number 26, 36 students 66.66 made error in item number 27, 24 students 44.44 made error in item number 28, 35 students 64.81 made error in item number 29, and the last 40 students 74.07
made error in item number 30. on the average, there were 60.55 of 54 students chosen the wrong answer.
3. Interpretation of Data
After classifying the items into each kind of the tenses area and explaining the frequency of error in each item, the writer tries to interpret the data. The following table table V describes the
problems area a long with the frequency of error, arranged from the highest to the lowest.
Table V Data Interpretation
No Kinds of Tenses
Frequency of Error Percentage of Error
1 Present Perfect Tense
327 60.55
2 Simple Past Tense
231 42.77
3 Simple Present Tense
212 39.25
The table above shows that the highest frequency of error in present perfect tense. The average of error percentage is 60.55 of students made error in this type of tenses. Most students made error in
these items because they did not understand the function of “has” and “have”. They can not distinguish the use of “has” and “have” in the sentence. It can be seen in table IV, 37 students 68.51 made
error in item number 24.Beside that they still confused in using verb past participle in the sentences. 40 students 74.07 made error in item number 30
The second level is simple past tense items. In this area the students still found difficulty in using “was” and “were” and how to distinguish it in the sentence of simple past tense. 33 students
61.11 made error in item number 15. They still can not use verb past verb II correctly, it shown that 27 students 50 made error in item number 13.
The lowest frequency of error is in simple present tense items. Percentage of error from these items is 39.25 . Most of them still confused of subject-verb agreement. It can be seen from the table
II that the highest error made by students in item number 5. 30 students 55.55 made error on it. In this area they can not distinguish between singular and plural verb in simple present tense.
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis, the writer made conclusions, as follows: 1.
The percentage of error in these item are: simple present tense items are 39.25 , simple past tense items are 42.77 , and present perfect tense items are 60.55
2. The highest percentage of error from all items is in items number 30 with percentage 74.07 .
It is from present perfect items. 3.
The lowest percentage of error from all items is in item number 8 14.81 . It is from simple present tense item.
4. From the data above, it shown that many students still made errors in tenses. The mastery of
students in tenses is still lower. It could happen because Indonesian has not tenses but English has its own rules.
B. Suggestion
Based on the result of the research, the writer would like to give some suggestions, as follows: 1.
The teacher should choose the best method to teach English. 2.
The teacher should explain the tenses materials clearly start from the meaning, the form and the usage of each tense. Tenses should be taught in language skills, such as: listening, speaking,
reading, and writing. 3.
The teacher also gives more exercise to the students so that they really understand. 4.
The students should try to understand that English is different from Indonesian. 5.
The students are necessary to do more practice and exercise in using different tense. 6.
The students can discuss and ask their problem about tenses with their classmates or teacher. 31
