28
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
This chapter presents method of analysis such as; research findings and interpretation.
A. Research Finding
1. Data Description The short answer question tests were given to the students that consist of
20 quetions focusing on simple present tense. Simple present contiuous tense and simple past tense discussed the errors made by the second year students of SMP
YAPERA An-Nurmaniyah Ciledug on Wednesday, March 26, 2014. These are the table of errors frequency and error percentage of simple
present tense, simple present continuous tense and simple past tense.
Table 4.1 Percentage of Errors in the Form of Simple Present Tense
No Simple Present Tense
Item Number
Error Frequency
Error Percentage
1 Using verb in the
positive sentence 1
10 26.32
6 10
26.32 10
9 23.68
17 8
21.05 2
Using verb in the interogative sentence
13 0.00
15 1
2.63 Total
6 38
100 Average
22.62 The Table 4.1 shows the data of error frequency and error percentage as a
result item in using simple present tense. From 6 item numbers, the writer 38 errors occured. So, the total of error percentage obtained from the 6 item numbers
attain 135.71 with the average is 22.62. P =
x
100 P =
x
100 P =
x
100 P = 22.62
Table 4.2 Percentage of Errors in the Form of Simple Present Continuous Tense
No Simple Present
Continuous Tense Item
Number Error
Frequency Error
Percentage
1 Using verb in the
positive sentence 2
1 4.00
8 7
28.00 11
1 4.00
2 Using verb in the
negative sentence 4
2 8.00
12 10
40.00 18
4 16.00
3 Using verb in the
positive sentence 16
0.00 Total
7 25
100 Average
12.76 The Table 4.2 shows the data of error frequency and error percentage as a
result item in using simple present continuous tense. From 7 item numbers, the writer 25 errors occured. So, the total of error percentage obtained from the 7 item
numbers attain 89.29 with the average is 12.76. P =
x
100 P =
x
100
P =
x
100 P = 12.76
Table 4.3 Percentage of Errors in the Form of Simple Past Tense
No Simple Past Tense
Item Number
Error Frequency
Error Percentage
1 Using reguler or irreguler
verb in the positive sentence
3 5
6.85 14
14 19.18
19 5
6.85 2
Using verb in the interrogative sentence
5 12
16.44 7
3 4.11
3 Using verb in the
negative sentence 9
18 24.66
20 16
21.92 Total
7 73
100 Average
37.24 The Table 4.3 shows the data of error frequency and error percentage as a
result item in using simple present continuous tense. From 7 item numbers, the writer 73 errors occured. So, the total of error percentage obtained from the 7 item
numbers attain 260.71 with the average is 37.24. P =
x
100 P =
x
100 P =
x
100 P = 37.24
2. Data Analysis
Every student is given 20 item numbers of test, it means there are 560 total sentences collected from 28 students. From the total sentences acquired by giving
students a test focused on the use of simple present tense, simple present continuous tense and simple past tense, the writer collects 136 errors.
Based on the error occurrences, the writer classifies the errors that occur into some categories as well:
1. Misformation, errors are where the characterized by the use of the wrong form of the morpheme or structure.
2. Omission, errors are where the absence of an item that must appear. 3. Addition, errors are where the presence of an item which must not appear.
By using these categories, the writer classifies the errors, the causes and explains the problem in the data recapitulation.
Table 4.4 Data Recapitulation of Students’ Errors in Simple Present Tense
Item Number
Students Sentences
Types of Error
Causes of Error
Error Correction and
Explanation
1 Student 2
Student 3 Student 7
Student 10 Student 12
Student 13 Student 14
Student 19 Student 23
Student 28 Adi always
get up early in the
morning. Omission
Interalingual
Adi always gets up early in the
morning. The sentence
shows an habitual action,
so the verb should be
invinitive verb and it has “s” for
singular noun. 6
Student 7 The students
is studying
Misformation
Communicative strategies
The students
study English
Student 9 Student 11
Student 14 Student 18
Student 24
Student 19 Student 20
Student 21 Student 27
English twice a week.
The students studied
English twice a week.
Misformation
Communicative strategies
twice a week.
The sentence used the verb of plural
and the subject has not added by “s”.
So the verb should be “study”.
10 Student 2
Student 6 Student 9
Student 20 Student 24
Student 3 Student 17
Student 23 Student 25
My sister
cook rice in the
kitchen everyday.
My sister are cooking rice
in the kitchen everyday.
Omission
Misformation
Interlingual
Communicative strategies
My sister cooks rice
in the
kitchen everyday.
The sentence shows an
habitual action, so the verb
should be invinitive verb
and it has “s” for singular noun.
17 Student 3
Student 5 Student 7
Student 18
Student 1 Susi and her
sister is going to the
market everyweek.
Susi and her Misformation
Misformation
Communicative strategies
Intralingual
Susi and her sister go to the
market everyweek.
The sentence
Student 4 Student 9
Student 28 sister goes to
the market everyweek.
used the verb of plural and the
subject has not added by “s”. So
the verb should be “go”.
15 Student 10 Mia: do she
always cleans the
room every
morning? Febi:
Yes, she does
Misformation
Communicative strategies
Mia: does she always cleans the
room every
morning? Febi: Yes, she
does The sentence
shows an habitual action,
in interrogetive sentence uses
“does” for singular subject
of third person. From the Table 4.4, it can be seen that the most errors occure in number 6.
In that number, there are 10 students who make errors. The students made errors because they might get difficulties in differing between singular and plural subject
and deciding the change of the verb related to the tenses in the sentence.
Table 4.5
Data Recapitulation of Students’ Errors in Simple Present Continuous Tense Item
Number Students
Sentences Types of
Error Sources of
Error Error
Correction and Explanation
2 Student 11
Diyas are drinking tea
right now. Misformation
Intralingual
Diyas is drinking tea right now.
The sentence shows an action
in the progress. The subject is
singular so auxiliary verb
should be “is”. 8
Student 7
Student 11 Student 18
Student 20 Student 21
Student 25 Student 28
Be quite The baby sleep
now. Be quite The
baby Was sleeping now.
Misformation
Misformation
Interlingual
Communicative strategies
Be quite The baby is sleeping
now. The sentence
shows an activity in the progress at
the moment of speaking. The
subject is singular, so
auxiliary verb should be “is”.
11 Student 19
Listen, the boys next
door is Misformation
Intralingual
Listen, the boys next door are
singing my
singing my favorite song.
favorite song. The sentence
shows an activity in the progress at
the moment. The subject is plural,
so auxiliary verb should be “are”.
4 Student 11
Student 19 Ali is not sent
a letter to his friend this
morning. Ali is not
sends a letter to his friend
this morning. Misformation
Misformation
Interlingual
Intralingual
Ali is not sending a letter to his
friend this morning.
The sentence shows an action
in the progress. In negative form
of simple present continuous tense,
the verb should be present
participle ing- form.
12 Student 4
Student 7 Student 8
Student 9
Student 6 My father is
not drive a car to
Bandung.
My father is Misformation
Misformation
Interlingual
Communicative
My father is not driving a car to
Bandung. The sentence
shows an action in the progress.
Student 23
Student 20 Student 21
Student 22 Student 26
Student 27 not drived a
car to Bandung.
My father is not drives a
car to Bandung.
Misformation
strategies
Intralingual
In negative form of simple present
continuous tense, the verb should
be present participle ing-
form.
18 Student 5
Student 11
Student 19 Student 27
Markus and Bambang are
not watches movie this
week. Markus and
Bambang are not watch
movie this week.
Markus and Bambang are
not watched movie this
week. Misformation
Misformation
Misformation
Communicative strategies
Interlingual
Communicative strategies
Markus and Bambang are not
watching movie this week.
The sentence shows an action
in the progress. In negative form
of simple present continuous tense,
the verb should be present
participle ing- form.
Based on the Table 4.5, the most errors occure in number 12. In that number, there are 10 students who make errors. The students made errors because
they might get difficulties in changing the verb on negative sentence of simple present continuous tense.
Table 4.6
Data Recapitulation of Students’ Error in Simple Past Tense Item
number Students
Sentences Types of
Error Sources of
Error Error
Correction and Explanation
3 Student 4
Student 24 Student 26
Student 19 Student 25
She passes the English
test last week.
She was
passing the
English test
last week. Misformation
Misformation
Communicative strategies
Intralingual
She passed the English test last
week. The sentence
shows a situation in the past. So
the verb should be V2 “passed”.
14 Student 1
Student 8 Student 12
Student 14 Student 24
Student 25 Student 2
Student 3 Student 5
Student 6 Student 7
Student 9 Student 13
Student 26 Ria
is speaking
English with her friend a
few
minuts ago.
Ria
speak English with
her friend a few
minuts ago.
Ria spoken
English with her friend a
few minuts
ago. Misformation
Misformation
Addition
Communicative strategies
Interlingual
Intralingual
Ria spoke
English with her friend
a few
minuts ago.
The sentence shows a situation
began and ended at a particular
time in the past. So the verb
should be V2 “spoke”.
19 Student 1
He comes to Misformation
Intralingual
He came to the
Student 2 Student 8
Student 10 Student 3
Student 25 the party three
days ago.
He come to the party three
days ago. Misformation
Interlingual
party three days ago.
The sentence shows a situation
in the past. So the verb should
be V2 “came”. 5
Student 8 Student 16
Student 18 Student 22
Student 28 Student 10
Student 12 Student 17
Student 1 Student 5
Student 6 Student 14
Tia: Did you visited
your sister
two days ago?
Tio: yes, I did
Tia: Did you visiting your
sister two
days ago? Tio: yes, I did
Tia: Did you visits
your sister
two days ago?
Tio: yes, I did Misformation
Misformation
Addition
Intralingual
Communicative strategies
Communicative strategies
Tia: Did
you visit your sister
two days ago? Tio: yes, I did
The sentence shows an action
in the past. In negative form of
simple past tense, the verb
should be bare invinitive “visit”.
7 Student 2
Student 3
Student 24 Ronald: does
Bubu and Rio play
badminton yesterday?
Aya: Yes, they did
Ronald:
do Misformation
Misformation
Communicative strategies
Intralingual
Ronald: did
Bubu and Rio play badminton
yesterday? Aya: Yes, they
did The sentence is
Bubu and Rio play
badminton yesterday?
Aya:
Yes, they did
interrogative past form. The
auxiliary verb is “did” whether it
is singular or plular subject.
9 Student 8
Student 9 Student 10
Student 16 Student 17
Student 12 Student 15
Student 20 Student 22
Student 27 Student 4
Student 5 Student 6
Student 7 Student 13
Student 21 Student 23
Student 26 My
brother did
not drawing
a beautiful
montain last Sunday.
My
brother did not drew a
beautiful montain last
Sunday.
My brother
did not draws a
beautiful montain last
Sunday. Misformation
Misformation
Addition
Communicative strategies
Intralingual
Intralingual
My brother did not
draw a
beautiful montain
last Sunday.
The sentence shows a situation
in the past. In negative form of
simple past tense, the verb
should be bare invinitive
“draw”.
20 Student 9
Student 12 Student 15
Student 16 Sinta did not
celebrated her birthday last
year. Misformation
Intralingual
Sinta did
not celebrate
her birthday
last year.
The sentence
Student 18 Student 19
Student 20 Student 24
Student 25
Student 5 Student 6
Student 7 Student 11
Student 14 Student 17
Student 23 Student 27
Sinta did not celebrating
her birthday
last year.
Sinta did not celebrates her
birthday last year.
Misformation
Addition
Communicative strategies
Intralingual
shows a situation in the past. In
negative form of simple
past tense, the verb
should be bare invinitive
“celebrate”.
From the Table 4.6, it can be seen that the most errors occure in number 9. In that number, there are 18 students who make errors. The students made errors
because they might get difficulties in changing the regular and irregular verb on negative sentence of simple past tense.
Table 4.7 Table of the Sequence of Tenses
No Tenses
Frequency of Errors
Percentage of Error
1. Simple present tense
38 27.94
2. Simple present
continuous tense 25
18.38 3.
Simple past tense 73
53.68
Total 136
100 Average
24.29 The Table 4.7 has revealed the total of frequency of error that reaches 136
errors that the students did in using of tenses. It can also be seen that the average of percentage of error of error reaches 24.29.
The Table 4.7 also shows that the highest error frequency is simple past tense with 73 errors occurrences that reaches 53.68. It shows that the most
students have problems in transforming regular adn irregular verb in the sentence. The second position is simple present tense with 38 errors and contributes
27.94. The last position is simple present continuous tense which reaches 25 errors occurrences 18.38.
The following table shows the types of error found in using tenses.
Table 4.8 Table of Types of Errors
No Types of errors
Frequency Percentage
1 Misformation
96 70.59
2 Addition
25 18.38
3 Omission
15 11.03
Total 136
100
Based on the Table 4.8, it can be known that total of errors is 136 from 560 sentences collected from 28 students in using english tenses. Those 136 errors
are classified into three types of error; Misformation, omission and addition. From 136 errors, 96 of them are misformation, which means students have faild to use
the correct form of tenses. This type of errors contributes 70.59 to whole errors. The second place is addition of error which reaches 25 errors. The students have
problems in interesting items that should not appear in sentences. The last position placed by omission which reaches 15 errors, the students have problems in
interesting items that should appear in sentences.
B. Interpretation 1. Data of Students’ Errors in Using Tenses with Simple Present Tense, Simple
Present Tense and Simple Past Tense.
Table 4.9 Table of Total of the Students’ Errors
Errors Clasification
Students Tenses
Misformation
Addition Omission
Total of
errors
Student 1 Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
2 1
1 3
Student 2 Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 3
2 2
3 Student 3 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
2 2
1 3
2 Student 4 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 1
1 1
1 1
2 Student 5 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 1
2 3
1 1
5 Student 6 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 4
1 1
1 4
Student 7 Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 2
2 3
1 3
2 3
Student 8 Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
4 1
4 Student 9 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
2 1
2 1
1 3
1 3
Student 10
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
3 1
2 3
Student 11
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
4 1
1 4
1 Student
12 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
4 1
1 4
Student 13
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 2
1 1
2 Student
14 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 1
2 1
2 3
Student 15
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 2
2 Student
16 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 1
Student 17
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
2 1
1 3
Student 18
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 2
1 2
2 1
2 Student
19 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 3
2 1
2 3
2 Student
20 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 2
2 1
2 2
2 Student
21 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 1
1 1
1 1
Student 22
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
2 1
2 Student
23 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 1
2 1
2 1
2 Student
24 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 4
1 2
4 Student
25 Simple Present Tense
Simple Present Continuous Tense Simple Past Tense
1 1
4 1
1 4
Student 26
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
1 2
1 3
Student 27
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
2 1
1 1
2 2
Student 28
Simple Present Tense Simple Present Continuous Tense
Simple Past Tense 1
1 1
1 2
1 1
Total 96
25 15
136
Based on the Table 4.9, it’s clearly seen that the lowest errors made by the students number 16 which only 1 error, and the highest errors made by student
number 5,7,9 and 19 with 7 errors. Total of the whole of the errors are 136 made the students of second grade students of SMP YAPERA An-Nurmaniyah Ciledug
in using english tenses simple present tense, simple present continuous tense and simple past tense. From the table, there are 96 errors found in misformation, 25
errors in addition and 15 errors in omission. The writer interpreted the errors based on classification of those types of
errors: 1. Percentage of the students’ errors misformation
P =
x
100 =
x
100 = 70.59
2. Percentage of the students’ errors Addition P =
x
100 =
x
100 = 18.38
3. Percentage of the students’ errors Ommision P =
x
100 =
x
100 = 11.03
Diagram 4.I Total of Errors Frequency and its Percentage
Based on the diagram 4.1, it can be in terpreted that the most common type of errors made by students in using simple present tense, simple present
continuous tense and simple past tense is in misformation. It is the hight errors in which the students made 96 errors or 70.59, 25 errors or 18.83 the students
made errors in addition and 15 or 11.03 the students also made errors in omission.
2. Causes of Students’ Errors Regarding the causes of students’ errors, there are some categories of
errors as the writer had discussed in chapter II. The writer explains about sources of error described in the table below:
Series1, m isform at ion,
70.59
Series1, Addit ion ,
18.38 Series1,
Om ission, 11.03
Percentage of Students Errors
Table 4.10 Table of the Causes of Error
No Causes of Error
Frequency Percentage
1 Intralingual transfer
55 40.44
2 Interlingual transfer
26 19.12
3 Communicative strategies
55 40.44
Total 136
100 Due to the Table 4.10, there were 55 causes or 40.44 caused by
intralingual also there were 55 causes or 40.44 caused by communicative strategies. Most of the students committed errors because of intralingual target
language, the students process the new language data in their mind and produce rules for its production, so they often do the overgeneralization or communicative
strategies, the students might express the meaning of the sentence in an unsuitable way or misunderstanding toward the new language or target language. And there
were 26 sources or 19.12 caused by interlingual transfer, the students might be influenced by their mother tongue in terms or pattern, systems or rules.
49
CHAPTER V CONCLUSION AND SUGGESTION
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