33 and local error. However, the frequency of making errors was different. The
frequency of making errors indicates that the high level students made few errors
compared with the low level students. It can be seen in the Table 4.2 and Table 4.3
that the low level students made a lot of errors rather than the high level students.
2. Discussion of The Verb Phrase Error
In this case, the researcher categorized the errors which were made by the participants into ten types of errors, namely, addition, omission, misformation,
misordering, developmental errors, interlingual errors, ambiguous errors, other errors, global errors, and local errors. These errors will be explained in this sub-
section.
a. Omission
According to the data, there were 17.46 omissions. The researcher found that the most participants omitted some items so the sentences were incorrect. The
most omissions which the participants did in their speech were the omission of the verb suffixes -s, -es, -ed, and
–ing. For example, [1.a] And after the teacher give the commands
, in this utterance, the participant omitted the verb suffix –s.
The verb suffix -s is needed because the subject is singular. The correct form is [1.b] And after the teacher gives the commands.
Another omission was that the participants omitted the auxiliary verb and linking verb. For example, [2.a]Realia made using real item since this utterance
is a passive voice, it needs an auxiliary verb „be‟, the verb „made‟ is the past participle. So the auxiliary verb „is‟ is followed by the past participle to make a
34 passive voice. The correction is [2.b] Realia is made using real item. Besides the
auxiliary verb, the participants omitted the linking verb. In this utterance [3.a] The… the solution Simon says game, the linking verb does not exist. The linking
verb „is‟ should be put to this utterance. Then, the sentence will be [3.b] The solution is Simon Says game.
Besides the omission of auxiliary verb and linking verb, some participants also omitted a main verb. For example, [4.a] And second, teacher should a list on
their mouth or their nose , the absence of the main verb is only small number
compared to the others. The participant failed to put the main verb to the sentence. However, verb is the main part of a sentence. Therefore, a verb is needed. From
the utterance, the verb „make‟ is needed to complete the sentence. The correction is [4.b] And second, teacher should make a list of the part of body.
Some participants omitted the preposition „to‟. For example, [6.a] Now, I
will demonstrate you how to use flash card by using game , the absence of the
preposition „to‟ changed the meaning of the sentence. Here, „demonstrate‟ is a transitive verb and „you‟ is an indirect object. Therefore, the prepositional „to‟ is
needed. The correction should be [6.b] Now, I will demonstrate to you how to use flash card by using game
. This researcher also found some omissions of subject. Some participants
did not realize that they omitted the subject, for example [7.a] Why is game?. This sentence was an interrogative sentence. The absence of subject made the
sentence confusing. It should be [7.b] Why is it game?. The other omission is the omission of negative marker. There is one participant who omitted the negative
35 marker of the sentence. The utterance was [8.a]
It’s fun, is it?. Based on the utterance, the participant omitted the negative marker in the question tag. The rule
of a question tag is if the main sentence is a positive sentence, the question tag should be negative. Therefore, to correct the sentence, the negative marker not
should be put to the question tag. Then, it should be [8.b] It’s fun, isn’t it?
b. Addition
Based on the data, the researcher found 7.89 additions. These errors were caused by adding some inappropriate items to the sentences. It made the
sentences incorrect grammatically. Frequently, the most additions added by the participants were adding the verb suffixes -s, -ed and
–ing. The example of the addition of the verb suffix is in this utterance [9.a] And, games provides
important link between home and school . Here, the participant added the verb
suffix „-s‟. It is incorrect because the subject of this sentence is not singular. Hence, the correction is [9.b] And, games provide important link between home
and school .
Moreover, the addition of an auxiliary verb and a linking verb occurred in some participants‟ speech. The participant added the auxiliary verb
inappropriately therefore it causes the errors. In this sentence, [10.a] it is work well
, the auxiliary verb „is‟ is inappropriate because the sentence is a present tense. Besid
es that, the participant omitted the suffixes „-s‟, see example [1.a]. For the correction, this sentence will be [10.b] it works well. Other example, [11.a]
Children are really like to play games instead of [11.b] Children really like to
play games.
36 The other addition is adding a verb to the utterance. In some cases, the
researcher found some inappropriate verb. Adding the verb made the sentence difficult to be understood e.g. [11.a] TPR can be used put in large or small
classes. In this utterance, the
word „put‟ made the sentence confusing. It should be omitted to make the sentence easy to be understood. The correction is [11.b] The
TPR can be used in large or small classes. There was one participant who adds to-infinitive inappropriately. The
sentence was [12.a] In this case, in this… it’s no matter to have how many student
you have as long as you are prepared to take care it, the learner will follow. The
participant added the to-infinitive to the sentence therefore the sentence was confusing. The possible correction is [12.b]
In this case, it’s no matter how many students you have as long as you are prepared to take care it
, the learner will follow.
c. Misformation
The researcher found 5.35 misformation errors. These errors were incorrect form of the verb phrase that the participants made. There are some
factors that influence the misformation. The first factor is the subject and verb agreement. There were some participants put the wrong form of auxiliary verb in
their sentence. For example, [13.a] The teacher are required to be more active in speaking and giving commands but this game requires a little preparation.
This sentence is a passive sentence. The subject of this sentence is singular therefore
the „be‟ form must be „is‟. Hence, the correction is [13.b] The teacher is required
37 to be more active in speaking and giving command but this game requires a little
preparation .
The incorrect form of a linking verb also belonged to the misformation. Some participants did not pay attention in using linking verb. The wrong form of
linking verb can be seen in this utterance [14.a] That’s why we need to give
some activities which is far from reading and writing activities. Here, the form of
linking verb is not correct. There is a relative pronoun which instead of the noun activities in the sentence. Therefore the linking verb of this utterance is „are‟. It
should be [14.b] That’s why we need to give some activities which are far from
reading and writing activities .
Besides the wrong form of auxiliary verb, the participants also made the wrong form of verb. For example, [15.a] Each flash card have a category like it
is food category and it is animal category , in this utterance, the subject is singular.
Besides that, the sentence is present tense. Therefore, the form of the verb is incorrect in this sentence. It should be [15.b] Each flash card has a category like
it is food category and it is animal category.
d. Misordering
There were 2.82 categorized as misordering. The incorrect word order especially the order of linking verb and the auxiliary verb caused errors. Based on
the data, for instance, [16.a] Well, so what pin on back is? , as the sentence is the interrogative sentence, the linking verb must follow the Wh-question. If it is
corrected, it should be [16.b] Well, so what is pin on back?. In the same case, the auxiliary verb also must follow Wh-question, for instance [17.a] When we
