• What does Diyas
seldom wear?
It was clearly shown in the table that many students in the population of this study encountered the problem in the use of auxiliary, particularly when they
failed to identify in transforming affirmative simple present pattern sentences into negative and interrogative in using “has and have”. There are 109 error sentences
categorized as having problems with miselection. P = F x 100
N P = 109 x 100 = 28.91
377
b. Misorder
Misorder usually takes place in the word order of a sentence. The students didn’t know where the elements presented are correct. They need more careful in
using auxiliary verb and in spelling the letter.
Table 4.9 Table of Misorder Errors
Item number
SentencePhrase Cause of error
Explanation Correction
4 -
WHQ She hasdoesn’t
English class at ten o’clock today.
What doestime she has English class
today? The student didn’t
have knowledge in using negative
sentence. So, it should be revised
• She doesn’t have
English class
today? •
What time does she have English class
today?
6 -
Mirna hasdoesn’t
breakfast every
morning. The student was
careless in using negative sentence.
So, it should be revised •
Mirna doesn’t have breakfast
every morning.
9 -
? Tono doesn’t always
sleep for tow hours every afternoon.
Does Tono always sleep for tow hours
every afternoon? The student was
careless in
spelling the letter. So, it should be revised
• Tono doesn’t always
sleep for two hours every afternoon.
• Does Tono always
sleep for two hours every afternoon?
From the table above, the writer suspected that students failed in ordering word. They were influenced by previous form intralingual. There are 8 error
sentences categorized as having problems with misorder. P = F x 100
N
P = 8 x 100 = 2.12 377
c. Addition
The characteristic of addition is where some element is present which should not be there. The following table shows some words which are classified
into addition.
Table 4.10 Table of Addition Errors
Item number
SentencePhrase Cause of error
Explanation Correction
3 -
Lia doesn’t often loses
her money at her class.
The student was influenced by the
positive form, they didn’t know in
negative pattern of sentence is always
followed by verb 1 So, it should be revised
• Lia doesn’t often
lose her money at her class.
5 -
?
WHQ My mother doesn’t
washes
our clothes every day.
Does my
mother
washes our clothes
every day? When
does my
mother washes our clothes?
The student was
suspected of being influenced
by positive form
to transforming
the verb with
suffix ‘es’ to verb 1.
So, it should be revised •
My mother doesn’t wash
our clothes every day.
• Does
my mother
wash our clothes
every day? •
When does
my mother
wash our
clothes? 7
-
?
Laura doesn’t lives in Ciledug.
Does Laura lives in Ciledug?
The student didn’t know in negative
pattern of sentence is always followed
by verb 1. So, it should be revised
• Laura doesn’t live in
Ciledug. •
Does Laura live in Ciledug?
10 -
?
WHQ Diyas doesn’t
seldoming wears shirt.
Does Diyas seldoming wears
shirt?
What does Diyas seldoming wears
? The student was
influenced by the previous study of
present continuous tense.
So, it should be revised •
Diyas doesn’t
seldom wear shirt. •
Does Diyas seldom wear shirt?
• What does Diyas
seldom wear
The table shows that there are actually 58 error sentences with addition. These errors happened because the students wrote carelessly or they had lack of
knowledge in English structure. For example, Laura doesn’t lives in Ciledug , the student added ‘s’ in verb “live”. It was absolutely wrong because in negative and
interrogative sentences, it doesn’t need adding suffix ‘s’ or ‘es’ in the verb. There are 58 sentences categorized as having problems with addition.
P = F x 100 N
P = 58 x 100 = 15.38 377
d. Omission
The writer used symbol Ø to indicate the omission. The characteristic of omission is where some element of a word is omitted which should be present.
The following table shows some sentences or phrases which are classified into omissions.
Table 4.11 Table of Omission Errors
Item number
SentencePhrase Cause of error
Explanation Correction
1 -
?
WHQ Lisa doesn’t borrow
book from the library.
Does Lisa borrow book from the
library?
Where does Lisa borrow book?
The student was suspected of
being not taking attention of plural
form. So, it should be revised
• Lisa
doesn’t borrow books from
the library .
• Does Lisa borrow
books from
the library?
• Where does Lisa
borrow book? 3
-
?
WHQ Lia doesn’t lose her
money at her class. Does Lia lose her
money at her class?
Where does Lia lose her money?
The student was careless by not
mentioning word often
in the
sentences. So, it should be revised
• Lia doesn’t
often lose her money at
her class. •
Does Lia often lose her money at her
class •
Where does Lia often lose her money?
4 WHQ What time does she
have English class? The student was
careless by not So, it should be revised
mentioning word today
in the
sentences. •
What time does she have English class
today?
8 -
?
WHQ His mother doesn’t
always give a new thing when he get
ten in the test.
Does his mother always give a new
thing when he get ten in the test?
What does his mother always give
when he get ten in the test?
The student was assumed of not
being taking
attention of plural form.
So, it should be revised •
His mother doesn’t always give a new
thing when he gets ten in the test.
• Does
his mother
always give a new thing when he gets
ten in the test? •
What does
his mother always give
when he gets ten in the test?
From the sentences above, it could be seen that the students missed to write an item that must appear in a well-formed word. These errors happened
because of the influence of the students’ mother tongue. They made self perception in transforming the sentence without taking care about the correct rule
of previous sentence. The most frequents errors in the students transforming affirmative simple
present into negative and interrogative pattern sentences was Omission. There were actually 202 error sentences categorized as having problems with omission.
The table can illustrate that 202 out of 377 errors in the students transforming affirmative simple present into negative and interrogative pattern sentences are
misselection. P = F x 100
N P = 202 x 100 = 53.58
377
C. Data Interpretation
In this step, the writer would like to investigate the findings from the analyzed data after analyzing the items of tested area and explaining the frequency
and percentage the errors in each item. The following table bellow shows the tested area of grammatical errors.
Table 4.12 Percentage of Test Area
No Category
Frequency of error Percentage of error
1 Verb tense
104 49.52
2 Auxiliary verb
43 20.48
3 Punctuation
48 22.86
4 Question word
15 7.14
Total N = 210
100
the writer would like to talk more about the highest frequency of errors in tested area that made the students’ transforming affirmative simple present pattern
sentences into negative and interrogative pattern sentences and of course their causes.
The highest error frequency of error is Verb tense that reaches 104 errors or 49.52. Each student made errors in verb tense; they didn’t know in negative
and interrogative pattern of sentences doesn’t need adding suffix ‘s’ or ‘es’ in the verb. These errors happened because of the influence of the second language.
They were distracted of positive form, so they applied the rule of positive form into negative and interrogative sentences.
The second high rate of the error was punctuation, which reaches 48 errors or 22.86 . Their knowledge about punctuation was limited. They didn’t know in
make interrogative and WH Question sentences must be added question mark. They ignore the question mark in the end of sentence.
The following table shows the types of errors that had classified into omission, miselection, addition, and misorder.
Table 4.13 Percentage of Types of Errors
No Types of Errors
Frequency Percentage
1 Omission
202 53.58
2 Miselection
109 28.91
3 Addition
58 15.38
4 Misorder
8 2.12
Total 377
100
Diagram 4.1 Error Frequency and Its Percentage
53,58
28,91
15,38
2,12 0,00
10,00 20,00
30,00 40,00
50,00 60,00
Omission Miselection
Addition Misorder
Chart of Types of Errors
frequency
From the table and chart above, the writer interpreted from the table that 377 errors found from 20 students’ transforming affirmative simple present
pattern sentences into negative and interrogative pattern sentences. Those 377 errors are divided into four types of errors; omission, misselection, addition, and
misorder .
The highest frequency of the students’ error was omission which was 202 errors or 53.58 . Omission was the most common error that student made, the
student made errors in where some element of a word is omitted which should be present. The frequency of the students’ error in miselection was 109 errors or
28.91 , it happened where the wrong item has been chosen in place of the right one. The frequency of the students’ error in addition was 58 errors or 15.38 , it
happened where some element is present which should not be there. The lowest frequency of the students’ error was misorder which was 8 errors or 2.12 , it
happened where the elements presented are correct but wrongly sequenced.
CHAPTER V CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on the data described in the previous chapter, the writer could draw a conclusion that the most common errors of grammatical aspects that the second
grade students of SMP YAPERA Ciledug, Tangerang on transforming affirmative to negative and interrogative sentences of simple present tense are Verb tense,
Auxiliary verb, Question word, and Punctuation. There were 377 frequencies of errors that made by the students on transforming affirmative to negative and
interrogative sentences of simple present tense. The most common error of the grammatical aspect is Verb tense with the total errors 104 or 49.52 . Most of the
students made errors in verb tense. They failed to change the verb with suffix ‘-s’ and ‘-es’ form to the Verb without suffix ‘-s’ and ‘-es’ form.
The writer also classified the types of errors committed by second grade of SMP YAPERA students. The highest frequency of the students’ error was
omission which was 202 errors or 53.58 . It happened where some element of a word is omitted which should be present. The frequency of the students’ error in
miselection was 109 errors or 28.91 , it happened where the wrong item has been chosen in place of the right one. The frequency of the students’ error in
addition was 58 errors or 15.38 , it happened where some element is present which should not be there. The lowest frequency of the students’ error was
misorder which was 8 errors or 2.12 , it happened where the elements presented are correct but wrongly sequenced.
