S T N E D U T
S ’ GRAMMATICALERRORS E S N E T T N E S E R P E L P M I S N I
A SARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
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N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i S
T N E D U T
S ’ GRAMMATICALERRORS E S N E T T N E S E R P E L P M I S N I
A SARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
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Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
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M Calvin ,Celil ,Arum ,
it o B , y n e
P andt oal lo fmyf irendsi nPPLI I ,KKN ,a swel la sstudent so fELESP r o y lt c e ri d s a h o h w y d o b y r e v e o t o g s k n a h t t s e p e e d y M . e m d e tr o p p u s e v a h o h w
. s i s e h t s i h t g n it ir w n i e m d e tr o p p u s y lt c e ri d n i
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ii i x .
I I R E T P A H
C REVIEWOFRELATEDLITERATURE n
o it p ir c s e D l a c it e r o e h T .
A ... 01 .
1 Error s ... 01 .
a Deifniitono fErrors ... 01 .
b Erro rAnalysi s ... 11
c .Type so fErrors. ... 12
1 )LinguisitcCategoryTaxonomy. ... .13
2 )SurfaceSrtuctureTaxonomy. ... .13
a )Omission ... .13
b )Addiiton. ... .13
c )Misinformaiton. ... .14
d )Misorde irng ... .15
3 )ComparaitveTaxonomy ... .15
4 )CommunicaitveEffec tTaxonomy ... .15
d .Cause so fErrors. ... .15 )
1 Carelessness... 16 .. c
n e r e f r e t n I e g a u g n a L t s ri F )
2 e ... 16 n
o it a l s n a r T )
3 ... 16 .. r
e v O )
4 -generailzaiton ... 17 y
ti v it a e r C e g a u g n a L f o t r a P a s a s r o r r E )
5 ... 17 n
o C )
6 tex tLearning ... 17 s
r o r r E d n a s e k a t s i M .
e ... 18 r
a m m a r G .
v i x
r a m m a r G f o y r o e h T .
a ... 02 f
o e c n a tr o p m I e h T .
b Gramma r... 02 e
s n e T t n e s e r P e l p m i S .
3 ... 22 k
r o w e m a r F l a c it e r o e h T .
B ... 23
. I I I R E T P A H
C RESEARCHMETHODOLOGY d
o h t e M h c r a e s e R .
A ... 26 g
n it t e S h c r a e s e R .
B ... 27 s
t n a p i c it r a P h c r a e s e R .
C ... 28 e
u q i n h c e T g n ir e h t a G a t a D d n a s t n e m u rt s n I .
D ... 28
t n e m u rt s n I n a m u H .
1 ... 29 t
n e m u c o D .
2 ... 29 w
e i v r e t n I .
3 ... 03 e
u q i n h c e T s i s y l a n A a t a D .
E ... 13 e
r u d e c o r P h c r a e s e R .
F ... 33
. V I R E T P A H
C RESEARCHRESULTSANDFINDINGS .
A TheGrammaitca lErrorsi nSimplePresen tTense ... 35 e
h t f o n o it a t n e s e r P a t a D .
1 Grammaitca lErrorsi nSimple e
s n e T t n e s e r
P ... 35 e
h t n o n o i s s u c s i D .
2 Grammaitca lErrorsi nSimplePresen t e
s n e
T ... 36 e
h T .
v x s
e r P a t a D .
1 entaitonoft heCause so fErrorsi nSimplePresen t e
s n e
T ... 14 e
h t n o n o i s s u c s i D .
2 Cause so fErrorsi nSimplePresen t e
s n e
T ... 44
R E T P A H
C V . CONCLUSIONSANDRECOMMENDATIONS s
n o i s u l c n o C .
A ... 49 s
n o it a d n e m m o c e R .
B ... 05 r
o F .
1 EngilshLecturers ... 05 r
o F .
2 Student s ... 15 r
o F .
3 OthersResearchers... 52 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C N E R E F E
i v x
S E L B A T F O T S I L
e l b a
T Page
1 .
2 TheTheoryo fSimplePresen tTense. ... 22 1
.
3 TheType so fError sandThei rExamples. ... 32 .. 1
.
4 TheType so fError s... 36 2
.
ii v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
.
A SuratI ijnPeneilitan ... 55 B .Sample so fStudents ’WirttenWork... 57 C .TheType so fError sandThei rExample s... 64
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s t n e d u t S e h t y b e d a M s r o r r E f o n o it a c if i s s a l C e h T .
D 7 1
s a m e l b o r
p tha to ftherit eacher sand eventually, t hi sproblemwould beaviciou s .
e l c ri
c
g n ir e d i s n o
C the problem above ,the researche ri sgoing to analyze the s
r o r r e l a c it a m m a r
g in Simple Presen tTense made by the Engilsh Language d
E ucaiton StudyProgram students .Ther esearche rchoose sSimplePresen tTense e
s u a c e b d e z y l a n a e b o
t ti ist hemorebasict ensethan theothertenses. Moreover , t
i is t aught i n t hefris t itme t han t he othert enses .Another reason i stha tSimple t
n e s e r
P Tensei st hef oundaitont ensei nEngilshandusedi ndaliyl fie .Inaddiiton , s
t n e d u t
s havelearnt SimplePresen tTensesincet hey werei n Elementary Schoo l l
o o h c S h g i H r o i n u J r
o . Besides, t hey have l earned Simple Prese Tn t ense when s
e n o r e t s e m e s n i e r e w y e h
t o tii sexpected t ha tstudentsi ntheEngilsh Language EducaitonStudyProgramhavemasteredSimplePresen tTensewel.l
n i s t n e d u t s e h t r e h t e h w e z y l a n a l li w r e h c r a e s e r e h t , h c r a e s e r s i h t n I
t a c u d E e g a u g n a L h s il g n
E ion StudyProgramhavemastered SimplePresen tTense .
t o n r
o tIi sbecauset hestudent shavet omaste rSimplePresen tTensewel lbefore r o i n u J , l o o h c S y r a t n e m e l E r o f m u l u c ir r u c e h t n i d e t a t s s a , s e s n e t r e h t o n r a e l y e h t
. l o o h c S h g i H r o i n e S d n a l o o h c S h g i
H Beside ,st her esearcheri salsoeagert o ifnd r
o r r e l a c it a m m a r g e h
t s made by students . The researche r choose s Engilsh n i y ti s r e v i n U a m r a h D a t a n a S f o s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L
e s u a c e b o w t r e t s e m e
s att ha t itme, t her esearche rstatredt hisr esearch i nsemeste r n i s t n e m u rt s n i e m o s e k a m o t e m it h g u o n e e v a h t o n d i d r e h c r a e s e r e h t d n a t h g i e
s i n o s a e r r e h t o n A . r e t s e m e s t s ri f e h t t a h c r a e s e r e h t o d o t r e d r
o theyshould have
s e s n e t n i n o it a d n u o f d o o
. r e t s e m e s t x e n e h t n i y d u t s r i e h t t r o p p u s d n a w o ll o f o
t Moreove,r ti w ill be
l a i c if e n e
b fo rsecond semeste rstudents to know thei rerror sin Simple Presen t Tenseso t hatt heycan l earn f rom them. Then,t hestudent sareexpected t oavoid
r r e e m a s e h
t or sa swha tthey did. A tfe rknowing the error stha tthey made , o
t t o n d e t c e p x e e r a s t n e d u t
s makethe same errorsi n t henex tw iritng classe sso t
t a h
t hei rerror scan beminimizedsincet heyarei nt hel owe rsemester. Paragraph s
e r s i h t n i n e s o h c s i g n it ir
W earch because i ti smore visible than analyzing the .
ll i k s g n i d a e r r o g n i k a e p s , g n i n e t s il m o r f s r o r r
e Addiitonally ,atfe rthe Simple
t n e s e r
P Tense error sand t hefactor sbehind the errors can be i den itifed ,the bes t r
e ’ s t n e d u t s e z i m i n i m o t d o h t e m g n i h c a e
t r s or can be found so t ha tthey wli lno t t
n e s e r P e l p m i S e k a
m Tenseerrorsi nt hei rw iritngclas .s
.
B ResearchProblem
s i h t n i d e s s e r d d a s m e l b o r p o w t e r a e r e h t , d n u o r g k c a b e h t n o d e s a B
: e r a y e h T . h c r a e s e r
.
1 Wha taret hegrammaitca lerrorsi nSimplePresen tTenset ha taremadeby ?
s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h t .
2 Wha taret hepossiblecause soft hestudents ’grammaitca lerrorsinSimple e
s n e T t n e s e r
P ?
.
C ProblemLimtia iton
o t r e d r o n i m e l b o r p e h t ti m il l li w r e h c r a e s e r e h
T beablet oexplainwel.l I t
e c n a n if , e m
it s and ablitiy o f the researcher . The researche rfocuse s on the t
n e d u t
s s’ dfi ifculite sin masteirng Simple Presen tTense and wha tgrammaitca l s
r o r r
e student smade .Therefore ,the researche ronly analyze sSimple Presen t Tense error smade by student sin one Paragraph W iritng clas so f the Engilsh
e g a u g n a
L Educaiton StudyProgramSanataDharmaUniverstiyYogyakatraint he 1
1 0 2 / 0 1 0 2 r a e y c i m e d a c
a . I t i s an qualtiaitve study so the numbe r o f the h p a r g a r a P e n o s e s o o h c y l n o r e h c a r e s e r e h t t a h t o S . t n a tr o p m i t o n s i n o it a l u p o p
e h t n e h w e l b i s i v e r o m s i t i e s u a c e b n e s o h c s i g n it ir W h p a r g a r a P . s s a l c g n it ir W
e tt ir w e h t m o r f s r o r r e l a c it a m m a r g e h t s e z y l a n a r e h c r a e s e
r n work .By analyzing
m m a r g e h
t aitca lerrors in Simple Presen tTense ,the researche rhopes tha tthe n
i y ti li b a r i e h t e s a e r c n i n a c s t n e d u t
s maste irng gramma respecially in Simple t
n e s e r
P Tenseatfert heyknowt hei rerrors .
.
D ResearchObjecitve s n
ir e d i s n o
C gt hef ormulaitonoft heproblem,ther esearche rdeterminest wo :t
u o d n if o t e r a y e h T . y d u t s e h t n i s e v it c e j b o
.
1 SimplePresen tTenseerror smadebystudentsi n Paragraph W iritng clas s a m r a h D a t a n a S m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h t f o
. y ti s r e v i n U .
2 Thefactors t ha tmakestudents i n Paragraph W iritng clas so fthe Engilsh e k a m y ti s r e v i n U a m r a h D a t a n a S m a r g o r P y d u t S n o it a c u d E e g a u g n a L
t n e s e r P e l p m i S n i s r o r r e e s o h
.
E ResearchBeneftis
h t o b r o f l a i c if e n e b s i h c r a e s e r s i h
T student sand teachers ,paritculalry fo r e
s o h
t who are involved in Engilsh Language Educaiton Study Program . if
e n e b o s l a s i h c r a e s e r s i h t ,r e v o e r o
M cialf ort henextr esearchers . .
1 ForStudent s
s t n e d u t s e h t s p l e h h c r a e s e r e h
T to analyzet hecommonerror soccu irngi n t
n e s e r P e l p m i
S Tense .Noitcingt heerror ,st heyareexpectednott omaket hes ame s
i s y l a n a e h T . e r o m y n a s r o r r
e in the error swould also help them have a deepe r g
n i d n a t s r e d n
u o fSimplePresen tTense . .
2 ForTeacher s s i h
T research, hopefully, wli lbeusefulf ort het eacher ssotha tbyknowing n
a c y e h t ,s a e r a e m o s n i s r o r r e l a c it a m m a r g ’ s t n e d u t s e h
t p utmoreemphasi st otha t
n a c s r e h c a e t e h t ,s s e c o r p g n i n r a e l e h t n i y g e t a rt s e t a ir p o r p p a e h t g n i d n if y B . a e r a
. e k a m y e h t s r o r r e e h t g n i z i m i n i m n i s t n e d u t s ri e h t p l e h
.
3 Fort heNex tResearchers
e e f o h w e n o y n a r o s r e h c r a e s e r t x e n e h t s p l e h o s l a h c r a e s e r s i h
T l s
y d u t s e m a s e h t n i d e t s e r e t n
i .By r eading t hisr esearch, t heycan besuppo tredand r
i e h t g n i o d n i d e d i u
g research .
.
F Deifniitono fTerms
n o it n e m s m r e t e m o s e r a e r e h
T ed i n t hi sstudy t ha tneed t o be deifned i n d
a e r d a e l o t d n a g n i d n a t s r e d n u s i m d i o v a o t r e d r
o erst o a bette runderstanding of
.
1 Gramma itca lError
t a h t d e t o n ) 1 0 0 2 ( r i a l c n i
S errori ssomething aperson h sa done which i s t
d e r e d i s n o
c obei ncorrec to rwrong ,o rwhichshouldno thavebeendone ( .p 92 ). 4 n
e tf o s t n e d u t s , g n it ir w n
I makesomeerror sbecauset heyassumet hatt hei rworki s ,
r e v o e r o M . t c e r r o
c according to E (lils 2003) , erro rrelfect sgap sin a learner’ s r
u c c o y e h t ; e g d e l w o n
k becauset hel earne rdoe sno tknowwhati scorrect .(p 1 .7) e h t w o n k t o n o d s t n e d u t s e s u a c e b e l u r g n o r w a s a r o r r e n a s e n if e d h c r a e s e r s i h T
. e l u r t c e r r o
c T hiscommonlyhappens whenstudent smakesomesentencesi nt hei r t
n I . s s a l c g n it ir
w he study ,the researche rfocuses on learners ’error sin Simple t
n e s e r
P Tense .Thoseerror sareclassiifed bothi nVerbSimplePresen tTenseand e
B SimplePresen tTense .Fo rexample : t
I * ] a 1
[ make the home more comfo trable .(grammaitca lerro rin Verb )
e s n e T t n e s e r P e l p m i S
2
[ a]*I fyout ried.( grammaitca lerrori nBeSimplePresen tTense) n
a c t
I beconcluded thatt hesentencei scalled a serro rwhen t hesentence break s .
a l u m r o f e h t r o e l u r e h t
.
2 ParagraphWriitngClass h
p a r g a r a
P W iritng classi saclas swheret he researche rdoes t heresearch d
n
a if s nd thedataabou tSimplePresen tTense . tIi sofferedi nsemestert woi nt he y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
o t r e d r o n i s h p a r g a r a p e m o s e ti r w o t d e k s a e r a s t n e d u t s , s s a l c s i h t n I . a tr a k a y g o Y
s n o
o
g od and a correc tw irtten text .On the othe rhand ,in the proces so fwiritng , n
e tf o s t n e d u t
s makesomeerror sand o tfen ifnd somedfiifculites in t hei rwiritng . a
e r e h t f o e s u a c e
B sonabove,t her esearche rchoose sParagraphW iritngclasst obe .
h c r a e s e r s i h t t r o p p u s o t r e d r o n i d e z y l a n
a In thi sParagraph W iritng class ,
w r i e h t w o h s n a c s t n e d u t
s irtten work sin Simple Presen tTense .Moreover ,the d
n if n a c r e h c r a e s e
r ou thow wel lthey apply the rule so fSimple Presen tTense .
0 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e h t , t s ri F . s n o it c e s o w t f o s t s i s n o c r e t p a h c s i h
T researcher present sthe
e h t , d n o c e S . n o it p ir c s e d l a c it e r o e h
t researcherpresentst het heoreitcalf ramework .
.
A Theoreitca lDescrip iton
n o s e ir o e h t s e d i v o r p t r a p s i h
T errors ,gramma rand SimplePresen tTense . .
g n i h c a e t e g a u g n a l n i s tr e p x e e m o s y b d e t a t s e r a s e ir o e h t e h
T
.
1 Errors
e d i v o r p o t t n a c if i n g i s s e m o c e b t i ,s i s y l a n a r o r r e h ti w s l a e d y d u t s s i h t e c n i S
h t s e v l o v n i n o i s s u c s i d e h T . s i s y l a n a e h t g n it r o p p u s s e ir o e h t e h
t e deifniiton o f
r o r r
e s ,erro ranalysi ,st ype so ferrors andcause so ferrors .
.
a Deifniitono fErrors
n e h s a r K d n a , tr u B , y a l u
D (1982 )concluded ,“Error sare“the lfawed side s e l u r e h t m o r f s e t a i v e d e h f i r o r r e s e k a m r e n r a e l A ” . g n it ir w r o h c e e p s r e n r a e l f o
ins peakingo rw iritng.I nl earningal anguage ,makingerror scanno tbeavoided .A s a d e s u e r a s r o r r e e h T . s r o r r e g n i k a m t u o h ti w e g a u g n a l a n r a e l t o n n a c r e n r a e l
i k c a b d e e
f n teaching – learning processes .They serve two majo rpurpose so f e
’ s r e n r a e l g n i y d u t
)
1 LingusiitcCategoryTaxonomy
y m o n o x a t y r o g e t a c c it s i u g n i L “ , ) 9 9 9 1 ( n o s n h o J d n a n o s n h o J o t g n i d r o c c A
u g n il r i e h t y b s r o r r e s e if i s s a l c , s e i m o n o x a t r o r r e t s e il r a e e h t f o e n o s
i isitct ype”( p .
) 1 1
1 . Moreover , Dulay e t al . (1982 ) shaped the deifniiton staitng tha t thi s t
n e n o p m o c e g a u g n a l e h t h t o b o t g n i d r o c c a s r o r r e s e if i s s a l c y m o n o x a
t a nd the
. s t c e f f a r o r r e e h t t n e u ti t s n o c c it s i u g n il r a l u c it r a
p Languagecomponent sconsis to f
n o h
p ology (pronunciaiton) ,syntax and morphology (grammar) , seman itc and .
) e l y t s ( e s r u o c s i d d n a , ) y r a l u b a c o v d n a g n i n a e m ( n o c i x e
l Consttiuentsi ncludet he
. t n e n o p m o c e g a u g n a l h c a e e s ir p m o c t a h t s t n e m e l e
)
2 SurfaceStructureTaxonomy
a w e h t n o d e s a b s i t
I y s surface srtucture s are changed in erroneou s t
uterances ro sentences .In 1982 ,Dulay ,Bu tr ,and Krashen stated by Elil sand 5
0 0 2 ( n e z i u h k r a
B ) , T“ he error sare divided into fo ur types ,namely omission , f
n i s i m , n o it i d d
a ormaiton ,andmisordeirng”( p .61) .
a ) Omission
n a s i e r e h t n e h w y r o g e t a c s i h t o t n i d e if i s s a l c s i r o r r e n
A absenceo fan tiem
t s u m h c i h
w be presen tin a well-formed sentence ,e.g. :*My sister svery happy f
o d a e t s n
i Mys isteri sveryhappy .
b ) Addiiton
Con rtaryt oomission ,addiitoni scharacteirzedby“thepresenceo fan tiem ll
e w a n i r a e p p a t o n t s u m h c i h
d ) Misordering
Like wha tthe term imp iles ,misordeirng i scatego irzed b y the incorrec t a
n i e m e h p r o m f o s p u o r g r o e m e h p r o m a f o t n e m e c a l
p n utterance ,e.g. :*She
r e h t o r b r e h e m it e h t ll a s t h g
if and* Idon’ tknowwha tsit ha.t
3 ) Compara itveTaxonomy
8 9 1 ( .l a t e y a l u
D 2)t heclassiifcaitono ferrorsi ncomparaitvet axonomyi s f o s e p y t r e h t o n i a tr e c d n a s r o r r e 2 L f o e r u t c u rt s e h t n e e w t e b s n o s ir a p m o c n o d e s a b
. ) 3 6 1 . p ( s n o it c u rt s n o
c In othe rwords ,accordingt o Johnsonand Johnson ( 1999) , r
e ’ s r e n r a e l e g a u g n a l d n o c e s e h T
“ ror sareclassiifed by simliartiywtih chlidren’ s y b r o / d n a s m r o n e g a u g n a l t e g r a t e h t m o r f s n o it a i v e d r e n r a e l e g a u g n a l t s ri f
. p ( ” d n u o r g k c a b 1 L t n e r e f fi d m o r f s r e k a e p s 2 L y b e d a m s r o r r e e h t h ti w y ti r a li m i s
. ) 1 1 1
4 ) Communica itveEffec tTaxonomy
t s i h
T axonomy classi ife serror sbased on the effec ton the ilstene ro r .
r e d a e
r Accordingt oJ ohnsonandJ ohnson( 1999) ,“Theeffectt heyhaveonnaitve n o n t a h t y a w e h t f o s m r e t n i r o n o i s n e h e r p m o c f o s m r e t n i r e h t e h w , s r e k a e p
s
-n y b d e v i e c r e p e r a s r e k a e p s e v it a
n aitves peakers”( p .112 .)
.
d Cause so fError s h
s ir r o
N (1983 )classiifed t hecause so ferror swhich arecarelessnes ,sf ris t g
n a
l uage interference , rtanslaiton , overgenerailzaiton , and error s a s par t o f y
ti v it a e r c e g a u g n a
4 ) Over-generailza iton
) 3 8 9 1 ( h s ir r o N o t g n i d r o c c
A , o rv -e generailzaitoncan alsobedeifned a sa o
w t f o d n e l
b srtucture sin the standard version o fthe language (p ). 31 ,e.g. : s
e ti r w
* instead of wrtie .Anothe rexample i sthe form i si sgenerailzed fo ral l e
h t n i s r e b m u n h t o b d n a s n o s r e
p Presen tTense.
5 ) Error sa saPar to fLanguageCrea itvtiy i
a s ) 3 8 9 1 ( h s ir r o
N d tha tlanguage creaitvtiy i sa natura lacitv tiy o fthe e s n e s e k a m o t t p m e tt a e l b a d u a l e h t n i t n e m n o ri v n e s i h h ti w s t c a r e t n i o h w n a m u h
s d n e n w o s i h o t ti m r o f o t d n a t i f
o (p .34- )3 .L5 earner ssomeitme sarerequried t
u b , s e c n a r e tt u w e n e t a e r c o t d e k s a d n
a wtih ilmtied expeirence o fthe targe t language ,they may make mistake .Fo rexample ,“emergen tvisti” .I tshould be
. e n o e v it a e r c a y lr a e l c s i s r o r r e e h t o t g n i d a e l s s e c o r p e h T . ” ti s i v y c n e g r e m e “
6 ) ContexLearning
, e r o m r e h tr u
F Brown ( 1980 )addedcontextl earning ast hecaus s e o ferrors 4
7 1 . p
( -177) .Contextr efersto t heclassroom wtih tist eache rand ti smate iralsi n d
e r o t u t n u f o e s a c e h t n i n o it a u ti s l a i c o s e h t r o , g n i n r a e l l o o h c s f o e s a c e h
t second
n I . g n i n r a e l e g a u g n a
l theschoo lcontex ,tt heteache rort het extbook can l ead t he .
e g a u g n a l e h t t u o b a s e s e h t o p y h y tl u a f e k a m o t r e n r a e
l Learnerso tfen makeerror s
a f o n o it a t n e s e r p y tl u a f , r e h c a e t e h t m o r f n o it a n a l p x e g n i d a e l s i m a f o e s u a c e b
e tt a p a f o e s u a c e b n e v e r o , k o o b t x e t a n i d r o w r o e r u t c u rt
s rn t ha twa smemo irzed
.
3 SimplePresen tTense
: 5 8 9 1 ( r a z
A 11 )explain sthe formulaiton so fthe Simple Presen tTense . d
e t n e s e r p s i n o it a l u m r o f e h
T inTable2.1.
e l b a
T 2 1. TheTheoryo fSimplePresen tTense(Azar .1985 ,p .11)
t n e m e t a t S
a m ri f f a ( -
) e v it
I u o
Y e
W y e h T
e H
e h S
t I
t c e j b u s e h t f I
d ri h t e h t s i
n o s r e p
. g . e ( r a l u g n i s
, e h she ,ti ,
e h t , n h o J
e h t ,) l a m i n a
d e d d a s i b r e v
l a n if a y
b – s r
o ( - .)e s
e v it a g e N
I e W
u o Y
y e h T
e H
e h S
tI
d d a t o n o D
l a n
if –s( o r -e h t o t ) s e
b r e v n i a m
n i ) k r o w . g . e (
e v it a g e n
. e c n e t n e s
n o it s e u Q
I
Y ou
W e
They
e H
S he
t I
o
D no tadda l a n
if –s( o r -e h t o t ) s e
n i b r e v n i a m
. n o it s e u q a
r e w s n a t r o h S
I
W e
Y ou
They
e H
S he
tI
I
eW
Y ou
They
e H
S he
tI
e h t n
I formulaitono fSimplePresen tTense, t he– / s -e saddingi sused f o r e h t n i s e l u r e m o s e r a e r e h T . ti d n a , e h s , e h s a h c u s r a l u g n i s n o s r e p d ri h t e h t
t e h t r o f d e s u s b r e v f o g n il l e p
s hridpersonsingular .Azar( 1989 )explainst her ules f
o – / s - se (p .8) .Thef ris tonei sf ina l–swhichi saddedt omos tverbs ,e.g. :vi – si t wo rk
t o n o D
) t’ n o d (
k r o w
t o n s e o D
t’ n s e o d
( ) k
r o w
o
D wo rk? Doe s wo rk? s k r o w
s e Y
, d o
s e Y
, does
, o
s ti s i
v ,speak – speaks ,happen – happens .Second, f ina l– se i sadded i n t heverb s h
ti w g n i d n
e – ,c - ,h s - ,h s -x ,o r–z ,e.g. :watch – watches ,wa – sh washes , fi – x s
e x
if . Then,f ina l– se i salso addedt odo andgo ,e.g. :do – does , go – goes .Nex t m
s i e l u
r anyverb send i n–e , ifna l–si ssimplyadded ,e.g. :ho – pe hopes ,wr – tie s
e ti r
w .A tfert hati s fiwordendsi naconsonan t–y, changet he–y to –iandadd – es ,e.g:.stu – dy studies,f l – y files,t r – y tires .Lastr ulei si ft heword ends i n a
t n a n o s n o
c –yand tii sprecededbyavowel ,simply add –s ,e.g. :sa – y says ,pa – y s
y a
p ,bu – y buys .
2 9 9 1 ( r a z A o t g n i d r o c c
A ), Simple Presen tTense ha ssevera lfuncitons p
( .11) .Fris,ti texpresse sgenerals tatement soff acts.I tmeanst ha tSimplePresen t Tenseexpresse ssomethingt ha twa srtuei nt hepas,ti s rtuei nt hepresen tandwli l
e u rt e r a h c i h w s n o it a u ti s r o , s n o it c a , s t n e v e o t s r e f e r o s l a t I . e r u t u f e h t n i e u rt e
b in
o t d e s u s i t i , d n o c e S . y l e ti n if e d n i e u n it n o c y a m d n a e m it f o d o ir e p t n e s e r p e h t
. y ti v it c a y a d y r e v e r o l a u ti b a h s s e r p x e
.
B Theoreitca lFramework
s e ir o e h t t n a v e l e r e h t e z i s e h t n y s o t e k il d l u o w r e h c r a e s e r e h t ,t r a p s i h t n I
a n a o t s d n u o r g e h t e m o c e b h c i h
w lyzet hedata .In deifning errors, t heresearche r e h t t a h t e t a t s o h w , ) 9 3 1 : 2 8 9 1 ( . l a t e y a l u D d n a ) 1 7 1 : 7 8 9 1 ( n w o r B h ti w s e e r g a
s e c n e r e f fi
d between erro rand mistake canno talway sbe clealry observed .Thus , m
r o f n i s m r o f t n a i v e d l l a s d r a g e r r e h c r a e s e r e h
t ing error stha tthe paritcipant s
. e k a
m The researche rappile sthe erro rclassiifcaiton based on surface srtategy )
0 5 1 : 2 8 9 1 ( . l a t e y a l u D y b d e s o p o r p y m o n o x a
, r a m m a r g g n i n if e d n
I the researche ragree swtih Lado (1977) .He found t
a h
t fo rcommon people“Gramma rha sbeent hestudyofther ule so fcorrectness , t
a h w s t n e d u t s e h t ll e t o t d e m i a l c t a h t s e l u r ,s i t a h
t theyshould no tsayi n ordert o
e g a u g n a l e h t k a e p
6 2
I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
c s i h t n
I hapter ,the researche rdiscussed the methodology used in the t
I . h c r a e s e
r covered the research method ,research setitng ,research paritcipants , s
t n e m u rt s n
i and data gatheirng technique ,data analysi stechnique and research
. e r u d e c o r p
.
A ResearchMethod
n i s o o h c r o f e l a n o it a r e h
T g onemethodology ove ranothe rwa sconnected f
o e r u t a n e h t o
t the subjec twhich wa sstudied and the undelrying goal so fthe s
e
r earch .Sincet hi sresearchexploredtheerrorsi nSimplePresen tTensemadeby k
r o w n e tt ir w r i e h t n i s t n e d u t s g n it ir W h p a r g a r a P e h
t s sa the majo rfocu sfo r
d n a n o it a g it s e v n
i interpretaiton ,thi sresearch used qualtiaitve research in the l
o d o h t e
m ogy .According to Fraenke l(1991 , ) qualtiaitve research i sa kind o f e
r search tha t invesitgate s the qualtiy o f relaitonship , acitviite s o r mateirals .
p
( 3 ) . 80
1 9 9 1 ( l l a h t n ir p
S )said tha tthe data gathered in qualtiaitve research are l
a c ir e m u n t o n d n a e v it p ir c s e d y l e r u
p .(p 1 )00 .Therefore,t hi sresearchprovided an e
w h c i h w s r o r r e f o n o it a n a l p x
e remadebyt hestudentsi n t hei rw iritng .Focusing d
e n i m a x e r e h c r a e s e r e h t ,s i h t n
o the students ’errors i n t erm so fsyntacitc l evel . i
d o h t e m f o d n i k s i h
T scalled a documen tanalysi smethod. Ary ,Jacobs ,and h
e i v a z a
l a u s i v r o n e tt ir w o t d e il p p a d o h t e m h c r a e s e r a s i s i s y l a n a t n e m u c o D “
e h t f o s c it s ir e t c a r a h c d e if i c e p s g n i y fi t n e d i f o e s o p r u p e h t r o f s l a ir e t a m
l a ir e t a
m . An advantage o f documen/tconten t analysi s i s tha t i t i s e
s b o e h t f o e c n e s e r p e h T . e v i s u rt b o n
u rve rdoe snoti n lfuencewhati sbeing d
e v r e s b
o (p .442 ,444). r
e h
T eare ifvepurpose so fdocument ro conten tanalysi sexplainedbyAry,J acobs , h
e i v a z a R d n
a (2002) .Oneoft hepurposesi st oanalyzet ype so ferrorsi ns tudents ’ .
s g n it ir w
i s y l a n a t n e m u c o
D sheremeanst heacitvtiyo fanalyzingt hedocument .s I n e
h t y fi s s a l c o t r e d r
o errors ,the researche rcollected the students ’w irtten work . d
e z y l a n a r e h c r a e s e r e h t , n e h
T each w irtten work carefu lly to ifnd t he error sand d
e if i s s a l
c them correclty .Ther esul toft heclassi ifcaitonwli lbeused t osolve the “
s i h c i h w n o it a l u m r o f m e l b o r p t s ri
f Wha tare the grammaitca lerror sin Simple t
n e s e r
P Tense t ha taremadeby t heEngilsh LanguageEducaiton Study Program ”
? s t n e d u t
s Moreover ,thi sstudy provided an explanaiton o fhow error scome about .Thi sdescirpiton concernsthesecond problem f ormulaiton whichi s“Wha t
s r o r r e l a c it a m m a r g ’ s t n e d u t s e h t f o s e s u a c e l b i s s o p e h t e r
a in Simple Presen t
e s n e T ? ”
.
B ResearchSetitng
c r a e s e r e h t n e h w d n a e r e h w s m r o f n i n o it c e s s i h
T h wa sconducted .The
h s il g n E e h t f o g n it ir W h p a r g a r a P f o D s s a l c n i h c r a e s e r e h t d e t c u d n o c r e h c r a e s e r
h c r a e s e r e h t d e t c u d n o c r e h c r a e s e r e h t , n e h T . m a r g o r P y d u t S n o it a c u d E e g a u g n a L
.
C ResearchParitcipants h
T e paritcipant so fthe research were the second semeste rstudent sin n
E gilsh Language Educaiton Study Program o fSanata Dharma Universtiy in 0
1 0 2 r a e y c i m e d a c
a /2011 .Theresearchert ook twenty ninestudent sfromoneo f .
s e s s a l c g n it ir W h p a r g a r a P e h
t I twa sParagraph Wiritng clas sD because i twa s .
n o it a r e d i s n o c l a i c n a n if d n a e m it , s t n e d n o p s e r e h t o t y ti li b s s e c c
a The researche r
d e s
u as amplei nchoosingt heparitcipants .Samplei spar to fpopulaitonbecoming f
o e n o y r e v e e d u l c n i o t t l u c if fi d y r e v e b l li w t I . h c r a e s e r f o s t c e j b u
s Paragraph
d e ti m il e h t o t e u d y d u t s s i h t n i s t n e d u t s g n it ir
W itmesot her esearche ronlychose
. s s a l c g n it ir W h p a r g a r a P e n
o Moreove,r t he ilmtied numbe ro fparitcipants we er e
h t e c n i s n e k a
t researche rattemptedto conduc taqualtiaitvestudy .Therefore ,no a
r e n e
g ilzaiton to a large populaiton wa sintended .Anothe rreason wa sto make a
t y B . a t a d f o e c r u o s e h t f o n o it a d il a v e h t e r u
s king speciifc paritcipants ,i twa s r
e i s a
e toi nvolvetheaspect soft hei rerrorsi n wiritng .Int hisr esearch,t hesample s
a
w taken from student sin the Paragraph Wiritng clas swho represente d the .
s t n e d u t s g n it ir W h p a r g a r a P l l a f o s e it il i b a
.
D InstrumentsandDataGatheringTechnique e
r o w t e h t e v l o s o t r e d r o n
I searchproblems, t hisr esearch employed t hree i
a g n i s t n e m u rt s n i f o s d n i
k ning the data, which are document ,interview and s
t n e m u rt s n i f o s d n i k e e r h t e h T . t n e m u rt s n i n a m u
h were obtained to convey t ha t
n e h s a r K d n a , tr u B , y a l u D y b d e s o p o r p y m o n o x a T y g e t a rt S e c a f r u S e h t o t d e r r e f e r
. ) 2 8 9 1
( Dulay et .la (1982 )stated tha tthe Surface Srtategy include somission , o
it i d d
a n ,misinformaiton ,misordeirng ( .p 146) .The researche rin thi s study e
t a
c go irzed t heerrorsi nto ifvemain patrs .Thoseareerrorsi n omission,addiiton , f
e s e h t , n e h T . g n ir e d r o s i m , n o it a m r o f n i s i
m o ur main catego ire swere subdivided .
n o it a l u m r o f m e l b o r p e h t n i d e t a t s s n o it s e u q e h t r e w s n a o t r e h tr u f
w s k r o w n e tt ir w ’ s t n e d u t s e h
T ereanalyzed i nordert o solvet heproblem s .
I r e t p a h C n i d e t a t
s There were impo tran tstep sin analyzing the data .The fris t p
e t
s wa sexamining the students ’work and marking the wrong tiems .A tfe r t
n e d u t s e h t g n i k c e h
c s ’work ,the researche ranalyzed the erroneous tiems .The e
ir t r e h c r a e s e
r d to ifnd outt heerrors t hat t hestudent smadei n using t heSimple t
n e s e r
P Tense.A tfert ha,tt her esearche rclassiifed andmad ea ils to ferrors . e
h
T researche rusedSurfaceTaxonomya saguideilnet oanalyzet heerror s n i s r o r r e l a t o t e h t d e t n u o c r e h c r a e s e r e h t , t x e N . s g n it ir w ’ s t n e d u t s n i d n u o f
, n o i s s i m
o addiiton ,misinformaiton ,and misordeirng so t hat t he dfiifcul tarea o f , n o i s s i m o ’ s t n e d u t s f o l a t o t e h t d e t n e s e r p r e h c r a e s e r e h T . d n u o f e b n a c g n i n r a e l
it i d d
a on ,misinformaiton ,and misordeirngerrorsi n t hestudents ’w irtten worki n .
1 . 3 e l b a T
1 . 3 e l b a
T TheType so fError sandTheirExamples(blank) .
o
N Typeo fError Subcategory s r o r r E f
o ExEarmrpolreso f Frequency Perc(%en)tage .
1 Omission .
2 Addiiton .
3 Misinformaiton .
r e h t t u o e r u g if o t w e i v r e t n i a t a d e h t m o r f n o i s u l c n o c w a r d o t s a w p e t
s eason s
. s g n it ir w r i e h t n i s r o r r e g n i k a m s t n e d u t s g n i y lr e d n u
.
3 DataAnalysi s
r e h c r a e s e r e h t ,s s e c o r p n o it a u l a v e e h t n
I analyzed t hestudents ’work and n o d e s a b s r o r r e e h t g n i y fi s s a l c s a w p e t s t x e n e h T . s r o r r e f o t s il a n i m e h t d e t c e ll o c
T y g e t a rt S e c a f r u
S axonomyi nto error so fomission ,addiiton ,misinformaiton ,and g
n ir e d r o s i
m . Following thi s step , the researche r counted the error s o f each t u o d n if o t s r o r r e ’ s t n e d u t s f o l a t o t e h t g n it a l u c l a c s a w p e t s t x e n e h T . n o it a c if i s s a l c
s h c i h w n i a e r a t l u c if fi d e h
t tudent smoslty made errors .Then the researche r m r i e h t g n i y lr e d n u s e s u a c e h t n o a t a d e h t r e h t a g o t w e i v r e t n i n a d e t c u d n o
c aking
t n e s e r P e l p m i S n i s r o r r
e Tense .Thel asts tepwa sdrawingt heconclusionf romt he n
o s a e r e h t t u o e r u g if o t w e i v r e t n i e h t f o a t a
d sundelrying student smaking error s t
n e s e r P e l p m i S n
i Tense .
.
4 Wri itngt heRepor toft heAnalysi s
d n a k r o w n e tt ir w ’ s t n e d u t s m o r f d e n i a t b o e r e w h c r a e s e r s i h t f o a t a d e h T
d e tr a t s r e h c r a e s e r e h t , a t a d e h t g n i z y l a n a d e h s i n if g n i v a H . w e i v r e t n i e h t m o r f
g n it ir
5 3
V I R E T P A H C
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R
e h T . s n o it s e u q h c r a e s e r o w t e h t o t s r e w s n a e h t s e s s u c s i d r e t p a h c s i h T
e h t f o n o i s s u c s i d d n a n o it a t n e s e r p a t a d f o m r o f e h t n i d e t n e s e r p e r a s r e w s n a
. s tl u s e
r Therefore ,basedont her esearchquesiton ,st hi schapteri sdividedi ntot wo a
m m a r g e h T ) A ( : s n o it c e
s itca lerrorsi nSimplePresen tTenseand( B )Thecause s t
n e s e r P e l p m i S n i s r o r r e f
o Tense .
.
A TheGramma itca lErrorsi nSimplePresen tTense
i h T . n o it a l u m r o f m e l b o r p e h t n i n o it s e u q t s ri f e h t s r e w s n a n o it c e s s i h
T s
n o it a t n e s e r p a t a d y l e m a n , s tr a p o w t o t n i d e d i v i d s i n o it c e
s o fthe grammaitca l
e s n e T t n e s e r P e l p m i S n i s r o r r
e anddiscussionoft hegrammaitca lerrorsi nSimple e
s n e T t n e s e r
P .
.
1 DataPresenta itonoft heGramma itca lErrorsi nSimplePresen tTense
r e d r o n
I to gathe rSimple Presen tTense error sproduced by Paragraph d
e z y l a n a r e h c r a e s e r e h t ,s t n e d u t s g n it ir
W twentynine( 2 ) 9 assignment ssubmitted e
h t s
a second progresst es toft heclass .Theprogresst es tconsisted o fthreepatrs . e
l b m u j s i tr a p t s ri f e h
T d nse tence;t hesecond i scorrecitng t he mistake sand the g
n i k a m s i t s a
l a paragraph o f desc irbing “The Idea lHo .” me However ,the r
e h c r a e s e
e r e w e r e h
T twenty seven (2 ) r7 e r ors found in the documents . The e
c n e r r u c c
o o fthe error sin each workshee tvaired .On average ,each workshee t f
o d e t s i s n o
c four (4) errors .Thoseerror sweredividedbased onSurfaceSrtucture h
w , y m o n o x a
T ich classiife serror sinto four pty e s : (1 )Omission ,(2 )Addiiton, , n o it i d d a e l p m i s d n a n o it a z ir a l u g e r , g n i k r a m e l b u o d s r e v o c h c i h
w (3 )
, n o it a m r o f n i s i
M which consist s o f regulairzaiton , archi-form , and atlernaitng ,
m r o
f and(4 )Misordeirng .However ,basedont heanalysi soft hedata,t herewere e
r h t y l n
o et ype soft heSurfaceTaxonomyr elated t o SimplePresent Tensef ound . n o it a m r o f n i s i M ) 3 ( d n a , n o it i d d A ) 2 ( , n o i s s i m O ) 1 ( :t s e t g n it ir w ’ s t n e d u t s e h t n i
e h
T error sand the example sa swel la sthe numbe rand the percentage o feach d
e t n e s e r p e r a y r o g e t a
c inTable4 .. 1
e l b a
T 4 1. TheType so fErrors
. o
N Typeo fError Frequency Percentage( %) .
1 Misinformaiton 1 3 4 8
.
2 Omission 8 3 0
.
3 Addiiton 6 2 2
L A T O
T 2 7 1 00
.
2 Discussionoft heGramma itca lErrorsi nSimplePresen tTense
q h c r a e s e r t s ri f e h t r e w s n a o
T uesiton, t heSimplePresen tTenseerrorsi n s
g n it ir w ’ s t n e d u t
s , the researche r descirbed the data presentaiton . The data t
n e s e r P e l p m i S f o s e p y t e h t t a h t s w o h s n o it a t n e s e r
p Tense error sfound in the
k r o
w sheet swere misinformaiton ,addiiton ,and omission .Based on t heresearch ,
tl u s e
s a w s t n e d u t s e h t y b d e c u d o r p n e tf o s a w e p y t s i h t f o e l p m a x
e *haveand*has .The
t n e s e r P e l p m i S s u o e n o r r e s i h t f o s e l p m a x
e Tensea reasf ollows .
[1a ]*Ahomehavea ilvingr oom .
[2a ]*Thet oliet shass howe randbathup.
[3a ]*Thewindowsuppo trtheai rcriculaiton.
e v a H
* and *has ,a sseen i n sentences [1a ]and [2a] ,area misinformaiton t
n e s e r P e l p m i S f o r o r r
e Tensebecauset heuseo fhaveand hasisi ncorrect .Aza r t
a h t d e t o n ) 3 9 9 1
( a ifna l– so r– se i sadded to a Simple Presen tverb when the n
u o n o r p r a l u g n i s n o s r e p d ri h t r o n u o n r a l u g n i s a s i t c e j b u
s (p .198) .Theexample s
e r a n u o n r a l u g n i s f
o Mary ,myf atherandthemachine .Moreove,rt heexample so f p
d ri h t
a erson singula rsubjec tpronoun are she ,he, and ti. In addiiton ,the b
r e v e h t f o e g a s u t c e r r o c e h t f o e l p m a x
e have :is Diana and Dora havet wo cute s
g o
d .The subjec tDiana and Dora i sfollowed by have because the subjec ti s .
l a r u l
p On the othe rhand ,the example o fthe correc tusage o fthe verb has :is .r
e w o lf l u fi t u a e b a s a h y r a
M Maryisf ollowedbyhasbecauset hesubjec t(Mary) .
n u o n r a l u g n i s a s
i Thus ,the correciton usage in sentence s[1a ]and [2a ]are sa .s
w o ll o f
] b 1
[ Ahomeh sa a ilvingr oom.
] b 2
[ Thet oliet shaveshowe randbathup.
l a n if a f o e g a s u t c e r r o c n i e h
T – s –o r e scan beseeni n sentence[3a .] Thecorrec t .
] b 3 [ e c n e t n e s n i n e e s e b n a c e c n e t n e
] b 3
[ Thewindowsuppo trstheai rcriculaiton.
e h t n i s i e g a s u t c e r r o c n i e h
T support ,i tshould be supports .I ti sbecause the (
r a l u g n i s s i e c n e t n e s e h t f o t c e j b u
s thewindow )sot hatt heverbmus tbef o llowed y
b – r s – .o es Moreove,rt hiss entencei sSimplePresen tTense .
r e h t o n
A exampleo fmisinformaitonerrori stheusageo f*areand s*i .The a
x
e mple so fthe usage so fthi serroneou sSimple Presen tTense are shown in s
e c n e t n e
s [4a ,] [5a ]and[6a] ,asf ollow .s
[4a ]*Thei mpo trantt hingi st hatt herearemuch air ,especially t heoxigen .
e s u o h e h t e d i s n i
[5a ]* eTh reares omevase sofr osei sputi neverycorne roft hebathroom.
[6a ]*Theyareno tdisturbou rmovemen.t
e c n e t n e
S s [4a],[ 5a ]and [6a ]are incorrec tbecause the be *are and *is are .
e r u t c u rt s r o e m e h p r o m e h t f o m r o f t c e r r o c n i y b d e w o ll o
f Azar( 1993 )notedt ha t
thei ntended meaning of t heb * ee ar and * si in sentences [4a] ,[5a ]and [6a] si a h
ti w e c n e t n e
s b east hemain verbhast hreemain basicpatterns which arebe+a n
u o
n ,be+anadjecitve, andbe+apreposiitona lphrase(p .A4 .)
t a h t d e n i a l p x e o s l a s i t
I the tense form o fsingula rb e in Simple Presen t e
s n e
T aream, i sandare .Moreove,r t hepluralf ormi sare .Then,t heb e*areand s
i
* could no tbef ollowed by V1 form sa sseen i n example [6a .] Theexampleo f e
h t f o e g a s u t c e r r o c e h
t be*are si Theyarestudents .Thesubjec ttheyisf ollowed y
. n u o
n Addiitonally ,the example o fthe correc tusage o fthe b e *i si sJohn i s .
t n e g il i
d Thesubjec tJohn isf ollowed bybe*isbecause tii ssingulart ensef orm f
o be. Anotherreasoni satfert hebe*isi sanadjecitve .Theexampleofi ncorrec t f
o e g a s
u be*areand *sican be seen i n sentence [6a .] tI i sbecauset he be *are 1
V y b d e w o ll o f e b t o n d l u o
c .Thes ubjec ttheyisf o llowedbydobecauset herei sa r
e tf a 1
V do .Wherea sthe be *are and * is only can be followed by a noun ,an .
e s a r h p l a n o it i s o p e r p a d n a e v it c e j d
a Thu ,s t hecorrecitonusagei n sentences[ 4a] , .s
w o ll o f s a e r a ] a 6 [ d n a ] a 5 [
[4b ]The impo tran tthing i stha tthere is much air ,especially the oxigen d
i s n
i et hehouse.
[5b ]Thereares omevase sofr oseareputi neverycorne roft hebathroom.
[6b ]Theydono tdisturbou rmovemen.t
r o r r e e h t f o e p y t d n o c e s e h
T w asaddiiton.I toccurredsix( 6) itmes( 22% ) k
r o w e h t n
i sheets .Theexampleo faddiitonerrorsi nSimplePresen tTensearea s .s
w o ll o f
[7a ]*Myhomei sconsis to f2 lfoor .s
[8a ]*I’t smakesthes tiuaitonwli lbegoodt hanbefore.
e c n e t n e s n i n e e s s
A s [7a ]and [8a,] t hey are an addiiton erro ro fSimplePresen t e
s n e
T becausethepresenceo faf ormwhichdoe sno tappeari nar egulars entence . t
a h t d e t o n ) 3 9 9 1 ( r a z
A a ifna l– s – so r e i sadded t o aSimplePresen tverb when n
u o n o r p r a l u g n i s n o s r e p d ri h t r o n u o n r a l u g n i s a s i t c e j b u s e h
t a h t d e n i a l p x e ) 3 9 9 1 ( r a z
A a sentence wtih b e a sthe main verb has t hree main e
r a h c i h w s n r e tt a p c i s a
b be+a noun ,be+an adjecitveand be+apreposiitona l e
s a r h
p (p .A4). Theerro roccurs i n sentences [7a ]and [8a] i sbecauset here i sa .
s e c n e t n e s n i g n i k r a m e l b u o
d Thecorrec tusageofs entence[ 7a ]i sasf ollow .s
[7b ]Myhomeconsists fo 2 lfoor .s
It i sbecause atfert he subjec tMy home i ssingular .Moreover ,atfer t he subject , y b d e w o ll o f e b t s u m b r e v t n e s e r P e l p m i S e h t t a h t o s b r e v t n e s e r P e l p m i S a s i e r e h t
– s – .o r es Anothe rexplanaitoni sb se*i could no tbef ollowed by SimplePresen t .
b r e
v The case i ssimlia rwtih sentence [8a] .I ti sbecause a tfe rthe subjec t i()t , b r e v e h t t a h t o s r a l u g n i s s i t c e j b u s e h t ,r e v o e r o M . b r e v t n e s e r P e l p m i S a s i e r e h t
y b d e w o ll o f e b t s u
m – s – .o r es Thecorrecitono fsentence[ 8a]i sasf ollow .s
[8b tI ] makesthes tiuaitonwli lbegoodt hanbefore.
f o e p y t d ri h t e h
T theerro rw asomission .I toccurredeight( 8) itmes( 30% ) k
r o w e h t n
i sheets .Thereweret wo example so fomission erro ro fSimplePresen t e
s n e
T foundi nt heworksheets .
[9a * ] I tmaket hehomemorecomfo trable .
[ 01 a ]*I fyout ried .
e c n e t n e s n
I [9a,]t heverbmakeshouldco-occu rwtih–st oshowst ha t tii sSimple b
r e v t n e s e r
P and to show tha tthe subjec ti ssingular .Aza r(1993 )noted tha ta l
a n
if – so r– se i sadded t o a Simple Presen tverb when t hesubjecti sasingula r n
u o n o r p r a l u g n i s n o s r e p d ri h t r o n u o
-h ti w r u c c
o be*are tii sbecausesubjec tyoui splura landatfert hesubjec,tt herei s t
a h t o s , e v it c e j d a n
a thesubjec tmus tbef ollowedbybe. tIi sbecauseAzar( 1993 ) t
a h t d e n i a l p x
e a sentence wtih b east hemain verb hast hreemain basicpattern s e
r a h c i h
w be+anoun ,be+an adjecitveandbe+apreposiitona lphrase(p .A4). s
e c n e t n e s f o e g a s u t c e r r o c e h
T [9a ]and[ 10a]i sasf ollow .s
[9b]I tmakesthehomemorecomfo trable .
[ 01 b]I fyouaretried.
.
B TheCause so fErrorsi nSimplePresen tTense
s i h T . n o it a l u m r o f m e l b o r p e h t n i n o it s e u q d n o c e s e h t s r e w s n a n o it c e s s i h T
e m a n , s tr a p o w t o t n i d e d i v i d s i n o it c e
s lydatapresentaitonoft hecauseo ferrorsi n e
s n e T t n e s e r P e l p m i
S and discussion o fthe cause o ferror sin Simple Presen t e
s n e
T .
.
1 DataPresenta itonoft heCauseo fErrorsi nSimplePresen tTense
t u o g n ir u g if r e tf
A andclassfiyingt heerrorst hatt heparitcipant smade, i twli l .s
r o r r e e h t r o f s d n u o r g e h t w o n k o t t n a c if i n g i s e
b Hence ,deailng wtih t hesecond
i m e s d e t c u d n o c r e h c r a e s e r e h t , n o it s e u q h c r a e s e
r -srtuctured interview a s the
l p m i S n i s r o r r e e d a m s t n a p i c it r a p e h t y h w s e s u a c e h t r e v o c s i d o t t n e m u rt s n
i e
t n e s e r
P Tense .The researche rchose seven paritcipant sto be interviewed who s
r o r r e t s o m e h t e d a
m .Fo rfu trhe rinformaiton ,the interview wa sconducted in a
i s e n o d n I a s a h a
B in orde rto make i tmore convenien tfo rthe interviewee sto n
i o p w e i v r i e h t s s e r p x
.
2 Discussionoft heCauseo fErrorsi nSimplePresen tTense
e h t d e s s u c s i d n o it c e s s i h
T possible cause so ferrors .The study provided .
s r o r r e f o s e s u a c e l b i s s o p e h t f o s t n i o p w e i v o w
t Theyweres tudents ’poin to fview .) 3 8 9 1 ( h s ir r o N n h o J y b d e s o p o r p s r o r r e f o s e s u a c e h t f o y r o e h t e h t m o r f d n a
e r e w e r e h t , w e i v f o s t n i o p o w t e s o h t m o r
F s sixpo siblecause so ferrorsi n Simple t
n e s e r
P Tensefort hes tudent so fParagraphW iritng .Thosewere :
.
a Contex tLearning
n e d u t s e h t f o t s o
M t sthough ttha tSimple Presen tTense wa seasy .They o
it p m u s s a e h t d a h y d a e rl a e v a
h n tha tlearning Simple Presen tTense i sjus ta .
g n i h t e l p m i
s In relaiton to the contex tlearning ,thi sstiuaiton could hinde rthe s
t n e d u t
s in the proces so facquiirng the mateira lin Simple Presen tTense .I ti s e
s u a c e
b the student swli lbe shy to ask some quesiton si en r laiton to Simple t
n e s e r
P Tense ,a sctied f rom Responden t5 t ha t“Keitkaakan t anyat u l ebih gede g
n u j u a y n a t u a l a k g n a d a k , s e l a m g n a d a K . k a b m a y n s e l a m a t a
k -ujungnya
? o t o y I . e s n e t t n e s e r P e l p m i S a y n a t h i s a m i n i g i r a h , , h h h ii i H . n i a w a t e k i d
. … a a a a h h a h … u u ti
G ” (When Iam going to ask some quesiton sabou tSimple T
t n e s e r
P enset omy l ecture ro rmyf irends ,thef ristf eeilngi sl azyand shyr athe r .
w o n k o t r e g a e n a h
t )
3 9 9 1 ( n w o r B o t g n i d r o c c
A ) ,contex tof l earn gi n also becomest he majo r n
il a rt n i d n a l a u g n il r e t n i s e d i s e b s r o r r e f o e c r u o
s gua l rtansfe rori nterferenceand s
r o r r e l a t n e m p o l e v e
d .(p 1 - 977 1 ) .7 Moreover ,Hornby( 1995 )notedt hatt heword s
n e p p a h t n e v e n a h c i h w n i n o it i d n o c a s n a e m ’ t x e t n o c
.
d Translaiton
4 9 9 1 ( r e h s
A )said tha twiritng involve ssetitng goals ,generaitng ideas , ,
n o it a m r o f n i g n i z i n a g r
o selecitng appropriatel anguage ,drafitng, r eviewingand g
n it i d
e .(p 3775) .T kal i ngabou tselecitng approp iratel anguage ,student swli lalso .
s e c n e t n e s e h t n i d e s u e b o t s d r o w e t a ir p o r p p a g n it c e l e s h ti w l a e
d O fcourse,i fthe
s t n e d u t
s talkabou tselecitngapprop iratewords, ythe shouldhavesufifcien tword s e h t n i y r a l u b a c o v d e ti m il a s a h t n e d u t s e h t n e h W . d e t c e l e s e b o t ) y r a l u b a c o v (
. g n it ir w s i h n i s a e d i s i h g n i s s e r p x e n i y tl u c if fi d e v a h l li w e h , e g a u g n a l t e g r a t
s i h
T kind o ferro rmigh tbeproduced becauset he student sdid not r eailze d e t a l s n a rt y l e r e m s t n e d u t s e h T . s e c n e t n e s e h t n i y r a l u b a c o v g n o r w d e s u y e h t t a h t
u g n a l t e g r a t e h t o t n i e c n e t n e s e g a u g n a l t s ri f r i e h
t ageregardles so f ti svocabulary
. y c a r u c c
a Theyprobablyt houghtt hatt hemeaningoft hesentence swerei denitca l t
a h t o
t o fthe t arget l anguage .However ,when t hey produced t hesentence ,s t hei r .
e g a s s e m d e d n e t n i e h t t n e s e r p e r t o n d l u o c s e c n e t n e
s A sa resutl ,when they are
d n if y e h t , h s il g n E n i e ti r w o t d e k s
a dfiifculite sand t end t o make errorsi n t hei r .
g n it ir w
.
e O -vergenerailzaiton
r e h t o f o e c n e ir e p x e ’ s r e n r a e l e h t f o t l u s e r a s a s n e p p a h n o it a z il a r e n e g r e v O
. e g a u g n a l f o t e g r a t e h t n i s e r u t c u rt
s Theyproducedgrammaitca lerror swhen t hey c
u rt s t n a i v e d a e t a e r
c tureont hebasicoft hei rexpeirenceo fothe rsrtucturesi nt he .
