Proposition Judul: Errors in the use of English tenses in writing descriptive text by the second class of MTS Negeri 1 Luwuk. Errors in the use of tenses in writing descriptive text second class of Mts Negeri 1 Luwuk. The preparation of this thesis can be completed thanks to the help of various parties.
Erwin Akib, M.Pd., Ph.D., the Dean of the Faculty of Teacher Education and Training, Muhammadiyah University of Makassar. Ummi Khaerati Syam, S.Pd., M.Pd., the Head of English Education Department at FKIP Muhammadiyah University of Makassar and also to all the lecturers who have taught me during my study years. They are a part of my life, which certainly contributed a lot to the preparation of this thesis.
- Background
- Problem Statement
- Objective of the Research
- The Significance of the Research
- Scope of the Research
There are many mistakes in learning English tenses, but if students make mistakes it is normal. Through this explanation, the researcher will investigate how to analyze the students' mistakes in the use of tenses in writing a descriptive text in class. The researcher names the study and the title: "Errors in the use of English tenses in writing descriptive text by the second grade of MTS Negeri 1 Luwuk".
What types of errors in the use of the simple present tense do students make when writing descriptive text. To find out the types of errors in the use of English tenses that students make when writing a descriptive text. Emphasize that this research can provide information about how to analyze students' errors in learning tenses.
Previous of Related Research Findings
Based on this result, it can be concluded that SMA N 1 Pace tenth grade students make many mistakes because they are still influenced by their mother tongue (Indonesia). Therefore, the researcher suggests that the teacher should give more explanations about the simple present tense and how to make a good sentence in English. The predominant type of error in writing descriptive text was omission with 86 or 43% of errors, followed by incorrect form with 45 or 22.5%.
The cause of the error found in the students when writing the text was intra-language interference, inter-language interference and carelessness. Moreover, from the point of view of the similarity of this research with previous studies, it is evident from the mistakes that students make most often. However, only one aspect that distinguishes this research from previous research is that the researcher focuses on descriptive texts that use simple present tense to measure how many students make mistakes and what mistakes students make.
Some Pertinent Ideas
- Writing
- Descriptive Text
- Kind of Tense
- The Concept of Error Tenses
- The Strategy in Error Analysis
In addition, Sudarwati and Grace (2005) stated that "There are two components to the generic structure of descriptive text. Thus, from the above definition, identification usually occurs in the first paragraph and description is listed in the following paragraph which will describe the characteristics of the object. .Similarly, in the historical present, the present tense is used to narrate events that happened in the past.
Express future action (especially with verbs of arrival and departure) .. 2) The ship is sailing next week. If the error indicates incorrect knowledge of the grammar of the target language, we must define the error as something that arises as a result of learning the target language, i.e. found in a first language user of that language. Corder in Wahyuningsih (2004:xii) states that errors are code violations, which means that they are against the grammatical rules of language learning and.
In second language learning, they occur because students have not mastered the grammar of the second language. Finally, if learners' incorrect use of language in the target language is an error if it is correct but not widely used by native speakers. Baker, 2012 also said that tense is a grammatical category that involves changing the verb form to reflect the location of an event in time.
An omission occurs when a student omits one of the elements of a correct sentence. According to Ellis and Barkhuizen (2005), an addition error is the opposite of an omission, which is indicated by the existence of words that cannot appear in regular speech. This type of error occurs when students add one or more elements that should not exist in a correct sentence.
The word "drove" should change to "driven", because the past participle of "to drive is driven".
Conceptual Framework
The types of errors involved in time can be seen using a taxonomic surface strategy with the error types namely omission, addition, malformation, misordering.
- Research Design
- Research Population and Sample
- Population
- Sample
- Research Instrument
- Data Collection
- Data Analysis Technique
The researcher selected 6 (six) students from each class with the total number studied, namely 48 (forty-eight) students. The researcher used a written test as an instrument to fill in all the necessary data in this study. The researcher instructed the students to write a four-paragraph descriptive text describing the student's home in detail.
The purpose of taking the test is to find out what mistakes students make and what mistakes occur most often in the writing test. First, the researcher asked the teacher for permission to give questions about descriptive text to find out student errors, then the questions would be distributed to students and done directly through Google Classroom. After that, the teacher gives instructions to students to send their answers to the researcher by e-mail no later than 2 days.
Calculate the frequency of the percentage of the students' score using the following formula.
The types of errors in the use of simple present tense made by the students in
After analyzing the students' written results, the researchers found the most errors in addition with 7 errors. My father and mother divorced 3 years ago - One room is my aunt and uncle's room. Students add be after using the verb and mode students used the rules they already knew when writing sentences using the present tense.
After analyzing the students' writing results, the researchers found 22 errors to be the most malformation errors. I *slept* in the back room with my grandmother and aunt - My brothers and my grandfather *slept* in the middle room - My father *was* in Morowali and worked in the nickel mine - I *lived* with my siblings and my parents . I *had* air conditioning and a special office - I *lived* with my father, mother and two older brothers.
In the room *were* items I couldn't name one by one – I *lived* with my parents, grandparents, uncle, aunt and my. I also really respect my mother and grandmother, who raised and looked after me from childhood until now - I live with my parents and my sister. I sleep in the back room of my grandmother and aunt - My brothers and my grandfather sleep in the middle room - My father is in Morowali and works in the nickel mine - I live with my siblings and my parents.
I have air conditioning and a special office - I live with my father, mother, two older brothers - I live with my parents, younger brother and sister - in a room where there are objects that I can't name one by one. If students used a plural noun, they had to contribute the appropriate be. After analyzing the students' written results, the researchers found the most wrong-order errors with 4 errors.
My house has five rooms, two bedrooms, a living room, dining room and TV room.
The Errors mostly occurred of using simple present tense
The table shows the number of students' errors in writing descriptive text used in the Simple Present Tense. Most of them use plural nouns (-s and -es), There are still many students who still use the past tense in writing descriptive texts. After analyzing the data collection, the students' writing test used the present tense to write descriptive text.
Furthermore, the aim of this study was to find out which mistakes students made and which mistakes occurred most in the use of the simple present tense in writing descriptive texts. The first research question is therefore "Which types of errors in the use of simple present tense are made by the students in writing descriptive text?" First discussion will therefore focus on the analysis of students' writing test in the use of present tense in writing descriptive text. This stage aims to determine types of errors to identify student errors in the use of simple present tense in writing descriptive texts based on surface strategy taxonomy (omission, addition, distortion and disorder).
In this study, researchers analyzed the writing test of 48 students who used the present simple tense in writing descriptive texts. Thus, the most frequent errors of students in the use of the present tense in writing descriptive text are malformations. In this part, the first research question is answered through students' written work.
In addition, other research questions are "Which types of errors mostly occur when using the simple present tense?" Thus, this second discussion will describe the most common mistakes students make when writing descriptive text in the simple present tense. Based on the above statement, we can conclude that the most common mistake students make in writing descriptive text using simple present tense is the wrong form and the factor that causes students' mistake in writing descriptive text using past tense. So when students do not know the structure of English, students will write based on their knowledge of English patterns.
However, when the students do not know the structure, the students will write it based on their knowledge of the foreign language.
Conclusion
Suggestion
An analysis of errors in academic English writing by a group of first-year Thai graduates majoring in English, Kasetsart University: Thailand. English Verb Use in Korean College Students'. Non-native speakers' communication strategies in word searches from a conversation analytic perspective, Master's Thesis. New Jersey: Prentice Hall, Inc. Error analysis on the use of simple present tense in writing Descriptive text made by the tenth grade students of Sma N 1 pace in academic year 2015/2016.
Error Analysis: Sources of T2 Pupils'. errors. Theory and practice in language studies. http://www.englishclub.com/grammar/verb-tenses_present.htm. Communication strategies among EFL students: A survey of the frequency of use and the types of strategies used. Present tense error analysis in the interlanguage of adult Arabic-English language learners. 2007). Introduction to Academic Writing (3Ed). United States of America: Pearson Education.
