28 relatively short time. In this research, the researcher conducted interview typically
semi-structured interview. It is chosen for its flexibility and appropriateness in this study. Merriam 2009 states that semi-structured interview enables the researcher
to give response directly upon the answers of interviewee. Ary et. al 2010 agrees that the interview which conducted in qualitative research typically more probing
and less structured than that in quantitative research. However, in this research, the researcher still used questions list as a guide to keep the allure of the interview
on the track, as can be seen in Appendix A. 3 Tools
In gathering the data, the researcher also used some tools. Those tools are notebooks for taking notes, pen, and a voice recorder to record the interview.
E. Data Analysis Technique
The data gathered were analyzed in the form of description. Yet before that, the researcher had done some important steps. First, the researcher collected
the writings and divided them based on the topics by looking at the title of the writing. Second, the researcher read the writing one by one to confirm the topic
and to make sure that the four topics were already complete. Third, the researcher made a list of the fixed writing and put codes. Then, the researcher went to the
writing one by one to read and assess them using the rubric see Appendix C. The rubric was adapted by the researcher from „analytical scale for rating composition
tasks‟ by Brown Bailey 1984. Then, to clarify the points the researcher read the writings for about two to three times each. The researcher also spent some
29 times to see and consult the result to the advisor. After that, referred to points
achieved by each student, the researcher read again and started to mark errors in using past tense that found in the writing and took notes of it. After that, using the
instruments presented below, the researcher starts to mark the error and then analyzed it. The theo
ry that was used in this step is Dulay‟s on Surface Strategy Taxonomy Dulay Krashen, p. 146-192. The result of errors finding then was
used to describe the writings of the students. Afterwards, the researcher interviewed the students and collected the answers as the data. The analysis was
done using the theory of Brown 1980 on sources of errors in language learner. In describing the writing, below is the instrument that has been made by
the researcher. The table was used to sum up the error found in the writings. The aims is to present more complete description of errors in using past tense made by
each student.
Table 3.1 Error analysis on each learner presented in frequency and precentage
Subject Number of errors
made
Type of error made
Frequency Precentage Dominant
type of error
P1 TOTAL
100
F. Research Procedure
In order to conduct this research, the researcher has done some procedures. The procedure of conducting this research from the beginning until the end is
listed as follow: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
