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- I made an error in my calculations.
- The paper contains numerous spelling errors.
- I saw a documentary of horrifying cases of hospital error
- The shortstop was charged with an error.
Example of mistake: -
I mistook him for his brother. -
Dont mistake me, I mean exactly what I said. -
The auctioneer mistook my nod for a bid, and I ended up buying a painting I dont even like.
- I was so mistaken about him.
- I made a mistake when I married him.
2.3 The Previous Studies
As the additional guidances and references for the writer in writing this thesis, he has consulted some theses related to past tense.
Indah Lestari Sembiring, 2012 describes and analizes the errors made by the twelfth graders of SMA N 1 TanjongMorawa in using past tense. The finding of
analysis shows that the total students’ correct answers the test are 807 numbers or for omission is 93 or 25.62, for addition is 40 or 11.02, for misformation is 133 or
36.64, and for misordering is 97 or 26.72. so the dominant type of error is misformation. And there are 4 causes of errors that for over generalization
application of rules is 93 or 25.62 and for cause of error false concepts hyothesized is 121 or 33.33. So, the dominant causes of errors is ignorance of rules restrictions.
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Mansur, 2008 describes and analizes the errors made by the Tenth Year Students at SMK PGRI 2 Tuban. The result of the analysis shows that: 1 the errors
in recount writing made by the tenth year students of SMK PGRI 2 Tuban are 57 occurrences of all errors. In term of each type errors, the errors of misformation 27
times, errors of addition 18 times, errors of omission 6 times, and errors of misorder 6 times, 2 the writer attempts to find out the causes of errors. The causes of errors
are over-generalization, ignorance of rules restrictions, and false concepts hyphothesized, 3 the students’ problems in recount writing are structure problem
88,9 , vocabulary problem 77,8 , composing sentences 95,6 , recount text comprehension 37,7 . Besides those problems, psychological factors also
influence the students, such as motivation and interest. Ahmad TaufikHidayah, 2013 describes and analizes the errors made by
TESL College Students in Faculty of Languages and Linguistics Universiti Sultan ZainalAbidin.
Types of errors committed by the students with regard to Error Analysis Method are due to omission, addition, misinformation and misordering. Some factors have been
identified to contribute to the problem such as : lack of knowledge and competence of the English grammar, influence of the mother tongue, loan words and lack of
exposure of the English language. Some suggestions and recommendations have been made to address this problem. They include giving ample exercises and
practices to students, giving some teaching techniques to the teachers to be implemented in class. All these efforts are meant for remedies to solve the problem
in writing English essays with respect to the use of correct simple present tense and simple past tense.
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Errors Committed in the Simple Past Tense: Number of students committed errors Total : 53 students. Percentage: Omission: 24 , Addition: Double marking 45 ,
Regularizations 0 , Simple Addition 9.4 , Misinformation: Regularizations 81 , Archi-forms 1.8 , Alternating Forms 40,Misordering: 3.7 .
Citra, 2012 describes and analizes the errors made by the ninth year students of SMP Negeri 3 Pare, which consisted of three classes. However, samples
were used as the researcher could not cope with the whole population. The samples consisted of 50 students.
Students errors identified in this study were categories into three types, namely, errors of omission errors addition and errors misformation. The result of the analysis
shows that there were in all, 1234 errors among 50 students. The types of errors among the students in constructing and using English simple past tense consisted of
68 5 errors of omission, 95 8 errors of addition and 1071 87 errors of miss formation. From the highest to the lowest, the errors were: miss formation, addition,
and omission. The result of farther analysis shows that the students seemingly have problems in each category omission, addition and miss formation. Thus, the students
were often found to make errors in using those patterns high. The average number of errors made of all the students was 46. From the percentage, it can be concluded
that the students’ mastery in using English simple past tense was poor. Dealing with the information after reading the theses, the objectives of the
analysis are different with this thesis, in this thesis, the objectives are to find out and classify errors made by the students of an English course where most students study
because they have high motivation to study English. Finally the writer makes the percentage of the errors.
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2.4 Description of Error Analysis
