34 Dealing with the two problems formulation, the writer used some techniques
to gather the data. The researcher collected the data by taking the documents of students’ Mid Test 1 assignments as the research data. The source data of the
research were taken from students of Critical Reading and Writing course.
D. Research Subjects
The subjects of the research were the Critical Reading and Writing students’
Mid Test I documents of class F batch 2014 of the English Language Education Study Program of Sanata Dharma University. The Mid Test I contained the
students’ writing about argumentative essay and the entire documents are considered as the data of this study. The writer took all of the documents of Critical
Reading and Writing class as the subjects. The writer chose Critical Reading and Writing
class because it is a course which focuses on the product of students’ writing.
E. Data Analysis Technique
The writer used several steps to analyze the data. Meanwhile, the detailed process of the data analysis technique can be noted as, first, the writer found the
sentences which were categorized as Simple Present and Present Perfect. The writer listed the sentences and differed between Simple Present and Present Perfect. The
writer, then, listed all ungrammatical sentences found in Simple Present and Present Perfect sentences. Next, the writer corrected all those ungrammatical sentences and
discussed further. The writer classified the errors of the sentences into some types PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 of errors. The writer used the theory from Dulay et al. 1982 who state four types
of errors in writing. Those are omission, addition, misformation, and misordering. Then, the writer presented all types of errors of Simple Present and Present Perfect
Tenses which were found in the dat a students’ made.
F. Research Procedure
There were some stages to conduct this research. The researcher formulated into 5 stages. Those are finding the problems and grounded theory, designing the
research method, collecting the data, analyzing the data, and the last was reporting the results of the research.
1. Finding the problems and the grounded theory
The very first thing that the writer did before doing the research was finding the problems. It was done in the seventh semester of the writer’s study through
Proposal Seminar course. Then, the writer formulated the two research problems and also provided the research objectives. Besides, the writer began to collect some
relevant literatures as much as possible to strengthen every statement made by the writer and make the research grounded on scientific theories.
2. Designing the research method
After finding the research problems, the writer, then, decided the method that will be used in the research. Based on the problem formulation and the research
objectives, the writer tried to find the appropriate method to answer the two research problems. The method taken was the most suitable method of this research.
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3. Collecting the data
The writer, furthermore, collected the data that were going to use in the research. The data were taken from the Mid Test of Critical Reading and Writing
class F. All the documents would completely be used as the data of the research. In the process of collecting the data, the researcher also conducted interviews with the
lecturer of Critical Reading and Writing course about the process of the students’
writing.
4. Analyzing the data
After obtaining the data, the writer would start to analyze the document as the steps previously stated. The writer used two main steps. The first step the writer
would find sentences which were categorized as Simple Present and Present Perfect sentences. The writer listed the sentences and differed which one was Simple
Present and which one was Present Perfect. Meanwhile, the second step was analyzing Simple Present and Present Perfect
sentences of students’ writing. It was done by identifying all ungrammatical Simple Present and Present Perfect sentences the students wrote. The writer, then, corrected
all those ungrammatical sentences and discussed it further. Afterwards, the errors sentences found would be classified into some types of errors. The writer would use
the theory from Dulay et al. 1982 who state four types of errors in writing namely omission, addition, misinformation, and misordering. Next, the writer counted all
the errors sentences for each types and found the most frequent errors students made.
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5. Reporting the results of the research
After all the analysis has finished, the writer, then, reported the results of the analysis. The writer drew conclusions referring to the two objectives of the
research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
CHAPTER IV FINDINGS AND DISCUSSION
In this chapter, the writer will present the results of the document analysis which will answer the two problem formulations of the research. Besides, this
chapter will also discuss the findings of grammatical errors which were made by the students in their writing focusing in Simple Present and Present Perfect tenses.
There will be three sections that the writer will present in this chapter: A Data Findings of Simple Present and Present Perfect Tenses, B Types of Errors
Occurred in Simple Present C Types of Errors Occurred in Present Perfect Tense and D Other Findings.
A. Data Findings of Simple Present and Present Perfect Tenses
1. The Total Number Sentences
As in each document the students made, there are various types of sentences and also various types of tenses used in the documents. The writer identified all the
sentences which consisted of Simple Present and Present Perfect tenses. Besides, the researcher also counted all sentences students made in every document that
would be analyzed in this research. The number of sentences which were made by the students can be revealed through this following table. The table consists of both
Simple Present and Present Perfect Tenses sentences made by the students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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4.1 The Number of Written Simple Present and Present Perfect Tenses Sentences
Tenses Number
Percentage
Simple Present Sentences 868
77.5 Present Perfect Sentences
22 2
Simple Present and Present Perfect Sentences 24
2.1 Non Simple Present and Present Perfect Sentences
206 18.4
Total Sentences 1120
100
After counting and identifying the sentences students made, the researcher found some facts. According to the data, there were 1120 sentences which were
made by 26 students. Then, the students wrote 868 sentences of Simple Present Tense. More than a half of the whole sentences contain of Simple Present Tense.
Another fact is Simple Present Tense becomes the most tense used by the students because the documents are argumentative text which mostly talks about facts and
provides some relevant arguments of the writer. Counting all the sentences made by the students, the researcher found there
were 22 Present Perfect Tense sentences made by the students. Some students also combined Simple Present and Present Perfect Tenses in their complex sentences.
The writer found 24 sentences which consisted of Simple Present and Present Perfect tense sentences.
Besides, there were also other tenses like future tense, simple past, past perfect and etc. which were made by the students in the documents. There are 206
non Simple Present and Present Perfect tenses sentences as the total in the documents. Those sentences will not be discussed further because the focus of the
research is Simple Present and Present Perfect Tenses. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2. Classification according to the types of error
After conducting and presenting the total numbers of Simple Present and Present Perfect tense sentences, the writer classified those sentences into each type
of error namely omission, addition, misformation, and misordering. The results of the classification could be seen in the table follows.
4.2 The Total Number of Errors in Each Type of Error
From the results presented in the table above, the first position or most frequently types of errors which were made by the students were the omission.
There were 36 times omission or 54.54 which occurred in the documents. The next position was misformation. There were 26 times of occurrences of
misformation errors found in the data. The number was 39.39 of all the errors written in the documents. Then, the other types of errors occupy the next position
right after omission and misformation error. The researcher found 3 times of occurrences of addition error or 4.54 of all the errors made by the students and
only once occurrence of misordering error.
Types of Errors Number Percentage
Omission 36
54.54 Addition
3 4.54
Misformation 26
39.39 Misordering
1 1.54
Total errors 66
100
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B. Types of Errors in Simple Present Tense
