The Background of Study

be in negative sentence is by adding “not” after to be am, are, is. In interrogative sentence for simple present tense with verb “do or does” and for simple present tense with be “am, are, is” is moved before the subject, and at the end of the sentence put a question mark ?. In present progressive tense the pattern of affirmative sentence is subject + to be + present participle ing- form, for negative sentence add “not” after to be, and for interrogative sentence the pattern is by moving to be before the subject and put a question mark ? at the end of the sentence. The pattern of simple past tense divide into two parts; simple past tense with verb, and simple past tense with be. The pattern of simple past tense with verb in affirmative sentence is “subject + verb2 + object or complement ”. The pattern of simple past tense with be in affirmative sentence for subject you, they, we is “subject + were + adjectivenounadverb of place ”, the pattern of simple past tense with be in affirmative sentence for subject I, he, she, it is “subject + was + adjectivenounadverb of place ”. The pattern of simple past tense with verb in negative sentence is by adding “did + not” after the subject. The pattern of simple past tense with be in negative sentence is by adding “not” after to be was, were. In interrogative sentence for simple present tense with verb “did” and simple past tense with be “was, were” is moved before the subject, and at the end of the sentence put a question mark ?. In Bahasa Indonesia verb doesn‟t change eventhough the subject and adverb rechanged. For example:  Bahasa Indonesia: 1. + Ani makan roti setiap hari. - Ani tidak makan roti setiap hari. ? Apakah Ani makan roti setiap hari? 2. + Ani sedang makan roti sekarang. - Ani sedang tidak makan roti sekarang. ? Apakah Ani sedang makan roti sekarang? 3. + Ani makan roti kemarin. - Ani tidak makan roti kemarin. ? Apakah Ani makan roti kemarin?  English: 1. + Ani eats bread every day. - Ani does not eat bread every day. ? Does Ani eat bread every day? 2. + Ani is eating bread now. - Ani is not eating bread now. ? Is Ani eating bread now? 3. + Ani ate bread yesterday. - Ani did not eat bread yesterday. ? Did Ani eat bread yesterday? From its differences, the students do not understand and can not apply to transform or change affirmative simple present, present progressive and simple past tense sentences into negative and interrogative form based on their pattern rules properly. Therefore it is very important for student to master grammatical rules. As mentioned by Penny Ur in Practice Activities A Practical Guide for Teacher that “A learner who know grammar is one who has mastered and can apply the rules to express him or herself in what would be considered acceptable language forms”. 2 So, to understand more about grammar must to know more about how grammar is used and misused. According to the writer‟s experience in teaching second year of MTs. Al- Khairiyah Jakarta during PPKT Praktik Profesi Keguruan Terpadu, the writer found that students at second year of MTs. Al-Khairiyah Jakarta had many difficulties in learning English especially in grammar. The students had many errors in transforming simple present, simple progressive and simple past tense even they have learnt at the first grade. 2 Penny Ur. Grammar Practice Activities Cambridge: Cambridge University Press, 1988, p. 4 Based on the problem above, the writer interested in analyzing how far the stude nts‟ English grammar comprehension in transforming simple present, present progressive and simple past tense from affirmative into negative and interrogative form. In this case, the writer wants to find out the common errors that the students made in transforming simple present, present progressive and simple past tense from affirmative into negative and interrogative form at MTs Al-Khairiyah Jakarta. The writer formulated the topic in her paper with the title “The Analysis of Students’ Errors in Transforming Simple Present, Present Progressive and Simple Past Tense from Affirmative into Negative and Interrogative Form ”.

B. The Formulation and Limitation of the Study

In this research, the writer focuses her study in the subject matter in analyzing English grammatical errors made by the students. The writer uses Betty Schrampfer Azar‟s error classification for this research, singular-plural, word form, word voice, verb tense, + add a word, - omit a word omission, word order, incomplete sentence, spelling, punctuation, capitalization, article, meaning not clear and run-on sentence. Then she limits the error classifications that would be used in this analysis, she only uses five of them based on her research findings, verb tense, word order, auxiliary, omission and punctuation. Based on the limitation above, the writer formulated the problem with the following question: “What are the common errors that students at the second year of MTs. Al- Khairiyah Jakarta make in transforming simple present, present progressive and simple past tense from affirmative into negative and interrogative form ?”

C. The Objective of the Study

The objective of the study is to get the information about the common errors that mostly did by the students of MTs. Al-Khairiyah Jakarta in transforming simple present, simple progressive and simple past tense from affirmative into negative and interrogative form and its reason.

D. The Significance of the Study

The writer hopes that this research can be appropriately useful for the writer to increase her knowledge to write well and it is useful for English teachers. By knowing the student errors in transforming simple present, present progressive and simple past tense from affirmative into negative and interrogative form. They will be able to create better teaching and learning activities, especially in grammar.

E. The Organization of Writing

This research is systematically divided into five chapters. The first chapter, as an introduction consists of describing the background of the study, the formulation and the limitation of the study, the objective of the study, the significance of the study and the organization of writing. The second chapter is theoretical framework. This chapter is divided into four subtitles. The first subtitle talks about error analysis which are consist of the understanding of errors, the types of grammatical errors, and the cause of error. The second subtitle talks about the simple present tense which are consist about the understanding of simple present tense, the form, the use of simple present tense and the way of transforming simple present tense sentences. Then the third subtitle talks about the present progressive tense which are consist of the understanding of present progressive tense, the form, the use of present progressive tense and the way of transforming present progressive tense sentences. Finally, the fourth subtitle talks about the simple past tense which are consist of the understanding of simple past tense, the rules using simple past tense, the form, the use of simple past tense and the way of transforming simple past tense sentences. The third chapter is research methodology and finding. In research methodology, it contains of the place of the research, the methodology of research, the population and the sample technique of collecting data, the procedure of error research and the technique of data analysis, in research findings tell about, data description, and data analysis. The forth chapter deals with the last chapter. It is conclusion and suggestion related to the problem.