In this study, the writer formulated the problem as: What mistake in using simple past tense in writing recount texts is made by tenth graders of SMAN 1 Raman Utara?. The writer took 27 tenth grade students from SMAN 1 Raman Utara as her targeted sample. The result of the analysis shows that: The error of writing recount text made by the tenth graders of SMAN 1 Raman Utara of 27 students is an error of omission and disorder is the highest percentage of 23 students (85.2%).
Allah gave his gift to the writer so that she could finish his research proposal titled "An Error Analysis on the Usage of Simple Past Tense in Writing Recount Text at the Tenth Graders of SMAN 1 Raman Utara".
INTRODUCTION
Focus of Study
- Limitation of The Problem
- Formulation of The Problem
- Objectives and Benefits of The Study
Prior Research
The preliminary research is firstly a study on students' mistakes in the use of the simple present tense in a descriptive text, which was made by students of the eighth year of SMP N 2 Brebes. The problems of this study are which dominant errors in descriptive texts are made by eighth graders of SMP N 2 Brebes and what are the possible causes of these errors. Based on the results of the research, we suggest that the students of the eighth year of SMP N 2 Brebes intensively practice the correct construction of the simple present tense when writing.
It is quite necessary for the eighth year students and the teacher of SMP N 2 Brebes to be informed about the result of this study so that they can improve their teaching and learning process.
Error Analysis
They are omission of be, wrong form of be, double be, wrong use of singular and plural form, addition of be (before and after verb), omission of suffix -s/-es, wrong use of verb, wrong form of modal auxiliary, omission of verb and wrong form of negative sentence. It is concluded that the dominant errors lie in the omission of the suffix –s/-es from the verb of third person singular subjects by the students. It is an advantage that error analysis can be traced back to the importance of the students.
In addition, Corder also stated that an analysis of the student's error gives the teacher evidence of how a language is learned or acquired and of the student's competence in the foreign language.2 The teacher also receives information about the student's difficulties at different levels. Such information is important for course planning and the structure of teaching materials. In addition, it is necessary to discuss error analysis for teaching English as a foreign language.
English teachers should be familiar with error analysis because it becomes a useful key to understanding the process of foreign language acquisition. Finally, from the above definition, the writer can conclude that error analysis is a methodology for investigating students' competence in acquiring a second. Addition errors are characterized by the presence of an element that should not appear in a correctly formed sentence.
Malformation errors are characterized by the use of the wrong form of a morpheme or structure. Students use one form of a given class to represent all use in the class.
Tenses
- The Form of Simple Past Tense
- The Use of Simple Past Tense
- Adverbial with the Simple Past Tense
- The Pattern of Simple Past
Regular verb Past tense verbs are formed by adding (d/ed) to the infinitive. 1) The regular past tense always ends in-d: Arrives / arrived. It is important to remember, especially with such verbs, that the third person does not change in the past tense: e.g. 2) The past form of most irregular verbs is different from the present: . bring/brought, catch/capture, keep/keep, leave/leave, lose/lost. The association of the past tense with adverbials that tell us when something happened is very important.
In this research, the researcher will use the descriptive qualitative method because it depends on the purpose of the research. In keeping with the terminology, the main topic of the study is an error analysis in the use of the simple past in writing recount texts that were difficult in tenth graders. Observation is a technique or method of collecting data using all senses24. The observation method is the most commonly used method, especially in behavioral science research.
In the observation method, the information is sought through the researcher's own direct observation without asking the respondent25. The main advantage of this method is that subjective bias is eliminated if the observation is done accurately. The writer will observe the state of the class when the learning process was running. Based on the above explanation, the writer interviewed the tenth graders about learning the simple past tense.
In addition, the researcher will use the documentation method to obtain detailed information about the condition of the students, especially the tenth graders of GŠM N1 Raman Utara in the academic year 2012/2013. Misformation errors are characterized by the use of incorrect forms of a morpheme or structure.
Writing
Recount Text
RESEARCH METHODOLOGY
- Data Resource
- Data Collecting Technique
- Observation
- Test
- Interview
- Documentation
- Data Analyzing Technique
- Research Approach
In conducting the research, the writer selects only one class in the tenth grade of SMAN 1 Raman Utara in the academic year 2012/2013. In this case, the writer will organize the observation on the tenth grade students of SMA N1 Raman Utara. Because the writer aims to explore the grammatical errors commonly found in the use of simple past tense in writing recount text.
Since the writer used a case study, he used step-by-step procedures to get the research results. The writer intends to determine the instrument for data collection, formatting and documenting the data. This year, a total of 272 students from 7 classes led by dr. Sulimasdia.
Ranking of tenth graders, there is no best or worst class, as the students are chosen randomly. As V2 in the regular verb added or -d, so most students add -ed or –d in the irregular verb. Based on the data analysis and research on the tenth graders of SMAN 1 Raman Utara, the writer wants to give a conclusion.
The data result showed that error analysis of the most frequent error type of 27 students is omission error and disorder is the highest proportion 23 students (85.2%). Based on the fact that the result, the teacher should be more emphasis on aspect errors of omission and disorder in teaching.
RESULT OF THE RESEARCH
SMAN 1 Raman Utara
The location of SMA N 1 Raman Utara is very easy to visit because the position of SMA N 1 Raman Utara is on the first road. In the academic year of SMA N 1, Raman Utara consists of three classrooms and one office teacher. This year, a total of 272 students from 7 classes led by dr.
Vision and Mission of SMAN 1 Raman Utara
Target of the School
The Organization Structure of SMAN 1 Raman Utara
School Condition
From the above data, it can be seen that the facilities of SMAN 1 Raman Utara are in good condition. SMA N1 Raman Utara has three levels; they are tenth grade, eleventh grade and twelfth grade students. When the writer observed this class, the writer found out about the state of the class, such as the situation of the learning process, the characteristics of the students, as well as the usual action that the student did when the teacher was not coming in that class.
General Description of Research Data
In general, in formal education English is mandated by the government as a subject to be taught to students. In the process of teaching and learning, the subject of English is arranged in a part that can be called syllabus or lesson plan. In the syllabus and lesson plan, the English subject arranged from beginner to advanced level.
It is taken by the teacher so that the students can learn English effectively and be understood by the students. Furthermore, the objectives of this research are to know the common error in the use of simple past tense in writing the recount text made by the tenth grade students of SMA N1 Raman Utara in the academic year 2012/2013. Usually, the students made some mistakes in grammar change such as malformation errors, addition errors, omission errors, and disorder errors.
Finally, to know what mistakes are usually made by the students, the author gives tests to get and analyze the data.
Analysis of The Data
After the research conducted, the students' tasks were collected and by analyzing their response, the identification of errors was focused on the use of simple past tense in the writing of the recount text by the tenth grade students of SMAN 1 Raman Utara. Based on the collected data, the most errors in writing the recount text made by the tenth grade students of SMAN 1 Raman Utara for each type of errors as follows: omission errors 23 students, addition errors 11 students, disorder errors 23 students, and malformation errors 4 students. The comparison between the reconstructed sentences and the original sentences made by the students shows which types the errors belong to.
These errors are identified by the absence of one or more items that should appear in a well-formed sentence. This type of error is characterized by the presence of one or more articles in a well-formed sentence. Disorder errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance.
Based on the above data, the students made an incorrect placement of a group morpheme in an utterance. The kind of errors made by the tenth graders of SMAN 1 Raman Utara in writing recount text can be divided into errors of omission, addition errors, errors of malformation and errors of disorder. The explanations for the errors are: omission errors are characterized by the absence of an item that should appear in a well-formed utterance, addition errors are characterized by the presence of an item that should not appear in a well-formed utterance, malformation errors are characterized by the use of the wrong form of the morpheme or structure, and disorder errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance.
Students must know or understand tenses from that will be used in writing. Students must remember the past form of verbs past both regular and irregular forms.
