2 To transform affirmative statement into interrogative statement, move auxiliary verb on the beginning of sentence, the verb used
is verb1 and put a question mark ? at the end of sentence. Examples:
He drove a new car last month. Did he drive a new
car last month? They ate noodles a few minutes ago.
Did they eat noodles a few minutes ago?
37
CHAPTER III RESEARCH METHODOLOGY AND RESEARCH FINDINGS
A. Research Methodology
1. The Place and Time of Research
This study was conducted at second year of MTs Al-Khairiyah Jakarta, Jln. Mampang Prapatan IV No. 74 Jakarta Selatan, the 1
st
semester of 2010-2011 academic years. The research was held on August 25
th
, 2010.
2. The Method of Research
In this research, the writer used descriptive qualitative method to know the most errors‟ that students did in their writing by giving the
second year students of MTs Al-Khairiyah Jakarta a written test as sentence exercise about simple present, present progressive and simple
past tense. After that, she analyzed them through classifying their errors into verb tense, auxiliary verb, word order, omission and punctuation.
Moreover, she interpreted the data about what kind of error that mostly students made. The final step, the writer concluded the result of research.
3. The Population and Sample of Research
The population of the research is the second year students of Islamic Junior High School at Mampang Prapatan IV no. 71-74 Jakarta
Selatan. The total numbers of the population were 154 students who are divided into four classes, A, B, C, and D. The sample of research is four
classes, they are 40 students. The writer used purposive cluster sampling technique decides the sample. The writer took only 10 students from each
class.
4. The Technique of collecting Data
To collect the data, she gave sentence exercise to the students with providing ten affirmative sentences for simple present tense, present
progressive tense and for simple past tense see appendix 5. Then she asked them to transform those of affirmative sentences into negative and
interrogative form.
5. The Procedure of Error Research
a. Identification of errors, the first step in the process of analysis is recognitionidentification of errors. In this step teachers
recognize the students‟ errors from the task give by the teachers.
b. Description of errors, the next step is the describing errors. It begins when an identification stage has taken place. The
description of student errors involves classification of kinds of errors made by the students.
c. Explanation of errors, the third step in the process of analysis is the explanation of error that can be regarded as a linguistic
problem. This step attempts to account for how and why the students‟ errors happen.
d. Evaluation of errors, in this step, the teacher gives evaluation from the task done by the students depends on the task that
teacher will be giving to the students.
e. Preventingcorrection of error, finally the last step in the process of analysis is correction of error when the teacher
checks the result from the task done by the students. And then the teacher gives the correct answer from the errors has been
done by the students.
1
6. The Technique of Data Analysis
The technique of data analysis used by the writer was descriptive analysis technique percentage, with the percentage from the frequency
of information and divided with the number of cases. The formula is:
Notes P = Percentage
F = Frequency of wrong answer
N = Number of sample
2
B. RESEARCH FINDING
1. Data Description
The writer gave the test to get the valid data. She asked the students to transform simple present, present progressive and simple past
tense from affirmative into negative and interrogative form in order to analyze students‟ errors in their writing. Moreover, to know its result, the
writer made the table of students‟ errors. The writer identified their test
of results which are divided into five components, they are; verb tense, auxiliary, word order, omission and punctuation with classifying and
giving correction on each of sentences see appendices 6.
1
Theo Van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign Languages, London: a Division of Hodder Stoughton, 1983, p. 47
2
Sudjiono Anas, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2007, p. 43
P= FN x 100
