the second sentence she omits to be
after subject. The reconstructions of these sentences are
mentioned above.
2.9 Ashalia Fitri Yuliana
She wrote about her vacation to Jambi. In her writing, she made two
types of errors; error of misformation and error of omission.
a. Error of Misformation
In her writing, she made some errors by using inappropriate
grammar in one or several parts of a sentence. Her error in this area is “This isbad time for me”
In telling past event, she has to use simple past tense. However, the sentences above, she used wrong to be. It should be “This was
bad time for me”.
b. Error of Omission
She made some incomplete sentences that omit a verb or to
be. She has to add it to make a clear and grammatical sentence.
Her errors in this area are as follows:
1) Wrote : We on the way
It should be : We were on the way 2) Wrote : We transit
In the first and second sentences, she omits to be that make
them ungrammatical sentences. The reconstructions of these
sentences are mentioned above.
2.10 Asriningati
She wrote about her vacation to Yogyakarta with her family. In
her writing, she made two types of errors; error of
misformation and error of omission.
a. Error of Misformation
In her writing, she made some errors by using
inappropriate grammar in one or several parts of a sentence. Her error in this area is “I buythe handicraft”.
In telling past event, she has to use simple past tense.
However, the sentences above, she used wrong to be. It should be “I boughtthe handicraft”.
b. Error of Omission
She made some incomplete sentences that omit a
verb or to be. She has to add it to make a clear and grammatical sentence. Her error in this area is “It very
draw”
In the sentence, she omits to be that make it
ungrammatical sentence. The reconstruction of the sentence is “It wasvery draw”
He wrote about his Judo Practicing in Tengaran. In his writing,
he made two types of errors; error of misformation and error of
omission.
a. Error of Misformation
In his writing, he made some errors by using
inappropriate grammar in one or several parts of a sentence. His error in this area is “When I am practicing”
In telling past event, she has to use simple past tense.
However, the sentences above, she used wrong to be. It should be “When I was practicing”.
b. Error of Omission
He made some incomplete sentences that omit a
verb or to be. She has to add it to make a clear and grammatical sentence. His error in this area is “I also
happy”
In the sentence, he omits to be that make it ungrammatical sentence. The reconstruction of the sentence is “I was also happy”.
2.12 Diyah Dwi Pratiwi
She wrote about her vacation to Yogyakarta with her boy friend
and his family. In her writing, she made error of omission that is “We just photograph”.
2.13 Dwiastuti
She wrote about her bad day when she was trapped in rain in
her school. In her writing, she made two types of errors; error of
misformation and error of omission.
a. Error of Misformation
In her writing, she made some errors by using inappropriate
grammar in one or several parts of a sentence. Her errors in
this area are follows:
1) Wrote : The school is rain It should be : The school was rain 2) Wrote : I go home
It should be : I went home
3) Wrote : I thinkthat’s a bad day for me
It should be : I thoughtthat’s a bad day for me
In telling past event, she has to use simple past tense.
However, the sentences above, she used wrong verb. It has
to use verb two to make it grammatical. The reconstructions
of the sentences are mentioned above.
b. Error of Omission
She made some incomplete sentences that omit a
verb or to be. She has to add it to make a clear and
In the sentence, she omits verb that make it
ungrammatical sentence. The reconstruction of the sentence is “I camelate”.
2.14 Ervandha Dwi Kurniawan
He wrote about his last camping with his friends. In his writing,
he made an error that is error of omission. His error is “When I camping”. He omits to be to make it grammatical. It should be
“When I wascamping”.
2.15 Evi Aisyah Ulfa
She wrote about her holiday in Pemalang with her family. In her
writing, she made two types of errors; error of addition and
error of omission.
a. Error of Addition
In her writing, she made an error that some elements
are presented which should not be presented. Her error in this area is “I went playingwith my friend”.
The sentence is false because she add inappropriate
verb, it does not need in that sentence. The sentences should be “I playedwith my friend.”
b. Error of Omission
She made some incomplete sentences that omit a
verb or to be. She has to add it to make a clear and
grammatical sentence. Her errors in this area are as follows:
