In this research, the researcher only focused on the mechanical aspect is the use of auxiliary verb in writing descriptive text as the main topic of this research. Furthermore, the primary objective of this research was to find out common errors which are auxiliary verb performed in students' output of writing descriptive text in Mts Daarul 'Ulya Metro. Regarding the research process, the researcher first collected the descriptive text from 10 students' result in Mts Daarul 'Ulya.
Then the researcher observed them by finding an error about using an auxiliary verb when writing a descriptive text. In conclusion, there are still many auxiliary verb errors in the students' result when writing descriptive text. Auxiliary Verb Errors Found in Writing Descriptive Text by Students Result in the Eighth Graders of Mts Daarul 'Ulya Metro.
INTRODUCTION
- Background of Study
- Focus of Study
- Research Question
- Objective and Benefit the Study
- Prior Research
What kind of mistakes did the students make in using the auxiliary verb in writing the descriptive text in the eighth grade students of MT Daarul. Why students make mistakes in the use of the auxiliary verb in writing descriptive text in the eighth grade of MT Daarul 'Ulya Metro in the academic year 2018/2019. To investigate what kind of mistakes students have made in the use of the auxiliary verb in writing descriptive text in the eighth grade of MT Daarul 'Ulya Metro in the academic year 2018/2019.
To investigate the reasons why the students make the mistakes in using auxiliary verbs in writing descriptive text among the eighth graders of MTs Daarul 'Ulya Metro in the academic year 2018/2019.
THEORETICAL REVIEW
- The Concept of Grammar
- The Definition of Grammar
- The Concept Tense
- Simple Present Tense
- Simple Perfect Tense
- Simple Present Continuous Tense
- The Concept of Auxiliary Verb
- The Definition of Auxiliary Verb
- The Types of Auxiliary Verb
- Descriptive Text
- The Concept of Descriptive Text
- The Generic Structure of Descriptive Text
- The Language Features of Descriptive Text
- Error Analysis
- The Concept of Error
- Types of Error
It means learning the grammatical aspect of language is very important because some language features are arbitrary symbols, sounds and words that make up a language to be understood in a pattern or grammars. Tense is the feature of verbs that indicates the time of the action or state described. The words am, is and are are the simple present forms of the verb to be.
It is used with singular nouns such as "my father" and "teacher" and with the objects he, she and it. The Present Continuous Tense is formed by using the present tense of the verb to be and the present participle of the required verb. The present tense to be the present tense of the verb requires ↓ ↓. am/is/are) (infinitive of the required verb without to + suffix -ing).
Be occurs with the present participle –ing in the progressive tenses and with the past participle –ed in the passive tenses. The auxiliary word do is accompanied by the simple form of the verb (infinitive without to). It is only used in the simple present tense (do or does offer) and in the simple past tense (did offer).
Some of the modal auxiliaries express the same kinds of semantic colorings as verbs in the subjunctive mood (note the relationship between modal and mood). They have only two formal tenses, present and past, which are used with the simple form of the lexical verb (can offer, can offer), the progressive form (can or might offer), the perfect form (can or might offer) have offered) or the passive form (may or may be offered).17. Intralingual errors refer to errors caused by the rule system of the target language.
He made sure to settle down "up to and including extending the pattern." He asked/wanted me to go.”
RESEARCH METHOD
Types and Characteristics of the Researcher
Data Source
Data Collecting Technique
Based on the above statement, the researcher would collect the data from the descriptive text document of English students' writing on the use of auxiliary verb in Mts Daarul 'Ulya Metro in the academic year 2018/2019 which he would get from the archives of English teachers. In this case, the researcher would apply observation in obtaining information from the object of this research. This is why students make mistakes in using the auxiliary verb in descriptive writing.
Data Analysis Technique
Observation is closely observing someone or something for a period of time, especially to learn something. This includes transcribing interviews. optical scanning equipment. typing field notes, or sorting and arranging the data into different types depending on the sources of information. A first step is to get a general idea of the information and think about its general meaning.
Sometimes qualitative researchers write notes in the margins or begin recording general thoughts about the data at this stage. Encoding is the process of organizing the material into bits or segments of text before giving meaning to information. These lessons can be the researcher's personal interpretation, based on the understanding the researcher brings to the research from her or his own culture, history, and experiences.
It could also be meaning derived from comparing findings with information obtained from literature or theories.25.
Research Approach
In this research, the researcher analyzed the use of auxiliary verb in writing descriptive text in MTs Daarul 'Ulya. The researcher analyzes an error in the use of the auxiliary verb in the students' descriptive text writing. A mistake in the auxiliary verb: (is, am, are) Incorrect: His favorite food is meatball.
There is no error in auxiliary verb: (is, are, are) An error in auxiliary verb: (do, do). There are no errors in auxiliary verb: (do, do) Two errors in auxiliary verb: (have, has). There are no errors in the auxiliary verb (do, do) There are no errors in the auxiliary verb (have, has).
Using the auxiliary verb "they" is used for the subject "you, they, we" and the auxiliary verb. Correct: My favorite teacher is Mrs. Henni Rahmawatu. One error with the auxiliary verb (do, do). Auxiliary Verb Errors Discovered in Students' Descriptive Text Writing Results of Eighth Graders MTs Daarul 'Ulya Metro in Academic.
The researcher found that the frequency of difficulties in using the auxiliary verb in writing descriptive text is 12 errors in the auxiliary verb (is, am, am), 11 errors in the auxiliary verb (do, does) and the last 6 errors in the auxiliary verb. (there is, there is). In second place is the auxiliary verb (do, does) 38% and in the last place is the auxiliary verb (kam, ka) 21%. As a result, errors in the auxiliary verb (is, am, are) have the highest number of descriptive text writing.
The students should clearly understand the use of auxiliary verbs when writing descriptive texts.
RESULT OF THE RESEARCH
Description of Research Setting
- The Historical of Mts Daarul ‘Ulya Metro
- The Profil of School
- Vision and Mission Mts Daarul ‘Ulya Metro
- School Activities
- Human Source
- The Number Students of Mts Daarul ‘Ulya Metro
Description of Data Analysis
In fact, the correct auxiliary verb from the fourth sentence is "She is from Java and her age is about 27 years old", but he used the auxiliary verb "to be". The use of the auxiliary verb "are" is used for the subject "you, she, we" and the auxiliary verb "is" is used for the subject "she, he and it". Afterwards, the student 1 made a mistake in the seventh sentence, "She ate his favorite food", it should be used because the sentence is present perfect tense and the auxiliary verb is used to express personal pronoun.
Using the auxiliary verb "do" is used for the subject "I, you, they, we" and the auxiliary verb "does" is used for the subject "she, he and it" and the sentence is a negative sentence. Using the auxiliary verb "have" is used for the subject "I, you, they, we" and the auxiliary verb "has" is used for the subject "she, he and it" and in a negative sentence, no "no" is added. Based on the text written by student 4, the researcher found errors in the use of the auxiliary verb when writing a descriptive text.
The use of the auxiliary verb "is" is used for the subject "she, he and it" and the auxiliary verb "is" is used for the subject "you, they, we". The fifth student made a mistake in the auxiliary verb by writing descriptive text record in the fourth sentence. The use of the auxiliary verb "do" used for the subject "she, he and it" and the auxiliary verb "do" used for the subject "I, you, they, we".
They can be correct sentences if the sentence is "She does useful activity" because "does" is used for subject "she, he and it" and auxiliary verb "do" is used for subject "I, you, they, we". They can be correct sentences if the sentence is "I don't always do homework in my room" because "do" is used for subject "I, you, they, we" and auxiliary verb "does".
Interpretations
Some students often felt confused about differentiating the use of auxiliary verb bases on the topic. Based on the chart above, it clearly showed that auxiliary verb (is, is, is) dominates the frequency with 41%. In addition, students make mistakes using auxiliary verbs; students have low mastery of subject-verb agreement affects the errors of using auxiliary verb in descriptive text.
For example, in Corpus and 9: she does not like noodles, his favorite food is meatballs, she does not like a coffee, she is very smart, my mother is very beautiful, she is fourteen years old, she does not like the color pink, she does not like soda, she does not like spicy food, she does useful activity and it is so kind. Students do not understand the function of auxiliary verb causes students to confuse between auxiliary verb and main verb in sentence. The students have low tenses, low tenses mastery will influence the error of using auxiliary verb in descriptive text.
For example, in the present perfect tense, the students cannot use the correct auxiliary verb. Based on the explanation above, the students make mistakes in the use of auxiliary verbs in writing descriptive text at the eighth grade of MTs Daarul 'Ulya Metro because the students have a low mastery of subject-verb agreement, the students do not understand the function of help. verb and The students have low in tenses. To follow up this research, the teachers should pay more attention to the students in the English learning process, especially in the use of auxiliary verbs to construct descriptive text.
The researcher must improve his knowledge of auxiliary verb deeply to support his research.
CONCLUSIONS AND SUGGESTION
CONCLUSION
SUGGESTION
