Error Analysis of Students' Writing Test Focused On Tenses : A case study in the third Year Class of Junior High School of paramarta At Jombang,Ciputat Banten

ERROR ANALYSIS OF STUDENTS’ WRITING

TEST FOCUSED ON TENSES

(A Case Study in the Third Year Class of Junior High School of Paramarta At Jombang, Ciputat Banten)

A Skripsi

Presented to the Faculty of Tarbiya and Teachers’ Training In Partial of Fulfillment of the Requirements for the Degree of Strata 1

(Bachelor of Arts) in English language Education

BY:

USWATUN HASANAH NIM: 103014027072

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA 2009

ERROR ANALYSIS OF STUDENTS’ WRITING

TEST FOCUSED ON TENSES

(A Case Study in the Third year Class of SMP Paramarta At Jombang, Ciputat Banten)

A Skripsi

Presented to the Faculty of Tarbiya and Teacher’s Training In Partial of Fulfillment of the Requirement for the Degree of Strata 1

(Bachelor of Arts) in English language Education

BY:

USWATUN HASANAH NIM: 103014027072

APPROVED BY: ADVISOR

Drs. SYAUKI, M. Pd NIP: 150 246 289

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA 2009

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and Teachers’ Training Certifies that the “ Skripsi “ ( Scientific Paper ) entitle “ Error Analysis of Students’ Writing Test Focused on Tenses ( An Experiment Study at the Third Year of Junior High School of Paramarta, Jombang ) “. Written by Uswatun Hasanah, Student’s Registration Number 103014027072 was Examined by the Committee on February 9th 2009, and Declared to have passed and therefore, Fulfilled one of the Requirements for the Academic title of ‘ S.Pd. ‘ ( Bachelor of Arts ) in English Language Education at the Department of English Education.

Jakarta, February 2009

EXAMINATION COMMITTEE

Chairman : Drs. Syauki, M.Pd ( ) NIP. 150 246 289

Secretary : Neneng Sunengsih, S.Pd ( ) NIP. 150 326 910

Examiners : 1. Drs. Nasrun Mahmud, M.P ( ) NIP. 150 041 070

2. Dr. M. Farkhan, M.Pd ( ) NIP. 150 299 480

Acknowledged by:

Dean of tarbiya and teacher’s training Faculty

Prof. Dr. Dede Rosyada. M.A NIP. 150 231 356

SURAT PERNYATAAN

Yang bertanda tangan dibawah ini,

Nama :Uswatun Hasanah Tempat/Tgl. Lahir : Jakarta, 04 April 1985

NIM : 1030140270372

Jurusan/Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : Error Analysis of Students’ Writing Test Focused on Tenses

Pembimbing : 1. Drs. Syauki M.Pd 2. ………..

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 20 Januari 2009 Mahasiswi Ybs.

Appendix 1

Appendix 14

Appendix 2

Appendix 15

Appendix 3

Appendix 16

Appendix 4

Appendix 17

Appendix 5

Appendix 18

Appendix 6

Appendix 19

Appendix 7

Appendix 20

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of the world who has blessed the writer in completing this ‘skripsi’. Peace and Blessing be upon the Prophet Muhammad, his family, his companion, and his followers.

The writer is absolutely conscious that she could not carry out this work without helping of others either in material or in spiritual. The writer would like to say her special gratitude to her beloved parents; my father, H. Hidayat, my mother Rosimah, her brothers, Zaenal Muttaqin, the late. Suban Siddiq and Tata Rustaman, her sister Handayani, and her sisters-in-law: Diniah, Warsini and Dede Wasi’ah and also her brother-in-law: Ukon Furqon, who gave her huge motivation and moral encouragement to finish this ‘skripsi’, and then her handsome nephews: Khoirul, Fauzan, Akmal and her beautiful nieces: Syakira and neng ahdiah who have amused when she was tired. The writer unforgotten to say her great thanks to Drs. Syauki M.Pd, her advisor for his sincerity in guiding the writing from the beginning to the end.

The writer also wishes to say her acknowledgement to the following persons:

1. All lecturers of the English Department who have taught the writer during her study in State Islamic University Syarif Hidayatullah. 2. Drs. Syauki M.Pd, the head of Department of English Education. 3. Prof. Drs. Dede Rosyada, the dean of Faculty of Tarbiya and Teachers’

Training.

4. Drs. Kusman, the head of SMP Paramarta, who has allowed the writer to observe there, Supriyono A.Md and Hamidah S.Pd, the teachers of the third year of SMP Paramarta who has given their time to conduct the writer in during the research. Also, the third year students of SMP Paramarta, who helped the writer by doing the test given. Without their help this ‘skripsi’ will not be finished.

5. Her best friends: Siti, Ciput, Ibah, Jinop, Dawi, Ceunul, especially Qymenk and her family who gave her huge support and motivation.

May Allah Almighty bless all of them, may it be true!

And may this ‘skripsi’ be useful to the readers, particularly to the writer. Also, the writer realized that this ‘skripsi’ is far from being perfect. It is a pleasure for her to receive constructive critics and suggestion from anyone who read her ‘skripsi’.

Jakarta, February 2009

TABLE OF CONTENTS

ACKNOWLEDGEMENT …..……….i

TABLE OF CONTENTS ……….………..iii

LIST OF TABLES ...………..……….…..………..v

I. INTRODUCTION A. The Background of the Study…………...……….1

B. Statement of Problem………..………..4

C. Limitation of the Study………..………...4

D. Method of the Study………..………4

E. Significance of the Study………..5

II. THEORITICAL FRAMEWORK A. Writing 1. Definitions of Writing………....………..6

2. Kinds of Writing……….………7

3. Types of Writing ……….…..10

4. The Purposes of Writing …..….…………..………..13

5. The Processes of Writing………...……14

B. Tenses 1. Definitions of Tenses……….……15

2. Kinds and Uses of Tenses…..…...……….……15

C. Error Analysis 1. Definition of Error ………..…….……….……….21

2. Distinction between Error and Mistake….……….………22

3. Causes of Error………..……….………23

4. Types of Error……….……….…..25

5. The Goal of Error Analysis………...……….…28

6. Procedure of Error Analysis ………..…28

A. Research Methodology

1. Purpose of the Research………...………...31

2. Place and Time of the Research……….…31

3. Population and Sample……….……….….31

4. Instrument of the Research………...……….….32

5. Technique of Data Collecting………...……….……32

6. Technique of Data Analysis……….……….….32

B. Research Findings 1. Data Description……….…33

2. Data Analysis……….…62

3. Data Interpretation……….……63

IV.CONCLUSION AND SUGGESTION A. Conclusion……….….…..64

B. Suggestion……….…...…64

BIBLIOGRAPHY……….…….……..66 APPENDIX

1. Table 3.1 (The identification of writing errors of student 1)…………..33 2. Table 3.2 (The identification of writing errors of student 2)…………..34 3. Table 3.3 (The identification of writing errors of student 3)…………..35 4. Table 3.4 (The identification of writing errors of student 4)……….….35 5. Table 3.5 (The identification of writing errors of student 5)…………..36 6. Table 3.6 (The identification of writing errors of student 6)…………..37 7. Table 3.7 (The identification of writing errors of student 7)…………..37 8. Table 3.8 (The identification of writing errors of student 8)…………..38 9. Table 3.9 (The identification of writing errors of student 9)…………..38 10.Table 3.10 (The identification of writing errors of student 10)………..39 11.Table 3.11 (The identification of writing errors of student 11)………..40 12.Table 3.12 (The identification of writing errors of student 12)………..40 13.Table 3.13 (The identification of writing errors of student 13)………..41 14.Table 3.14 (The identification of writing errors of student 14) ……….41 15.Table 3.15 (The identification of writing errors of student 15)………..42 16.Table 3.16 (The identification of writing errors of student 16)………..42 17.Table 3.17 (The identification of writing errors of student 17)………..43 18.Table 3.18 (The identification of writing errors of student 18)………..44 19.Table 3.19 (The identification of writing errors of student 19)………..44 20.Table 3.20 (The identification of writing errors of student 20)………..44 21.Table 3.21 (The identification of writing errors of student 21)………..45 22.Table 3.22 (The identification of writing errors of student 22)………..46 23.Table 3.23 (The identification of writing errors of student 23)………..46 24.Table 3.24 (The identification of writing errors of student 24)………..47 25.Table 3.25 (The identification of writing errors of student 25)………..48 26.Table 3.26 (The identification of writing errors of student 26)………..48 27.Table 3.27 (The identification of writing errors of student 27)………..49 28.Table 3.28 (The identification of writing errors of student 28)………..49 29.Table 3.29 (The identification of writing errors of student 29)………..50 30.Table 3.30 (The identification of writing errors of student 30)………..50 31.Table 3.31 (The identification of writing errors of student 31)………..50 32.Table 3.32 (The identification of writing errors of student 32)………..51

33.Table 3.33 (The identification of writing errors of student 33)………..52 34.Table 3.34 (The identification of writing errors of student 34)………..52 35.Table 3.35 (The identification of writing errors of student 35)………..53 36.Table 3.36 (The identification of writing errors of student 36)………..54 37.Table 3.37 (The identification of writing errors of student 37)………..55 38.Table 3.38 (The identification of writing errors of student 38)………..56 39.Table 3.39 (The identification of writing errors of student 39)………..56 40.Table 3.40 (The identification of writing errors of student 40)………..57 41.Table 3.41 (The identification of writing errors of student 41)………..57 42.Table 3.42 (The identification of writing errors of student 42)………..57 43.Table 3.43 (The identification of writing errors of student 43)………..58 44.Table 3.44 (The identification of writing errors of student 44)………..58 45.Table 3.45 (Table of Recapitulation of the Students’

Writing Errors) ………....…59 46.Table 3.46 (Frequency of Students’ Errors in Writing)……….…...…61 47.Table 3.47 (Table of Students who Made errors in Writing)…….…...62 48.Table 3.48 (The Frequency of Tenses Area Based on

CHAPTER I INTRODUCTION

A. Background of the Study

English is undoubtedly becoming increasingly important nowadays. As we all know that English language is an international language which is used by almost everyone in the world. Many countries use English language as a second language like in Malaysia and India. They use it as daily communication. Meanwhile, it has also been an important part of the schools curriculum in Indonesia. People realize how important it is to learn English and they hope that they can use it whenever it is needed as a basic of their further study at the university level as for life in the society.

The government realizes how important English today for global development. Therefore, English is taught to students of junior and senior high schools hopefully that SMU graduates will be able used it at the university. Furthermore, National Education Department (Depdiknas) formulates competency standards for students of junior high school. There are three points of competency standard of English subject1, they are:

First Grade : To communicate written and orally using variety appropriate languages, fluently and accurately in the instructional texts and/or monolog that is narrative form, descriptive form, recount and anecdote.

Second Grade : To communicate written and orally using variety appropriate languages, fluently and accurately in the instructional texts and/or monolog that is narrative form, descriptive form and simple recount.

Third Grade : To communicate written and orally using variety appropriate languages, fluently and accurately in the instructional texts

1

and/or monolog that is narrative form, descriptive form and recount, Procedure and simple report.

In English subject, there are four skills that should be mastered by students to accomplish the basic language skills, they are; listening, speaking, reading and writing. Among the skills, writing is one of the difficult skills to be learnt, because it needs hard thinking and produce words, sentences, paragraph at the same time. Not many students can write English as well as to speak it. Therefore, the students must have extensive knowledge if they want to write anything. However, each of students has difficult reasons for writing according to their ability or stages in writing. Sometimes, they do it to get interesting ideas, knowledge, and information or just to practice writing.

In writing the use of correct structure, spelling, diction and punctuation should be understood as well as possible. Writing English for a foreign language student is difficult even the college students still undergo many complications in writing. English is different from Indonesian language in its structure, phonology and lexical meaning. That is why, the students who learn English may produce many errors in their speaking and writing such as tense, some students were confused in using tenses in their writing. For example; “I’m going to Bandung, last week.”, it should be “I went to Bandung , last week.” They made mistakes because they did not understand well the grammar. Writing can be mastered only through learning activities and exercises because it is unnatural skill and needs serious attempt to acquire it.

In order to know where the students make some errors in their writing, the teacher should give them the test. The main objective of test within a taught course is to provide feedback, without which neither teacher nor learner would be able to progress very far.2

When the students do the test, they make error in their test. According to Dullay “errors are a flawed side of learner’s speech or writing”.3 Errors are found in writing and speaking that can’t be avoided by students. But it is not only

2

Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (New York: Cambridge University Press, 1988) p.7

3

in writing and speaking as language skill but also in grammar as language component. A student’s error provides evidence to us that the teacher must have strategies and do something to avoid them to make error again. The strategy that can present the student from making error is error analysis.

Error analysis is the study of student’s error. It is very important because it can be a very useful device both at the beginning and during the various stages of a foreign-language teaching program. Undertaken at beginning, it can reveal to the teacher, the course designer, or the textbook writer. During the teaching itself, error analysis performed on a limited scale can reveal both “successes” and the “failures” of the program. Proper remedial measures can be devised and employed both to consolidate the successes and (more importantly) to eliminate the failures as the program progresses. Error analysis can thus provide strong support for remedial teaching.4

By using error analysis, the students’ test has to identify, to describe and to explain the errors made by students in the test. It can help the teachers to minimize the students’ error in their learning.

Why is the writer interested in discussing about error analysis? Firstly, it is because she finds out some examples of grammatical error made by the students of English language. Here is an example of error made by the students:

“My name is Lia. I born in Tangerang, January 10th 1994. I live at Ciputat. I have been live here since I child.”

It should be:

“My name is Lia. I was born in Tangerang, January 10th 1994. I live at Ciputat. I have lived here since I was child.”

.Secondly, an error analysis has an important role to reveal what kinds of errors the student do in writing and the causes of errors and how the students can learn from their mistakes in writing by themselves. Those are the reason why the writer is interested in analyzing the students’ writing.

Based on the description above, the writer would like to take a research under the title: “ERROR ANALYSIS OF STUDENTS’ WRITING TEST

4

SK. Sharma, Error Analysis: Why and How, (English Teaching Forum July 1981 vol.XIX N. 3 p. 21

FOCUSED ON TENSES” to the Third Year Students of Junior High School of Paramarta, Jombang.

Why does the writer pick SMP PARAMARTA as a place for the research? Firstly, it is because the school is regarded as one of favorite schools. Secondly, the school has a good quality. As a new school, which was established in 2001, it has gotten good accreditation with “A”.

B. Statement of the Problem

Based on the background of the study, this research is intended to answer the following these question namely

a. Which area from tenses do the students make error in writing descriptive test?

b. What kinds of errors are commonly made by the third year students of SMP Paramarta in writing descriptive text?

C. Limitation of the Study

To make this study is easy to understand, the writer tries to limit the study as follow:

1. The object of the research is the third year students of SMP Paramarta, Jombang.

2. The contents of the research on writing, error analysis and tenses. 3. The students’ test is writing descriptive text in simple form.

D. Method of the Study

The writer uses the descriptive qualitative method and uses the procedures of error analysis itself. The method is purposed to analyze problem or case happened at present. It involves accumulating, analyzing, and classifying data with various techniques, also interpreting data. The final step, the writer has to conclude the result of research. The study is also based on field research. Through field research, the writer explains the tenses through descriptive text in the class, examines the third grade students of SMP Paramarta Jombang by doing

the test to get some data from the students. It is also supported by some of books that are related to the topic.

E. Significance of the Study

This study is intended for the improvement of the students and teachers in learning and teaching English based on the analysis of errors made by the students on writing test. The writer hopes that this study will be useful for both teachers and students to study harder in order to avoid in making same errors.

CHAPTER II

THEORETICAL FRAMEWORK

A. WRITING

1. Definitions of Writing

Learning to write does not come naturally in the same way as learning to speak. It involves many complex skills, knowledge and concepts. One of important aspects of learning to write is growing an awareness of self to practice writing. Meanwhile understanding the definition of writing is a most.

There are some definitions of writing, from general to specific. According to Gorrell and Laird, “writing is the use of language for expression and for communication; much attempted writing fails because the writer begins writing before he has something to say.”5

Iris and Sidney Tiedft explain broadly the definition of writing in their book “writing is more than knowledge of sentence, structure, parts of speech, punctuation and spelling. It requires involvement of the author as he expresses himself; he is revealed through his writing. He must have something to say, a conviction, and be able to focus his sentences toward that end.”6

Walter T. Petty and Julie M. Jensen assert that “writing is the mental and physical act of forming letters and words. But it is much more than that. It is putting words into sentences and sentences into paragraphs, spelling words correctly, punctuating and capitalizing in customary ways, and observing

5

Robert M. Gorrel and Charlton Laird, Modern English Language third edition, (New Jersey: Prentice-Hall. Inc, 1964), p. v.

6

Iris M. Tiedt and Sidney W. Tiedt, Contemporary English in the Elementary School,

conventions in written forms-and more. Writing is a process of expressing thoughts and feelings, of thinking, and of shaping experiences.”7

On the book of Teaching and Learning in the Language Classroom, Hedge defined “writing is the result of employing strategies to manage the composing process, which is one of gradually developing a text. It involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing.”8

The various definitions of the writing according to experts above can be identified by the writer into the key words of each definition and it can be concluded in a sentence. Writing is a process which involves a number of activities from the writer to express his thoughts and feelings into sentences to become a good writing form.

2. Kinds of Writing

According to Vivian Horn the kinds of writing can be divided into three kinds: Narration, Description, and Exposition.9

a. Narration

Narration is to tell a story, to relate a sequence of events that are linked in time. It is any development in a sentence, paragraph, or paper by chronological order. The emphasis in narration is on the story itself, as in fiction, biography, autobiography, and much journalism.10

There are two types of narration in writing, namely: present narration and past narration.11

1) Present Narration

7

Walter T. Petty and Julie M. Jensen, Developing Children’s Language, (Massachusetts: Allyn and Bacon, Inc. 1980), p. 362.

8

Tricia Hedge, Teaching and Learning in the Language Classroom, (New York: Oxford University Press), p. 302.

9

Vivian Horn, Composition Steps, (Cambridge: Newbury House Publishers, 1977), p. 6 10

Richard S Beal, The Compact Reader, (New York: St. Martin’s Press, 1984), p. 43. 11

Regina L. Smalley and Mary K. Ruetten, Refining Composition Skills: Rhetoric and Grammar (Boston: Heinle & Heinle Publisher,1995) p. 50 - 56

It is narrative paragraph that describe a sequence of events or tell stories or experiences. Here is model of present narration:

“For many, Mardi Gras day begins on St. Charles Avenue with the Rex Parade. By nine o’clock, the avenue is lined with people dressed in all kinds of costumes. At around ten o’clock, the parade begins. First there is the sound of sirens. The police on motorcycles always lead the parade to clear the street. Then a band usually marches by. At this time the people start clapping and swaying to the music. Next come the masked men on horseback. Finally, the first float arrives carrying men in costumes and masks. Immediately, everyone rushes toward the float. They wave their hands and yell, “Throw me something Mister!” The men generally throw beads and coins at the crowd. Then the float passes, but soon another one comes and the people do the same thing over again. After about an hour, the parade passes by and the first part of Mardi Grass day ends.”12

2) Past Narration

It is narration that describes a sequence of events or stories or experiences in the past time. Here is model of past narration:

“Last school holiday, my brother and I visited our grandfather in Bandung. They have a big vegetable farm. The first day we were there, we helped grandfather to water the spinach and lettuce. It was a lot of fun. Next, grandmother took us to pick the watermelons. They were huge. After we picked them, grandfather put them in a truck and took them to the market. After helping grandmother picked more

watermelons, we went back to the house to clean ourselves and have dinner.”13

b. Description

Description conveys the perceptions of the senses-sight, hearing, smell, taste, touch. It means by which people communicate their experience of the world to others: the color of a car, the sound of a breaking wave, the odor of a chemical compound, the flavor of a barbeque sauce, the feeling of old jeans. People use description unconsciously to distinguish and relate the elements of

12

Regina L. Smalley and Mary K. Ruetten, Refining Composition Skills: Rhetoric and Grammar, p. 51

13

Nina Bates, Real Time 2: An Interactive English Course for Junior High School Year VIII, ( Jakarta: PT. Gelora Aksara Pratama), p. 32

their surroundings. And people use it in writing to make things and ideas concrete and vivid in readers’ minds. 14

There are two types of description in writing, namely: description of a place and description of a person.15

1) Description of a Place

Description may follow various kinds of order, depending on what is being described. One kind of description follows space order. In space order, the writer tells where things are. The important in describe of a place is to have some order that will be easy for the reader to follow. Here is model of description of a place:

“Our backyard is dominated by a huge old five oak tree. The base of the trunk measures approximately ten feet around. The thick muscular trunk rises solidly for about eight feet and then separates into four main branches. From these, the lower branches spread out horizontally over the ground, reaching into neighborhood cardinals and blue jays sing to each other, keeping a sharp eye out for cats. As the bird sway in the wind, they look as if they are riding a ship across a gently swelling ocean. From these heights, too, it is easy to see the variety of shrubs and sweet-smelling flowers lining the two long sides of our rectangular yard, the small walkway along the back of the house, and the back fence that runs along the alley.”16

2) Description of a Person

In describing a person, the writer selected the person’s most interesting and most outstanding features. It is not only described a person but also an animal or insect. Here is model of description of a person:

“My bestfriend’s name is Shinta. I have always thought Shinta is a pretty name. it reminds me of Shinta in the Ramayana story. Shinta is also the name of her grandmother. Sshinta is tall. She is about 158 centimeters. She has short hair and it is black. I first met Shinta at school. She just moved to our school from Bandung. She sat next to me and we have been friends ever since. Shinta’s house is pretty close to mine so every morning we go to school together. I like Shinta because she is very kind. She always help me with mr homework. Well, actually

14

Richard S Beal, The Compact Reader, p. 19. 15

Regina L. Smalley and Mary K. Ruetten, Refining Composition Skills: Rhetoric and Grammar , p. 69 - 76

16

Regina L. Smalley and Mary K. Ruetten, Refining Composition Skills: Rhetoric and Grammar , p. 72

we kind of help each other. I remembered one time when I was sick and I needed to be hospitalized, she visited me almost everyday. She read me stories and brought me some notes from class.” 17

c. Exposition

Exposition is writing that gives information or explains something. Its purpose is to present ideas and to make the ideas as clear as possible with logical explanations and valid support. It consists of editorials, essays and informative and instructional material. Exposition is writing with a referential aim.18 Here is model of exposition:

“Many foods contain small amounts of substances called vitamins. Vitamins are necessary to the health of the body. Even if we eat a lot of food, we will not be healthy unless the food contains enough vitamins. Vitamins are important for healthy eyes and skin, strong bones and teeth, normal growth, and the regulation of the work of the body’s organs.”19

3. Types of Writing

Tricia Hedge divides typed of writing based on the primary distinction between personal writing and public or professional writing into six categories20:

a. Personal writing. It is writing for one, which not to be shown to others. It includes various kinds of memories, as well as diaries and journals. b. Study writing. It is also for oneself and may never show to others. The

student makes notes while reading, takes notes in lectures, and makes summarize for exam revision. All of these types require skills, which can usefully be taught to students learning English for study purposes. c. Public writing. It is writing as a member of the public to organization

or institutions. It includes such activities as writing letters of enquiry, complaint, letter to the editor, form filling and applications.

17

Nina Bates, Real Time 2: An Interactive English Course for Junior High School Year VIII, p. 23

18

Vivian Horn, Composition Steps, p. 6 19

Vivian Horn, Composition Steps, p. 11 20

Tricia Hedge, Writing: Resource Books For Teacher, (New York: Oxford University Press, 1988) p. 95-96.

d. Creative writing. It includes poems, stories, rhymes, drama; these types of writing are mainly for one but may be shared with other. It is a kind of writing most commonly found at primary and lower secondary levels in mother tongue classrooms.

e. Social writing. It is category, which includes all the writing that establishes and maintains social relationships with family and friend. For instance personal letter, invitations, and notes with congratulations.

f. Institutional writing. It relates to professional roles and it is needed by business executive, teachers, engineers, and students in these institutions and other field.

In the book of “Active Writing”, Robinson and Modrey divided writing into three types: expressive writing, persuasive writing, and referential writing.

1) Expressive writing.

It involves looking inside student self and sorting out his emotions and attitudes about the world around him. It enables to examine these feelings, thus making more comfortable with them. Expressive writing not only helps the student to learn more about his self (his goals, values, and priorities), but it also allows him to open his self to others.21

2) Persuasive writing.

The process of persuasive writing begins with the learners’ perception of an issue and ends with an attempt to get others to accept theirs point of view. Persuasive writing is different from expressive writing, however, in that the learners must deal with an issue that affects a larger group of people than their self.22

3) Referential writing.

21

Timothy H. Robinson and Laurie Modrey, Active writing, (New York: Macmillan Publishinf Company, 1986) p. 53

22

It is used primarily to give information to other people. The main purpose of referential writing is to give information clearly, objectively, and logically.23

Meanwhile, Marjorie Farmer and friends, classified types of writing into four: expressive writing, informative writing, persuasive writing and imaginative writing.24

a) Expressive writing.

Any writing is expressive if it centers on the writer’s personal concerns, wishes, feelings, memories, or reaction. Autobiographies, essays of opinion, diaries, letters, and memoirs are only a few of the many forms of expressive writing.25

b) Informative writing.

Any writing can be called informative if its principal purpose is to explain, to describe, or to define-in short, to inform. Newspaper and magazine, articles, lab reports, textbooks, biographies, and critical essays are different forms of informative writing.26

c) Persuasive writing

Any writing that is aimed at convincing its readers to adopt a certain idea or to take a certain action is persuasive writing. Editorials, letters appealing for contributions, advertisements, and campaign speeches are all attempts to persuade.27

d) Imaginative writing

23

Timothy H. Robinson and Laurie Modrey, Active writing, p. 73 24

Marjorie Farmer, et al., Composition and Grammar II (Newyork: Laid Law Brother Publisher, 1985) p. 13

25

Marjorie Farmer, et al., Composition and Grammar II, p. 39 26

Marjorie Farmer, et al., Composition and Grammar II, p. 103 27

Imaginative writing is the product of the writer’s artful of language to create images, characters, and incidents that move and entertain the reader. Short stories, novels, plays, and poems are forms of imaginative writing.28

In arranging a type of writing, the students may combine these forms in their work without compulsory to apply with a kind. By combining forms of writing, it will make the student works varieties.

4. The Purposes of writing

In writing, the students could not communicate without some purposes. According to Penny Ur, “the purpose of writing, in principle, is the expression of ideas, the conveying of messages to the reader. So, the ideas themselves should arguably be seen as the most important aspect the writing.”29

In the book of “Reasoning & Writing well”, Betty and Mattix wrote that “The general purpose of writing may be primarily to inform, to persuade, to express, or to entertain. The specific purpose involves responding to a certain need for writing.”30

Meanwhile, Marjorie et al said that the purposes of writing are:

a. To clarify a thought, a feeling, an impression, or an experience for a sreader or a writer self.

b. To provide a reader with information c. To persuade a reader to accept an idea

d. To create a piece of imaginative literature that a reader might enjoy. 31

Basically, different forms of writing are required for different purposes.

a) Description, the purpose of writing is to give a picture or to describe about something.

28

Marjorie Farmer, et al., Composition and Grammar II, p. 249 29

Penny Ur, A Course in Language Teaching: practice and Theory, (Melbourne: Cambridge University Press, 1996) p. 163.

30

Betty Mattix Dietsch, Reasoning & Writing Well, (Ohio: McGraw-Hill, 2003) p. 10 31

b) Narration, the purpose of writing is to tell a story or relate the story of facts or events.

c) Exposition, the purpose of writing is to inform or to explain something.

5. The Processes of Writing

Writing is not a simple process, it is a hard work. However, writing is an opportunity to convey writer’s ideas and to communicate his views to people. Sometimes students cannot communicate their ideas systematically to other in written language. They find that their writing is bad and ineffective. Actually, the student requires time and some process to make an effective good writing.

To make writing effective, the students should know some stages to make a good writing, they are: prewriting, drafting, revising, editing/proofreading.32

a. Pre writing

In the prewriting stage the students take time to think about their topic and to generate ideas.

1. Generating ideas. There are a number of strategies and techniques for generating ideas.

• Brainstorming is a way to associate ideas and stimulate ideas and stimulate thinking.33 The purpose of a brainstorming is to bring up as many ideas as possible in a short amount of time.34 To brainstorm, start with a word or phrase and let the students’ thoughts go in whatever direction they will.

32

Betty Mattix Dietsch, Reasoning & Writing Well, p. 9 33

Regina L. Smalley and Mary K. Ruetten, Refining Composition Skills: Rhetoric and Grammar, p. 7

34

Nancy A. Cramer, The writing process: 20 Projects for group Work (Cambridge: Newbury House Publishers, 1985), p. 3

• Free writing. This technique is to narrow a subject into a topic, involves writing whatever comes to mind without worrying about spelling, grammar, punctuation, or complete sentences.35

• Clustering. It is making a visual map of the student’s ideas. It frees him from following a strictly linear sequence; thus, it may allow the student to think more creatively and make new associations. 2. Planning. It is designed to find and produce information in writing.

Students need to locate and explore a variety of subject. The students need to invent alternative ways to think and write about each subject. b. Drafting

In the second stage of writing, the students transform ideas into sentences in a semi-organized manner. Here the purpose is to let the students’ ideas develop, expand, and form links. Drafting is primary – stage of discovery and exploration.36

c. Revising

Revising is rethinking what the students have written so far and to improve the student’s paper in any way he choose. When revising, the students can even reevaluate decisions he made at the beginning of the writing process.37

d. Editing / Proof Reading

The final stage requires examining ideas, details, words, grammar, and punctuation – attending to matters within each sentence. Here the emphasis is not accuracy and correctness but also on clarify. 38

B. TENSES

35

George Braine & Claire May, Writing from Sources, (California: Mayfield Publishing Company, 1996), p. 20

36

Betty Mattix Dietsch, Reasoning & Writing Well, p. 9 37

George Braine & Claire May, Writing from Sources, p. 32 38

1. Definitions of Tenses

According to Longman Dictionary of American English, tense is “one of the forms of a verb that shows activities or states in the past, now or in the future.39

Michael Swan wrote that tense “the verb-forms which show differences in time are called tenses. Tenses are formed either by changing the verb (e.g. know, knew; work, worked) or by adding auxiliary verb (will know; had worked).”40

2. Kinds and Uses of Tenses

According to Betty Schrampfer Azar in her book “Understanding and Using English Grammar” tenses divided into: past, present and future. Each of tenses has four forms as shown at the table below:41

Present Tense Past Tense Future Tense

• Simple Present Tense

• Present Progressive Tense

• Present Perfect Tense

• Present Perfect Progressive Tense

• Simple Past Tense

• Past Progressive Tense

• Past Perfect Tense • Past perfect

Progressive Tense

• Simple Future Tense

• Future Progressive Tense

• Future Perfect Tense

• Future Perfect Progressive Tense

a) Present Tense

39

Longman Dictionary of American English, second edition ( New York: Pearson Education, 2002)p. 830

40

Michael Swan, Practical English Usage, (oxford: ELBS/oxford University Press, 1980) p. 500:

41

Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: Prentice-Hall, Inc., 1989) p. 6-7

1. Simple Present Tense

The simple present is used with a non-action verb to indicate something that is happening right now. For example:

She seems happy. This tastes good. It is expresses:42

a) An action that is repeated habitually (for example: often, sometimes, everyday, once a week);

- He reads the business news every morning. b) A general truth that is repeated periodically;

- The sun sets in the west.

c) A condition that is not repeated but is always true; - Ellen loves chocolate.

2. Present Progressive Tense

The present progressive expresses an activity that is in progress at the moment of speaking. It began in the recent past, is continuing at present, and will probably end at some point in the future.43 For example:

- John and Mary are talking on the phone.

Often the activity is of a general nature: something generally in progress this week, this month, this year. For example:

- She is writing another book this year. 3. Present Perfect Tense

One use of the present perfect is to express an activity happening now. Something in the sentence or context tells us when the action began. The action may be continuous or periodic. For example:

- Elmer and Iona have been happily married since their wedding day 80 years ago. (continuously)

- He has milked the cows all his life without missing a day. (periodic)

42

Pamela Hartmann, et al, Tense Situations, (California: IPS Publishers, Inc., 1984) p. 6 43

Often the Present Perfect uses the words for or since. For tells the length of the action, and since indicates the point in time when the action began. For example:

- Elmer has been married to the same woman for 80 years.

- He has lived on the same farm since he was born.44 4. Present Perfect Progressive Tense

This tense is used to indicate the duration of an activity that began in the past and continues to the present. For example:

- I have been sitting here since seven o’clock. - I have been thinking about changing my major.

When the tense is used without any specific mention of time, it expresses a general activity in progress recently, lately. 45

b) Past Tense

1. Simple Past Tense

The past tense uses to talk about event or action that happened in the past. A chronological series of event that occurred in the past is commonly expressed in the past tense. Many times the past tense is accompanied by a specific time reference, such as six months ago, last December, in 1960, etc.46 examples:

- The tree fell to the ground.

- We run inside and took off our wet boots. Then we stood by the fire to get warm.

- The kids dressed up as ghosts last Halloween.

2. Past Progressive Tense

44

Pamela Hartmann, et al, Tense Situations, p. 15 45

Betty Schrampfer Azar, Understanding and Using English Grammar, p.36 46

Susan M. Reinhart, Testing Your English Grammar, (Michigan: The University of Michigan Press, 1985) p. 18

The past progressive tense uses to talk about activities in progress at a specific past time in the past. The past progressive focuses on the activity at a specific time in the middle of the activity.47 For example:

- Edward was watching TV at ten o’clock last night. 3. Past Perfect Tense

Past perfect tense expresses an action completed in the past prior to some other past event or time.48 For example:

- He had already left before I could offer him a ride. - She had left before we got there.

4. Past Perfect Progressive Tense

The past perfect progressive is used for the duration of a single action before another action in the past. It was stopped or interrupted by the second action. For example:

- He had been doing a good job for us until he went over to “the other side.” (He stopped doing a good job for us)

It can also indicate the repetition of an action before another time in the past. For example:

- He took their offer because we hadn’t been paying him so well. (each week)49

c) Future Tense

1. Simple Future Tense

The simple future tense is used when the event is conceptualized as a whole. One difference in its core meaning is that events in the future time cannot be factually knowable in the same way as those in the past or present can. Simple future applies an action to take place at some definite future time, example: Joel will take the bar exam next month. It also applies a

47

Barbara Robinson, Focus, (New York: St. Martin Press, 1995) p. 119-120 48

Marianne celce-Murcia and Diane Larsen_Freeman, The Grammar Book, (Heinle & Heinle Publishers, 1999) p. 116

49

future habitual action or state: - After October, Judy will take the train to Chicago everyday.50

2. Future Progressive Tense

The future progressive expresses an activity that will be in progress at a time in the future. For example;

- Right now I am sitting in class. At this same time tomorrow, I will be sitting in class. At this same time tomorrow, I will be sitting in class.51

3. Future Perfect Tense

The future perfect is used to indicate an event that will occur in the future before another future time or event. For example:

- I will have left the office before the boss arrives.

- We will have cleaned the house by the time the guests arrive.

The second example means that we plan to finish the house cleaning before a certain time (the arrival of the guests).

Notice that by the time, by, before, and when are commonly used in sentences containing the future and the past.52

4. Future Perfect Progressive Tense

The future perfect progressive emphasizes the (long) duration of an action or a habitual action before another time in the future. The length of time is usually given in the sentence. It often use for or since with the future perfect progressive. For example:

- By the time you receive this, we will have been living here for three years.

The future perfect progressive may begin at any time before the other future action; it may even begin in the past. For example:

- I will have been dreaming about hot fudge sundaes for three years.53

50

Marianne celce-Murcia and Diane Larsen_Freeman, The Grammar Book, p. 114-115 51

Betty Schrampfer Azar, Understanding and Using English Grammar, p. 51 5252

C. ERROR ANALYSIS

Error is normal and making error is unavoidable during the learning process. It will always occur although best effort has been done. Errors made by students do not mean a failure or inadequacy but they can be viewed as important evidence of strategies or procedure employed by the student in learning a second language. They are also significant to the teacher and to the student himself.

The study of error is called Error Analysis. It is a process based on analysis of student’s error in their process of second language learning. Sharma wrote an his article “error analysis is defined as a process based on analysis learner’s with one clear objective, evolving a suitable and effective teaching learning strategy and remedial measures necessary in certain clearly marked out areas of the foreign language.”54

1. Definition of Error

To get clear understanding about error, several opinions have given some linguists should be observed among others. H. D. Brown defines an error as “noticeable deviation from the adult grammar of a native speaker, reflecting the inter-language competence of learner”.55 Dulay stated error as “the flawed side of learner speech of writing.”56 It means that there is something wrong in norm of language performance. Then Johanna Klassen defines an error “as a form or structure that a native speaker deems unacceptable because of its inappropriate use.”57

53

Pamela Hartmann, et al, Tense Situations, p. 139 54

SK. Sharma, Error Analysis: Why and How, (English Teaching Forum July 1981 vol.XIX N. 3 p. 21

55

H. D. Brown, Principle of Language and Teaching, (New Jersey: Prentice Hall, Inc, 1974) p. 170

56

Dulay et al, Language Two, (New York: Oxford University Press, 1982) p. 138 57

Johanna Klassen, Using Student Error for Teaching, (English Teaching Forum, January 1991) Vol. 29, N. 1, P. 10

From these opinions about errors, it can be concluded that errors are something that the students do in their learning by using unacceptable and inappropriate forms of the grammar of the target language and the competence of a second language.

Errors have played an important role in the study of language acquisition and in examining a second or a foreign language acquisition. Errors are also associated with the strategies that people employ to communicate in a language.

2. Distinction between Error and Mistake

Error and mistake are not the same. But most the people still misunderstand about the definition of both. To be more clarified between error and mistake, Hubbard et al said “error caused by lack of knowledge about the target language (English) or by incorrect hypothesis about it, and mistakes caused by temporary lapses or memory, confusion, slips of the tongue and so on.”58

In his book on mistakes and correction, Julian Edge suggests that we can divide mistake into two broad categories: “slips (that is mistakes which students can correct themselves and which therefore need explanation), and attempts (that is when a students tries to say something but does not yet know the correct way of saying it). “59

From explanation above, it can be concluded that error is systematic and the students cannot self-corrected, because it reflects the students’ competence in the target language. In contrast, a mistake is an error that students can self-correct, because it is only the result of the students’ performance.

3. Cause of Error

Learning a foreign language is of course different from learning one’s mother tongue. The students learning foreign language do make errors in foreign

58

Peter Hubbard, et al, A Training Course for TEFL (New York: Oxford University Press, 1983) p. 134

59

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, third edition 2001) p. 99

language. Errors are signs of learning failure and, as such, not to be willingly tolerated. So, the teacher must analyze what kinds of causes of errors that happen to student. In discussing about causes of errors, namely mother-tongue interference, overgeneralization, and errors encouraged by teaching material or method.60

a. Mother-tongue interference

The beginning stages of learning a second language is characterized by a good deal of mother tongue interference (from the nature language). In these early stages, before the system of the second is familiar, the native language is the only linguistic system in previous experience upon which the student can draw.

b. Overgeneralization

Overgeneralization covers instances where the student creates a deviant structure on the basis of his experiences of other structures in the target language. Overgeneralization generally involves the creation of one deviant structure in place of two regular structures.

c. Errors encourages by teaching material or method

Errors are evidence of failure, of ineffective teaching or lack of control. If material is well chosen, graded and presented with meticulous care, there should never be any error. It is easy to accept this in the early stages of language learning controls applied in the shape of substitution tables, conversation exercises of a mechanical nature and guided sentence patterns, but more difficult at later stages.

Meanwhile, H. D. Brown distinguishes the causes of error into four causes, they are: inter-lingual transfer, intra-lingual transfer, context of learning and communication strategies.61

a. Inter-lingual Transfer

60

Peter Hubbard, et al, A Training Course for TEFL, (New York: Oxford University Press, 1983) p. 140-142

61

Inter-lingual errors happened because the interference of a mother tongues into a target language. Interference is transfer of a native language, which impede the learning of a target language because of differences between both languages.

In this early stage, before the system of the second language is familiar, the native language is the only linguistic system in previous experience upon which the learner can draw.

b. Intra-lingual Transfer

The early stage of language learning is characterized by a predominance of inter-lingual transfer, but once the learner has begun to acquire part of the new system, more and more inter-lingual generalization within the target language manifested, and his previous experience begin to include structure within the target language itself.

c. Context of Learning

Context refers to the classroom with its teacher and its materials in the case of school learning. In a classroom context the teacher or the textbook can lead the student to make faulty hypotheses about a language. Students often make errors because of misleading explanation from the teacher, faulty presentation of a structure or word in a textbook.

d. Communication Strategies

Communication strategies actually include processes of inter-lingual and intra-lingual transfer and the context of learning as a learner tries to get a message across to a hearer or reader.

4. Types of Errors

There are four classifications of students’ error: linguistic category taxonomy, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy.62

a. Linguistic Category Taxonomy

62

Many error taxonomy has been based on the linguistic item, while is affected by an errors. These linguistics category taxonomies classify errors according to either or both the language component and the particular linguistic constituent the error effects.

Language components include phonology (pronunciation), syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style). Constituents include the elements that comprise each language component. For example, within syntax one may ask whether the error is in the main or subordinate clause; and within a clause, which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, the adjective and so forth.

b. Surface Strategy taxonomy

Surface strategy taxonomy highlights the ways surface structure are altered: Students may omit necessary items (omission) or add unnecessary ones (addition); they may misformation items (selection) or misorder them (misordering).63

1) Omission

Omission errors are characteristic by absence of an item that must appear in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types or morphemes are omitted more than others. For example:

• Mary is – president of – new company.

2) Addition

Students not only omit elements, which they regard as redundant, but they also add redundant elements. Addition errors are the opposite of omissions. They are characterized by the presence of an item, which must not appear in a well-formed utterance. They are three types of

63

addition errors have been observed in the speech of both L1 and L2 namely double markings, regularization, and simple addition.64

a) Double markings

Double markings are two items rather than one is marked for the same feature. Many addition errors are more accurately described as the failure to delete certain items which are required in some linguistic constructions, but not in others. For example: • He doesn’t knows my name or We didn’t went there.

b) Regularization

A rule typically applies to a class of linguistic items, such as the class of main verbs or the class of nouns. There are both regular and irregular forms and constructions in language, learners apply the rules used to produce the regular ones to those that are irregular, resulting in errors of regularization. Such as, the verb eat not become eated; the noun sheep is also sheep in the plural, not sheeps.

c) Simple addition

Errors are ‘grab bag’ subcategory of additions. If an addition error isn’t a double marking or regularization, it is called simple addition. There are not particular feature, which can characterize simple additions other than those not appear in a well-formed utterance. For example:

• The fishes doesn’t live in the water.

3) Misformation

Misformation errors are characterized by the use of the wrong form of the morpheme or structure. While in omission errors the item is not supplied at all, in misformation errors the student supplies something, although it is incorrect.

64

There are three types of misformation namely; regularization errors, archi-forms, and alternating forms.65

a) Regularization errors

It is that all under the misformation category are those in which a regular marker is used in place of an irregular one. For example; runned for run or goose for geese.

b) Archi-forms

The selection of one number of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition. We have called the form selected by the students an archi-form. For example a learner may select one member of the class of personal pronoun to function for several others in the class, Me hungry, give me that!

c) Alternating forms

As the student’s vocabulary and grammar grow, the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. For example: those dog.

4) Misordering

Misordering is a wrong placement of morpheme or a group of morphemes in an utterance. For example:

• I don’t know what is that. (Misordering) c. Comparative Taxonomy

The classification of error in a comparative taxonomy is based on comparison between the structure of second language errors and certain others types of constructions. There are four types of error according to comparative taxonomy,66 there are:

1) Development Errors.

These errors are similar to errors made by students learning the target languages as their first language. For example; Dog eat it. The

65

Dulay et al, Language Two, p. 158-162 66

omission of the article and the past tense marker any be classified a development because they are also found in the speech of students learning English as their first language.

2) Interlingual Errors

Interlingual errors are similar in structure to a semantically equivalent phrase or sentence in the students’ native. Interlingual error refers to L2 errors that reflect native language structure regardless of the internal process or external conditions that spawned them. For example: He has a book green.

3) Ambiguous Errors

Ambiguous errors are those that could be classified equally well as development or interlingual. These errors reflect the student’s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example: I no have car.

4) Other Errors

Other errors are the errors made by the student’s native using their native language structure on their second language developmental form, such as “she do hungry”, where “do” as verb for presents tense must add “s/es” for subject “she”.

d. Communicative Effect Taxonomy

Communicative effect focuses on distinguishing between errors that seem to cause miscommunication and those that don’t. Errors that affect the overall organization of the sentence hinder successful communication (global error), while errors that affect a single element of the sentence usually do not hinder communication (local error). For example; - English language use many people. (Global error)

- Why we like each other? (Local error)

The most practical use of the analysis of the error is the teachers. It is designing pedagogical material and strategies. Dullay stated that studying students’ errors serves two major purposes:

a. It provides data from which inferences about the nature of language learning process can be made

b. It indicates to teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which errors types detract most from a students’ ability to communicate effectively.67

The theoretical aspect of error analysis is part of the methodology of investigating that the language learning process.

6. Procedure of Error Analysis

In the language teaching, either a native language or a second language teaching, study about students’ errors is very important. There are some procedures in error analysis, namely;

a. Identification of errors b. Description of errors c. Explanation of errors d. Evaluation of errors

e. Preventing/ Correction of errors68

The first step in the process of analysis is recognition or identification of errors. In this step teachers recognize the students’ errors from the task given by the teachers.

The second step is the describing error. It begins when an identification stage has taken place. The description of student errors involves classification of kinds of errors made by the student.

67

Dulay et al, Language Two, p. 138 68

Theo van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign Languages, (London: A Division of Hodder & Stoughton, 1983), p. 47

The third step in the process of analysis is the explanation of error that can be regarded as a linguistic problem. This step attempts to account for how and why the students’ errors happen.

The fourth step is evaluation of errors. In this step the teacher gives evaluation from the task done by the students depends on the task that teacher will be give to students.

Finally, the last step in the process of analysis is correction of error where the teacher checks the result from the task done by the students. And then the teacher gives the correct answer from the errors has been done by the students.

Example: Identification of

error

Description and error classification

Explanation Correction

I watch television last night.

Simple past tense - omission of –ed.

The verb “watch” should be simple past.

I watched television last night.

He is owing me ten thousands rupiah.

Verb

Inappropriate verb construction

“owe” is a stative verb and does not require the –ing participle.

He owes me ten thousands rupiah.

CHAPTER III

MEHODOLOGY AND RESEARCH FINDING

A. Research Methodology

1. Purpose of the Research

The writer would like to find out the errors on tenses are commonly made by the third year students of Junior High School Paramarta in writing test.

2. Place and Time of the Research

The writer decided to do the research at SMP Paramarta which is located at Jombang Street No. 70, Ciputat, Tangerang, Banten. She began this research on December 3rd 2008. She took the question sheet and the students’ answer sheets on January 5th, 2009.

3. Population and Responding

The population and respondent taken is the third year students of Junior High School Paramarta Jombang. They consist of five classes which divided into 9 (A); 9 (B); 9 (C); 9 (D) and 9 (E). Nine (A) consists of 44 students, nine (B) consists of 43 students, nine (C) consists of 45 students, nine (D) consists of 43 students, and nine (E) consists of 44 students. Therefore, there are 219 students number.

For the sake of the research, the writer took 20% from the whole respondent taken one class that is nine (A) as sample which is 44 students. The writer chooses them because in nine (A) with 44 students in number can represent 20 % the whole of the students in third year of SMP Paramarta, and all of the student in nine (A) present when the writer gave the test to them.

4. Instrument of the Research

The instrument of the research used by writer is a test given to the students to find out the ability of the student in writing. The test is descriptive writing which consists of 14 questions involve the tenses such as simple present tense, simple past tense, future tense and present perfect tense. The students must be answered those questions into a paragraph.

5. Technique of Data Collecting

In collecting data, the writer uses the students’ writing test, observation and interview.

a. The writing test is given to know the ability of the students in using the tenses in correct situation.

b. Observation is done to get the real and accurate data about location, and population where the research is carried out.

6. Technique of Data Analysis

The technique of data analysis used by the writer in this research is descriptive analysis technique (percentage), with the percentage from the frequency of information and divided with number of cases.

The formula is:

P = F X 100 % N

P = Percentage

F = Frequency of wrong answer

N = Number of sample which is observed

1. Data Description

As the writer explained in the preceding chapter this skripsi discussed about error in descriptive writing test focused on tenses, which have been done by the third year students. She took the answer sheets to get data and the work sheets to analyze. The test covers 4 tenses area.

After the writer gets the students’ work sheet, she found many errors on it. Here are the data of the students’ writing errors which are focused on tenses.

Table 3.1

The identification of writing errors of student 1 No. Identification of

Error

Description and Error Classification

Explanation Correction

1. I born at Tangerang 4th September 1994.

Simple past tense

- omission of “was”

The word “born” should me followed by “was”.

I was born at Tangerang 4th September 1994. 2. I has be living

here since 10 years ago. Present perfect tense -misformation of present perfect tense

The verb “has be living” is not correct. It is present perfect form: S + has/have + V3

I have lived here since 10 years ago.

3. I will continues my study at SMK Bima Bangsa after I graduate from this school.

Future tense - Addition of “s” in the main verb.

The verb after “will” should be simple verb.

I will continue my study at SMK Bima BAngsa after I graduate from this school. Table 3.2

The identification of writing errors of student 2 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I born in Tangerang, September 10th 1993.

Simple past tense

- omission of to be

The word “born” should me followed by “was”.

I was born in Tangerang, September 10th 1993.

2. I have been live here since I child.

Present perfect - misformation of present perfect tense

The form of this sentence is present perfect tense and the sentence after “since” should be past tense.

I have lived here since I was child.

3. I’m studying many things, such as Math, English, Economy, etc.

Present tense -misformation of present tense

The verb “am studying” is not correct, because the sentence explain habitual action.

I study many things, such as Math, English, Economy, etc.

Table 3.3

The identification of writing errors of student 3 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I born in Tangerang, December 15th 1993.

Simple past tense

- omission of to be

The word “born” should me followed by “was”.

I was born in Tangerang, December 15th 1993.

2. I lives at Cilalung, Tangerang.

Simple present tense

- addition of “s” in the main verb.

The verb “lives” should be simple verb.

I live at Cilalung, Tangerang.

3. I am study at 3rd grade of SMP Paramarta.

Simple present tense

- addition of to be

The verb “am study” should be not use to be.

I study at 3rd grade of SMP Paramarta.

4. I studying many things, such as Math, Biology, etc.

Simple present tense

- addition of “ing” in the main verb.

The verb

“studying” should be simple verb.

I study many things, such as Math, Biology, etc.

Table 3.4

The identification of writing errors of student 4 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I born in

Jakarta, 11th of December

Simple past tense

- omission of to

The word “born” should me followed by

I was born in Jakarta, 11th of December

1993. be “was”. 1993.

Table 3.5

The identification of writing errors of student 5 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I have be living here since I children.

Present perfect tense

-misformation of present perfect

singular-plural - omission of to be

The form of this sentence is present perfect tense and the sentence after “since” should be past tense. The word “children” is not correct, because the subject shows one person.

I have lived here since I was child.

2. I will studying at SMK Bina Bangsa.

Simple Future tense

- Addition of “ing” in the verb

The verb

“studying” should be simple verb

I will study at SMK Bina Bangsa.

Table 3.6

The identification of writing errors of student 6 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I live here since I was child.

Present perfect tense

- inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have lived here since I was child.

Table 3.7

The identification of writing errors of student 7 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I live here since I was child.

Present perfect tense

- -inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have live here since I was child.

2. I am studying many things, such as Math, English, Economy, etc.

Present tense - inappropriate verb

The verb “am studying” is not correct because the sentence expresses the

I study many things such as, Math, English, Economy, etc.

habitual action

Table 3.8

The identification of writing errors of student 8 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I live here since I was child.

Present perfect -inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have live here since I was child.

2. I am studying many things, such as Math, English, Economy, etc

Present tense - inappropriate verb

The verb “am studying” is not correct because the sentence expresses the habitual action

I study many things such as, Math, English, Economy, etc.

Table 3.9

The identification of writing errors of student 9 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I born at Tangerang, 12th November 1993.

Simple past tense

- omission of to be

preposition

Before the word “born” it should be “was”. - It should use “in” before the

I was born in Tangerang, November, 12th 1993.

-inappropriate preposition- word order

city.

- the date should be placed after month

2. I will studying at Bina Bangsa School

Simple Future tense

- Addition of “ing” in the verb

The verb

“studying” should be simple verb

I will studying at Bina Bangsa School

Table 3.10

The identification of writing errors of student 10 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I lives here since I was child.

Present perfect -inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I live here since I was schild

Table 3.11

The identification of writing errors of student 11 No. Identification

of Error

Description and Error Classification

1. My father is dead 3 years ago..

Past tense - disagreement of subject and verb

The verb “is” is not correct, because it snows event in the past

My father was dead 3 years ago.

2. I studying many lessons, such as Indonesian language, science, English, etc. Simple present tense

- Addition of “ing” in the main verb.

The verb

“studying” should be simple verb.

I study many lessons, such as Indonesian language, science, English, etc.

Table 3.12

The identification of writing errors of student 12 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I live here since I was child.

Present perfect -inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have lived here since I was child.

Table 3.13

The identification of writing errors of student 13 No. Identification

of Error

Description and Error Classification

Explanation Correction

Bulak. tense - addition of “s” on the min verb

should be simple verb because it is simple present tense.

Bulak.

2. After I graduate from this school I will studying at Senior High School.

Simple Future tense

- Addition of “ing” in the verb

The verb

“studying” should be simple verb

After I graduate from this school I will study at Senior High School.

Table 3.14

The identification of writing errors of student 14 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I live here since I was child.

Present perfect - inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have lived here since I was child.

Table 3.15

The identification of writing errors of student 15 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I have be living here since I am

Present perfect -inappropriate

This sentence form is present

I have lived here since I was

child verb perfect which expresses a situation that began in the past and continue to the present

child

2. I will studying at Senior High School.

Simple Future tense

- Addition of “ing” in the verb

The verb

“studying” should be simple verb

I will study at Senior High School.

Table 3.16

The identification of writing errors of student 16 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I lives with my parents and my sister.

Simple present tense

- addition of “s” on the min verb

The main verb should be simple verb because it is simple present tense.

I live with my parents and my sister.

2. I has been live here since I child

Present perfect -inappropriate verb

- omission of to be

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have lived here since I was child.

Table 3.17

The identification of writing errors of student 17 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I born in Tangerang, May 5th 1992.

Simple past tense

- omission of to be

Before the word “born” it should be “was”.

I was born in Tangerang, May 5th 1992.

2. I has been live here since I child.

Present perfect -inappropriate verb

- omission of to be

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have lived here since I was child.

Table 3.18

The identification of writing errors of student 18 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I born in Tangerang, December 12th 1991.

Simple past tense

- omission of to be

Before the word “born” it should be “was”.

I was born in Tangerang, December 12th 1991.

Table 3.19

The identification of writing errors of student 19 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I live here since I was child.

Present perfect Inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have lived here since I was child.

Table 3.20

The identification of writing errors of student 20 No. Identification

of Error

Description and Error Classification

Explanation Correction

1. I am was born in Tangerang, December 8th 1993.

Past tense -Addition of “am”

To be of this sentence should be past

I was born in Tangerang, December 8th 1993. 2. I have been

here since I child.

Present perfect Inappropriate verb

This sentence form is present perfect which expresses a situation that began in the past and continue to the present

I have lived here since I was child.

2. The teacher should give task to the students to make a writing daily experience.

3. Teacher have to more motivate the students to be more relaxed in learning English and tell them that English is easy and not to be afraid to make mistake especially when they write, because that is a process to gain success.

Before ending the writing of the ‘skripsi’, the writer wants to tell some hopes. The writer hopes some inputs and some critics of down for this skripsi, to improve the writing skill and the knowledge of the writer. The writer is sure that in writing this skripsi has been gotten much the mistakes and lack ness.

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NAME : CLASS :

ACTIVITY Write about your self. Use the questions below as a guide. Write one paragraph only.

1. What is your name?

2. When and where was your born? 3. Where do you live? Since when? 4. Who do you live with?

5. What are your parents’ professions? 6. What are you doing?

7. What is your grade at? 8. Where do you study?

9. What do you study in school?

10.What is your favorite subject in school? Why?

11.What will you do after you graduate from this school? 12.In the future, what do you want to become?

13.What are your hobbies?

14.Is there anything else you want to tell about yourself?