An Analysis On Students’ Errors In Using Present Perfect Continuous Tense (A Case Study at First Grade Students of SMAN 63 Jakarta)

AN ANALYSIS ON STUDENTS’ ERRORS IN USING
PRESENT PERFECT CONTINUOUS TENSE
(A Case Study at First Grade Students of SMAN 63 Jakarta)

Proposed by:

By:

SUNARTI LUSMINI ASTUTI
208014000067

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014

ABSTRACT
AN ANALYSIS ON STUDENTS’ ERRORS IN USING PRESENT
PERFECT CONTINUOUS TENSE A Case Study at First Grade Students of
SMAN 63 Jakarta. Skripsi of English Education at Faculty of Tarbiyah and

Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Advisor:

1. Drs. H. Sunardi Kartowisastro, Dip.Ed.
2. Ummi Kultsum, M.Pd.

Keywords: Error Analysis, Students’ Error, Present Perfect Continuous
Tense
This research is aimed to analyze the students’ error made by the First
Grade students of SMAN 63 Jakarta in using Present Perfect Continuous Tense.
Specifically, it is aimed to know the error types in using Present Perfect
Continuous Tense and to know the error causes which became the factors of
students’ error in using Present Perfect Continuous Tense.
The data sources of this research were 40 students of First Grade of SMAN
63Jakarta which were taken by technique of purposive sampling. The researcher
used field research and descriptive analysis method in this research. Then, to
collect the data, she used two techniques, test and interview as the instruments of
the research.She also used some procedures such as identifying, describing,
recapitulating, explaining and interpreting, and concluding as the technique of data
analysis in this research.

The finding showed that the total frequencies of all errors made in using
Present Perfect Continuous Tense are 292 from 40 students. The highest rate of
the error types is misformation with the total errors of 257 or 88.02 % while the
lowest rate of the error types is misordering with the total errors of 4 or 1.37 %.
Next, there are 26 errors or 8.9 % in omission, and 5 errors or 1.71 % in addition.
Those four error types are proposed by Dulay et. al.. Based on the theory of
Richards, the researcher found the existence of errors is derived from
overgeneralization, ignorance of rule restriction, incomplete application of rules
and false concepts hypothesized with the highest rate of the error causes is false
concepts hypothesized with the total number of errors is 134 or 45.89%.

SUNARTI LUSMINI ASTUTI

i

ABSTRAK
AN ANALYSIS ON STUDENTS’ ERRORS IN USING PRESENT
PERFECT CONTINUOUS TENSE A Case Study at First Grade Students of
SMAN 63 Jakarta. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu
Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta,

2014.
Pembimbing: 1. Drs. H. Sunardi Kartowisastro, Dip.Ed.
2. Ummi Kultsum, M.Pd.
Kata Kunci:
Analisa Kesalahan, Kesalahan Siswa, Present Perfect
Continuous Tense
Penelitian ini bertujuan untuk menganalisa kesalahan siswa yang
dilakukan oleh siswa kelas satu SMAN 63 Jakarta dalam menggunakan Present
Perfect Continuous Tense. Secara spesifik, penelitian bertujuan untuk mengetahui
jenis-jenis kesalahan apa saja yang dilakukan siswa dalam menggunakan Present
Perfect Continuous Tense dan untuk mengetahui factor penyebab-penyabab
kesalahan siswa dalam menggunakan Present Perfect Continuous Tense.
Sumber data pada penelitian ini adalah 40 siswa kelas satu SMAN 63
Jakarta yang diambil dengan teknik purposive sampling. Peneliti menggunakan
metode penelitian lapangan dan analisis deskriptif. Penelitian ini dikategorikan
sebagai penelitian studi kasus di mana penelitian ini digunakan untuk
mengidentifikasi dan mengatasi permasalahan yang dihadapi oleh siswa dalam
mempelajari tensis bahasa Inggris khususnya Present Perfect Continuous Tense.
Lalu, untuk mengumpulkan data, peneliti menggunakan dua teknik, tes dan
wawancara sebagai instrumen penelitian. Peneliti juga menggunakan beberapa

procedur seperti identifying, describing, recapitulating, explaining, interpreting
dan concluding sebagai teknik analisis data dalam penelitian ini.
Hasil Penelitian menunjukan bahwa jumlah frekuensi semua kesalahan
yang dibuat dalam menggunakan Present Perfect Continuous Tense yaitu 292 dari
40 siswa. Tingkat tertinggi dari tipe-tipe kesalahan adalah misformation dengan
total kesalahan adalah 257 atau 88.02% sementara tingkat terendah dari tipe-tipe
kesalahan yaitu misordering dengan total kesalahan 4 atau 1.37%. Selanjutnya,
ada kesalahan 26 atau 8.90% dalam omission, dan 5 kesalahan atau 1.71% dalam
addition. Empat tipe kesalahan tersebut diajukan oleh Dulay, dkk.. Berdasarkan
pada teory Richards, penyebab-penyebab kesalahan yang ditemukan dalam
penelitian ini yaitu overgeneralization, ignorance of rule restriction, incomplete
application of rules dan false concepts hypothesized dengan tingkat penyebab
kesalahan tertinggi adalah false concepts hypothesized dengan total kesalahan 134
atau 45,89%.

SUNARTI LUSMINI ASTUTI

ii

ACKNOWLEDGEMENT


In the Name of Allah, the Most Gracious, the Most Merciful

Praised be to Allah, Lord of the worlds, who has given the writer His love
and compassion to finish the last assignment in her study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and the contribution to all of
lecturers, institution, family and friends who have contributed in different ways.
Hence, this skripsi is processed until it becomes a complete writing presented to the
Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirements
for the degree of S.Pd (Bachelor of Education) in English Language Education.
First of all, the writer would like to express her special gratitude to her
beloved parents. She also expresses great honor and deepest gratitude to her advisor,
Drs. H. Sunardi Kartowisastro, Dip.Ed. and Ummi Kultsum, M.Pd. who have given
suggestions and critiques to the writer in doing this skripsi.
The writer’s sincere gratitude also goes to:
1. All lectures of English Education Department.
2. Drs. Syauki, M. Pd., the Head of English Education Department.
3. Zaharil Anasy, M.Hum., the Secretary of English Education Department.
4. Dra. Nurlena Rifa’i, MA. Ph.D., the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
5. H. Musbir, M.M., the Principal of SMAN 63 Jakarta.
6. Windawati, S.Pd., the English Teacher of SMAN 63 Jakarta.
7. The first grade students of SMAN 63 Jakarta, especially X.4.
8. All of the writer’s friends who always supporting her.
The writer does realize that this skripsi cannot be considered ideal without
critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and
suggestions to make this skripsi better.
Jakarta, January 06, 2014
The Writer

iii

TABLE OF CONTENTS
ABSTRACT ...........................................................................................................

i

ABSTRAK ............................................................................................................


ii

ACKNOWLEDGEMENT ....................................................................................

iii

TABLE OF CONTENTS .....................................................................................

iv

LIST OF TABLES ................................................................................................

vi

LIST OF PICTURE ............................................................................................. viii
LIST OF CHARTS ................................................................................................ ix
LIST OF APPENDICES .....................................................................................

x


INTRODUCTION ...................................................................

1

A. Background of the Research ................................................

1

B. Limitation of the Research .................................................

4

C. Question of the Research .....................................................

4

D. Aim of the Research ...........................................................

4


E. Significance of the Research ...............................................

5

THEORETICAL FRAMEWORK .......................................

6

A. Concept of Error Analysis ..................................................

6

1 Error Analysis .................................................................

6

2. Difference of Error and Mistake .....................................

7


3. Significance of Learners’ Error ......................................

8

4. Types of Error .................................................................

9

CHAPTER I:

CHAPTER II:

5. Causes of Error ............................................................... 11
6. Procedures of Analyzing Error ....................................... 14
B. Overview of Present Perfect Continuous Tense ................. 16
1. The Use of Present Perfect Continuous Tense ................ 17
2. The Form of Present Perfect Continuous Tense .............. 18
C. Typical Error in Using Present Perfect Continuous Tense .. 19
1. Typical Error in Using Auxiliary Verb ........................... 19


iv

2. Typical Error in Forming “ing” Form ............................ 20
3. Typical Error in Negative Sentence ................................ 20
4. Typical Error in Usage ................................................... 21

CHAPTER III: RESEARCH METHODOLOGY ......................................... 22
A. The Research Method ......................................................... 22
B. The Place and Time of the Research .................................. 22
C. The Subject of the Research .............................................. 22
D. The Technique of Data Collection ..................................... 22
E. The Technique of Data Analysis ........................................ 23

CHAPTER IV:

FINDING AND INTERPRETATION ................................. 27
A. Finding ................................................................................ 27
1. Data Description ............................................................. 27
2. Data Analysis .................................................................. 32
B. Interpretation ...................................................................... 45

CHAPTER V:

CONCLUSION AND SUGGESTION ................................. 47
A. Conclusion .......................................................................... 47
B. Suggestion .......................................................................... 47

BIBLIOGRAPHY ................................................................................................ 48
APPENDICES .................................................................................................... 50

v

LIST OF TABLES
1. Table 2.1 The Examples of Addition Errors .......................................................

9

2. Table 2.2 The Examples of Omission Errors ..................................................... 10
3. Table 2.3 The Examples of Misformation Errors ............................................... 10
4. Table 2.4 The Examples of Misordering Errors ................................................ 11
5. Table 2.5 The Examples of Overgeneralization ................................................ 12
6. Table 2.6 The Examples of Ignorance of Rule Restriction ................................. 12
7. Table 2.7 The Examples of Incomplete Application Rules ................................ 13
8. Table 2.8 The Examples of False Concepts Hypothesized ................................. 13
9. Table 2.9 The Verb Tenses ................................................................................ 16
10. Table 2.10 Common Verbs Having Stative Meaning ........................................ 18
11. Table 2.11 Typical Error in Using Auxiliary Verb ........................................... 20
12. Table 2.12 Typical Error in Forming “ing” Form ............................................. 20
13. Table 2.13 Typical Error in Negative Sentence ................................................. 20
14. Table 2.14 Typical Error in Usage .................................................................... 21
15. Table 3.1 Area Tested of Form and Usage in Present Perfect Continuous Tense 23
16. Table 3.2 Description of students’ Error in Addition ........................................ 24
17. Table 3.3 Description of students’ Error in Omission ....................................... 24
18. Table 3.4 Description of students’ Error in Misformation ................................. 24
19. Table 3.5 Description of students’ Error in Misordering ................................... 24
20. Table 3.6 The Recapitulation of Error Types .................................................... 25
21. Table 3.7 The Recapitulation of Error Causes .................................................. 25
22. Table 3.8 The Recapitulation of Students’ Errors .............................................. 26
23. Table 4.1 The Recapitulation of Error Types .................................................... 27
24. Table 4.2 The Recapitulation of Error Causes .................................................. 29
25. Table 4.3 The Recapitulation of Students’ Errors .............................................. 30
26. Table 4.4 Some Examples of Student’s Errors in Addition .............................. 33
27. Table 4.5 Some Examples of Student’s Errors in Omission ............................. 34
28. Table 4.6 Some Examples of Student’s Errors in Misformation ....................... 36
29. Table 4.7 Some Examples of Student’s Errors in Misordering ......................... 38
vi

30. Table 4.8 Some Examples of Overgeneralization ............................................. 39
31. Table 4.9 Some Examples of Ignorance of Rule Restriction ............................ 41
32. Table 4.10 Some Examples of Incomplete Application of Rules ...................... 42
33. Table 4.11 Some Examples of False Concepts Hypothesized ........................... 44

vii

LI LIST OF PICTURE
11PIOJST OF PICTURE
1. Picture 2.1 Example of Present Perfect Continuous Tense ................................ 17
1. Picture 2.1 Example of Present Perfect Continuous Tense ................................ 17

viii

LIST OF CHARTS

1. Chart 4.1 The Recapitulation of Error Types ................................................... 28
2. Chart 4.2 The Recapitulation of Error Causes ................................................. 29
3. Chart 4.3 The Recapitulation of Students’ Errors ............................................. 32

ST OF CHARTS

4. Chart 4.1 The Recapitulation of Error Types ................................................... 28
5. Chart 4.2 The Recapitulation of Error Causes ................................................. 29
6. Chart 4.3 The Recapitulation of Students’ Errors ............................................. 32

ix

LIST OF APPENDICES
1. Appendix 1a. Description of Students’ Error in Addition ...............................
2. Appendix 1b. Description of Students’ Error in Ommision ...........................
3. Appendix 1c. Description of Students’ Error in Misformation ........................
4. Appendix 1d. Description of Students’ Error in Misordering .........................
5. Appendix 2a. Students’ Test Results ...............................................................
6. Appendix 2b. Students’ Interview Results (Overgeneralization) .....................
7. Appendix 2c. Students’ Interview Results (Ignorance of Rule Restriction) ....
8. Appendix 2d. Students’ Interview Results (Incomplete of Application Rules)
9. Appendix 2e. Students’ Interview Results (False Concepts Hypothesized) .....
10. Appendix 3a. Test Instrument ..........................................................................
11. Appendix 3b. Answer Key ...............................................................................
12. Appendix 4. School Profile ..............................................................................
13. Appendix 5a. Surat Keterangan Penelitian ......................................................
14. Appendix 5b. Surat Pengesahan Proposal Skripsi ..........................................
15. Appendix 5c. Surat Bimbingan Skripsi (Dosen 1) ...........................................
16. Appendix 5d. Surat Bimbingan Skripsi (Dosen 2) ..........................................

x

50
51
53
65
66
84
86
88
90
93
94
95
99
100
101
102

1

CHAPTER I
INTRODUCTION

A. Background of the Research
Language means a lot for people. As a human, people absolutely need
language to communicate. In daily activities, people always get in touch with
society by using language. Through language, people can deliver ideas, info and
knowledge.
In Indonesia, there are two languages that have an important influence in
education. They are Bahasa Indonesia and English. In junior high school and
senior high school, Bahasa Indonesia and English are the requirements that
students need to complete in doing final examination (Ujian Nasional).
Moreover, English is also taught in preschool level, especially nongovernment owned schools. Children aged around 4 – 5 years old are learning
English. There are also many of the non-formal education programs that provide
people to learn English. And for sure, it needs more budget to join in that kind of
programs.
However, English is a foreign language in Indonesia. Most of people do
not use English in their daily communication. According to writer’s friends,
elementary school’s friends; junior high school’s friends; senior high school’s
friends; and collage friends, they think that English is difficult to be learnt,
because in Bahasa Indonesia does not consist of special grammar, such as:
1. a). Bahasa
b). English
2. a). Bahasa
b). English

: Ann sedang menulis surat-surat sepanjang hari ini..
: Ann has been writing some letters all day.
: Ann telah menulis 10 surat hari ini .
: Ann has written ten letters already.

It is very clear about the differences between sentences in Bahasa
Indonesia (1a and 2a) and those of English (1b and 2b). In the sentences 1a and
2a, the word “menulis” does not change although in different situational
meanings. But, in the sentences 1b and 2b changed into 1b :“has been writing”

1

2

uses the present perfect continuous tense and 2b : “has written” in present perfect
tense.
Another problem can be found in Indonesian school. Although English is
needed and necessary subject in school, but based on the writer’s experience, the
government does not provide a good facilitation. For example, in senior high
school, English only can be taught twice a week or about three hours in a week.
Since English is regarded as a foreign language in Indonesia, people
should do more efforts in learning English, because they need to use new
vocabularies, new grammatical rules and new pronunciations. However, they do
not use English in their communication. As Canale and Swain said in Brown’s
book that foreign language learning needs communicative competence, such as
grammatical competence, discourse competence, sociolinguistic competence and
strategic competence.1 The writer also has the same opinion with Canale and
Swain. As a foreign language learner, people should realize that in successful
communication

still

have

grammatical

rules,

so

it

will

make

less

misunderstanding when people communicate with other people.
There is another statement about how Important the grammar in language.
It is stated in Penny Ur’s book, she said “There is no doubt that a knowledgeimplicit or explicit - of grammatical rules is essential for the mastery of a
language: you cannot use words unless you know how they should be put
together”.2 In English, people should be more aware of the grammatical rules,
because when the word puts in different tenses or in different word forms (such as
in the example of the sentences 1 and 2 above), it has also different meaning.
The statement above is also agreed by Rob Batstone, he said that language
without grammar would certainly leave us seriously handicapped.3

1

Canale and Swain, in H.Douglas Brown, Principles of Language Learning and

Teaching, (New York: Addison Wesley Longman Inc, 2000), p.247.
2

Penny Ur, Grammatical Practice Activities: A Practical Guide for Teacher,

(Cambridge: Cambridge University Press, 1988), p.4.
3

Rob Batstone, Grammar, (New York: Oxford University Press, 1994), p.3

3

However, it is absolutely not an easy thing in learning grammar. Based on
the writer experience, she found students’ errors when she did teachers´ training
or Praktik Profesi Keguruan Terpadu (PPKT). According to the students’
statement, they seldom use some tenses in their daily activities, such as Present
Perfect Continuous Tense.
The writer also found grammatical problems when she did an unstructured
interview on Friday January 13th, 2012 with the English teacher at SMAN 63
Jakarta, named Ms.Winda. She said that 60% 0f 243 students at first grade of
SMAN 63 Jakarta make errors when using grammar, such as they used Simple
Present Tense instead of Simple Past Tense to state past activity, I see my friend
yesterday in Puri Mall. The correct answer is I saw my friend yesterday in Puri
Mall.
Furthermore, as Corder noted: “A learner’s errors are significant in[that]
they provide to the researcher evidence of how language is learned or acquired,
what strategies or procedures the learner is employing in the discovery of the
language”4 So, errors that learner made in learning process is obviously natural, in
the sense that the learner’s effort to use the language.
This research is important because in learning English as a foreign
language, many experts that writer’s has mentioned say that learner should do
more

practices

in

using

grammar

to

minimize

misunderstanding

in

communication. Also, in learning process, making error or mistake cannot be
avoided. The error shows the weak of students, so it is useful to analyze error
types and error causes. As Corder said that learners’ errors are significant to the
teacher, the researcher and the learners.5
Based on the explanation above, the writer would like to carry out a
research under the title “An Analysis on Students’ Errors in Using Present
Perfect Continuous Tense ” (A Case Study at First Grade Students of SMAN 63
Jakarta).
4

Corder, in H.Douglas Brown, Principles of Language Learning and Teaching, (New

York: Addison Wesley Longman Inc, 1994), p.205
5

S.P.

Corder,

Press,1981),p.45

Error

Analysis

and

Interlanguage,

(Oxford:Oxford

University

4

B. Limitation of the Research
To limit the problems, it will be discussed in this “skripsi” that comprise
of:
1. The types of error make by students in using present perfect continuous
tense.
2. The factors that cause students’ errors in using present perfect continuous
tense.
The aspects to be discussed above just focus on 2 (two) aspects.
Meanwhile, the other aspects don’t relate to aspects above is beyond the
writer’s responsibilities.
C. Question of the Research
Based on the background of the problem above, it’s necessary to analyze
the students’ difficulties in using present perfect continuous tense at the first grade
students of SMAN 63 Jakarta. The researcher formulates the research question as
follows:
1. What types of error made by students at the first grade of SMAN 63
Jakarta in using present perfect continuous tense?
2. What are the factors that cause the students’ errors in using present perfect
continuous at the first grade of SMAN 63 Jakarta?

D. Aim of the Research
As it has been stated in the question of the research, the aim of this
research is to find out the evidences of the students errors in using present perfect
continuous tense at the first grade of SMAN 63 Jakarta. In addition, the writer
aims this research at analyzing:
1. To describe the types of error made by the first grade students of SMAN
63 Jakarta in using present perfect continuous tense.
2. To describe the factors that causes students’ errors in using present perfect
continuous tense.

5

E. Significance of the Research
The contributions of this research are conveyed to: First, for the teacher. It
informs the teacher new information about some kind of student’s errors in using
present perfect continuous tense and to improve the teacher’s quality in English
teaching. Second, is for students. It will give an input to the students to improve
their knowledge about using present perfect continuous tense. Third, this research
can be used as one of the resources about the error types and error causes for the
writer and as the basic information for further studies by other researcher who
interested in English.

6

CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer would like to explain about error analysis,
definition of error, cause of error and the goal of error analysis. Besides, the writer
would like to explain about the concept of error analysis, overview of Present
Perfect Continuous Tense.
A. Concept of Error Analysis
1. Error Analysis
Learners do errors or mistakes in learning. Making errors is
inevitable for anyone in learning process. Those errors can be an experience
for the learners in learning something. They can use that experience as the
lesson in the next time. So, they are able to memorize what they should do
and what they should not do.
Brown says that human learning is fundamentally a process that
involves the making of erroneous and mistakes1. He also says that language
learning is a process that involves errors or mistakes2. It can be concluded
that language learning is a kind of human learning that produces errors and
mistakes.
Another opinion come from Littlewood, he says that the errors are
the product of learning3. So, if the learners make errors, it means that they
learnt something.
To analyze those errors, David Crystal explained about the
meaning of error analysis. He said that error analysis was the study of the
unacceptable forms produced by someone learning a language¸ especially a
foreign language.4
1

H.Douglas Brown, Principles of Language Learning and Teaching, (New York:

Addison Wesley Longman Inc, 1994), p.204
2

Ibid
William T.Littlewood, Foreign and Second Language Learning,( Cambridge:
Cambridge University Press,1984),p.24
4.
David Crystal, An Encyclopedic Dictionary of Language and Languages, (Oxford:
Penguin Books, 1994), p.125
3

6

7

Since English is a foreign language in Indonesia, it influences learners’
English understanding; they will directly connect with such a new
vocabulary, a new grammatical pattern and a foreign pronunciation which are
different from the learners’ native language.
Another explanation about error analysis is coming from Brown,
he said that the fact that learners did make errors and those errors could be
observed, analyzed, and classified to reveal something of the system
operating within the learner, led to a surge of study of learners’ errors, called
error analysis.5 In other words, that error analysis is a measuring errors with
some procedures.
As Hartmann and Stork said, ”Error analysis, a technique of
measuring progress by recording and classifying the mistakes made by
individual or groups of students”.6 So, error analysis can be used to record
and classify the mistakes.
Furthermore, Corder stated that error analysis was branch of
applied linguistic, had two functions, theoretical and practical. Theoretical
was used to investigate the language learning process, and practical was used
to guide the remedial action.7 The functions of error analysis were to
investigate the language learning process and to guide the remedial action

2. Difference of Error and Mistake
Most of people still misunderstand about error and mistake, so, it is
important to distinguish between error and mistake in studying error analysis.
There are many explanations about those two crucial things coming from
experts such as Julian Edge divided mistakes into three broad categories,
slips (that is mistakes which students can correct themselves),

5

Brown, op. cit., p.206.
Hartmann and Stork, Dictionary of Language and Linguistics, (London: Applied Science
Publishers,1972 ),p.78.
7
S.P. Corder, Error Analysis and Interlanguage, (Oxford: Oxford University Press, 1981)
p.45.
6

8

errors (mistake which they cannot correct themselves and which therefore
need explanation), and attempts (that is when a student tries to say something
but does not yet know the correct form).8
The similar opinion coming from Carl James, he said that if the
learner was inclined and able to correct fault was a mistake, on the other
hand, if the learner was unable or in any way disinclined to make the
correction that was an error.9
Errors reflect gaps in a learner’s knowledge because the learner does
not know what is correct. Mistakes reflect occasional lapses in performance
because the learners are unable to perform what they know.10
Hubbard says that errors is caused by lack of knowledge about the
target language (English) or by incorrect hypotheses, and mistakes is caused
by temporary lapses of memory, confusion, slips of the tongue.11
Moreover Norrish said that error is systematic deviation from the
accepted system of the target language. Mistake is non-systematic deviation
from the accepted system of a language being learned and it usually due to
human limitation such as tiredness, nervousness, and fatigue.12 It means that
errors may occur because of human factor in mastering the target language
such as the limitation of memory, psychological problem and do not
understand about the material of subject. In another side, the learners never
recognize their errors or they never know that they have made errors.

3. Significance of Learners’ Error
Error analysis provides many advantages in language learning and
teaching as Corder says that the learners’ errors are giving advantages to the
teacher, the researcher and the learner. The teacher knows the learner

8

Jeremy
Harmer,
The
Practice
of
English
Language
Learning,(New
York:Longman,1989),p.99
9
Carl James, Errors in Language Learning and Use, ( New York: Longman, 1998),p.78
10
Rod Ellis, Second Language Acquisition,(Oxford: Oxford University Press, 1997), p.17
11
Peter Hubbard, et.al., A Training Course for TEFL, (New York: Oxford University
Press, 1983), p.134.

9

12

John Norrish, Language Learners and Their Errors, (London: Hoc Milton, 1983), p.78

progress. The researcher gets the evidence of how language is learnt and what
strategies that learners use in language learning process. The learners can test
his hypothesis about the target language.13

4. Types of Errors
Dulay, et al. classified the error types into 2 categories. They are
linguistic category classification and the surface structure taxonomy.14
Linguistic category classification located the errors based on phonology
(pronunciation), graphology, grammar, lexis (meaning and vocabulary), and
text.
Meanwhile, the surface structure taxonomy located the errors based
on the way in which the learners’ response is different from the presumed
target language. There are four subtypes of error in this categories namely
addition, omission, misformation and misordering.15
First, addition errors occur when there is a sentence where
unnecessary element is added into a correct sentence.
Table 2.1
The Examples of Addition Errors
Classification
Error Recognition
Error Reconstruction
Addition of past tense She didn’t slept there She didn’t sleep there
indicative

yesterday.

yesterday.

Addition of the present We do practice dance We
indicative

13

three times in a week.

Dulay, in Corder, op. cit., p.10-11
James, op.cit., p. 106-110
15
James, op.cit., p.106

14

practice

dance

three times in a week.

10

The bags is here.

Addition of plural (s)
Addition

of

The bags are here.

object Lina can fix it my doll.

Lina can fix my doll.

(double object)
Note: The underlined letters or words are addition

Second, omission errors occur when there is a sentence where
necessary element is omitted in a correct sentence.
Table 2.2
The Examples of Omission Errors
Classification

Error Recognition

I ^ going to school by I am going to school by

Omission of auxiliary

bus every day.

bus every day.

of She is play ^ football.

Omission

Error Reconstruction

She is playing football.

progressive
(–ing)
Omission

of

regular I borrow ^ Dani’s book I borrowed Dani’s book

past tense –ed

last night.

last night.

of They want to go ^ They want to go to

Omission

Lombok.

preposition

Lombok.

Note: Symbol ^ is omission

Third, misformation errors are the use of the wrong form of a
structure or morpheme. In other words, misformation is the error of using
grammatical form of the target language.
Table 2.3
The Examples of Misformation Errors
Classification
Misformation

Error Recognition
of She don’t know me.

Error Reconstruction
She doesn’t know me.

auxiliary
Misformation
regular past

of I

taken

yesterday.

the

book I

took

yesterday.

the

book

11

of Louisa got an uniform

Misformation

Louisa got a uniform

indefinite article (an)
Note: The underlined letter or word is addition

Fourth, misordering is the error in arranging the right forms in the
right order. The sentence can be correct in elements, but wrongly in word
order.
Table 2.4
The Examples of Misordering Errors
Classification
Misordering

Error Recognition
of What shape it is?

Error Reconstruction
What shape is it?

auxiliary verb
Misordering

of She not does submit her She does not submit her

negative

homework

homework.

5. Causes of Error
Brown said that the cause of errors could be devided into 2 categories,
they are:16
a. Interlingual errors, that is error caused by interference of the learner’s
mother tongue. A different class of error is represented by sentences.
b.

Intralingual errors, that is cause of errors resulting from complicated
system of the target

language it self.

Hubbard, et al., said that there are three causes of error; they are
mother tongue interference, overgeneralization, and errors encouraged by
teaching material or method.17 Mother tongue interference is caused by the
first language of learners or mother tongue to use the target language.
Overgeneralization can be happened because of the partial learning of the
target language. Errors encouraged by teaching material or method is the
cause of error that comes from the material or the method that teacher used in
learning process.
16

Brown, op.cit.,, p. 213-214
Hubbard, op.cit,. p.140-142

17

12

Meanwhile, Richards said that the intralingual errors were devided
into 4 terms, they are:18
a) Overgeneralization
Overgeneralization happens when a learner uses a certain structure
that is over-generalized in the target language. It is caused the learners’
basic experience of certain structure. Generally, overgeneralization is the
creation of one deviant structure in place of two regular structure.
Table 2.5
The Examples of Overgeneralization
Classification

Error Recognition

Error Reconstruction

Over generalized use We are not knowing We do not know the
of the rule for forming the rules.

rules.

progressive.
Over generalized of the Who did write the Who wrote the book?
rule for inserting do book?
into interrogatives.
Over generalized third Who can Angela sees?

Who can Angela see?

person ending.

b) Ignorance of rule restriction
Ignorance of rule restriction is failure to observe the restriction of
existing structures. That is the application of rules to context where they
do not apply.
Table 2.6
The Examples of Ignorance of rule restriction
Classification

Error Recognition

Ignorance of the rule in The baby crying was.

Error Reconstruction
The baby was crying.

putting the verb and
auxiliary verb.
18

Jack.C.Richards, Error Analysis,(London: Longman Group Limited, 1978), p.175-181.

13

Ignorance of the rule The books is blue.

The books are blue.

singular/plural.
Ignorance of the usage She have a book.
rule

auxiliary

She has a book.

verb

(have/has)

c) Incomplete application of rules
Incomplete application of rules means errors are due to the
occurence of structures whose deviancy represents the degree of
development of rules required to produce acceptable utterence. The
learners fail to produce a correct sentence according to the standards rules.
Table 2.7
The Examples of Incomplete application of rules

Classification

Error Recognition

Incomplete application You ^ student.

Error Reconstruction
You are student.

rule in using to be (are)
Incomplete application I did not ^ yesterday.

I

did

rule in putting verb.

yesterday.

not

come

d) False Concepts Hypothesized
False concepts hypothesized means basically errors are the result
from faulty comprehension of distinction in the target language.
Table 2.8
The Examples of False Concepts Hypothesized

Classification
False

Error Recognition

Concepts When I was coming.

Hypothesized between
Simple Past Tense and

Error Reconstruction
When I came.

14

Past Continuous Tense
False

Concepts I have been singing I

Hypothesized between three songs.
Present
Present

Perfect

have

sung

three

songs.

and

Perfect

Continuous Tense.
False

Concepts She is not go to school she did not go to

Hypothesized between yesterday.
Simple

Present

school yesterday.

and

Simple Past Tense.

6. Procedures of Analyzing Error
There are some opinions from experts about the procedures of
analyzing error. Van Els, et al., said that there are six steps in analyzing error.
Step 1, the errors are selected. Step 2, the errors are identified. Step 3, the
errors are classified. This involves assigning a linguistic description to each
error. Step 4, the errors are explained. Step 5, the errors are evaluated. Step 6,
prevention/correction of errors.19
Corder establishes four steps about the procedures of analyzing error,
namely collection the data, identification of errors, description of errors and
finally explanation of learner’s errors.20
Next, Mineo also has the similar idea as Corder in explaining the
procedures of error analysis, there are collection the data, categorization the
errors, identification the errors, and explanation the errors.21
19

Van Els, in Thierry Chanier, et.al., Conceptual Modeling in Error Analysis in
Computer-Assisted Language Learning Systems. Lancaster University Journal of the Computing
Department. 5, 1992. p.44.
20
Carmen Gloria G., Errors in the Use of English Tenses. San Sebastian University
Journal of the Faculty of Education. 3, (Chili : San Sebastian University, 2012, p.4.
21
Mineo Suenobu, Communicability Within Errors . Journal of Institute of Economic. 8,
(Kobe: Institute of Economic Research Kobe University of Commerce, 1995),p.84-85.

15

Another opinion is coming from Ellis. She mentions four steps to
carry out error analysis research: identifying errors, describing errors,
explaining errors, and evaluating errors.22
In the first step, researcher identifies the errors. It involves a
comparison between the students’ answer and the correct answer. If the
answer is not in the correct form or in appropriate to the target language, it
means there is an error.
When the errors have been identified, the next step is describing
learners’ errors. In describing the learners’ errors also includes the classifying
the errors to show the frequency of error types and the frequency of error
causes.
The third step is the explanation of learners’ errors. It’s explaining
about the errors types and the errors causes that have been identified.
The last step is evaluating. The researcher provide the data about the
errors types and the errors causes, so that the teachers know what should they
do in remedial for students.
In viewing the procedures of error analysis, the researcher used
Corder’s theory namely collection the data, identification, description, and
explanation of learner’s errors. She also used Dulay’s theory to find the error
types. Dulay divided the error types into four types based on surface strategy
taxonomy such as addition, omission, misformation, and misordering.
To support this study in finding the error causes, the researcher used
Richards’s theory that explained four causes of error: overgeneralization,
ignorance of rule restriction, incomplete application of rules, and

false

concept hypothesized.

22

20

Rod Ellis,Second Language Acquisition,(Oxford:Oxford University Preess,1997),p.15-

16

B. Overview of Present Perfect Continuous Tense
Before discussing Present Perfect Continuous Tense, the researcher would
like to give information about tense. The word tense stands for a verb form or
series of verb forms used to express a time relation.23 In other opinion, Sidney
Greenbaum and Randolph Quirk said “Tense is a grammatical category that is
realized by verb inflection. Since English has no future inflected form of the verb,
the threefold semantic opposition is reduced to two tenses: the present tense and
the past tense, which typically refer to present and past time respectively”.24
From the explanation, the researcher conclude that tense is a grammatical
category that stands for a verb form or series of verb forms used to express a time
relation of event in the present, future and past.
Richard Veit divided the tenses into two parts, common form and
progressive form as it described in the table below:25
Table 2.9
The Verb Tenses
Common Forms

Progressive Forms

Present Tense

Present Progressive Tense

Past Tense

Past Progressive Tense

Future Tense

Future Progressive Tense

Present Perfect Tense

Present

Past Perfect Tense

Tense

Future Perfect Tense

Past Perfect Progressive Tense
Future

Perfect

Perfect

Progressive

Progressive

Tense

23

A.S. Hornby,Guide Patterns and Usage in English,(Hongkong:Oxford University
Press,1975),p.78.
24
Sydney Greenbaum, et al., A Students Grammar of The English
Language,(London:Person Education Limited,1990),p.47.
25
Richard
Veit,
Discovering
English
Grammar,(Boston:Houghton
Mifflin
Company,1986),p.149.

17

From the table above, the present perfect continuous tense is one of the
progressive forms. As Martin said that present perfect continuous tense used in
expressing the idea of an activity (a task, piece of work, etc) in progress until
recently or until the time of speaking.26
1. The Use of Present Perfect Continuous Tense
Here is the explanation of the use of present perfect continuous tense
according to experts:
a. Duration
The present perfect continuous tense is used to emphasize the
duration of ongoing action or activity which began in the past and still
continuing to the present and possibly into the future.27
Example: Tom has been studying for two hours.28
b. Focus on the activity
This usage is focusing on the activity rather than the result.29
Example:
I have been doing my homework all afternoon.

Picture 2.1 : Example of Present Perfect Continuous tenses.30

26

Martin Hewings,Advanced Grammar in Use,(Cambridge: Cambridge University
Press,2006),p.12
27
Allan Kent Dart,Dart’s Grammar Workbook 2,(New Jersey: Prentice Hall
Regents,1997),p.76
28
Bety Schrampfer Azar, Understanding and Using English Grammar,(New York:
Pearson Education, 1993),p.5
29
Mark Folley and Diane Hall, Advanced Learners’ Grammar,(London: Pearson
Education,2003),p.65
30
ibid

18

2. The Form of Present Perfect Continuous Tense
Dart’s explained the form of present perfect continuous in his book, he
said that a verb in the present perfect continuous tense was formed from “have
or has” and “been” (as a second auxiliary) and a present participle.31
a. Auxiliary verb “has/have been”
1. Singular subject (I, he, she, it, name of person or thing in singular)
use the auxiliary verb “has”.
2. Plural subject (you, we, they, name of person or things that in
plural) use the auxiliary verb “have”.
b. The present participle
The present participle is formed by adding –ing to the verb. The
meaning of “-ing” is showing the continuity of the action or activity.
Example: learn + ing = learning
stop + ing = stopping
However, there are some verbs that have stative meanings, so those
verbs can’t be used in the progressive tense. As Betty mentioned in her
book.32
Table 2.10
Common verbs having stative meanings
No.
1.

Types of verb
Mental state

Verb
believe, desire, doubt, feel, forget, imagine*,
know,

mean*,

remember*,

need,

suppose,

realize,
think*,

recognize,
understand,

want*
2.

Emotional state

amaze, appreciate, astonish, care, dislike, envy,
fear, hate, like, love, mind, please, prefer,
surprise

31
32

Dart, op.cit. ,p.75
Azar, op.cit., p.15

19

3.

Possession

belong, have*,own, possess

4.

Sense perceptions

feel*, hear, see*, smell*, taste*

5.

Other existing state

appear*, be*, consist of, contain, cost*,
equal, exist, include*, look, look like,
matter, owe, resemble, seem, sound,
weigh*

Note : The asterisk (*) verbs can be used both stative and progressive meanings and uses.

These are the kinds of present perfect continuous tense sentences:
Affirmative
Pattern : S + Auxiliary Verb (has/have) + been + Present Participle (v-ing) +
O/adverb
Example: She has been painting the ceiling for almost 2 hours.

Negative
Pattern : S + Auxiliary Verb (has/have) + not + been + Present Participle (ving) + O/adverb
Example: She has not been painting the ceiling for almost 2 hours.

Interrogative
Pattern : Auxiliary Verb (has/have) + S + been + Present Participle (v-ing) +
O/adverb?
Example: Has she been painting the ceiling for almost 2 hours?

C. Typical Error in Using Present Perfect Continuous Tense
The researcher predicts the errors that the students may do. Here are the
typical errors in using present perfect continuous tense.
1. Typical Error in Using Auxiliary Verb
Students get confused of how to use the auxiliary verb (has/have been).

20

Table 2.11
Typical error in using auxiliary verb
The error’s sentence

No.
1.

The correct sentence

I has been sitting here since 7 I have been sitting here since 7
o’clock. (Misfomation)

2.

o’clock.

The students has been doing the The students have been doing the
school

work

for

3 school work for 3 hours.

hours.(Misformation)
3.

The

ringing

bell

for

1 The bell has been ringing for 1

minute.(Omission)

minute.

2. Typical Error in Forming “ing” Form
Some students sometimes write the verb + ing form incorrect spelling
and also use the base form of verb instead of the verb + ing form.
Table 2.12
Typical error in forming “ing” form
The error’s sentence

No.
1.

They

have

been

The correct sentence

swiming. They have been swimming.

(Omission)
2.

My uncle has been drive all My uncle has been driving all
night.

night.

3. Typical Error in Negative Sentence
Some students often put the determiner /not/ after subject or use /no/
instead of /not/ as a negative meaning, and also get mixed with another tense
in forming the negative form.
Table 2.13
Typical error in negative sentence
No.
1.

The error’s sentence

The correct sentence

We not have been seeing much of We have not been seeing much

21

our friends. (Misordering)

of our friends.

She has no been having much fun She has not been having much

2.

in her life. (Omission)
3.

did

Tina

not

fun in her life.

waiting

somebody.(Misformation)

for Tina has not been waiting for
somebody.

4. Typical Error in Usage
Students faced difficulties in using present perfect continuous tense.
According to Hornby’s statement that there was no clear line of division
between the use of the simple present perfect and the present perfect
continuous tense, but the examples and the notes to them might give some
guidance.33
Table 2.14
Typical error in usage
No.

The error’s sentence

The correct sentence

I have tried to study for the last I have been trying to study for the

1.

hour, but something always last hour, but something always
seems

to

interrupt seems to interrupt me.

me.(Misformation)
Joni playing football for almost Joni playing football for almost 1

2.

1 hour.(Misformation)

hour.

They waited there for the last They have been waiting there for

3.

twenty minutes.(Misformation)

33

Hornby, op.cit., p.90

the last twenty minutes.

22

CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses and presents about research method, place and time
of the study, population and sample, technique of data collecting, and technique of
data analysis.

A. The Research Method
The method of this research was descriptive analysis. The aim of this
study is to describe and analyze the types of errors that made by students of first
grade of SMAN 63 Jakarta in using present perfect continuous tense and the
factors that cause the errors in using present perfect continuous tense by students
at the first grade of SMAN 63 Jakarta.

B. The Place and Time of the Research
The researcher did her research at the first grade students of SMAN 63
Jakarta that located at Jln.Amd V Manunggal V No.57 Petukangan Utara, Jakarta
Selatan. The research was carried out in March 2013.

C. The Subject of the Research
The subject of the study was the first grade students of SMAN 63 Jakarta,
academic year 2012/2013. The number of students was 243 as the population, the
sample was class X-4 and it consisted of 24 female and 16 male students.

D. The Technique of Data Collection
The technique of collecting data in this research used test and interview.
The complete explanation was as follows:
a. Test
The researcher used the test to know how far the students’ response in
using present perfect continuou

Dokumen yang terkait

The analaysis of students' errors in transforming simple present, present progressive and simple past tense form affirmative form (A case study at second year of MTs al-khairiyah jakarta)

0 3 562

An Analysis On Students’ Errors In Descriptive Writing (A Case Study At The First Grade Of Sma Negeri 37 Jakarta)

0 7 85

An Analysis On Grammatical Errors In Students’ Recount Text Writing (A Case Study At The Second Grade Students Of Man 10jakarta)

7 45 138

AN ANALYSIS OF GRAMMATICAL ERRORS ON THE STUDENTS DESCRIPTIVE TEXT WRITING.A Case Study at First Grade of SMAN 1 Cibarusah, Bekasi.

0 3 76

An Analysis On Students’ Errors In Using Personal Pronoun (A Case Study Of Students On First Grade Of Smp Islam Al-Syukro, Ciputat)

2 12 80

An error analysis on the use of present perfect and present perfect continous tense: a case study at the third grade student of SMP Muhammadiyah 17 Ciputat

0 6 126

An Error Analysis on the Use of Simple Past Tense in Students' Narrative Writing (A Case Study at First Grade Students of SMA Dua Mei Ciputat)

4 51 109

AN ANALYSIS ON STUDENTS’ GRAMMATICAL ERRORS IN WRITING DESCRIPTIVE PARAGRAPH (A Case Study at the Second Grade of SMPN 3 Tangerang Selatan)

0 32 68

An Error Analysis on the Use of Present Perfect Tense and Present Perfect Continous Tense” (A Case study at third grade students of SMP Muhammadiyah 17 Ciputat Timur

0 6 126

AN ANALYSIS OF STUDENTS’ ERRORS IN USING PASSIVE FORM OF THREE TENSES (SIMPLE PRESENT TENSE, SIMPLE PAST TENSE, AND PRESENT PERFECT TENSE) (A DESCRIPTIVE STUDY ON MUHAMMADIYAH UNIVERSITY OF PURWOKERTO) - repository perpustakaan

0 0 15