Evaluation of Errors 10 Examples of Global Error

3. Last holiday, I and my family picniced in Cibodas. Students: 1, 3, 7, 8, 11, 12, 13, 16, 17, 18, 24 Last holiday, I and my family picnicked in Cibodas. 4. The driver stoped the bus very quickly five minutes ago. Students: 1, 3, 4, 7, 8, 9, 10, 11, 12, 13, 16, 17, 18, 19, 21, 22, 24 The driver stopped the bus very quickly five minutes ago. 5. I madee a rainbow cake yesterday. Student: 2 I made a rainbow cake yesterday. 6. Last night, the baby crieed in his room. Student: 19 Last night, the baby cried in his room. 7. I mett my old friend in the restaurant yesterday. Student: 2 I met my old friend in the restaurant yesterday. 8. Zamzami satd in the chair because he was tired. Student: 12 Zamzami sat in the chair because he was tired. 9. Andy’s grandfather diied when he was 85 years old. Student: 14 Andy’s grandfather died when he was 85 years old. 10. The students studyied those lessons last week. Students: 21 The students studied those lessons last week. The table above shows some local errors which made by the students in using regular and irregular verbs. Many of them did error in graphology like incorrect spelling, but the sentences still can be understood. For example, students used “wen” for the past of “go”. The student omitted one letter -t that should be “went” to fill the sentence “In the holidays a few years ago we .......... go to Hawks Nest”. The other incorrect verbs which made by students are the verb “borrowd” for “borrowed”, “stoped” for “stopped”, “mett” for “met”, “studyied” for “studied”, “tryed” for “tried”, “cryd” for “cried”, “madee” for “made”, “picniced” for “picnicked”, and “diied” for “died”. All of them are incorrect, but those incorrect verbs did not hinder the message of the sentences to the listener. They have problem when they used in the written text, but in the conversation it still can be understood by the listener. 76 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion The differences between Indonesian and English in using verbs in the sentences encourage the writer to conduct this research. This research has been carried out to recognize the errors that were made by second grade students of SMP YPN Bojong Gede in using regular and irregular verbs in the past form. The writer did the research in some procedures of error analysis by Muriel Saville began with collecting data, identifying errors, describing errors, explaining errors and evaluating errors. To collect the data, she used some techniques such as observation, questionnaire and test. However, she only used test as the primary data. She classified the test based on surface taxonomy strategy to know the types of students’ errors in using regular and irregular verbs. In addition, she adapted theory of Hubbard et al to classify the source of errors, such as mother- tongue interference, overgeneralization, and errors encouraged by teaching material or method. According to the description in the previous chapter, the writer found that the students committed the errors in three categories; they are omission, addition, and misselection or misformation. Based on the data, from 449 totals of errors, there are 46 errors or 10.25 fell into addition categories. Next, there are 84 errors or 18.70 error of omission. Then, there are 319 errors or 71.05 error of misformation or misselection categories. Therefore, it can be concluded that the highest percentage of errors produced by student is misselection or misformation errors. Based on the high percentage of the errors, it can also concluded that the existence of errors caused some factors, such as mother-tongue interference, overgeneralization and encouraged by teaching material or method. The writer also found that the most sources of errors is overgeneralization, where the students used the same pattern in transform regular and irregular verbs into past form by added –d or –ed.