20 Student 20
40 50
50
47
21 Student 21
40 60
30
44
22 Student 22
50 50
40
47
23 Student 23
40 30
30
34
24 Student 24
40 30
30
34
25 Student 25
50 60
70
60 Total score
1043 Average
41.72
The table 4.2 above is the students’ score from the second test about
regular and irregular verb. From the second test, the total score of students are increasing became 1043 with the average 41.72 from 36.64. Then, the incorrect
answer would be explained more and also would be presented in the percentage in the data analysis.
3. The Result of Questionnaire
Based on the Patricia A. Duff, Data collection often includes a number of instruments or techniques. Many studies focus on documents, observation, and
interview data. In addition, test, verbal reports and questionnaires are the possible data sources for surveying whom cases are selected.
2
In this study, the writer gave questionnaire to the second grade students of SMP YPN Bojong Gede to get supporting data about sources of error. She gave
questionnaire to the twenty five students of SMP YPN Bojong Gede on 8
th
of January 2013. The questioner asked the students to chose between two alternative
answers which proper with themselves whichis consist of fifteen questions In the questionnaire, the writer asked about student and teacher’s activities
in learning regular and irregular verbs in the simple pat tense.Based on the data, 100 students said that they have learned simple past tense as their material in
the second grade of Junior high school. They also said that their English teacher has explained about regular and irregular verbs and give some examples of it.
2
Patricia A. Duff, op. cit., p. 128
However, the writer got 88 students are less motivation in learning English because only 12 students who like English from the result of questionnaire.
Besides, 52 students thought Indonesian and English verbs have the similar pattern. In fact, Indonesian and English have different pattern of verbs. Then, 40
students thought that regular and irregular verbs are similar. It may lead overgeneralization in applying regular and irregular verbs.
Many studentsadmitted that they did some errors in doing some exercise about simple past tense and also regular and irregular verbs. Students’ motivation in
learning English gave influence to their activities in the English lesson. It also can be seen from only 28 students who usually bring dictionary to the class. Some
of those factors may be lead students do some errors in mastering regular and
irregular verbs.
B. Data Interpretation
In the data interpretation, the writer use procedure of error by Muriel Saville which has been explained clearly in the preceding chapter and some of those
procedures have been done such as collecting data by gave tests to the students and identifying students errors by circling students’ answer sheet. Next, the other
procedures would be described clearly as follows:
1. Description of Errors
In describing the errors, the writer classified the types of errors based on the Surface Taxonomy Categories using theory of James that classified the errors into
five parts.They are omission, addition, misformationmisselection, misordering and blends. The aim of this step is to know whether these errors involve in
omission, addition, misformationmisselection, misordering or blend. Based on the identified data from the student’s answer sheet in using regular
and irregular verbs, the errors are falls into three types. They are omission, addition and mis-selection or mis-formation, and the writer did not find error of
mis-ordering and blends in the student answer sheet. This classification will be presented below.
a. Omission
Some students made errors in using regular and irregular verbs by omit some crucial component in forming past form of verbs. Many of them made this error
because they did not write the verb correctly. Some of them omit several letters of the verb such as
–e, -d, -ed, for example borrowd borrowed, slam slammed, studistudied etc. The errors are presented in the following table:
Table 4.3 The Description Error of Omission
Item’s Number
Error Identification Error Correction
1. In the holidays a few years ago we
wen to Hawks Nest. students 11, 12, 13
In the holidays a few years ago we went to Hawks Nest.
3. My brother Chris and I went walking
on the beach one sunny day, and we foud a little cubby out of overgrown
bushes. Students 1, 2, 3, 7, 9, 10, 11, 12
My brother Chris and I went walking on the beach one
sunny day, and we found a little cubby out of overgrown
bushes.
8.
I loked at Chris and he made a rustling sound of wind in the bushes.
Student 2
I looked at Chris and he made a rustling sound of wind in
the bushes.
10.
Then Chris dived down, but slam into my head as I was stuck half way
down. Student: 2
Then Chris dived down, but slammed into my head as I
was stuck half way down.
Then Chris dived down, but slamed into my head as I was stuck half way
down. Students: 17, 23, 24
11.
Dava borrowd my pen yesterday. Students: 4, 7
Dava borrowed my pen yesterday.
Dava brrowed my pen yesterday. Student: 16
Dava borow my pen yesterday. Students: 2, 5, 6
14.
The accident happend last Sunday afternoon. Students: 1, 8, 13, 14
The accident happened last Sunday afternoon.
17. It’s a nice day today, but yesterday it
rain all day. Students: 7, 11, 12, 13, 20
It’s a nice day today, but yesterday it rained all day.
It’s a nice day today, but yesterday it raind all day. Students: 5, 6, 9, 10,
12, 23
19.
Andy’s grandfather die when he was 85 years old. Students: 2, 13, 17, 18
Andy’s grandfather died when he was 85 years old.
22.
The students studi those lessons last week. Student: 8
The students studied those lessons last week.
23. 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.
Last holiday, I and my family picnicd in Cibodas. Student: 23
Last holiday, I and my family picnic in Cibodas. Student: 14
