20 confusion in producing same, for instance, sentences in the target language. For
example, when a Bahasa speaker is learning concept of the use of past tense. He might be confused to understand that the form of a verb would be changed when it
is used in a sentence, based on the time mark tense, whether by adding –d or –ed
if regular verbs or by using the other form for irregular verbs. Since in bahasa, there is no concept alike. When the time is different, the words is replaced by
another new word instead of having form changing in a verb as we have in English.
Intralingual as mentioned by Brown 1980: 173 makes learner produces an error for the nature of the target language. There might be confusion on the
learner as the presence of rules and formulas in the target language. Afterwards, Brown also stated that intralingual cause of error can be identified when there is
kind of overgeneralization in using certain rules in a language done by a learner. The third, as Brown proposed is the nature of language teaching. This
includes material, method and teacher of the language itself that can make learners misunderstand the concept or essence of the language or can also cause the learner
to hold false belief in learning the elements of the language. In Second Language Acquisition scope, Ellis 2005 states that their
concern in analysing learner language is psychological source of error. He elaborates as errors that made relating to the processing mecahnism involved in
L2 use and to the nature of the L2 knowledge system Ellis, 2005 p. 62 which similar to what Brown proposes above. Hence, we can use either what is in
Brown‟s and Ellis‟. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
4. Past Tenses
Azar 1999 defines past tense as tense that indicates an activity or situation that began and ended at a particular time in the past.
a. Simple Past
1. Simple past form of a verb is V2. Example: lived for live, started for start, wrote
for write, died for die. Murphy 1985, explains that often the past simple ends in
–ed for regular vers and many other does not ends in –ed those are
irregular verbs. I
She They
enjoyed saw
went
2. In questions and negatives we use
diddidn’t + infinitive. Examples:
3. The past of be amisare is waswere. Examples:
Ihesheit
waswasn’t
Weyouthey
wereweren’t
b. Past Continuous
We use the past continuous to say that somebody was in the middle of doing something at a certain time. The action or situation had already started
before this time but had not finished. The formula is:
waswere + V-ing
Examples:
Did you
she they
enjoy? see?
go? I
she they
didn’t
enjoy see
go
Was Ihesheit?
Were Weyouthey?
Ihesheit was Weyouthey were
Playing Doing
22
c. Past Perfect
We use past perfect to talk about things that happened before a certain starting point. For example,
when Sarah arrived at party, Paul wasn’t there. He
had gone home. So the starting point meant is when Sarah arrived. It happened in
the past. The formula for past perfect is: had +
past participle V3
Examples: -
When we got home last night, we found that somebody had broken
into the flat -
At first I thought I had done the right thing, but I soon realized that I had made a serious mistake
d. Past Perfect Continuous
We use past perfect continuous to talk about things that happen in the past during certain period of time. For example: It was not raining when I looked out
of the window; the sun was shining. But it had been raining
before. That’s why the ground is wet.
The formula for past perfect continuous is: had + been + -ing
Examples: -
When the boys came into the house, their clothes were dirty, their hair
was untidy and one of them had a black eye. They had been fighting.
-
I was very tired when I arrived home. I had been working hard all day.
B. Theoretical Framework
Writing is a complex skill. It requires not only the way of thinking and imagining what ideas to write about but also how to write it. In order to be able to
produce a good writing, one is required to master various elements of the language itself so that the ideas can be delivered well. Students of Theology
23 Faculty of Sanata Dharma University had been introduced and accustomed to
activity of writing and reflecting as a part of daily activity in Seminary, eventhough it is conducted still in Bahasa. Mr. Markus Budiraharjo who was
teaching English in Bahasa Inggris I class B, Theology Faculty of Sanata Dharma University, academic year 20152016, proposed set of assignment of writing
reflection using English for the students to be done. The researcher then considered writing
as the suitable tool to enrich students‟ of Bahasa Inggris I class B experience in learning English as their second language. Here in this
study, using the theory of analysing learner language by Ellis 2005, the researcher is trying to provide a full description of the writing produced by those
students. The rubric was formed with adaptation from what proposed by Brown Bailey 1984 entitled „analytical scale for rating composition tasks‟. The rubric
helps the researcher to describe the writings of these students. Further, the researcher considers the use of English past tense in the
activity of writing reflection hold an important role. One could not reflect and retell the experience or events in order to reflect or flashback properly in writing
without having a well understanding about the use of past tense. Using the theory of error analysis, the reseacher
described the writings and mapped the students‟ mastery of past tense. Afterwards,
Brown‟s theory which elaborates the source of error in a process of language learning is used to help researcher analyse the
learner‟s personal narrative. By conducting interview, the researcher then find out the source of errors from the writers and retell their experience that clarify their
mastery of English past tense as reflected in their writing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
